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Authority: 9018 St. Matthew Evangelical Lutheran Church of Stony Plain, Alberta

Combined 3-Year Education Planand Annual Education Results Report (AERR)


Message from the School Jurisdiction President

The Board is pleased to present the 2016-2019 Combined Three Year Education Plan and AERR for St. Matthew Lutheran (SML) Christian Academy.

SML has continued to experience change and growth. We are becoming more settled into the rebranding that was made more than a year ago, and we continue to enjoy higher enrollment brought about by our tuition-free status and our high quality of education. We have also made some renovations to the school to make more effective use of our space.

We look forward to the year ahead, anticipating the joys and that challenges that new students and staff will bring to our school family. What a great opportunity we have to share the good news of salvation in Christ to the people of our community.

____________________________________Dennis Woolsey School Jurisdiction President


Accountability Statement

Three Year Educational PlanAccountability Statement for the Three-Year Education Plan The Education Plan for St. Matthew Lutheran Christian Academy (SML) for the three years commencing September 1, 2016 was prepared under the direction of the School Board in accordance with the responsibilities under the Private Schools Regulation and the Education Grants Regulation. This Education Plan was developed in the context of the provincial government’s business and fiscal plans. The Board has used its performance results to develop the Plan and is committed to implementing the strategies contained within the Plan to improve student learning and results. The Board approved the Education Plan for 2016/2019 on November 24, 2016.

Annual Educational Results ReportThe Annual Education Results Report for SML the 2015/16 school year was prepared under the direction of the board in accordance with the responsibilities under the Private Schools Regulation and the Education Grants Regulation. The board is committed to using the results in this report, to the best of its abilities, to improve outcomes for students and to ensure that all students in the private school authority can acquire the knowledge, skills and attitudes they need to be self-reliant, responsible, caring and contributing members of society. This Annual Education Results Report for 2015/2016 was approved by the Board on November 24, 2016.

PublicationThis document can be found online at: www.smlacademy.ca

Copies of the report will also be available from the school upon request. The availability of the report will be communicated to the parents via the school newsletter.

http://www.smlacademy.ca/


Foundation Statements (optional)

STATEMENT OF PRINCIPLES AND BELIEFSSML Christian Academy is a independent Christian School that is an integral part of, and operated by, St. Matthew Evangelical Lutheran Church of Stony Plain. The School Board believes that:

1. The overarching goal of Christian Education is to help children know and trust in Jesus Christ as their Saviour.

2. Christian Education is primarily the responsibility of faithful parents.3. Our main task is to assist parents in forming their children’s spiritual life and values by offering a high standard of educational opportunities for all students through

the use of available resources. 4. Our school is open to all children and families who desire the benefits of Lutheran

education, regardless of race, religion or social and economic standing. Each person possesses inherent worth and dignity and is deserving of respect.

5. It is essential for SML to promote a school environment of respect for God’s Word, those in authority, for classmates and other people, for their bodies and God given talents, for the learning process and the classroom environment and for our school, personal property and the property of others.

6. As a successful school, to provide a safe, caring and orderly environment for learning.


THE MISSION

The mission of SML Christian Academy is to teach and model the saving Gospel of Jesus Christ.

VISION

The vision of SML is to provide an education that will develop the whole child; Spiritually, Physically, Intellectually and Psychologically. Our purpose will be:

* To provide a Christ-centered Education.* To equip children and families for Eternity.* To provide a safe, caring, loving and encouraging atmosphere.* To engage students in the learning process.* To equip students with skill for life.* To provide a Christian/Biblical point of view in all curriculum.* To equip students to boldly confess the faith.* To equip students to be respectful citizens in their communities.* To provide all students confidence based on their saving relationship with the

Lord and their God-given abilities.* To encourage supportive parents to assist in the mission of the school.* To provide training for children in the usage of technology in an ever changing

environment.* For teachers to stimulate learning, excite students to learn, motivate students to

grow spiritually and academically and to engage students in non-threatening interaction with teachers and fellow students.

THE MANDATEThe mandate of SML is to provide educational programs that respond to the learning needs of its students based on a Christian foundation while maintaining the goals and objectives of the Alberta Program of Studies.


A Profile of the School Authority

PROFILE

SML Christian Academy, operating as part of the ministry of St. Matthew Evangelical Lutheran Church of Stony Plain, is situated in Stony Plain, a community of 15,000 residents. Our school also serves the residents of Spruce Grove (22,000 residents), and Parkland County (30,000 residents). As our school was officially registered in 1905, we are currently celebrating our 111th

year of education. Our academic program is inclusive from Kindergarten through Grade Nine.

