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The Education Plan and companion document, Annual Results Report, focus on improving student learning over three years. The strategies and priorities are updated annually and as one year is completed, another is added so that the plan rolls forward maintaining a three-year time frame. This allows the school to respond to recent performance results and changes in the operating environment while ensuring continuity from year to year. Components such as vision, mission and beliefs are reviewed from time to time.
Preparing and Updating Plans
In the process of revising the Education Plan, the school considers:
- School results from the Accountability Pillar Survey;
- Student achievement data including Provincial Achievement and Diploma Tests;
- Input from stakeholders such as School Councils, students, parents and the public;
- Resources available;
- Alberta Education’s Three Year Business Plan, Improvement Priorities, and Annual Performance Results;
- Golden Hills Three Year Education Plan
Jurisdictional and school three-year plans support Alberta Education’s vision, mission, goals and outcomes for the learning system. Schools augment the goals and outcomes required by Alberta Education and the jurisdiction.
Communication
The Education Plan serves as a tool for communicating with school staff, students, School Councils, parents and community groups. Other tools for communicating include the web site and newsletters.
The jurisdiction’s documents, including the Education Plan, Results Report, Audited Financial Statement, Board meeting agendas and minute, Policy and Administrative Procedures Manuals are posted to the web site. A one page summary of the Education Plan and the Results Report is included in each school’s newsletter.
Annual Reporting and Revision for Education Planning Page2
Principal's Message Page4
Foundation Statements Page4
Vision Statements Page4
Mission Statement Page4 Communication Page5
Contextual Information Page6
Profile Page6
History Page6
School Staff Page7
Trends and Issues Page8
Budget Highlights Page9
Guiding Principles for Budget Development Page9
Summary of Budget Information Page10
Provincial Priorities for Improvement Page11
Goals and Outcomes Determined by Alberta Learning Page11
Goal 1 High Quality Learning Opportunities for All Page13
Goal 2 Excellence in Learner Outcomes Page14
Goal 3 Highly Responsive and Responsible Schools Page18
(Summary, Projects, etc.) Page20
Greentree School ended its fifth year as a kindergarten through grade six school. The staff takes the development of its education plan seriously, as it is a guiding document for our community. Parental, student and staff feedback is considered in the formation of the goals in this plan.
Excellence in teaching and learning for all.
Vision
Greentree School will be a place where all students will learn to their fullest potential, becoming academically successful in school, and life long learners of good character. We will provide an environment where students can develop socially, emotionally, morally, physically, intellectually, and creatively. As staff, we will communicate openly, honestly and respectfully, to support each other and share responsibilities as we work in teams, using promising strategies to create positive learning situations. We will be consistent, yet responsive to individual needs, in order to provide a safe, healthy, and caring environment in which all members of our school community can learn.
Values and Commitments
Our school staff has committed to the following values based on our beliefs:
Greentree School Staff Values
Adopted September 15, 2004
- Core Values as Outcomes for Students
- We will equip all students with the skills they need to become life long learners and productive members of society.
- We will provide the best opportunities for students to develop their skills and talents to their fullest potential.
- We will instill the virtues of Character Education to enhance self-worth and appropriate treatment of others.
- We will inspire students to set, pursue and achieve positive personal goals.
- We will provide opportunities for students to experience and to appreciate fine arts and cultural diversity.
- Core Values as Commitment to Each Other
- We will support each other.
- We will communicate openly and effectively.
- We will respect the individuality and uniqueness of all.
- We will share responsibilities and successes.
- Thus, we will foster a positive learning environment.
3. Conditions for Learning
- We will provide a safe, caring and healthy environment. (This fosters risk-taking).
- We will uphold consistent structures, routines and boundaries.
- We will strive to meet Maslow’s hierarchy of needs (ie, food, clothing, safety, emotional and social support, and so on).
- We will allocate time, personnel and resources to meet student needs.
