aerr 2007-08 - mccoyhighschool.ca 2007-08.pdf · page 2 in partnership with family, church and...

In partnership with family, church and community, we provide Catholic Education of the highest quality to our students.

McCoy High School strives to promote academic excellence in all of its students. The school incorporates an integrated approach to education involving the student, home, community and parish. The school aspires to

improve the intellectual, physical, social and spiritual well-being of all students and staff. McCoy High School recognizes its students as responsible individuals who lead by example and are committed to

high moral and ethical standards.

“Luctor Et Emergo” The proud tradition and honor of McCoy has been built over many years,

now it is your turn as a citizen in the McCoy family to “struggle and emerge”.

God, grant that I may not criticize my neighbours

until I have walked a mile in their shoes.

From the halls of McCoy High School comes a loud, victorious yell For in all our recreation, our students do excel.

We will fight you to the bitter end for the honour of our school For the game is taken in our stride, cause that's our golden rule.

Rah! Rah! Rah!

Each school day, a staff member or a student leads our school community with a prayer.

During prayer, everyone is expected to reverently listen. Celebrations are part of our Catholic heritage and we encourage all students to participate.

Mission Statement

Vision Statement

School Motto

Student Prayer

School Song

Catholic Traditions

Principal’s Statement This report is intended to provide all stakeholders with current results about our school. Reporting on progress toward the achievement of our goals is an essential part of our accountability relationship. The information in this report demonstrates our commitment towards ensuring that we assess and report on our quality. As principal of this school, I am accountable for the results reported.

Sincerely, Clyde Pudwell, Principal

Accountability Statement The annual education results report for McCoy High School for the 2007/08 school year was prepared under the direction of the board in accordance with the responsibilities under the School Act and the Government Accountability Act. The board is committed to using the results in this report, to the best of our abilities, to improve the outcomes for students in our jurisdiction. We will use the results to develop sound strategies for our three-year education plan to ensure that all our students can acquire the knowledge, skills and attitudes they need to be self-reliant, responsible, caring and contributing members of society. ___________________________________ ________________________________________ Clyde Pudwell, Principal Shelly Mayer, School Council Chairperson

Highlights for 2007/08 Include the following elements: • The Accountability Pillar Overall Summary Report, as provided by Alberta Education in October 2007. • The jurisdiction’s accomplishments (impact of major activities/strategies), including programs and achievements of

specific groups of students; reporting on programs, services and results for students with special needs satisfies the non-financial reporting component of Section 14a and c of the Standard for Special Education (June 2004).

McCoy High School’s dropout rate has been much lower than that of the rest of the province. This Accountability Pillar measure is evaluated and reported as “Good” for 2007/08 for McCoy High School. The percentage of students who complete programs at McCoy High School in three years 75.7% is much better than the province’s 3-year rate of 71%. This Accountability Pillar measure is evaluated and reported in the Accountability Pillar Summary as “Good” for 2006/07. The 6-year Transition Rate for McCoy High School students is at 68.7% which is reported at “Excellent” for 2006/07 in comparison to the Provincial 6-year Transition Rate of 60.3%. The percentage of Teachers and Parents who feel the students are taught attitudes and behaviours that will make them successful at work when they finish school is 93.9% which is reported as “Excellent” for 2007/08. Provincial Achievement Test Results: The results for ELA9 and Social Studies 9 at the acceptable standard are evaluated and reported as “Good” for 2007/08. The results for Social Studies 9 at the standard of excellence are evaluated and reported as “Good” for 2007/08. Diploma Examination Results: The results for Applied Mathematics 30 at the standard of excellence are evaluated and reported as “Good” for 2007/08. The results for ELA30-2, Social Studies 30, and Social Studies 33 at the acceptable standard are evaluated and reported as “Good” for 2007/08. • A web link to the jurisdiction’s AISI annual report.

http://www.mhcbe.ab.ca/cec/AISI/documents/APAR_2007.pdf

• A web link to the jurisdiction’s class size report. http://www.mhcbe.ab.ca/cec/DocumentsPage/2007_2008/ClassSizeSurveyWeb2007-08.pdf

Goal One: High Quality Learning Opportunities for All

Outcome: Schools provide a safe and caring environment for students.

Performance Measure Results Target

2004/05 2005/06 2006/07 2007/08 2007/08

Percentage of teachers, parents, and students, who agree that students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school.

