combined 3-year education plan 2015 2018 and annual

Authority: 9072 Strathcona-Tweedsmuir School

Combined 3-Year Education Plan

2015 – 2018

and

Annual Education Results Report (AERR)

2014 - 2015

for

Strathcona-Tweedsmuir School

At STS, we recognize the uniqueness of each of our students and we strive to meet each of them

wherever they are, inspiring a journey that will lead them beyond anything they could have

imagined.

– Dr. William Jones, STS Head of School, 2013


Accountability Statement

The Annual Education Results Report for the 2014/2015 school year and the Education Plan for the three years commencing September 1, 2015 for Strathcona-Tweedsmuir School were prepared under the direction of the Board in accordance with its responsibilities under the Private Schools Regulation and the Education Grants Regulation. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and results. The Board approved this combined Annual Education Results Report for the 2014/2015 school year and the three-year Education Plan for 2015/ 2018 on November 19, 2015.


Foundation Statements

School Mission

To develop well-balanced students for a life of purpose by inspiring excellence in scholarship, leadership and character.

School Vision

A leading educator recognized nationally and internationally for delivering exceptional programs in a unique setting, with an enduring sense of community.

Core Values

Integrity

Kindness

Respect

Responsibility

Safety

Service Our Guiding Principles

We believe in developing well-balanced individuals in an environment that emphasizes academic rigour, leadership, character development, self-expression, physical fitness, service and a global perspective;

We value and uphold the basic principles of integrity and truthfulness, kindness, consideration, compassion, responsibility, respect and service – to oneself and to others;

We stimulate a collaborative learning environment while empowering our students through the development of critical and independent thinking by means of a challenging and balanced curriculum built on a foundation of core knowledge and subjects and an appropriate use of technology;

We provide opportunities to explore and develop an appreciation of outdoor pursuits, the arts and speech and debate;

We promote physical fitness, health and well-being;

We appreciate and foster diversity;

We foster strong inter-personal relationships between parents, students, faculty/staff and alumni in a safe and nurturing community;

We treasure our strong sense of family and community, and;

We believe the safety of our students is paramount.


A Profile of the School Authority

Strathcona-Tweedsmuir School (STS) is more than a great school – STS inspires journeys that lead our students beyond anything they could have imagined.

Our school has a storied history of more than 100 years in southern Alberta. Over time, STS has developed a set of rich traditions and shared values that strengthen our sense of community and provide an enriched learning environment for all our students in Grades 1 through 12. Students benefit from highly-qualified, dedicated faculty, and a learning environment with a small student-teacher ratio, allowing them to build supportive relationships, while maximizing their full potential.

Our school motto, Nil Nisi Optimum, compels all members of the STS community to do “nothing but our best”. The school’s mission is “to develop well-balanced students for a life of purpose by inspiring excellence in scholarship, leadership and character”. We strive to achieve this mission and live up our motto through our rigorous academic and diverse co-curricular programs, preparing our students to succeed in a rapidly changing world and increasingly global economy.

A cornerstone of an STS education is integrated programming – meaning that students benefit from a holistic, balanced education. Students gain a deeper understanding of the connections around us, which enhances their understanding of concepts. We celebrate diversity and inspire students to seek opportunities to connect their learning to a broader global perspective. It’s a big picture approach to learning that encourages critical thinking and prepares students for a life of purpose.

Unique to STS, we offer enriched learning opportunities on our 220-acre country campus, where students enjoy hands-on learning, physical activity, fresh air, and natural beauty. Outdoor activities develop curiosity, independence, and an appreciation for our environment, while building lasting friendships and memories.

STS students of all ages love coming to school. Our campus houses three school divisions: Elementary, Middle and Senior School. All students benefit from continuity, a strong sense of community, and mentorship opportunities amongst different age groups. Academic offerings in all Grade levels include Alberta Learning curriculum supplemented by the International Baccalaureate (IB) Programme.

Being both an IB World School and a Round Square School, STS embraces the philosophy, values and ideals we share with these organizations such as internationalism, service and intercultural understanding. Together they enable us to instill in our students the knowledge, values and qualities of character that will enable them to live purposeful lives and be the leaders of tomorrow.

Students graduate from STS driven to be their best and inspired to make a difference. Our School community and the opportunities we provide ensure they are prepared to do so.


Summary of Accomplishments

Experts in Education Speaker Series

In April of 2015, STS Launched the inaugural Experts in Education Speaker Series as one element of the strategic initiative to position STS as a Centre for Excellence in Teaching with a view to providing robust professional growth experiences for faculty from STS and beyond.

Dr. John Medina, author of Brain Rules, was the inaugural speaker. His animated style and extensive knowledge easily captured the attention of the audience of at least 350 people, which included parents, teachers, staff and students from the STS community as well as more than 70 teachers from outside the school.

Dr. Medina, a distinguished researcher, author and educator from the University of Washington School of Medicine, shared his expertise on the topics of how sleep and exercise affect brain function – particularly in adolescents

STS Hosts the Canadian Accredited Independent Schools’ Fall Leadership Institute 2014

From November 7-9, 2014, STS welcomed school leaders and faculty from CAIS schools across Canada for the Annual Fall LI that focused on Risk Management. The Institute, facilitated by Mr. Scott McLarty, was another key element of the strategic initiative to position STS as a Centre for Excellence in Teaching.

STS Celebrates the 30th Anniversary of Marti McKay Week

STS celebrated the 30th anniversary of Marti McKay week, a special, annual literary artists-in-residence program dedicated to Marti McKay, a former STS student with a passion for poetry who passed away in 1981. During the week, the School hosted an incredible line-up of well-known Canadian authors including Kenneth Oppel, John Wilson and Will Ferguson in student workshops and presentations.

STS Celebrates Second Annual Diversity Week

STS celebrated its Second Annual Diversity Week in April 2015. The week’s theme, “It’s More than Acceptance, It’s a Celebration!” focused on all forms of diversity, cultural, sexual, linguistic, ethnic and religious. In addition to heightening the already welcoming STS environment, STS students were encouraged to have a positive impact on the world around them.

ASAA Cross-Country

STS welcomed more than 1000 athletes, coaches, parents and fans to the ASAA Cross-Country Provincials held on our country campus in October 2014. The STS student athletes performed superbly, bringing home our 5th consecutive provincial championship banner!

Strathcona Tweedsmuir School’s Elementary Foothills Cross Country Meet

STS cross country athletes participated in the STS Elementary Foothills Cross Country meet on Thursday September 25th, 2014. Over 500 athletes and 12 schools from the Foothills area participated in the meet for students in Grades 1-6. Students in Grades 1-3 ran a 1 km race and students in Grades 4-6 completed a 2 km race through the beautiful STS campus and trails.

Lifers

The largest cohort of students who have attended STS for their entire 12-year school career graduated in June 2015. The members of this special group enjoyed all the stages of growing up at STS! Eighteen “lifers” were recognized at the Annual Prizegiving Ceremony at the end of the academic year.

Aspen Lodge

STS students spent the last school year learning in the outdoors in the beautiful new Aspen Lodge, a forest learning centre on the STS country campus. The timber of Aspen Lodge came from an award-winning mill that specializes in recycling, truly exemplifying sustainable thinking.

Mandarin Club

Interested Grade 2 students were able to take part in the new Mandarin Language club, mentored by a Grade 11 student, every Tuesday. Students were highly engaged in actively articulating common words, basic phrases and theme vocabulary, such as animals, seasons and colours, and then going home to share and practice with their parents.