- We will value the individual learning potential of school community members.
- We will implement a variety of instructional practices.
- We will recognize and utilize current research regarding best practices for student learning.
Greentree School is entering its sixth year as a grades kindergarten through six school with a population of approximately 350. There are two full-time kindergarten classes, one half-time kindergarten class, three grade ones, two grade twos, two grade threes, one grade three/four, one grade four, two grade fives, and two grade sixes. The classes range in size from sixteen to twenty-five. These students are instructed by a staff of twenty teachers, and fifteen support staff, including 1.4 office staff, and 1.3 library staff.
Students are bussed from the town of Drumheller and its several satellite towns. Only a small number of students come from surrounding farming communities.
The school has several new initiatives. We continue to offer a full-time kindergarten program, where students attend all day every day. Four years ago, the school began receiving students from the International School in grades four through six, thus giving the school an English as a Second Language component. Our Alberta School Initiative Program project is improving the learning of mathematics through changes in teaching philosophy and strategies.
Greentree School was built in 1968 as a junior high school to replace the junior high portion of Central School. It was named after an early settler in the area, Thomas Greentree. Over the years, it gradually made the transition from a junior high school to a middle school to an upper elementary school, and finally to an elementary school. Just five years ago, the shops (which had long been dormant) were converted into a beautiful learning centre, with a large library and two computer labs. An art room was also constructed in this space. This renovation left the remainder of the rooms to be used as classrooms. A new playground, completed funded through fund-raising and the acquisition of donations done jointly by the Greentree staff and parents, was constructed in the fall of 2003. .
Greentree School Staff List
Ms. Anne Morgan Principal, FSL
Mrs. Jane Smith Associate Principal, P.E.
Mrs.Regan Burfield Kindergarten
Ms. Jody Watson Kindergarten
Mrs.Laurie Cassidy Grade 1
Ms. Ashley Neefe Grade 1
Ms. Monica Samuel Grade 1
Mrs. Sharon Walker Grade 1/2
Mrs. Gina Champigny Grade 2
Ms. Barb Gammie Grade 2
Ms. Kim Patten Grade 2
Mrs. Cindy Gerodo PE/LA
Ms. Korilee Marks Grade 3
Mrs.Kate Evans Grade 3
Mrs. Rachelle Grenville Grade 4
Ms. Megan Connors Grade 4
Mrs. Victoria Salvatore Grade 4/5
Mrs. Penny Messom Grade 5
Mrs. Corinne Gerling Grade 6
Ms. Leslie Smith Grade 6/Music/Band
Mr. Dave Watson Family Resource Worker
Mrs. Marlene Jensen Librarian
Mrs. Lana Bosch Library Assistant
Mrs. Elizabeth Potter Secretary
Ms. Sarah Carlson Secretary
Educational Assistants: Mrs. Sue Maggs, Mrs. Jeannette Kostynuk, Mrs. Diane Colburn,
Mrs. Terri Wood, Mrs. Leona Komarnisky, Mrs. Greta Kraft, Mrs. Lisa Hawkins, Mrs.Shelley Frisky, Mrs. Rhonda Page, Ms. Debbie Booth
Mr. Dale Scott, Ms. Kim Stol Custodians
By identifying trends and issues, the school anticipates opportunities or challenges that could impact planning, or influence intended results.
Population at Greentree School, as in many rural areas, is gradually declining. This decline requires flexibility and creativity in the deployment of staff, in order to ensure excellent learning situations for students.
Greentree School is in an excellent position to provide for French as a Second Language with two French speaking teachers on staff. We have already begun mandatory French in grade four through six. We have daily physical education across all the grades.
We are implementing the new Social Studies curriculum in grades kindergarten through five, under the guidance of our lead teacher. We are preparing for grade six as well. We have designated .2 teaching staff for English as a Second Language. We continue to upgrade our technology skills, so that we better integrate the ICT outcomes. In an attempt to better meet the needs of early learners, we have a full-time kindergarten program. We have pre and post measures to assess the effectiveness of this program.