(all numbers represent percentages)

Overall School 77.4 78.4 75.8 81.5

Province 83.1 84.4 84.2 85.1

Teachers School 90.7 90.9 93.0 90.2

Province 92.3 92.8 92.6 93.1

Parents School 68.5 74.0 65.3 83.5

Province 79.9 82.1 81.7 83.2

Students School 73.0 70.3 69 70.9

Province 77.2 78.4 78.5 79.1

Comment on Results (contextual information, factors affecting performance, analysis of results). If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement.

Strategies for obtaining an improvement evaluation of “Improved” are unknown as it was not an area of focus in the 2007-10 Three Year Education Plan. One factor that may have affected the survey results from 2 years ago was the perception of the danger associated with being in a school that had a group of students who were closely associated with a young man charged with murder. Over the next year, this perception of danger may have weakened in the minds of our community.

Outcome: The education system meets the needs of all K – 12 students, society and the economy.


2004/05 2005/06 2006/07 2007/08 2007/08

Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, and health and physical education.


Overall School 81.7 71.3 74.7 75.1

Province 76.7 78.1 78.5 79.4


Province 83.6 85.2 85.7 86.4

Parents School 79.7 76.3 74.4 72.7

Province 75 76.6 75.7 77.6

Students School 68.9 62.8 63.4 63.9

Province 71.5 72.6 72.9 74.1


Over the last three years the overall results seem to be rising slightly. Student results are still significantly lower than the province. This Accountability Pillar measure is evaluated and reported as “Acceptable” for 2007/08 for McCoy High School. McCoy High School is an average size high school that offers only a few sections of a range of courses. As well, McCoy can only provide programming that is feasible, for example without an automotives lab, mechanics cannot be offered. The combination of our CTS grant and the Evergreening Fund will assist in offering additional CTS modules.

Outcome: The education system meets the needs of all K – 12 students, society and the economy. (continued)


2004/05 2005/06 2006/07 2007/08 2007/08

Percentage of teachers, parents and students satisfied with the overall quality of basic education.


Overall School 80.8 77.3 81.6 83.5

Province 86.1 87.7 87.6 88.2


Province 93.9 94.8 94.7 94.9

Parents School 69.9 74.6 72.8 82.1

Province 78.9 81.6 81.8 83.0


Province 85.6 86.6 86.4 86.6


Parent and students are much less satisfied with the overall quality of basic education at McCoy high School than the teachers are. In the last three years provincial satisfaction has been greater than McCoy High School satisfaction. This Accountability Pillar measure is evaluated and reported as “Issue” for 2007/08 for McCoy High School. The results on the Diploma Examinations in the area of excellence and acceptable standards for 2007/08 may affect the parent’s perception of overall quality of basic education at McCoy. Strategies in the 2008-2011 Three Year Education Plan have addressed this area.

Outcome: The education system meets the needs of all K – 12 students, society and the economy. (continued)


2004/05 2005/06 2006/07 2007/08 2007/08

Percentage of teacher, parent and student agreement that programs for children at risk are easy to access and timely.


Overall School 74.6 72.7 74.6 75.1

Province 76.9 78.6 78.3 79.5

Teachers School 97 87.5 96.6 88

Province 90.6 91.6 91.2 91.9

Parents School 55.1 62.7 61 67.7

Province 63.8 67 66.8 68.5


Province 76.1 77.1 77 78

Comment on Results (contextual information, factors affecting performance, analysis of results, strategies or action taken by the jurisdiction or schools that may have contributed to any improvement).

Working relationships between certain areas of Student Services and certain Administration may have resulted in a significant decline in teacher results. Re-instating AADAC on a weekly basis, increase of the SRO to full time, and increased involvement of administration/student services communication in the 2008-09 school year may assist in this area. Counseling time was reduced from 1.75FTE to 1.2FTE which may have resulted in students being able to access counseling in a timely manner.

Outcome: Children at risk have their needs addressed through effective programs and supports.


2002/03 2003/04 2004/05 2005/06 2006/07 2007/08Annual dropout rate of students aged 14 to 18. (all numbers represent percentages)

School 4.1 2.2 2.9 3.4 2.8 Province 5.5 5.3 4.9 4.7 5.0

Comment on results (contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement. McCoy High School’s dropout rate has been much lower than that of the rest of the province. This Accountability Pillar measure is evaluated and reported as “Good” for 2007/08 for McCoy High School. McCoy has instituted effective programs and supports to keep at risk students in school and on the path towards graduation. McCoy provides access to special education programs. Students in these programs have exceptional needs and require special curriculum and methods of instruction that are different from conventional methods. Students in these programs have Individualized Program Plans which are monitored and evaluated. Some of the programs offered include a Learning Assistance Program, Life and Occupations Transition Skills and Knowledge and Employability courses.