The eight member board meets monthly at the school. All board members are elected by congregational members of St. Matthew Lutheran Church.

Our program of studies consists of the full Alberta Curriculum along with a strong Christ-centered Christian Studies Program, a strong sports program with students participating in the West Central Junior High Athletic Association in Cross Country Running, Volleyball, Basketball, Badminton, Soccer and Track and Field. We offer mobile technology labs, and Smart Boards, iPads and Document Cameras complement each of our classrooms engaging students in the learning process. In the 2016/17 year our complementary courses include Art, German I, German II, Outdoor Ed, Fit for Life, Drama, Computer Technology, Publications, and Project Maker.

Our K-9 staff consists of 9.75 full time equivalent teachers, one full time teacher/administrator, two half time teaching assistants, a full time custodian, and one full time administrative assistant.

This year the student enrollment is 180 students. The enrollment policy is an open policy to all students regardless of race, colour or religious backgrounds. However, families who enroll their children at SML must comply with the vision and policies of the school.

We cap our classes at 24 students so our low student/teacher ratio allows us to effectively meet the needs of all students, including those with learning difficulties and those requiring enrichment activities.


Trends and Issues (optional)

TRENDS AND ISSUES1. In past years enrollment has been an issue for the school, but in May of 2014 St. Matthew

Lutheran Church decided to back the Board in its decision to remove tuition. This had resulted in a 50% increase in student enrollment over the 2013/14 year. Enrollment grew to 165 the following year, and 180 for the 2015/16 year. Now that the school is more crowded we are looking into ways to improve our existing space.

2. In 2014 we completed a rebranding which gave the school a new operating name and a new logo. The new name abbreviated our existing name (St. Matthew Lutheran) into SML and we added the words Christian Academy because we realized that the word “Lutheran” had little meaning to the general public. We continue to enjoy the positive effects of the rebranding.

3. We continue to improve our technology by ensuring each class has a Smartboard, a Macbook and an iPad. Last year we began the process converting our computer lab into three mobile labs that can be wheeled into the classrooms. Two years ago we purchased a class set of iPads, last year we added a cart with a class set of Chrome Books, and this year we plan to add a second class set of Chrome Books.

4. While we offer 12 different Complementary Courses (they rotate from year to year), we are finding it difficult to compete with our Public School neighbours offering 20 options. With increasing enrollment and added staff we hope to close this gap. We are also making use of local organizations and individuals to help us offer more diversity.


Summary of Accomplishments

Summary of Accomplishments1. We know from the daily interactions with parents that they are very happy with the

school, but we were please to see from the Pillar of Accountability that 97.7% of them view SML as a safe and caring environment.

2. Furthermore, 97.1% are happy with the basic quality of education their child is receiving at SML.

3. Our school building was made much accessible for people with mobility issues. We were able to install a ramp at one entrance, and a lift that would enable transportation between floors.

4. Our sports teams have continued to have another exceptional year with the boys team bringing home a championship banner in basketball and both boys and girls taking the championship in volleyball. Our staff will also be certified as archery instructors as of November 2016.

5. The increase of enrollment to 180 students demonstrates the desire parents have in the community to place their children in our school. We are honoured that they have entrusted us with the education of their children.


Combined 2016 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)

Measure Category Measure Category Evaluation Measure

St. Matthew Luthern Alberta Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year

AverageCurrent Result

Prev Year Result

Prev 3 Year

AverageAchievement Improvement Overall

Safe and Caring Schools Excellent Safe and Caring 94.0 97.2 96.8 89.5 89.2 89.1 Very High Maintained Excellent

Student Learning Opportunities n/a

Program of Studies 81.6 88.8 88.2 81.9 81.3 81.4 Very High Declined Good

Education Quality 94.7 96.8 97.5 90.1 89.5 89.5 Very High Maintained Excellent

Drop Out Rate * * 0.0 3.2 3.5 3.5 * * *

High School Completion Rate (3 yr) n/a n/a n/a 76.5 76.5 75.5 n/a n/a n/a

Student Learning Achievement (Grades K-9) Issue

PAT: Acceptable 76.0 80.4 80.3 73.6 72.9 73.4 Intermediate Maintained Acceptable

PAT: Excellence 10.4 34.8 21.8 19.4 18.8 18.6 Low Declined Issue

Student Learning Achievement (Grades 10-12) n/a

Diploma: Acceptable n/a n/a n/a 85.0 85.2 85.1 n/a n/a n/a

Diploma: Excellence n/a n/a n/a 21.0 21.0 20.5 n/a n/a n/a

Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 54.6 54.4 53.5 n/a n/a n/a

Rutherford Scholarship Eligibility Rate n/a n/a n/a 60.8 n/a n/a n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship n/a