2015 World Individual Debating and Public Speaking Championships

Imaan Kherani, from the Class of 2016, brought home a first place from the 2015 World Individual Debating and Public Speaking Championships in Hong Kong. She represented STS and Canada at the prestigious event that included 117 competitors from 12 countries around the world.

Compose Yourself

A long-standing STS tradition, the bi-annual STS Elementary musical combines curricular and co-curricular music learning in all music classes to produce a thrilling musical spectacle. For several months prior to the performance, students in grades one through six music classes begin exploration of the show story and music while every grade five and six student participates in lunch hour rehearsals to prepare their spoken lines for the show.

“Compose Yourself”, the 2014-2015 Elementary musical, took students on a journey through music history and learning with singing, dancing, conducting and listening as they examined the lives and music of composing greats such as Bach, Beethoven, Mozart and Strauss.

The Drowsy Chaperone

Parents, employees and students alike proclaimed this year’s musical, The Drowsy Chaperone, one of the best shows STS has ever done! The show delivered staging, singing, dancing, music and acting that far exceeded the expectations of a high school musical and set a high bar for future musicals!


2015 Nil Nisi Optimum Notable Alumni Alim Mitha ’93

Alim attended STS from 1984 to 1993 then continued his education for 18 more years to become the neurosurgeon he is today. He graduated with an Honours degree in Cellular and Molecular Biology from the University of Michigan in Ann Arbor. After graduating from medical school at the University of Alberta, he did his residency training in Neurosurgery at the University of Calgary. During that time, he also completed a Master of Science degree with a focus on Biomedical Engineering at Harvard University, while doing a research fellowship at the Massachusetts General Hospital in Boston. He subsequently did an additional two years of clinical subspecialty training at the Barrow Neurological Institute in Phoenix, Arizona. Since 2011, he has been practicing as a Cerebrovascular, Endovascular, and Skull Base Neurosurgeon at the Foothills Medical Centre in Calgary. His clinical focus is on treating skull base tumors as well as cerebrovascular diseases including brain aneurysms, arteriovenous malformations, carotid disease and strokes. He also runs a research laboratory that focuses on tissue engineering and biomedical device development as it relates to vascular diseases of the brain.

“I was very fortunate to have attended a school where the surroundings, the structure, and the teachers inspired in its

students an appreciation for education, nature, physical fitness, diversity, and humanity. STS taught me to set my goals higher than I could reach, then gave me these tools so I could reach them.”


Combined 2015 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)

Measure Category Measure Category Evaluation Measure Strathcona Tweedsmuir

Sch Alberta Measure Evaluation

Current Result

Prev Year

Result

Prev 3 Year

Average Current Result

Prev Year

Result

Prev 3 Year

Average Achievement Improvement Overall

Safe and Caring Schools Excellent Safe and Caring 96.5 95.8 95.8 89.2 89.1 88.9 Very High Maintained Excellent

Student Learning Opportunities Excellent

Program of Studies 91.9 89.9 91.2 81.3 81.3 81.2 Very High Maintained Excellent Education Quality 97.4 96.4 96.4 89.5 89.2 89.5 Very High Improved Excellent Drop Out Rate 0.1 1.1 0.6 3.4 3.3 3.3 Very High Maintained Excellent High School Completion Rate (3 yr) 93.0 96.6 97.2 76.4 74.9 74.6 Very High Declined Good

Student Learning Achievement (Grades K-9) Good

PAT: Acceptable 95.7 95.6 97.8 73.0 73.1 73.9 Very High Maintained Excellent

PAT: Excellence 49.2 58.2 62.0 18.8 18.4 18.9 Very High Declined Significantly Acceptable

Student Learning Achievement (Grades 10-12) Excellent

Diploma: Acceptable 96.2 97.2 95.6 85.2 85.5 84.6 Very High Maintained Excellent Diploma: Excellence 49.7 46.2 45.2 21.0 21.1 20.0 Very High Maintained Excellent Diploma Exam Participation Rate (4+ Exams) 91.6 7.7 87.8 54.9 50.5 54.4 Very High Maintained Excellent

Rutherford Scholarship Eligibility Rate 100.0 97.4 98.2 61.2 60.9 61.3 Very High Improved Excellent

Preparation for Lifelong Learning, World of Work, Citizenship

Good Transition Rate (6 yr) 42.5 25.2 35.4 59.8 59.2 59.0 Low Maintained Issue Work Preparation 94.4 94.4 93.7 82.0 81.2 80.4 Very High Maintained Excellent Citizenship 96.0 95.2 94.8 83.5 83.4 83.1 Very High Improved Excellent

Parental Involvement Excellent Parental Involvement 92.2 86.3 87.5 80.7 80.6 80.2 Very High Improved Excellent

Continuous Improvement Excellent School Improvement 91.1 88.2 87.8 79.6 79.8 80.1 Very High Improved Significantly Excellent

Notes: 1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included:

English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE). 2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma

Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data source system.

3. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each performance measure in the subsequent pages, please include a reference to this overall summary page for each performance measure.

4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for

the province and those school authorities affected by the floods. 6. Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in

2014.


Desired Outcome One: Every student is successful

Specific Outcome: Students achieve student learning outcomes.

Performance Measure Results (in percentages) Target Evaluation Targets

2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results).

97.2 93.9 96.1 97.2 96.2 100 Very High Maintained Excellent 100 100 100

Overall percentage of students who achieved the standard of excellence on diploma examinations (overall results).



2010 2011 2012 2013 2014 2015 Achievement Improvement Overall 2016 2017 2018 High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10.

97.5 98.2 96.9 96.6 93.0 100 Very High Declined Good 100 100 100

Drop Out Rate - annual dropout rate of students aged 14 to 18 0.6 0.0 0.8 1.1 0.1 0.0 Very High Maintained Excellent 0.0 0.0 0.0

High school to post-secondary transition rate of students within six years of entering Grade 10.

42.6 48.4 32.5 25.2 42.5 n/a Low Maintained Issue n/a n/a n/a

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

100.0 98.5 98.5 97.4 100.0 100 Very High Improved Excellent 100 100 100

Percentage of students writing four or more diploma exams within three years of entering Grade 10.


Comment on Results

The percentage of students who write four or more Diploma exams fluctuates year to year as many of our students take multiple IB exams which are accepted for entrance to universities. As a result, some students write fewer Alberta Education Diploma Exams.

The high school to post-secondary transition rate reflects the percentage of students who continue on to undergraduate study in Alberta institutions and does not reflect the percentage of students who opt to pursue further studies in other Canadian provinces, the United States and outside of North America. This rate is not applicable to our students or our school in a meaningful way because many of our students enroll in post-secondary educational institutions outside of Alberta. For the Class of 2015, the breakdown is as follows:

Canadian Destinations - 22 Schools, 69 Students

ACAD 2 Huron College 1 Thomson Rivers 1 UBC O 3

Acadia 1 McMaster 1 Toronto 4 UNB 1

Alberta 5 Queen's 4 Trent 1 Victoria 5

Calgary 10 Quest 1 Trinity Western 1 Waterloo 2

Dalhousie 3 Saskatchewan 1 UBC 10 Western 5

Guelph 1 St. Francis Xavier 2 Gap Year 4

American Destinations - 7 Schools, 7 Students

Johns Hopkins 1 NY Conservatory 1 Notre Dame 1 Vassar 1

Louisiana State 1 NYU 1 USC 1

European Destinations - 4 Schools, 4 Students

Aberdeen 1 Birmingham 1 Maritime Inst Willem Barentsz Terschelling (Netherlands)

1 UCD 1


Strategies

For the past two years, all academic departments have set goals to increase academic achievement in their subject areas. Goals for this year were revised based on progress from last year. Goals are developed using the SMART framework and professional development time is provided for faculty to plan and implement the goals and the goals are frequently aligned with Teacher Professional Growth Plans.