McCoy High School also assists students at risk in the regular programming through academic counseling to ensure students are timetabled into classes of need and interest. The use of Cyber School, ADLC, Work Experience, and RAP also accommodates students who are in need of an alternate program due to personal needs. McCoy High School offers a wide variety of Team Sports and Clubs. This may give certain students a reason beyond their education to remain in school. Through the Digital Divide grant McCoy’s technology is presently being updated which should increase student engagement, increase Assessment for Learning strategies, and allow for differentiated instruction. Contracts for Success are developed in collaboration with the student, parent, administration and the teacher for students at risk.

Outcome: Students complete programs.


2002/03 2003/04 2004/05 2005/06 2006/07 2006/07Percentages of students who completed high school within three, four and five years of entering Grade 10. (all numbers represent percentages)

Within 3 years: School 81.2 79.7 72.7 80.2 75.7

Province 67.8 69.3 70.4 70.4 71.0


Province 72.3 73.4 75.1 76.2 76.3


Province 75.2 75.5 77.4 78.6 79.5

Comment on results The percentage of students who complete programs at McCoy High School in three years is 75.7% is much better than the province’s 3-year rate of 71%. The 3-year rate is the Accountability Pillar measure, which is evaluated and reported in the Accountability Pillar Summary as “Good” for 2006/07. Students at McCoy High School have access to academic counselors who assist them with proper course selections. These provide students with the best opportunity for success. Students are kept informed as classrooms are visited regularly to explain high school programming and alternative programming such as Work Experience, Registered Apprenticeship Program, Cyber School, Gifted Programming, and ADLC to appeal to the wide variety of learners at the school.

Comment on progress toward 2008/09 target (if applicable) State the target, progress to date toward achieving the target, actions taken to improve results to date and in the future.

McCoy High School has introduced additional courses such as leadership, advanced acting, Spanish, Choral Music to keep students interested in attending school and completing programs.

Through the CTS grant, McCoy High School will also be offering additional modules in videography and photography. Enhancement of modules throughout our CTS department will also promote student engagement which may increase completion rates. Through the Digital Divide grant McCoy’s technology is presently being updated which should increase student engagement, increase Assessment for Learning strategies, and allow for differentiated instruction. Contracts for Success are developed in collaboration with the student, parent, administration and the teacher for students at risk. Councilors meet with individual students each year to make sure they are on track with the graduation requirements outlined by Alberta Education. They also meet with individual grade 12 students that are not on the first graduation list to make sure a plan is established for them to complete graduation requirements.

Goal Two: Excellence in Student Learning Outcomes

Outcome: Students demonstrate high standards. Performance Measure Results (in percentages) TargetPercentages of students who achieve the acceptable standard and the percentages who achieve the standard of excellence on Grade 9 Provincial Achievement Tests (cohort results). (all numbers represent percentages)

A⏐E* 2003/04

A⏐E* 2004/05

A⏐E* 2005/06

A⏐E* 2006/07

A⏐E* 2007/08

A⏐E* 2007/08

Grade 9

Language Arts School 82.0/8.7 82.0/8.7 82.7/8.7 83.6/14.3 89.4/13.0 83.6/14.3 Province 77.6/12.4 77.9/14.1 77.4/13.6 77.5/14.8 76.5/14.8

Mathematics School 71.2/13.0 65.5/16.0 75.1/20.7 71.1/16.6 63.1/10.2 74.0/15.0 Province 66.1/18.9 68.0/19.7 67.4/17.4 66.3/18.3 65.7/18.5

Science School 75.1/8.3 66.2/7.2 67.4/10.9 74.1/7.4 72.0/8.2 80.0/10.0 Province 66.6/12.1 67.5/12.8 67.4/13.3 69.6/14.7 69.3/13.0

Social Studies School 78.7/19.1 67.1/15.5 79.1/18.0 74.9/19.8 78.3/22.2 78.0/21.0 Province 73.1/20.0 71.3/18.3 72.5/18.9 71.4/18.7 71.7/18.9

Overall (gr. 3/6/9) School 77.3/13.6 71.6/13.4 79.0/15.8 76.6/16.9 77.0/15.1 Not set

Province 77.6/19.5 77.2/19.4 77.1/19.2 75.9/19.4 75.8/19.6

Comment on Results (contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement.