Transition Rate (6 yr) n/a n/a n/a 59.4 59.7 59.3 n/a n/a n/a

Work Preparation 95.0 97.3 95.0 82.6 82.0 81.1 Very High Maintained Excellent

Citizenship 90.9 95.4 94.8 83.9 83.5 83.4 Very High Declined Good

Parental Involvement Excellent Parental Involvement 93.2 95.4 93.3 80.9 80.7 80.5 Very High Maintained Excellent

Continuous Improvement Excellent School Improvement 88.6 93.0 90.8 81.2 79.6 80.0 Very High Maintained Excellent

Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship Eligibility Rate results are not available.3. 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). 4. 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.

5. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.6. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents.7. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for

the province and those school authorities affected by these events.8. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those

school authorities affected by these events.9. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From

Me) survey in 2014.10. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Combined 2016 Accountability Pillar FNMI Summary (Required for Public/Separate/Francophone School Authorities)

Measure Category Measure Category Evaluation Measure

St. Matthew Luthern (FNMI) Alberta (FNMI) Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year

AverageCurrent Result

Prev Year Result

Prev 3 Year

AverageAchievement Improvement Overall

Student Learning Opportunities n/aDrop Out Rate n/a n/a n/a 6.1 7.0 7.2 n/a n/a n/a

High School Completion Rate (3 yr) n/a n/a n/a 50.2 47.7 46.4 n/a n/a n/a

Student Learning Achievement (Grades K-9) n/a

PAT: Acceptable n/a * n/a 52.4 52.1 52.8 n/a n/a n/a

PAT: Excellence n/a * n/a 6.3 6.5 6.2 n/a n/a n/a

Student Learning Achievement (Grades 10-12) n/a

Diploma: Acceptable n/a n/a n/a 78.2 78.3 77.3 n/a n/a n/a

Diploma: Excellence n/a n/a n/a 10.0 9.5 9.4 n/a n/a n/a

Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 20.7 21.0 20.4 n/a n/a n/a

Rutherford Scholarship Eligibility Rate n/a n/a n/a 31.9 n/a n/a n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship n/a Transition Rate (6 yr) n/a n/a n/a 33.5 33.0 33.3 n/a n/a n/a

Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship Eligibility Rate results are not available.3. 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). 4. 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.

5. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.6. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for

the province and those school authorities affected by these events.7. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those

school authorities affected by these events.8. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Measure Evaluation Reference (Optional)Achievement EvaluationAchievement 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.Measure Very Low Low Intermediate High Very HighSafe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00

Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00

Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00

Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00

High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00

PAT: Acceptable 0.00 - 66.07 66.07 - 70.32 70.32 - 79.81 79.81 - 84.64 84.64 - 100.00

PAT: Excellence 0.00 - 9.97 9.97 - 13.44 13.44 - 19.56 19.56 - 25.83 25.83 - 100.00

Diploma: Acceptable 0.00 - 73.77 73.77 - 80.97 80.97 - 86.66 86.66 - 90.29 90.29 - 100.00

Diploma: Excellence 0.00 - 7.14 7.14 - 13.15 13.15 - 19.74 19.74 - 24.05 24.05 - 100.00

Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00

Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00

Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00

Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00

Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00

School Improvement 0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00

Notes:1) For all measures except Drop Out Rate: 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%.

2) Drop Out Rate measure: As "Drop Out Rate" is inverse to most measures (i.e. lower values are "better"), the range of values at each evaluation level is interpreted as greater than the lower value and less than or equal to the higher value. For the Very High evaluation level, values range from 0% to less than or equal to the higher value.

Improvement TableFor 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 TableThe 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.