Curriculum departments completed an item analysis from the Diploma Exam results that was used to inform instruction and assessment strategies with a focus on increasing achievement on Diploma exams, including, but not limited to, the use of formative classroom exercises and/or assignments that model Diploma exam skill-based assessment items.

STS teachers participate in field-testing of questions for Diploma Exams and work as Diploma Exam markers and IB Examiners to enhance their own understandings of the requirements for these examinations.

There has been a focus on improving formative assessments to ensure that students are getting timely feedback during units of study prior to summative assessments.

Weekly progress meetings in both the Middle and Senior School bring teachers together in the mornings to discuss students who require additional support. At these meetings, teachers share strategies on how to best support these students. These strategies are then implemented, often with the support of parents and the learning strategist.

Many students access the Student Success Centre where the learning strategist supports individual students. The Student Success Centre offers eight carrels where students can write tests in an alternate setting with a goal of increasing achievement. A Peer Tutoring program in the Middle and Senior School is another way that students’ academic achievement is supported. \

Monthly meetings involving Curriculum Leaders, IB Program Coordinators and the Academic Leadership Team take place to review academic issues including progress against school-wide goals, professional development and the levering of technology to enhance effective teaching and learning.

Notes: 1. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights

are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data source system.

2. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time.

3. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 4. Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting

trends over time for the province and those school authorities affected by the floods.


Specific Outcome: Students achieve student learning outcomes. (continued)


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.


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


Comment on Results

Strathcona-Tweedsmuir School places a strong emphasis on the development of character and leadership in its students and this is emphasized in our mission and vision. Many of our curricular and co-curricular programs develop these characteristics.

As a World IB School, the IB Learner Profile underpins the mission of Strathcona-Tweedsmuir School. The IB calls upon learners to strive to be:

- inquirers - knowledgeable - thinkers - communicators - principled - open-minded - caring - courageous - balanced - reflective

STS strives to instill the IB Learner Profile characteristics in both its curricular and co-curricular programming.

Strategies

Many strategies are used to develop character and these include Round Square programming which provides many opportunities for students to develop character, often through leading or participating in service activities; students in the Elementary participate in the Humanitarian Outreach Program (HOP); students in the Middle and Senior School can participate in student exchanges where they get the opportunity to develop character and intercultural understanding; the Mutual Respect Policy provides guidance on appropriate behavior; weekly student assemblies support high expectations for student conduct; events such as interactions with the Kerby Centre in the Elementary give younger students the opportunity to interact with senior citizens; the Agencies program in the Senior School gives Grade 11 students the opportunity to interact with people in need; services requirements are in place for students in Grades 7-12.

Students are given many opportunities to develop leadership such as the Grade 12 Prefects; the Grade 6 leadership program gives all Grade 6 students an opportunity to develop leadership in formal roles; the Grade 9 trip leader program allows Grade 9 students to lead younger students on outdoor education trips; HOP and Round Square give students opportunities to lead service initiatives; the Elementary Environment Club allows students to lead environmental initiatives; the Global Scholar Diploma program encourages students to develop their own initiatives, take part in service, undertake environmental conservation activities and consider the consequences of their actions in a local and global context while modeling global citizenship traits.

Entrepreneurship is encouraged through programs such as the Mini-Mall Micro Credit where Grade 5 students develop small businesses; Senior School students can enter the business case competition at the University of Calgary and the University of Western Ontario, frequently winning it.


Student-led and student-run initiatives such as Love to Read (a fundraiser to collect books for a Calgary school) or the STS Model United Nations (to which other schools are invited to attend) promote character development and provide students with the opportunity to serve their community.

The MYP Personal Project allows students to share their experience and take part in principled action, a key component to help students extend MYP learning beyond knowledge and understanding. The Exhibition allowed many students a venue in which to share their new understanding with the greater community.

Events with our Alumni Association give our current students opportunities to be mentored in and discuss different careers such as business; through Model UN, students work collaboratively with students from other schools to develop authentic solutions to a host of global issues; many of our programs encourage personal responsibility and initiative from students; IB Economics students learn about business concepts.

Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).

Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.

Mini Market

A highlight for the entire school community, Grade 5 students set up their own businesses and sold a wide variety of items focusing on entrepreneurship, ethics and environmentalism, while raising funds for three charities.


Specific Outcome: Students achieve student learning outcomes. (continued)


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning.

89.9 89.5 89.0 91.3 93.5 90.0 n/a n/a n/a 90.0 90.0 90.0

Comment on Results

In recent years, we have been emphasizing how we teach and assess skills such as problem-solving, creativity, and critical thinking. We have also put increased emphasis on communication. We believe that this has given our parents and teachers confidence that our students will be lifelong learners.

We strive to provide a well-rounded education at STS and we put much emphasis on what occurs outside of the classroom through the Fine Arts, Athletics, Outdoor Education, Round Square, Speech and Debate, and Model United Nations, among other programs. The excellence of these programs helps promote the knowledge, skills, and attitudes necessary for lifelong learning.

Strategies

Invest in faculty and resources in our programs to ensure that they remain high quality and to ensure they continue to encourage skills that will enable students to be successful. To this end, we will continue to support professional development in areas such as Universal Design for Learning, IB Approaches to Learning and Blended Learning. Our partnership with Galileo continues to help us promote inquiry in our PYP units in the Elementary.

Conduct exit interviews for families who leave the school to try and learn how we can further improve the education for all of our students.

The Design program in Grades 7-9 develops innovative thinking skills through a design cycle that supports entrepreneurialism.

The learning skills rubric that was introduced last year focuses on cross-curricular competencies to assess and report on attitudes necessary for lifelong learning.


Model United Nations

Senior School mentors led Grade 9 students through the international politics of a Model UN, giving them a real world perspective for their Social Studies course.


MYP Personal Project Exhibition

The second group of Grade 10s to complete the Middle Years Programme (MYP) Personal Project celebrated and presented their projects last spring. Students from all divisions and parents were invited to attend, posing great questions to the students on their process and learned outcomes. The MYP Personal Project allowed students to share their experience and take part in principled action, a key component which allows students to extend MYP learning beyond knowledge and understanding. The Exhibition allowed many students a venue in which to share their new understanding with the greater community. Our Grade 10 students began conceptualizing their projects in September and worked both independently and with advisors over the course of the School year. Each of their projects offered a window into the students as individuals and learners.

Grade 4 Ads

The Grade 4 students were budding advertising executives in the fall. For their unit of inquiry on communicating identity, the students created posters to express what they feel is the identity of the School (what makes STS unique and special). The ideas were creative and meaningful - and maybe even gave us some ideas for our future advertising campaign.


Specific Outcome: Students demonstrate a strong foundation in literacy and numeracy.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).


Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results).