The percentage of students meeting the standard of acceptable in Social Studies and Language Arts were higher than the province. Social Studies was also higher than the province in the standard of excellence. The rest of the subjects were lower than the province in both acceptable and excellent standard. The results for ELA and Social Studies in the acceptable standard are evaluated and reported as “Good” for 2007/08. In the standard of excellence they are “Acceptable” and “Good” respectively. The results for Mathematics at the acceptable standard and standard of excellence are evaluated as “Issue” and “Concern” respectively as reported for 2007/08. The results for Science at the standard of excellence and acceptable standard are evaluated and reported as “Acceptable” for 2007/08.


All teachers will be encouraged to use their 5 AISI days to continue to implement assessment for learning strategies to improve learning. In 2007-08 only 28 AISI days were used in total which averages less than 1 day per teacher. Our goal is to meet the district average of 4 days per teacher. Strategies that are being used or are being developed are listed under Diploma Results area later in this document. Student attendance will be monitored diligently and the new Attendance Policy will be enforced. Parents will be informed of their child’s absences and at certain limits a parent meeting will be requested to discuss a plan for success. The Attendance Board will be used when necessary. Teachers will review exam results and develop strategies to improve in areas of need. Following first reporting period, teachers will identify students that are below the acceptable standard level and develop strategies to improve student learning for these students. Contracts for Success are developed in collaboration with the student, parent, administration and the teacher for students at risk. Through future hiring and timetabling an effort will be made to stabilize each discipline to improve vertical curriculum knowledge and continuous collaboration. Through the Digital Divide grant McCoy’s technology is presently being updated which should increase student engagement, increase Assessment for Learning strategies, and allow for differentiated instruction. McCoy teachers are involved in the new District PD Plan. Team Leaders have been selected in ten different subject areas and each teacher belongs to an area related to their subject area. All teachers are working on projects that are directly related to improving student learning. Making sure there is “sacred time” within the Administrative schedule to constantly monitor classes

to allow for Instructional Leadership to happen which involves feedback to the teacher.

Outcome: Students demonstrate high standards. (continued)

Performance Measure Results (in percentages) TargetPercentages of students who achieve the acceptable standard and the percentages who achieve the standard of excellence on diploma examinations. (all numbers represent percentages)

A⏐E* 2003/04

A⏐E* 2004/05

A⏐E* 2005/06

A⏐E* 2006/07

A⏐E* 2007/08

A⏐E* 2007/08

English 30-1 School 87.4/12.6 93.0/16.0 91.8/14.4 90.5/14.3 83.2/9.7 93.0/15.0 Province 92.0/18.8 89.1/17.8 88.0/19.3 87.7/19.0 87.1/15.5

English 30-2 School 93.9/8.2 86.7/2.2 77.8/2.2 93.3/15.0 91.4/6.9 83.0/9.0 Province 85.2/7.1 89.4/10.1 86.1/8.1 88.7/9.7 88.9/8.8

English 30 School n/a n/a n/a n/a n/a n/a Province 81.8/9.6 n/a n/a n/a n/a

English 33 School n/a n/a n/a n/a n/a n/a Province 89.0/9.8 n/a n/a n/a n/a

Social Studies 30 School 79.8/19 71.9/14.6 80.2/22.2 84.3/9.6 89.3/17.9 82.0/15.0 Province 85.9/23.8 85.2/23.8 85.5/24.3 86.1/24.6 84.7/21.5

Social Studies 33 School 76.4/3.6 77.6/4.1 66.7/4.2 82.4/23.5 88.0/15.2 80.0/15.0 Province 82.9/15 85.0/17.6 83.5/19.0 84.8/19.6 85.3/18.9

Pure Math 30 School 97.3/40.5 84.5/24.1 85.1/23.9 71.3/7.5 71.9/17.2 90.0/25.0 Province 83.7/32.0 80.6/25.7 82.8/26.5 81.1/24.6 81.3/25.8