Category EvaluationThe category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the calculation, consider an Overall Evaluation of Excellent to be 2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2. The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value. This is converted back to a colour using the same scale above (e.g. 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern)

Evaluation Category Chi-Square RangeDeclined 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

Improvement Very High High Intermediate Low Very LowImproved 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


Outcome One: Alberta’s students are successful

Performance Measure

Results (in percentages) Target

Evaluation Targets

2012

2013

2014

2015

2016

2016 Achievement

Improvement

Overall 2017

2018

2019

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

85.9 86.5 74.0 80.4 76.0 82.0 Intermediate Maintained Acceptable 80.0 82.0 84.0

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

21.9 7.7 22.9 34.8 10.4 25.0 Low Declined Issue 25.0 26.0 27.0

Comment on Results (OPTIONAL)We recognize that we are a small school with low numbers of students writing the grade six and grade nine Provincial Achievement Tests each year. Whereas our results were quite high in 2015, they are low in 2016. Large pendulum swings like this can happen when you have only a small sampling of students writing the exams in a school.

As a staff we feel at times that the grade nine students do not take the PATs seriously. This may occur because by June they are already “checking out” and not interested in spending the time to study and to write the exams. We have also noted apathy because by this point in the year they have already been accepted to High School and they see no point in putting in more time in Jr. High.

StrategiesThe above statements do not mean, however, that we will make no attempts to improve the results of the PATs. We will continue to encourage the students to give proper attention to these exams, and as a staff we will discuss strategies to better prepare our students for the PAT exams.

Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. 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).

3. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

4. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Outcome One: Alberta’s students are successful (continued)

Performance Measure


Evaluation Targets

2012

2013

2014

2015

2016

2016 Achievement

Improvement

Overall 2017

2018

2019

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

91.4 92.3 96.6 95.4 90.9 97.0 Very High Declined Good 97.0 97.0 97.0

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.

71.4 94.7 93.1 97.3 95.0 94.0 Very High Maintained Excellent

95.0 95.0 95.0

Comment on Results (OPTIONAL)We continue to rate very high when parents, teachers and students are polled about characteristics of active citizenship as well as attitudes and behaviors that will make our students successful beyond our school.

StrategiesWe attribute much of this success to the character of the school which, from its beginnings, has been centered on Christ and His teachings. Students are regularly taught to consider the needs of others, and when they are wronged, they are taught how to forgive each other. This creates a positive atmosphere in the school, and allows staff and students to model positive citizenship.

Notes: 1. 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 2014.2. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Outcome One: Alberta’s students are successful (continued)

Performance Measure


Evaluation Targets

2012

2013

2014

2015

2016

2016 Achievement

Improvement

Overall

2017

2018

2019

Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning.(This measure is required for charter and private school authorities with only K-9 schools)

50.0 68.2 69.6 79.0 73.4 ?? n/a n/a n/a 80.0 85.0 87.0

Comment on Results (OPTIONAL)This is a very broad performance measure that was not included on last year’s AERR. Therefore we are a little unsure as to what these numbers really mean, especially since these numbers are significantly lower than the other Performance Measure data included in Outcome One.

StrategiesWe will seek further clarification from Alberta Education, as to which exact questions

are included in the data of this performance measure. Once we have more solid information we will be able to form strategies for improvement.

Notes:1. Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the



Outcome Two: The achievement gap between First Nations, Métis, and Inuit students and all other students is eliminated

(Results and evaluations for FNMI measures are required for Public/Separate/Francophone School Authorities only)

Performance Measure


Evaluation Targets

2012

2013

2014

2015

2016

2016 Achievement

Improvement

Overall

2017

2018

2019

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

n/a n/a n/a * n/a n/a n/a n/a

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

n/a n/a n/a * n/a n/a n/a n/a

Overall percentage of self-identified FNMI students who achieved the acceptable standard on diploma examinations (overall results).

n/a n/a n/a n/a n/a n/a n/a n/a

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


Comment on Results (OPTIONAL)While SML has no self-identified FNMI students, and therefore eliminating the achievement gap between FNMI students and other students simply does not apply to this school, we do recognize point 3 of the 63rd Call to Action of the Truth and Reconciliation Commission of Canada which states:

We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: …Building student capacity for intercultural understanding, empathy, and mutual respect.

StrategiesWe will accomplish this by teaching in our devotions, our Christian Studies classes, and in our chapel services that all people have been created by God, and all are loved and cherished by Him (so much so that He was willing to sacrifice His Son on their behalf), and that we should love and cherish all peoples just as God Himself does.

Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. 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).

3. 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.

4. 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.

5. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

6. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

7. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Outcome Two: The achievement gap between First Nations, Métis, and Inuit students and all other students is eliminated (continued)

Performance Measure


Evaluation Targets

2011

2012

2013

2014

2015

2016 Achievement

Improvement

Overall

2017

2018

2019

High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.


Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18

n/a n/a * n/a n/a n/a n/a n/a

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


Percentage of Grade 12 self-identified FNMI students eligible for a Rutherford Scholarship.


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


Comment on Results (OPTIONAL)(Please see comments for the previous chart)

Strategies

Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship

Eligibility Rate results are not available.3. 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. 4. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Outcome Three: Alberta’s education system is inclusive

Performance Measure


Evaluation Targets

2012

2013

2014

2015

2016

2016 Achievement

Improvement

Overall 2017

2018

2019

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.

91.4 95.2 97.9 97.2 94.098.0

Very High Maintained Excellent

95.0 96.0 97.0

Comment on Results (OPTIONAL)Since we made the move to a tuition-free school in 2014 our school has been known to be very inclusive, welcoming students from all kinds of backgrounds and abilities.

StrategiesWe will continue to welcome students of various backgrounds and abilities as we can

meet their educational needs.




Outcome Four: Alberta has excellent teachers, school and school authority leaders

Performance Measure


Evaluation Targets

2012

2013

2014

2015

2016

2016 Achievement

Improvement

Overall

2017

2018

2019

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.

70.5 92.0 83.7 88.8 81.6 91.0 Very High Declined Good 85.0 87.0 90.0

Comment on Results (OPTIONAL)While our results for this year have declined from 88.8% to 81.6%, we recognize that these numbers are still very positive. As a small school we often struggle with offering the same broad spectrum of courses that the larger school can provide.

StrategiesWe will continue to make connections with other groups in the community and

beyond to help bolster our options classes. We are also planning on bringing in professional musicians to interact with students and give them opportunities beyond what our staff can offer.




Outcome Five: The education system is well governed and managed

Performance Measure


Evaluation Targets

2012

2013

2014

2015

2016

2016 Achievement

Improvement

Overall 2017

2018

2019

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.


95.0 96.0 97.0

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


95.0 96.0 97.0

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

82.1 96.9 98.8 96.8 94.7 97.0 Very High Maintained Excellent 95.0 96.0 97.0

Comment on Results (OPTIONAL)We are pleased with these numbers, and hope to maintain them in the future.

StrategiesOur administrative staff will continue to improve their leadership by attending

professional development seminars, and maintaining memberships in professional organizations. We will also continue to improve our facility and find ways to make better use of our existing space, thereby giving students and staff areas to teach and learn outside of the existing classrooms.




Note:

Future Challenges (Optional)Since we have grown so much in the past few years we need to begin to look at

additional space. Currently we have no room for extra-curricular activities, since every single space that can be used for a classroom is now being used as such. Plans are in the works for a Commons Area that could be used for multiple purposes. What makes this difficult is that the government offers no funding for capital projects in private school settings.


Summary of Financial ResultsFinancial Results Snapshot for the 2015-2016 School Year at SML Christian Academy

Through another year of exercising financial responsibility and restraint, SML Christian Academy ended the school year with a very modest surplus amounting to $2,326.00.The year-end revenues and expenses are illustrated as follows:

Revenue

AB EducationMaterial FeesFundraising & DonationsChurch

Expenses

Salaries & BenefitsBuilding & OperationsTeaching SuppliesTechnologyProfessional Development


Summary of Facility and Capital PlansVery early plans are being made for a commons area for the staff and students of the

school. Currently there is no place outside of the classrooms for students to gather, or small groups to work on projects.

Parental InvolvementOur school has traditionally enjoyed strong parental involvement, both in daily

circumstances and with special events. We will continue to foster this relationship and ensure that communication remains strong between staff and parents. The School Board has made significant gains by ensuring good communication between the Parent Advisory Committee and the Board.

Timelines and Communication This document can be found online at: www.smlacademy.ca

Copies of the report will also be available from the school upon request. The availability of the report will be communicated to the parents via the school newsletter.

Whistleblower Protection No disclosures were made this year.

http://www.smlacademy.ca/


Citizenship – Measure Details (OPTIONAL)Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

Authority Province2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

Overall 91.4 92.3 96.6 95.4 90.9 82.5 83.4 83.4 83.5 83.9Teacher n/a 97.8 n/a 100.0 100.0 93.1 93.6 93.8 94.2 94.5Parent 91.4 100.0 96.6 98.9 97.6 79.4 80.3 81.9 82.1 82.9Student n/a 79.2 n/a 87.2 75.1 75.0 76.2 74.5 74.2 74.5

Graph of Overall Authority Results (optional) Graph of Detailed Authority Results (optional)



Work Preparation – Measure Details (OPTIONAL)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.