52.1 65.9 61.6 58.2 49.2 55 Very High Declined Significantly Acceptable 55 55 55

Strategies

Teachers of grades where PATs are written have studied their results from last year and they have set goals for improving results in 2015-2016. More attention and time in class will be given to the outcomes with which students struggled in June 2015. Specifically, there will be a focus on:

Text analysis to help students recognize main ideas and authorial intent Vocabulary development in order enhance comprehension Use of graphic organizers and templates to assist students in developing stronger synthesizing

skills Allowing students to work digitally on math tests to prepare them for the PATs Developing and utilizing formative classroom exercises/assignments that model PAT skill-based

questions Utilizing and reviewing test-taking / exam-writing strategies Continuing the spiral method of introducing and reinforcing math concepts Reinforcing appropriate conventions in all subject areas Ensuring students have the opportunity to write functional and narrative pieces throughout the

year Providing students with the opportunity to practice analysis of issues and purposefully integrating

synthesis opportunities when reviewing key concepts

The Elementary Learning Strategist Teacher meets regularly with homeroom and specialist teachers to support their work and to provide one-on-one assistance with students. Similarly, the Primary Years Programme Coordinator helps homeroom teachers to promote inquiry and enhance their units through weekly meetings.

Weekly progress meetings in the Elementary, Middle, and Senior Schools bring teachers together in the mornings to discuss students who need additional support. At these meetings, teachers share strategies on how to best support these students. These strategies are then implemented, often with the support of parents and the learning strategist. The STS Pyramid of Intervention is used to guide decision making in this process.

Many students access the Student Success Centre where the learning strategist supports individual students. The Student Success Centre offers eight carrels where students can write tests in an alternate setting with a goal of increasing achievement. A Peer Tutoring program in the Middle and Senior School is another way that students’ academic achievement is supported.

Monthly meetings involving Curriculum Leaders, IB Program Coordinators and the Academic Leadership Team take place to review academic issues including progress against school-wide goals, Professional Development and the levering of technology to enhance effective teaching and learning.

Notes: 1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of

students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).

2. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 3. Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be

used when interpreting trends over time for the province and those school authorities affected by the floods.


Desired Outcome Two: Alberta has quality teaching and school leadership

Specific Outcome: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 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.


Comment on Results

The School continues to value and provide a broad-based educational program that allows students to participate in physical education across grade levels.

The School provides excellent opportunities to students to pursue the fine arts through its Art, Band, Drama, Film Studies and Choir programs, as well as through the presentation of annual musical at the high school level and a biennial musical at the Elementary level.

Students are able to utilize the extensive grounds of the School for activities such as the Annual Terry Fox Run, canoeing, hiking and cross-country skiing.

In addition to their homeroom instruction in the Elementary School, students receive instruction from specialist teachers in Art, French, Music and Physical Education.

Outside of core courses, Middle School students attend daily Physical Education classes, are enrolled in a Design class in Grades 7 through 9 and have choice amongst several fine arts course options.

Students have a variety of course options to choose from in Grade 10, including Outdoor Education, two modern languages, Band, Art, Drama, Film Studies, International Politics and Sports Medicine.

Students in Grades 11 and 12 have the option of enrolling in Alberta Education or International Baccalaureate courses, or a mix of both.

Strategies

Teachers in the Elementary and Middle School are visiting each other’s classes with a goal of improving teaching and learning.

Offer a student-led Mandarin club for Elementary students to increase the breadth of our language offerings.

We are currently in a consideration phase for online offerings of IB courses.

Explore high quality professional development opportunities through the IB and CAIS professional development networks.

We recently completed a revision of the Teacher and Professional Growth Plan and Evaluation process to more closely align our plan with effective instructional and assessment practices identified by the School in the Model for Teaching Excellence.

Support the School’s Mentorship Program in the induction and professional development of new faculty.

Regularly scheduled PLC meetings in the Elementary, Middle and Senior Schools support collaborative planning and program delivery in the Primary Years Programme and the Middle Years Programme.


We will continue to offer students the opportunity to select Outdoor Education and Sports Medicine courses within the timetable. Course selection options will continue to be communicated to parents and students to inform their decision-making.

The School’s Critical Friends Group program will continue to support departmental and small group professional development.

Conduct exit interviews with all families in order to determine levels of satisfaction with and quality of programs offered to students.



Global Scholars Earn First Diplomas at STS

Our students find themselves in an increasingly globalized world where their actions and the actions of others generate interconnected environmental, societal, political and economic consequences. There are many opportunities at STS to help them develop a global perspective, such as Round Square and service experiences, IB, student exchanges and co-curricular activities like Model UN. In celebration of what our students are already doing, to have them think about how their everyday work impacts and makes a long-term difference globally and to set them on a path to continue to demonstrate leadership in the world, the School this year introduced the STS Global Scholar Diploma (GSD). The GSD celebrates and focuses on what has long been a tradition of experiential learning at STS. The GSD provides students with a framework for their academic, co-curricular and experiential opportunities, within which they can analyze, evaluate and reflect on contemporary world situations, explore alternative solutions to current issues and see themselves as an integral part of a positive change process. Their individual and collective experiences will support the development of competencies and mindsets necessary to grow into responsible global citizens. This will help pave the way for them to welcome challenges and harness opportunities to enhance the future of our planet.


Wearable Art Awards

Each of the five pieces from the Art 30 class was accepted into the prestigious international Port Moody Wearable Art Awards Show. Two STS students brought home the student award for their Gustav Klimt inspired piece.


Desired Outcome Three: Alberta’s education system is governed effectively

Specific Outcome: The education system demonstrates collaboration and engagement.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.


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


Comment on Results

We include our parents in decisions surrounding their son or daughter’s education. There are many examples of this including Meet the Teacher, Parent Teacher Interviews, parent information nights, course selection meetings, trip briefings for curricular and co-curricular activities, round table discussions, and the involvement of parent volunteers in many school programs.

The high quality of our educational program is evident by the many different high quality universities that our students gain admittance to and the strong results that our students achieve on external exams such as the International Baccalaureate and Alberta Diploma Examinations.

The success of our graduates in university and beyond is another reason why our teachers, parents, and students are satisfied with the overall quality of basic education.

Last year, over 30% of parents and 50% employees contributed the Annual Giving Campaign which is a strong indication of their engagement with STS.

Strategies

We strive to ensure effective communication, collaboration, and engagement with our parents and faculty and this is accomplished in many different ways on an ongoing basis.

POSTS is our parent volunteer organization which engages many parents during the year in volunteering in classrooms, organizing events, and running the school uniform store and the lost and found.

Parents are invited to the school for presentations for events such as course selection, trip briefings, curricular information evenings, and student presentations.

The Head of School holds roundtable discussions with parents and alumni to discuss the future direction of the school.

The Advancement Office publishes several publications each year which keep our parents informed about the strategic direction of the school. They also frequently use social media platforms like Facebook and Twitter to share information.

Parents and teachers are surveyed or asked for feedback on issues that will impact the school.

Grade level parent socials have been organized for every grade over the past fall. These have engaged parents and connected them with the school and other parents.




Specific Outcome: Students and communities have access to safe and healthy learning environments.


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Percentage of teacher, parent and student agreement 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.


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

90.7 88.4 86.6 88.2 91.1 95 Very High Improved Significantly Excellent 95 95 95

Comment on Results

Safety is one of STS’ core values and we work very hard to provide a safe environment for our employees. Our Board of Governors has a published commitment to safety and we have many procedures and programs in place to ensure our students’ safety.

Strathcona-Tweedsmuir School continues to maintain its accreditation with the Association for Experiential Learning (AEE) by submitting an annual review of it programs.

Strategies

Strathcona-Tweedsmuir School has earned its Certificate of Recognition for its safety program which was issued by the Alberta Construction Safety Association after an extensive application and audit process.