Applied Math 30 School 81.4/7.0 93.1/6.9 63.6/4.5 88.9/6.7 72.5/15.7 90.0/10.0 Province 85.5/14.3 87.6/21.8 77.5/11.8 77.6/12.1 76.3/10.7

Biology 30 School 91.3/40 79.7/16.9 68.9/23.0 77.0/14.9 67.1/12.9 83.0/16 Province 81.9/26.6 81.9/26.6 81.4/26.4 83.5/27.4 82.3/26.3

Chemistry 30 School 81.4/17.1 74.0/14.3 85.9/23.4 84.7/22.2 80.3/22.4 86.0/23.5 Province 85.7/27.9 88.2/33.4 88.4/37.1 89.3/37.9 89.2/39.2

Physics 30 School 100/32.6 78.8/24.2 76.7/21.7 75.0/23.1 80.0/20.0 80.0/25.0 Province 86.6/29.8 84.2/27.8 84.4/30.0 86.1/29.3 85.7/32.0

Science 30 School 83.3/8.3 100.0/0.0 n/a 75.0/0.0 61.5/0.0 n/a Province 84.3/16.5 88.1/22.1 82.8/17.3 87.7/18.0 88.6/21.6

Overall School 87.3/20.7 81.9/14.1 79.6/17.4 82.9/14.7 80.8/14.7 n/a Province 85.8/22.2 85.7/23.0 84.7/23.0 85.4/23.3 85.0/22.3

Comment on Results

(contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement. In the Improvement Measurement for 2007-08, five areas showed a decline [Eng. 30-1(A,E), Math 30 Pure (A), Biology 30 (A), and Science 30 (A) ] while three areas indicated improvement [Applied Math 30 (E), Social Studies 30 (A), and Social Studies 33 (A)]. In the Overall Measurement for 2007-08, three areas are reported as a “Concern”[Eng. 30-1 (A), Biology 30 (A), and Science 30 (A)], seven areas as an “Issue”, six are “Acceptable” and 4 areas are “Good”.


All teachers will be encouraged to use their 5 AISI days to continue to implement assessment for learning strategies to improve learning. In 2007-08 only 28 AISI days were used in total which averages less than 1 day per teacher. Our goal is to meet the district average of 4 days per teacher. The following is a list of strategies that teachers at McCoy are presently using or are working towards:

- Pre-tests - Feedback on assignments/quizzes/tests – Rubrics (Student Friendly Related to Outcomes) – Exemplars - 2nd Chances - Self-Assessment - Student and Teacher Test Analysis

- Inquiry Based Learning Strategies - Read and Write Gold - Senteo System – Cooperative Learning - Stating the Outcomes in Student Friendly Language Before Each Lesson - Immediate Feedback - Learning Indicators (5 fingers, 3 fingers, 1 finger/Green, Yellow, Red ) - Re-writes - Peer Assessment - Re-Teach and Re-Test - Quizzes within a Unit - Goal Creation by Students - Journal Reflections - Personal Interaction - Peer Editing - Group Analysis - Unpacking the Curriculum – Portfolios - Focus Questions – Checklists – Modeling - Student Led Discussions - Problem Solving (showing work) - Comparing Lab Reports Amongst Students - Bring in Spanish Speakers to Allow Students to Practice Their Spanish That They Have Learned - Outcomes Displayed in Classroom in Student Friendly Language - Comment Based Feedback - Extra Help (One-on-One Discussions with Students To Assess Understanding) - Itty-Bitty Sheets - Self-Evaluation Rubrics - Create Exemplar Bank - 6 Writing Traits - Offer Opportunities for Thorough Review - Give two exams with different questions (take best mark) - Samples of Proficient/Excellent Writing - No Deductions for Late Assignments - “I Can Statements” - Peer Scene Assessments - Annotation Post-It-Notes - Students are Allowed to do Corrections on Assignments to Change Their Mark With a Given Deadline - SmartBoard Activities to Actively Engage Students (Immediate Feedback) - Rubrics for Study Skills and Work Habits - Allowing Time for Classroom Discussion on Topic - Provide a Clear Understanding of the Learning Target - Teach Students Focused Revision - Posting Lessons on Website (Independent Ownership of Learning) - SmartBoard Lessons Containing Visuals and Auditory Learning to Address Different Learning Style - Student Selected Questions (student do 85 out of 100 questions)

Student attendance will be monitored diligently and the new Attendance Policy will be enforced. Parents will be informed of their child’s absences and at certain limits a parent meeting will be requested to discuss a plan for success. If an alternate program is required to establish success, then this will be discussed and agreed upon with both the parent and the student before the alternate program will be implemented. Students are properly placed in academic or Knowledge and Employability courses for success. Teachers will review exam results and develop strategies to improve in areas of need.