Overall 71.4 94.7 93.1 97.3 95.0 79.7 80.3 81.2 82.0 82.6Teacher n/a 100.0 n/a 100.0 90.0 89.5 89.4 89.3 89.7 90.5Parent 71.4 89.5 93.1 94.6 100.0 69.9 71.1 73.1 74.2 74.8


Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Lifelong Learning – Measure Details (OPTIONAL)Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning.






Provincial Achievement Test Results – Measure Details (OPTIONAL)

PAT Course by Course Results by Number Enrolled.Results (in percentages) Target

2012 2013 2014 2015 2016 2016A E A E A E A E A E A E

English Language Arts 6Authority * * 100.0 18.2 100.0 15.4 89.5 42.1 90.9 9.1Province 82.7 17.8 82.5 16.3 81.9 17.6 82.8 19.5 82.9 20.4

French Language Arts 6Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 89.3 17.3 88.6 16.3 88.0 15.6 87.5 13.6 87.7 14.2

Français 6Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 91.0 21.9 94.0 21.6 90.6 17.1 89.0 15.0 91.4 17.2

Mathematics 6Authority * * 90.9 9.1 92.3 23.1 89.5 47.4 81.8 0.0Province 74.7 16.6 73.0 16.4 73.5 15.4 73.2 14.1 72.2 14.0

Science 6Authority * * 90.9 9.1 69.2 30.8 89.5 52.6 90.9 27.3Province 77.8 28.2 77.5 25.9 75.9 24.9 76.3 25.3 78.0 27.1

Social Studies 6Authority * * 90.9 0.0 76.9 15.4 84.2 47.4 81.8 18.2Province 73.2 19.5 72.7 19.0 70.4 16.6 69.8 18.1 71.4 22.0

English Language Arts 9Authority 90.9 27.3 * * 63.6 9.1 66.7 0.0 76.9 0.0Province 77.4 16.4 76.7 14.8 76.3 15.0 75.6 14.4 77.0 15.2

English Lang Arts 9 KAEAuthority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 61.4 5.8 62.4 4.3 62.8 3.5 63.0 4.5 59.8 6.2

French Language Arts 9Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 87.5 12.2 87.2 13.9 86.5 11.1 85.8 10.1 83.0 10.8

Français 9Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 84.6 16.1 84.0 14.5 86.1 17.8 88.5 20.2 86.4 26.8

Mathematics 9Authority 81.8 18.2 * * 54.5 27.3 44.4 11.1 53.8 7.7Province 66.4 17.8 66.8 18.3 67.1 17.3 65.3 17.9 67.8 17.5

Mathematics 9 KAEAuthority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 62.5 15.3 65.8 14.7 63.4 14.5 60.9 14.4 61.2 13.0

Science 9Authority 81.8 18.2 * * 63.6 27.3 66.7 11.1 84.6 7.7Province 74.1 22.4 72.9 20.0 73.2 22.1 74.1 22.8 74.2 22.4

Science 9 KAEAuthority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 67.9 17.3 68.4 17.1 64.1 14.9 64.5 15.1 63.8 14.3

Social Studies 9Authority 81.8 27.3 * * 63.6 36.4 77.8 11.1 53.8 15.4Province 68.9 19.1 65.5 18.8 65.5 19.9 65.1 19.8 64.7 18.0

Social Studies 9 KAEAuthority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aProvince 63.5 13.9 64.6 13.0 61.8 10.7 57.3 11.2 58.0 11.6

Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. “A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of

excellence.3. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016.

Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.4. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Graph of Overall Provincial Achievement Test Results (optional)

Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016.



Graph of Provincial Achievement Test Results by Course (optional)

[No Data for French Language Arts 6]

[No Data for Français 6]





[No Data for English Lang Arts 9 KAE]

[No Data for French Language Arts 9] [No Data for Français 9]

[No Data for Mathematics 9 KAE]





[No Data for Science 9 KAE]

[No Data for Social Studies 9 KAE]




PAT Results Course By Course Summary By Enrolled With Measure Evaluation (optional)

St. Matthew Luthern Alberta

Achievement Improvement Overall 2016 Prev 3 Year Average 2016 Prev 3 Year Average

Course Measure N % N % N % N %

English Language Arts 6Acceptable Standard High Maintained Good 11 90.9 14 96.5 47,606 82.9 45,843 82.4