Over 95% of our employees have current first aid certification.

Employees undergo annual Health and Safety Training. Health and Safety remains as a standing agenda item for Senior Leadership Team meetings, Academic Leadership Team meetings, and division meetings. The School’s Health and Safety Committee is comprised of members of the Senior Leadership Team, faculty and staff.

Employees attend Health and Safety training at conferences outside of the school.

Senior level coaches are required to take concussion training to enable them to identify and manage student concussion issues.

STS held student-organized Anti-Bullying Week, Diversity Week, and a Pink Shirt Day to help ensure a safe and inclusive school.

Guest speakers are frequently brought to STS to discuss issues relating to student safety such as the DARE program, the PARTY Program, speakers from Calgary Sexual Health, and speakers to promote online safety.

A full time counselor works to meet the social and emotional needs our students and the school also employs a psychologist.

A parent committee and a consultant revised the menu for the Black Watch Bistro (cafeteria) to ensure healthy choices are available for students.

Division Principals work with their faculty and students to enforce the Mutual Respect Policy.




STS Celebrates Second Annual Diversity Week By Shiv Ruparell ’15

Diversity Week, after its enormous success last year, was renewed as an annual event and took place again in April, 2015. The week’s theme, “it’s more than acceptance, it’s a celebration!” was explored on many fronts, to heighten the already welcoming STS environment. In the spirit of inclusivity, Diversity Week was broadened to include other forms of diversity, be they cultural, sexual, linguistic, ethnic, religious or otherwise. In designing Diversity Week, the committee looked to the world around us for inspiration. Diversity is complex, controversial, and its implications reach far. Our students have the chance to make a rippling impact on the world around us.


Desired Outcome Four: First Nations, Métis and Inuit students are successful

Specific Outcome: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.

Strategies

Grade 7 Social Studies students create First Nations tools in their classes.

Round Square and HOP examine issues such as poverty and nutrition and First Nations issues are frequently examined.

We are in partnership with a school in Fort Providence in the Northwest Territories where our student teleconference weekly with First Nations students and work collaboratively on projects.

Grade 7 students are learning about challenges in the North and students are designing a school for a community in the Deh Gah School in Fort Providence, Northwest Territories.


Summary of Financial Results

Financial Summary:

Allocation of Actual Revenues and Expenses to Programs

For the Year Ending August 31, 2015

Actual Budget

Revenues:

Instruction 16,966,186 16,143,990

Operations & Maintenance 385,050 581,080

Transportation 1,287,575 1,347,720

Board & System Administration 1,239,283 924,210

19,878,094 18,997,000

Expenses:

Instruction 10,694,569 10,888,455

Operations & Maintenance 2,579,892 2,801,723

Transportation 1,323,232 1,347,720

Board & System Administration 3,830,326 3,482,132

18,428,019 18,520,030

Surplus(deficit) of revenues over expenses 1,450,075 476,970

For further information please contact

David Crain

Executive Director of Finance and Operations

Telephone: 403-938-9124

Email: [email protected]

16,966,186

385,050

1,287,5751,239,283

Actual Revenues

Instruction

Operations &Maintenance

Transportation

Board & SystemAdministration

10,694,569

2,579,892

1,323,232

3,830,326

Actual Expenses

Instruction


Transportation



Budget Summary

Financial Summary:

Allocation of Budget Revenues and Expenses to Programs

For the Year Ending August 31, 2016

Budget

Revenues:

Instruction 17,062,758

Operations & Maintenance 652,242

Transportation 1,372,000

Board & System Administration 991,700

20,078,700

Expenses:

Instruction 10,472,938

Operations & Maintenance 2,985,108

Transportation 1,372,000

Board & System Administration 4,181,654

19,011,700

Surplus(deficit) of revenues over expenses 1,067,000

For further information please contact

David Crain

Executive Director of Finance and Operations

Telephone: 403-938-9124

Email: [email protected]

10,472,938

2,985,108

1,372,000

4,181,654

Expenses

Instruction


Transportation


17,062,758

652,242

1,372,000991,700

Revenues

Instruction


Transportation



Capital and Facilities Projects

Replaced Boiler 16

Replaced roofing over the Core School

LED Lighting upgrade

Rooftop Unit 6 replacement

Summary of Facility and Capital Plans

Continue work on LED lighting upgrade

Rooftop Unit 12 replacement

Roofing replacement over Administration

Heating upgrade to Anderson Wing

We continue to upgrade existing equipment to energy and efficiency standards which meet compliancy with building codes. Failing architectural building components are being scheduled for replacement and general repurposing of areas in support of 21 century learning.

Parental Involvement

We strive to ensure effective communication, collaboration, and engagement with our parents and faculty and this is accomplished in many different ways on an ongoing basis.

POSTS is our parent volunteer organization which engages many parents during the year in volunteering in classrooms, organizing events, and running the school uniform store and the lost and found.

Parents are invited to the school for presentations for things such as course selection, trip briefings, curricular information evenings, and student presentations.

The Head of School holds roundtable discussions with parents and alumni to discuss the future direction of the school.

The Advancement Office publishes several publications each year which keeps our parents informed about the strategic direction of the school. They also frequently use social media platforms like Facebook and Twitter to share information.

Parents and teachers are surveyed or asked for feedback on issues that will impact the school.

Grade level parent socials have been organized for every grade over the past fall. These have engaged parents and connected them with the school and other parents.

All Board of Governors and Board sub-committee members are either current or former parents.


Timelines and Communication

The Combined Three-Year Education Plan and Annual Education Results Report (AERR) for Strathcona-Tweedsmuir School was compiled by the Director of Curriculum and Instruction, the Assistant Head of School and the Assistant Principal of the Senior School in collaboration with the Academic Leadership Team. The Executive Director of Advancement and Community Relations, The Director of Advancement, The Director of Facilities and the Executive Director of Finance and Operations also contributed to the writing of this document. In addition, Directors and Curriculum Leaders contributed to the strategies.

The report was submitted for review to the Board of Governors on November 13, 2015.

The report was approved by the Board of Governors on November 19, 2015.

The report was submitted to Alberta Education by November 30, 2015 and was also posted to the school’s website.

Whistleblower Protection

Strathcona-Tweedsmuir School is committed to establishing and maintaining a work environment that encourages Employees to report Wrongdoing without fear of reprisal. In support of this commitment, the School has set in place the Protected Disclosure (Whistleblower) Policy whose purpose is to:

a. Facilitate the disclosure and investigation of significant and serious matters relating to Strathcona-

Tweedsmuir School that an Employee believes may be unlawful, dangerous to the public or injurious to the

public interest;

b. protect Employees who make those disclosures; and

c. promote public confidence in the administration of the School.

The policy establishes that: a. An Employee may make a Protected Disclosure to the Designated Officer;

b. To the extent possible within the limitations of the law and this policy and the need to conduct a competent

investigation, this matter shall be kept confidential;

c. An Employee who makes a Protected Disclosure will be protected from Reprisal;

d. An Employee who alleges Wrongdoing in bad faith will be subject to appropriate disciplinary action;

e. The Chief Officer will establish and maintain procedures to manage disclosures of Wrongdoing in

accordance with this Policy and the Public Interest Disclosure Act (PIDA); and

f. The Chief Officer will report annually on all Protected Disclosures made to the Designated Officer. The

report will be provided to the Board of Governors and will be available to the public on request.

For Fiscal 2014-15, the School confirms there have be no Protected Disclosures received by the Designated Officer

or the Chief Officer.