Following first reporting period, teachers will identify students that are below the acceptable standard level and develop strategies to improve student learning for these students. Contracts for Success are developed in collaboration with the student, parent, administration and the teacher for students at risk. Through future hiring and timetabling an effort will be made to stabilize each discipline to improve vertical curriculum knowledge and continuous collaboration. Through the “Digital Divide” grant McCoy’s technology is presently being updated which should increase student engagement, increase Assessment for Learning strategies, and allow for differentiated instruction. McCoy teachers are involved in the new District PD Plan. Team Leaders have been selected in ten different subject areas and each teacher belongs to an area related to their subject area. All teachers are working on projects that are directly related to improving student learning. Making sure there is “sacred time” within the Administrative schedule to constantly monitor classes to allow for Instructional Leadership to happen which involves feedback to the teacher.


2002/03 2003/04 2004/05 2005/06 2006/07 2006/07

Diploma examination participation rate: Percentages of students who have written four or more diploma exams by the end of their third year of high school.


School 44.6 58.9 48.1 53.5 50.8 Province 51.4 52.4 53.5 53.7 53.6

Comment on Results (contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement. 49.

The Diploma Examination participation rate has varied over the years with 2003/04 showing the greatest percentage of students writing four or more diploma examinations by the time they complete three years of high school A successful RAP program has given students an alternate non-academic route which may affect the percentage of students writing 4 or more diploma exams. The success in RAP is indicated by the “Excellent” measure evaluation in Work Preparation area. This Accountability Pillar measure is evaluated and reported as “Acceptable” for 2006/07 for McCoy High School. Recommended prerequisite guidelines are placed in our Registration Guide to inform students and parents of proper programming. These are only guidelines as the student and the parent have the



2002/03 2003/04 2004/05 2005/06 2006/07 2006/07

Percentages of Grade 12 students meeting the Rutherford Scholarship eligibility criteria.


School 23.1 32.5 37.5 37.1 31.4 Province 32.5 33.8 35.3 37.2 38.2

Comment on Results (contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement. This percentage for the 2006/07 school year may be affected as ten students from the 2006/07 school year applied for their Rutherford Scholarship in 2007/08. This Accountability Pillar measure is evaluated and reported as “Acceptable”.


Students are actively informed of the requirements for Rutherford Scholarship eligibility several times throughout the year. Improved learning strategies as listed in the Achievement and Diploma area of this document should assist students in reaching these requirements.

Outcome: Students are well prepared for lifelong learning.


2002/03 2003/04 2004/05 2005/06 2006/07 2006/07High school to post-secondary transition rate within four and six years of entering Grade 10. (all numbers represent percentages)


Province 32.8 34.0 37.0 39.5 40.7


Province 51.5 54.4 57.5 59.5 60.3

Comment on Results (contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement. The four-year high school to post-secondary transition rate for students of McCoy High School is better than that of the province and is evaluated and reported as “Excellent” in the 2006/07 Accountability Pillar Overall Summary.

final decision on their choice of level within each subject area. If they do not abide by the suggested guidelines, a plan is put in place to assist in success such as tutoring and proper study habits.


Students are aware of the post-secondary opportunities available to them. There is an information night about the University of Alberta, Medicine Hat College comes to McCoy to meet with students, register them and answer questions.

The 4 year rate is the Accountability Pillar measure, which is evaluated and reported in the Accountability Pillar Summary.

Outcome: Students are well prepared for employment.

Performance Measure

Results Target

2004/05 2005/06 2006/07 2007/08 2007/08

Percentages of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school.


Overall

School 77.6 73.3 75.4 93.9 Province 74.9 77.0 77.1 80.1

Teachers School 100 81.8 85.0 100.0

Province 89.1 89.4 89.2 89.3

Parents School 55.2 64.8 65.9 87.9

Province 60.8 64.6 65.1 70.9

Comment on Results (contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement. The percentage of teachers who agree that students are taught attitudes and behaviors that make them successful at work is significantly higher than the percentages of parents who believe the same. Overall, this measure is reported and evaluated as “Excellent” in the 2007/08 Accountability Pillar Overall Summary for McCoy High School.