Standard of Excellence Low Declined Issue 11 9.1 14 25.2 47,606 20.4 45,843 17.8

French Language Arts 6Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,854 87.7 2,780 88.0

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 2,854 14.2 2,780 15.1

Français 6Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 569 91.4 500 91.2

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 569 17.2 500 17.9

Mathematics 6Acceptable Standard High Maintained Good 11 81.8 14 90.9 47,512 72.2 45,774 73.2

Standard of Excellence Very Low Declined Concern 11 0.0 14 26.5 47,512 14.0 45,774 15.3

Science 6Acceptable Standard Very High Maintained Excellent 11 90.9 14 83.2 47,543 78.0 45,788 76.6

Standard of Excellence High Maintained Good 11 27.3 14 30.8 47,543 27.1 45,788 25.3

Social Studies 6Acceptable Standard High Maintained Good 11 81.8 14 84.0 47,522 71.4 45,710 71.0

Standard of Excellence Intermediate Maintained Acceptable 11 18.2 14 20.9 47,522 22.0 45,710 17.9

English Language Arts 9Acceptable Standard Intermediate Maintained Acceptable 13 76.9 10 65.2 43,780 77.0 38,487 76.2

Standard of Excellence Very Low Maintained Concern 13 0.0 10 4.5 43,780 15.2 38,487 14.8

English Lang Arts 9 KAEAcceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,638 59.8 1,514 62.7


French Language Arts 9Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,611 83.0 2,584 86.5


Français 9Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 403 86.4 372 86.2

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 403 26.8 372 17.5

Mathematics 9Acceptable Standard Low Maintained Issue 13 53.8 10 49.5 43,253 67.8 38,217 66.4

Standard of Excellence Very Low Maintained Concern 13 7.7 10 19.2 43,253 17.5 38,217 17.8

Mathematics 9 KAEAcceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,125 61.2 1,872 63.4


Science 9Acceptable Standard Very High Improved Excellent 13 84.6 10 65.2 43,834 74.2 38,760 73.4


Science 9 KAEAcceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,591 63.8 1,492 65.7


Social Studies 9Acceptable Standard Very Low Maintained Concern 13 53.8 10 70.7 43,775 64.7 38,759 65.4


Social Studies 9 KAEAcceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,608 58.0 1,454 61.2


Notes:1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).2. 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. 3. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016.



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 6Acceptable 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

French Language Arts 6Acceptable Standard 0.00 - 41.69 41.69 - 73.54 73.54 - 92.32 92.32 - 97.93 97.93 - 100.00


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


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


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


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


English Lang Arts 9 KAEAcceptable Standard 0.00 - 29.97 29.97 - 53.86 53.86 - 76.19 76.19 - 91.85 91.85 - 100.00


French Language Arts 9Acceptable Standard 0.00 - 67.59 67.59 - 81.33 81.33 - 92.06 92.06 - 97.26 97.26 - 100.00


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


Mathematics 9 KAEAcceptable Standard 0.00 - 28.14 28.14 - 53.85 53.85 - 75.83 75.83 - 94.44 94.44 - 100.00


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


Science 9 KAEAcceptable Standard 0.00 - 38.75 38.75 - 59.30 59.30 - 78.33 78.33 - 87.58 87.58 - 100.00


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


Social Studies 9 KAEAcceptable Standard 0.00 - 38.79 38.79 - 53.82 53.82 - 72.42 72.42 - 84.88 84.88 - 100.00


Notes:1. 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%.2. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June

2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.3. 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 TableFor 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 TableThe 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 RangeDeclined 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 (OPTIONAL)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.






Parental Involvement – Measure Details (OPTIONAL)Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.






Education Quality – Measure Details (OPTIONAL)Percentage of teachers, parents and students satisfied with the overall quality of basic education.






Safe and Caring – Measure Details (OPTIONAL)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.







School Improvement – Measure Details (OPTIONAL)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.







St. Matthew Lutheran (SML) Christian Academy Whistleblowing Policy Information September 11, 2014 In June, 2013, The Government of Alberta enacted the Public Interest Disclosure (Whistleblower Protection) Act (the Act). In keeping with the requirements of the Act, St. Matthew Lutheran (SML) Christian Academy passed a policy to bring the school society in compliance with and to facilitate disclosures made under the provisions of the Public Interest Disclosure (Whistleblower Protection) Act.

Independent Schools and Whistleblowing

The Act applies to most public entities in the Province of Alberta, as well as independent schools like SML Christian Academy. The Act facilitates the disclosure and investigation of wrongdoings alleged to have occurred at an Alberta entity to which the Act applies. It also protects individuals who report alleged wrongdoings from reprisal.