APPENDIX – Measure Details

The following pages include tables and graphs that provide detailed data for the performance measures. Authorities may include these under each measure/outcome to provide context and help in interpreting the results.


Diploma Examination Results – Measure Details

Diploma Exam Course by Course Results by Students Writing.

Results (in percentages) Target 2011 2012 2013 2014 2015 2015

A E A E A E A E A E A E

English Lang Arts 30-1 Authority 100.0 43.8 100.0 47.1 98.5 25.8 100.0 40.3 100.0 49.3 100 50

Province 85.0 10.1 86.3 11.3 86.0 10.4 87.6 11.8 86.5 11.5

Pure Mathematics 30 Authority 97.2 75.0 95.7 52.2 n/a n/a n/a n/a n/a n/a n/a n/a

Province 81.3 29.2 82.0 27.5 59.0 11.4 * * n/a n/a

Mathematics 30-1 Authority n/a n/a n/a n/a 85.7 57.1 86.6 50.7 92.2 58.4 100 50

Province n/a n/a n/a n/a 80.9 35.9 75.1 27.9 76.2 31.7

Social Studies 30-1 Authority 100.0 50.0 97.3 45.2 95.9 36.5 96.9 46.9 98.7 40.3 100 50

Province 83.0 14.9 86.3 16.7 85.4 15.2 85.6 14.3 87.1 16.2

Biology 30 Authority 97.5 67.5 100.0 59.3 94.3 40.0 100.0 56.0 95.1 48.8 100 50

Province 82.0 30.0 81.9 28.2 84.4 32.2 85.2 31.9 85.9 33.0

Chemistry 30 Authority 92.4 47.0 87.1 41.4 * * 95.5 53.7 92.4 57.6 100 50

Province 75.4 28.0 77.1 28.7 78.8 31.8 81.5 35.2 82.2 34.2

Physics 30 Authority 93.8 37.5 80.8 26.9 * * 93.1 31.0 91.4 57.1 100 50

Province 77.0 27.8 81.1 30.5 81.5 30.5 83.2 34.3 83.9 35.8


“A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of excellence.

Current and historical Diploma results have been adjusted to reflect change in data source system.

Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.


Graph of Diploma Examination Results – Overall

Notes: Current and historical Diploma results have been adjusted to reflect change in data source system.


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2011 2012 2013 2014 2015R

esults(%

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Acceptable Standard %

Standard of Excellence %


Diploma Examination Results by Course

Notes: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).



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Diploma Examination Results Course By Course Summary With Measure Evaluation

Strathcona Tweedsmuir Sch Alberta

Achievement Improvement Overall 2015 Prev 3 Yr Avg 2015 Prev 3 Yr

Avg Course Measure N % N % N % N %

English Lang Arts 30-1

Acceptable Standard Very High Maintained Excellent 69 100.0 65 99.5 28,104 86.5 29,085 86.6 Standard of Excellence Very High Improved Excellent 69 49.3 65 37.7 28,104 11.5 29,085 11.2

Mathematics 30-1 Acceptable Standard n/a Improved n/a 77 92.2 37 86.1 20,915 76.2 20,619 78.0

Standard of Excellence n/a Maintained n/a 77 58.4 37 53.9 20,915 31.7 20,619 31.9

Social Studies 30-1 Acceptable Standard Very High Maintained Excellent 77 98.7 70 96.7 21,038 87.1 22,680 85.8

Standard of Excellence Very High Maintained Excellent 77 40.3 70 42.9 21,038 16.2 22,680 15.4

Biology 30 Acceptable Standard Very High Maintained Excellent 41 95.1 29 98.1 21,219 85.9 22,506 83.9


Chemistry 30 Acceptable Standard Very High Maintained Excellent 66 92.4 69 91.3 19,050 82.2 18,412 79.1

Standard of Excellence Very High Improved Excellent 66 57.6 69 47.6 19,050 34.2 18,412 31.9

Physics 30 Acceptable Standard Very High Maintained Excellent 35 91.4 28 86.9 10,573 83.9 10,127 81.9

Standard of Excellence Very High Improved

Significantly Excellent 35 57.1 28 29.0 10,573 35.8 10,127 31.8

Notes: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).


Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in examinations.



Measure Evaluation Reference - Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th, and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure.

Course Measure Very Low Low Intermediate High Very High

English Lang Arts 30-1 Acceptable Standard 0.00 - 81.51 81.51 - 85.05 85.05 - 90.15 90.15 - 94.10 94.10 - 100.00 Standard of Excellence 0.00 - 2.28 2.28 - 6.43 6.43 - 11.18 11.18 - 15.71 15.71 - 100.00

English Lang Arts 30-2 Acceptable Standard 0.00 - 81.90 81.90 - 88.81 88.81 - 94.35 94.35 - 97.10 97.10 - 100.00 Standard of Excellence 0.00 - 3.70 3.70 - 8.52 8.52 - 14.55 14.55 - 18.92 18.92 - 100.00

French Lang Arts 30-1 Acceptable Standard 0.00 - 78.73 78.73 - 92.86 92.86 - 100.00 100.00 - 100.00 100.00 - 100.00 Standard of Excellence 0.00 - 0.00 0.00 - 5.21 5.21 - 16.67 16.67 - 23.04 23.04 - 100.00

Pure Mathematics 30 Acceptable Standard 0.00 - 54.07 54.07 - 76.74 76.74 - 86.06 86.06 - 92.18 92.18 - 100.00 Standard of Excellence 0.00 - 6.15 6.15 - 18.46 18.46 - 29.38 29.38 - 34.62 34.62 - 100.00

Applied Mathematics 30 Acceptable Standard 0.00 - 73.06 73.06 - 80.94 80.94 - 90.03 90.03 - 91.69 91.69 - 100.00 Standard of Excellence 0.00 - 4.57 4.57 - 10.29 10.29 - 16.08 16.08 - 23.77 23.77 - 100.00

Social Studies 30-1 Acceptable Standard 0.00 - 69.65 69.65 - 80.38 80.38 - 87.98 87.98 - 95.79 95.79 - 100.00 Standard of Excellence 0.00 - 2.27 2.27 - 8.63 8.63 - 14.51 14.51 - 19.76 19.76 - 100.00

Social Studies 30-2 Acceptable Standard 0.00 - 71.97 71.97 - 79.85 79.85 - 87.56 87.56 - 91.42 91.42 - 100.00 Standard of Excellence 0.00 - 3.94 3.94 - 8.65 8.65 - 14.07 14.07 - 23.34 23.34 - 100.00

Biology 30 Acceptable Standard 0.00 - 68.26 68.26 - 79.41 79.41 - 85.59 85.59 - 92.33 92.33 - 100.00 Standard of Excellence 0.00 - 10.75 10.75 - 21.84 21.84 - 29.26 29.26 - 33.42 33.42 - 100.00

Chemistry 30 Acceptable Standard 0.00 - 58.10 58.10 - 69.51 69.51 - 80.34 80.34 - 84.74 84.74 - 100.00 Standard of Excellence 0.00 - 11.22 11.22 - 20.47 20.47 - 30.47 30.47 - 35.07 35.07 - 100.00

Physics 30 Acceptable Standard 0.00 - 50.06 50.06 - 71.77 71.77 - 83.00 83.00 - 88.67 88.67 - 100.00 Standard of Excellence 0.00 - 5.61 5.61 - 18.10 18.10 - 31.88 31.88 - 41.10 41.10 - 100.00

Science 30 Acceptable Standard 0.00 - 64.19 64.19 - 77.66 77.66 - 86.33 86.33 - 98.50 98.50 - 100.00 Standard of Excellence 0.00 - 0.00 0.00 - 14.69 14.69 - 25.03 25.03 - 38.93 38.93 - 100.00

Notes:

The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%.

Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in examinations.

Improvement Table For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes. The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.

Overall Evaluation Table The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the Achievement and Improvement evaluations are combined to get the overall evaluation.

Evaluation Category Chi-Square Range Declined Significantly 3.84 + (current < previous 3-year average) Declined 1.00 - 3.83 (current < previous 3-year average) Maintained less than 1.00 Improved 1.00 - 3.83 (current > previous 3-year average) Improved Significantly 3.84 + (current > previous 3-year average)

Achievement Very High High Intermediate Low Very Low Improved Significantly Excellent Good Good Good Acceptable Improved Excellent Good Good Acceptable Issue Maintained Excellent Good Acceptable Issue Concern Declined Good Acceptable Issue Issue Concern Declined Significantly Acceptable Issue Issue Concern Concern


Rutherford Eligibility Rate – Measure Details

Percentage of Grade 12 students eligible for a Rutherford Scholarship. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Rutherford Scholarship Eligibility Rate 100.0 98.5 98.5 97.4 100.0 59.6 61.5 61.3 60.9 61.2

Rutherford eligibility rate details.

Reporting School Year

Total Students

Grade 10 Rutherford Grade 11 Rutherford Grade 12 Rutherford Overall Number of Students Eligible

Percent of Students Eligible

Number of Students Eligible






2010 69 64 92.8 69 100.0 63 91.3 69 100.0 2011 68 66 97.1 67 98.5 61 89.7 67 98.5 2012 68 63 92.6 65 95.6 62 91.2 67 98.5 2013 78 72 92.3 67 85.9 68 87.2 76 97.4 2014 66 61 92.4 65 98.5 53 80.3 66 100.0

Graph of Authority Results


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Diploma Examination Participation Rate – Measure Details

Diploma examination participation rate: Percentage of students writing 0 to 6 or more Diploma Examinations by the end of their 3rd year of high school.

Authority Province

2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 % Writing 0 Exams 2.5 4.2 1.7 6.0 5.6 17.2 16.1 15.9 16.1 15.2 % Writing 1+ Exams 97.5 95.8 98.3 94.0 94.4 82.8 83.9 84.1 83.9 84.8 % Writing 2+ Exams 97.5 94.5 96.9 90.1 94.4 79.6 80.8 81.2 80.8 82.0 % Writing 3+ Exams 97.5 93.3 96.9 48.9 94.4 66.0 67.4 67.5 63.8 65.6 % Writing 4+ Exams 97.5 87.2 88.5 7.7 91.6 54.9 56.2 56.6 50.5 54.9 % Writing 5+ Exams 66.2 63.8 60.4 2.6 63.8 36.1 37.2 38.0 31.8 36.7 % Writing 6+ Exams 10.8 18.4 11.2 0.0 11.1 13.4 14.1 14.6 11.5 13.3

Graph of Authority Results

Percentage of students writing 1 or more Diploma Examinations by the end of their 3rd year of high school, by course and subject.

Authority Province

2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 English Language Arts 30-1 95.3 86.9 90.3 85.0 85.1 54.5 54.9 55.1 54.4 54.4 Total of 1 or more English Diploma Exams 95.3 86.9 90.3 85.0 85.1 78.0 79.0 79.2 79.3 80.3 Social Studies 30-1 92.9 91.7 95.8 91.3 91.9 45.7 48.2 48.0 46.1 45.5 Total of 1 or more Social Diploma Exams 95.3 91.7 97.2 91.3 91.9 78.1 78.9 79.3 79.3 80.3 Pure Mathematics 30 95.3 89.3 93.1 5.0 0.0 41.4 42.6 42.5 7.3 0.1 Mathematics 30-1 n/a n/a n/a 10.0 91.9 n/a n/a n/a 30.0 37.6 Total of 1 or more Math Diploma Exams 95.3 89.3 93.1 13.8 91.9 60.6 62.0 61.5 52.5 57.4 Biology 30 47.1 52.4 37.5 41.3 39.2 41.2 42.8 43.1 42.5 41.7 Chemistry 30 80.0 78.6 90.3 2.5 89.2 35.2 36.0 36.7 31.7 35.0 Physics 30 43.5 40.5 38.9 2.5 40.5 20.0 20.6 20.4 17.4 20.2 Total of 1 or more Science Diploma Exams 95.3 90.5 94.4 43.8 91.9 57.6 59.1 59.5 57.7 59.8


Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting

trends over time for the province and those school authorities affected by the floods.

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Citizenship – Measure Details

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 95.9 94.0 95.1 95.2 96.0 81.9 82.5 83.4 83.4 83.5 Teacher 100.0 97.8 98.2 100.0 100.0 92.7 93.1 93.6 93.8 94.2 Parent 95.1 93.6 96.3 95.3 96.1 78.6 79.4 80.3 81.9 82.1 Student 92.5 90.5 90.9 90.3 91.9 74.5 75.0 76.2 74.5 74.2

Graph of Overall Authority Results

Graph of Detailed Authority Results

Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.

Work Preparation – Measure Details

Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 96.7 93.3 93.3 94.4 94.4 80.1 79.7 80.3 81.2 82.0 Teacher 98.5 98.4 94.5 96.7 94.8 89.6 89.5 89.4 89.3 89.7 Parent 94.8 88.2 92.1 92.2 93.9 70.6 69.9 71.1 73.1 74.2




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Lifelong Learning – Measure Details

Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 89.9 89.5 89.0 91.3 93.5 67.9 68.0 68.5 69.5 70.0 Teacher 94.9 97.7 94.6 96.0 98.3 75.3 75.8 75.7 76.0 76.0 Parent 85.0 81.4 83.3 86.6 88.7 60.6 60.2 61.2 63.0 64.0




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Provincial Achievement Test Results – Measure Details

PAT Course by Course Results by Number Enrolled.

Results (in percentages) Target 2011 2012 2013 2014 2015 2015

A E A E A E A E A E A E

English Language Arts 6 Authority 100.0 59.1 100.0 75.0 100.0 61.4 97.7 61.4 94.5 45.5 100 50

Province 83.0 18.5 82.7 17.8 82.5 16.3 81.9 17.6 82.8 19.5

Mathematics 6 Authority 100.0 36.4 100.0 65.9 100.0 63.6 97.7 52.3 94.5 36.4 100 50

Province 73.7 17.8 74.7 16.6 73.0 16.4 73.5 15.4 73.3 14.1

Science 6 Authority 95.5 38.6 100.0 75.0 100.0 77.3 97.7 77.3 94.5 70.9 100 50

Province 76.2 25.0 77.8 28.2 77.5 25.9 75.9 24.9 76.4 25.3

Social Studies 6 Authority 100.0 47.7 100.0 54.5 100.0 65.9 97.7 61.4 94.5 52.7 100 50

Province 71.1 18.5 73.2 19.5 72.7 19.0 70.4 16.6 69.8 18.1

English Language Arts 9 Authority 100.0 61.5 100.0 69.7 100.0 60.6 97.1 59.4 97.3 52.1 100 50

Province 79.1 16.3 77.4 16.4 76.7 14.8 76.3 15.1 75.6 14.4

Mathematics 9 Authority 96.9 49.2 100.0 60.6 97.0 53.0 89.9 44.9 93.2 45.2 100 50

Province 66.1 17.3 66.5 17.8 66.9 18.3 67.1 17.3 65.3 18.0

Science 9 Authority 100.0 66.2 100.0 50.0 100.0 59.1 97.1 58.0 98.6 47.9 100 50

Province 74.9 20.8 74.2 22.4 73.0 20.0 73.2 22.1 74.1 22.9

Social Studies 9 Authority 100.0 49.2 100.0 78.8 100.0 59.1 92.8 58.0 97.3 45.2 100 50

Province 67.2 19.0 68.9 19.1 65.6 18.8 65.5 19.9 65.1 19.8


“A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of excellence.

Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.


Graph of Overall Provincial Achievement Test Results

Note: Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods

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Graph of Provincial Achievement Test Results by Course



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PAT Results Course By Course Summary By Enrolled With Measure Evaluation

Strathcona Tweedsmuir Sch Alberta

Achievement Improvement Overall 2015 Prev 3 Yr Avg 2015 Prev 3 Yr

Avg Course Measure N % N % N % N %


Acceptable Standard Very High Declined Good 55 94.5 44 99.2 47,446 82.8 44,338 82.4 Standard of Excellence Very High Declined

Significantly Acceptable 55 45.5 44 65.9 47,446 19.5 44,338 17.2

Mathematics 6 Acceptable Standard Very High Declined Good 55 94.5 44 99.2 47,377 73.3 44,292 73.8

Standard of Excellence Very High Declined


Science 6 Acceptable Standard Very High Declined Good 55 94.5 44 99.2 47,379 76.4 44,273 77.1


Social Studies 6 Acceptable Standard Very High Declined Good 55 94.5 44 99.2 47,385 69.8 44,226 72.1



Acceptable Standard Very High Maintained Excellent 73 97.3 68 98.6 43,532 75.6 38,021 76.8 Standard of Excellence Very High Declined Good 73 52.1 68 64.6 43,532 14.4 38,021 15.4

Mathematics 9 Acceptable Standard Very High Maintained Excellent 73 93.2 68 94.9 43,190 65.3 37,734 66.8


Science 9 Acceptable Standard Very High Maintained Excellent 73 98.6 68 98.6 43,653 74.1 38,253 73.4


Social Studies 9 Acceptable Standard Very High Maintained Excellent 73 97.3 68 96.4 43,451 65.1 38,360 66.7

Standard of Excellence Very High Declined



Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in tests.

Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should

be used when interpreting trends over time for the province and those school authorities affected by the floods.


Measure Evaluation Reference - Achievement Evaluation

Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th, and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation.

The table below shows the range of values defining the 5 achievement evaluation levels for each measure.

Course Measure Very Low Low Intermediate High Very High

English Language Arts 6 Acceptable Standard 0.00 - 67.95 67.95 - 78.40 78.40 - 86.09 86.09 - 91.37 91.37 - 100.00

Standard of Excellence 0.00 - 6.83 6.83 - 11.65 11.65 - 17.36 17.36 - 22.46 22.46 - 100.00

Mathematics 6 Acceptable Standard 0.00 - 63.91 63.91 - 70.73 70.73 - 79.61 79.61 - 88.67 88.67 - 100.00


Science 6 Acceptable Standard 0.00 - 60.36 60.36 - 78.51 78.51 - 86.46 86.46 - 90.64 90.64 - 100.00


Social Studies 6 Acceptable Standard 0.00 - 58.97 58.97 - 68.15 68.15 - 76.62 76.62 - 83.55 83.55 - 100.00


English Language Arts 9 Acceptable Standard 0.00 - 63.55 63.55 - 75.66 75.66 - 83.70 83.70 - 90.27 90.27 - 100.00


Mathematics 9 Acceptable Standard 0.00 - 52.42 52.42 - 60.73 60.73 - 73.88 73.88 - 78.00 78.00 - 100.00


Science 9 Acceptable Standard 0.00 - 50.57 50.57 - 60.14 60.14 - 72.50 72.50 - 76.89 76.89 - 100.00


Social Studies 9 Acceptable Standard 0.00 - 56.26 56.26 - 62.27 62.27 - 74.04 74.04 - 79.85 79.85 - 100.00


Notes:

The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%.

Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods

Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in tests.

Improvement Table For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes. The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.

Overall Evaluation Table The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the Achievement and Improvement evaluations are combined to get the overall evaluation.

Evaluation Category Chi-Square Range Declined Significantly 3.84 + (current < previous 3-year average) Declined 1.00 - 3.83 (current < previous 3-year average) Maintained less than 1.00 Improved 1.00 - 3.83 (current > previous 3-year average) Improved Significantly 3.84 + (current > previous 3-year average)

Achievement Very High High Intermediate Low Very Low Improved Significantly Excellent Good Good Good Acceptable Improved Excellent Good Good Acceptable Issue Maintained Excellent Good Acceptable Issue Concern Declined Good Acceptable Issue Issue Concern Declined Significantly Acceptable Issue Issue Concern Concern


Program of Studies – Measure Details

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. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 90.1 92.3 91.4 89.9 91.9 80.9 80.7 81.5 81.3 81.3 Teacher 91.3 94.3 93.0 93.7 93.0 87.6 87.3 87.9 87.5 87.2 Parent 91.8 93.0 93.9 90.9 96.7 78.3 78.1 78.9 79.9 79.9 Student 87.2 89.7 87.3 85.2 86.0 76.9 76.9 77.8 76.6 76.9




Parental Involvement – Measure Details

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 89.3 89.1 87.1 86.3 92.2 79.9 79.7 80.3 80.6 80.7 Teacher 93.5 97.2 93.2 94.5 96.2 88.1 88.0 88.5 88.0 88.1 Parent 85.1 81.0 80.9 78.2 88.2 71.7 71.4 72.2 73.1 73.4




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Education Quality – Measure Details

Percentage of teachers, parents and students satisfied with the overall quality of basic education. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 96.8 96.1 96.7 96.4 97.4 89.4 89.4 89.8 89.2 89.5 Teacher 99.3 98.7 98.8 99.7 99.7 95.5 95.4 95.7 95.5 95.9 Parent 96.1 94.6 96.2 94.8 98.1 84.2 84.2 84.9 84.7 85.4 Student 95.1 94.9 95.2 94.8 94.5 88.5 88.6 88.7 87.3 87.4




Safe and Caring – Measure Details

Percentage of teacher, parent and student agreement 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. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 96.2 95.6 95.9 95.8 96.5 88.1 88.6 89.0 89.1 89.2 Teacher 98.3 98.4 97.5 98.7 98.3 94.5 94.8 95.0 95.3 95.4 Parent 96.6 94.6 96.4 96.0 97.8 86.6 87.4 87.8 88.9 89.3 Student 93.6 93.7 93.7 92.7 93.4 83.3 83.7 84.2 83.1 83.0




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School Improvement – Measure Details

Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 90.7 88.4 86.6 88.2 91.1 80.1 80.0 80.6 79.8 79.6 Teacher 89.1 83.3 82.0 89.1 89.1 80.1 81.1 80.9 81.3 79.8 Parent 90.3 89.3 85.5 84.2 91.3 77.3 76.2 77.9 77.0 78.5 Student 92.7 92.6 92.3 91.4 92.9 82.9 82.7 82.9 81.2 80.7




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combined 3-year education plan 2015 2018 and annual

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