Outcome: Students model the characteristics of active citizenship.

Performance Measure

Results Target2004/05 2005/06 2006/07 2007/08

2007/08

Percentages of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.


Overall School 67.8 64.4 67.4 69.5

Province 75.3 76.8 74.8 77.9


Province 89.5 90.3 89.9 90.6

Parents

School 58.8 56.7 58.7 67.3 Province 70.3 72.4 72.6 74.7


Province 66.1 67.5 67.1 68.5

Comment on Results (contextual information, factors affecting performance, analysis of results).If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or action taken by the jurisdiction (or schools) that may have contributed to this improvement. Parents and students show a significantly lower satisfaction with students modeling active citizenship than do teachers of McCoy High School and than others in the province. This Accountability Pillar measure is evaluated and reported as “Issue” for 2007/08 for McCoy High School. Our Faith Development Team is holding several workshops on PD afternoons to implement activities within the school that will assist people in need within the city and other areas throughout the world.

Goal Three: Highly Responsive and Responsible Jurisdiction Outcome: The jurisdiction demonstrates effective working relationships with partners and stakeholders.


2004/05 2005/06 2006/07 2007/08 2007/08

Percentages of teachers and parents satisfied with parental involvement in decisions about their child’s education.


Overall School 76.1 74.1 70.4 73.1

Province 76.1 77.9 77.5 78.2


Province 61.9 64.9 62.7 87.5

Parents School 61.9 64.9 62.7 66.7

Province 65.2 68.1 67.9 69.0

Comment on Results (contextual information, factors affecting performance, analysis of results, strategies or action taken by the jurisdiction or schools that may have contributed to any improvement)

2007-08 shows a slight increase in parental involvement in decisions about their child’s education. This Accountability Pillar measure is evaluated and reported as “Issue” for 2007/08 for McCoy High School. Communication with parents is important to allow them to give informative feedback toward their child’s education. Such things as our newsletters, progress reports, report cards, parent teacher interviews, school website, School Council meetings, District Town Hall meetings, and input into our Three Year Education Plan are all ways in which promote communication and discussion allowing for parental involvement.

Outcome: The jurisdiction demonstrates leadership and continuous improvement.


2004/05 2005/06 2006/07 2007/08 2007/08

Percentages of teachers and parents indicating that their school and schools in their jurisdiction have improved or stayed the same in the last three years.


Overall School 74.6 71.1 70.0 63.8

Province 73.9 76.8 76.3 77.0


Province 73.1 75.5 74.5 75.6

Parents School 63.3 72.2 65.9 68.8

Province 70.9 75.4 75.1 75.9

Comment on Results (contextual information, factors affecting performance, analysis of results, strategies or action taken by the jurisdiction or schools that may have contributed to any improvement)

The overall and Teacher measure has declined significantly over the last 4 years. This area is reported as an “Issue” in the 2007/08 Accountability Pillar Overall Summary for McCoy High School.

Outcome: The jurisdiction demonstrates leadership and continuous improvement. (continued)

Performance Measure

Results Target2004/05 2005/06 2006/07 2007/08 2007/0

8

Percentages of teachers reporting that in the past 3-5 years the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth.



Province76.5

78.2 78.8 80.4

Comment on Results (Contextual information, factors affecting performance, analysis of results, strategies or action taken by the jurisdiction or schools that may have contributed to any improvement.)

The percentage of teachers reporting effective professional development services provided by the Division has significantly improved from 2005 – 2007. The 2007-08 measure shows a significant decline in this area. Promoting the 5 AISI PD days, bringing in workshop speakers, and working with the District on our new PD plan should assist in this area.

McCoy High School Capitalized on Two Tech Grants to Improve Student Learning Grant #1 - Bringing McCoy Into The 21st Century – Skills Canada CTS Grant – “Improvin CTS Programming Through Enhancing CTS Equipment and Tools” Using New Technology to Increase Student Engagement, Expand Course

Selection, and Improve Student Success. In June of 2008 McCoy High School was awarded a $300 000 grant from Skills Canada to upgrade facilities and technology at the school in order to address three important needs:

1. Present equipment, technology, and software at the school were both out of date and not up to industry standards.

2. Program selection, development, and delivery were limited due to the availability of technology and equipment.

3. Student engagement, career development, and student satisfaction of programming choices were negatively affected by the lack of available courses and programs.