The Act facilitates reporting on the part of an entity’s employees. Wrongdoing that can be formally reported under the Act is as follows:

(a) a contravention of an Act, a regulation made pursuant to an Act, an Act of the Parliament of Canada or a regulation made pursuant to an Act of the Parliament of Canada;

(b) an act or omission that creates an imminent risk to the health and safety of individuals, or a specific threat to the environment;

(c) gross mismanagement of public funds or a public asset; or

(d) knowingly directing or counseling an individual to commit a wrongdoing mentioned in the above instances.

The Act strongly highlights protection from reprisal against those that disclose wrongdoing. No person shall take or direct, or counsel or direct a person to take or direct, any of the following measures against an employee because the employee has, in good faith, sought advice about making a disclosure, made a disclosure, co-operated in an investigation, or declined to participate in a wrongdoing:

(a) a dismissal, layoff, suspension, demotion or transfer, discontinuation or elimination of a job, change of job location, reduction in wages, change in hours of work or reprimand;

(b) any measure, other than one mentioned above that adversely affects the employee’s employment or working conditions; or

(c) a threat to take any of the measures mentioned above.


Responsibilities

The Chief Officer, of SML Christian Academy, as defined in the Act is the School Principal. The Chief Officer is responsible for the overall administration and reporting requirements under the legislation. Additionally, each Chief Officer is responsible for ensuring information concerning the schools Whistleblower Policy is widely communicated to all personnel of the school.

The Designated Officer for SML Christian Academy, as defined in the Act, is responsible for receiving disclosures of wrongdoing and assessing whether or not to investigate is the Vice Principal.

The Designated Officer for this school is charged with:

• conducting investigations of wrongdoing and issuing a report; and

• ensuring that the Chief Officer is apprised of investigations. For more information about the duties and work of Chief and Designated Officers under the Act, please see attached the Public Interest Commissioner’s document titled Practice and Procedure Considerations for Chief and Designated Officers, October 24, 2013. The provincial Public Interest Commissioner is an Officer of the Legislature of Alberta established by the Act. The Public Interest Commissioner’s office will also accept reports of wrongdoing or reprisal.

• Reporting Protocols The Act better enables individuals who wish to make a disclosure to utilize the public entity’s internal reporting mechanisms as the initial step for reporting wrongdoing. The Chief Officer of SML Christian Academy should be the initial contact for individuals wishing to make a disclosure under the Act. The Chief officer will ask an employee or other person with a disclosure if they are making a formal disclosure under the Act, and will require that the individual make the disclosure in writing including the names individuals alleged to have engaged in wrongdoing and providing sufficient particulars to serve as the basis for investigation consistent with the school’s policy and Alberta legislation. Individuals may also choose to disclose directly to the Public Interest Commissioner. In either case, an individual disclosing an alleged wrongdoing should review the form at the following link, https://www.yourvoice protected/wrongdoing-form.aspx. It provides a number of questions a person making a disclosure may ask him or herself. When making a disclosure, a teacher or other person should use the form provided in APPENDIX A of the school’s Whistleblower Policy http://smlacademy.ca/media/11590/Whistleblowing-Policy.pdf and should provide the completed form to the school’s Chief Officer and/or to the Public Interest Commissioner.

A disclosure to the Commissioner can be made in conjunction with a disclosure to the Chief Officer or independently. The link to the Commissioner’s office is:. http:// www.yourvoiceprotected.ca.

The Act only applies to wrongdoings alleged to have been committed after June 1, 2013.

Investigation Procedures

The investigation of an allegation will be conducted in keeping with the school’s Whistleblower


Policy and in a manner consistent with due process and the principles of fundament justice.

Time Limits

SML Christian Academy will comply with time limits as established in the Act. Once a disclosure has been made to the chief officer, the officer will have:

1. The Chief Officer will have five business days to acknowledge receipt of the disclosure;

2. Ten business days to determine whether the disclosure merits investigation by a designated officer and to inform the person disclosing accordingly; and

3. The designated officer will have one hundred and ten business days to complete an investigation and provide the report required under the school’s Whistleblower Policy and Alberta legislation.

The Chief Officer may grant an extension of up to thirty business days for investigations, if required.

Contact Information

• Chief [email protected] 780-963-2715

• Office of the Public Interest Commissioner

Adopted by the board Oct 14, 2014

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