Meeting the Needs of Our Students – CTS Gets a Huge Face-lift To meet the educational, technological, and personal needs of our students at McCoy the following upgrades and additions were made to the different CTS areas of our school

1. New Construction and Fabrication Equipment and Tools

a. Programmable (CNC) Computer Numerical Control Router

b. Programmable (CNC) Plasma Arc Cutter

c. State of the Art Table Saws – with SAW STOP safety technology

2. New Communication Technologies Centers

a. State of the Art Macintosh Computer Lab

i. New Mac computers

ii. Photo Editing software bundles

iii. High quality printing devices

b. Photography Studio

i. Class set of high quality digital cameras

ii. Studio quality lighting, filters, and screens

iii. High quality HD Video Camcorders

Impact on Student Learning Ultimately new technology, tools, and software must have the goal of improving student success. It is our goal to utilize this new equipment to improve student success in the following ways

1. Provide a new and wider range of programs and CTS modules for students to choose from.

2. Provide advanced course selections for students interested in pursuing a particular CTS program.

3. Increase student interest and engagement leading to increased learning through a wider range of state of the art technologies and equipment.

4. Further decrease student drop-out rates and increase retention rates by offering a wider range of interesting CTS modules to choose from.

5. Graduate students equipped with the necessary skills and experience to succeed in a technologically competitive world.

Grant #2 - Technology and High School Success Project Grant – “Narrowing the Digital Divide”

In February of 2008 McCoy High School was awarded a $300 000 grant from Alberta Education to increase High School Success through the use of technology in the classroom. The main goal of the project was to improve student learning and success through a plan of

1. Equipping all classrooms with Smart Board technology to enhance learning opportunities and experiences through differentiated instruction and lesson delivery.

2. Purchasing several Senteo Interactive Response Systems to enhance student understanding and to enhance interactive teaching and learning.

3. Equip the school with a Wireless Mobile Computer Classroom (portable laptops) to improve student access to computers and computer courses, and enhance classroom learning opportunities and experiences.

4. Teacher assigned Laptops to increase teacher knowledge of technology and to improve the acquisition of learner outcomes through a teaching style supported by technology.

Technical Installation, and Support Even though we experienced some substantial technical delays resulting from the delivery of software, hardware, and trades, the school was almost fully operational by November of 2008. To ensure adequate technical support for the school, a Technology Support Analyst was also hired full time to deal with the installation, diagnosing, and correction of any technical issues that may arise. Professional Development – The Key To Enhancing Learning for Teachers Since the main goal of this project was to improve student learning through the use of technology, it was important to support teachers with a professional development plan that would address their needs in the areas of basic operational understanding of the technology, progressive growth of skills in using the technology, and finally, using technology to improve student learning through the acquisition of student outcomes. The following is a breakdown of the key areas focused on during our professional development in-servicing and workshops

1. Basic Operational Understanding – basic “how to” information on the technical part of using the technology.

a. Laptops – docking, powering of/on, detecting wireless signal, logging on, etc.

b. Wireless Mobile Computer Classroom – charging the system, battery system, logging on, etc.

2. Progressive Growth of Skills

a. Beginner, Intermediate, and Advanced level Smart Board workshops given by experienced teachers in the division to address the specific needs of teachers.

b. Beginner, Intermediate, and Advanced level Senteo Interactive Response System workshops given by APEX educational consultant.

c. Using the Senteo Interactive Response System to address meeting student learning outcomes – APEX Educational consultant.

d. PLC time for teachers focused on investigating subject specific technology programs, lessons, and internet sites to enhance student learning outcomes.

e. Support Other Teacher Professional Development Workshops and Conferences focused on using technology to improve student learning.

Communication Provide:

Information on how the report was or will be communicated to the public (and include the link to the report on the jurisdiction’s web site). Information on how the results reports prepared by schools in the jurisdiction were or will be communicated to the public.

The 2007/08 AERR for McCoy High School will be shared with all staff at a staff meeting, referred to in the December 2008 Newsletter and posted on the McCoy High School website: For more information regarding this report for McCoy High School, please contact:

Clyde Pudwell Principal, McCoy High School 202 8th Street NE Medicine Hat, Alberta T1A 5R6 Telephone: (403) 527-8161 Fax: (403) 527-8209 E-Mail: [email protected]