Goal One: High Quality Learning Opportunities for All
Outcome: Schools provide a safe and caring environment.
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|
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May 2009 Evaluation |
Targets (see note) |
Performance Measure |
Current Result |
Previous 3-yr Avg. |
Achievement |
Improvement |
Overall |
2009/ 2010 |
2010/ 2011 |
2011/ 2012 |
Overall teacher, parent and student agreement that students are safe at school, learning the importance of caring for others, learning respect for others, and are treated fairly at school. |
87.0 |
82.0 |
High |
Maintained |
Good |
87.0 |
88.0 |
88.0 |
Strategies
We continued teaching the virtues program, and having the Roots of Empathy program in grades 2 and 5. We believe that this focus on positive characteristics and interactions leads to a safe, caring and respectful environment. Although our results were positive, we decided to reintroduce the Dare to Care program for all students, staff and parents in the 2009-2010 school year. We will also have the Time to Care program for grade 5 and 6 students, to reinforce caring behavior in the more difficult pre-teen years.
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Measure History (OPTIONAL) |
Overall teacher, parent and student agreement that students are safe at school, learning the importance of caring for others, learning respect for others, and are treated fairly at school. |
Note: Data values have been suppressed where the number of respondents is less than 6. Suppression is marked with an asterisk (*). |
Please Note
targets
- Annual targets for Accountability Pillar measures with an overall evaluation of “Issue” or “Concern” are required and must indicate progress toward or moving into the next higher achievement standard over the plan period.
strategies
- Include at least one strategy for each outcome, strategies to address special populations of students, as applicable, and strategies to address Accountability Pillar results, including strategies designed to improve results on any measure with an overall evaluation of “Issue” or “Concern.”
- Strategies to address results with an evaluation of “Issue” or “Concern” must be highlighted.
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Outcome: The education system meets the needs of all K-12 students, society and the economy.
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|
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May 2009 Evaluation |
Targets (see note) |
Performance Measures |
Current Result |
Previous 3-yr Avg. |
Achievement |
Improvement |
Overall |
2009/ 2010 |
2010/ 2011 |
2011/ 2012 |
Overall teacher, parent and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, and health and physical education. |
86.9 |
85.3 |
Very High |
Maintained |
Excellent |
87.0 |
88.0 |
88.0 |
Overall teacher, parent and student satisfaction with the overall quality of basic education. |
91.3 |
83.1 |
Very High |
Improved |
Excellent |
91.0 |
91.0 |
91.0 |
Strategies
We have shifted teaching staff to allow for smaller class sizes in grades one through three. However, we still have specialist teachers in music and physical education, and ensure that students have access to all areas, including the other fine arts, health, technology and second languages in the upper elementary. This strategy has obviously lead to real satisfaction on the part of parents. We also have had and continue to have after school sports, and noon hour activities which include choir, fine arts club, student council, and sports.
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Please Note
targets
- Annual targets for Accountability Pillar measures with an overall evaluation of “Issue” or “Concern” are required and must indicate progress toward or moving into the next higher achievement standard over the plan period.
strategies
- Include at least one strategy for each outcome, strategies to address special populations of students, as applicable, and strategies to address Accountability Pillar results, including strategies designed to improve results on any measure with an overall evaluation of “Issue” or “Concern.”
- Strategies to address results with an evaluation of “Issue” or “Concern” must be highlighted.
|
Measure History (OPTIONAL) |
Overall teacher, parent and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, and health and physical education. |
Note: Data values have been suppressed where the number of respondents is less than 6. Suppression is marked with an asterisk (*). |
Overall teacher, parent and student satisfaction with the overall quality of basic education. |
Note: Data values have been suppressed where the number of respondents is less than 6. Suppression is marked with an asterisk (*). |
Goal Two: Excellence in Student Learning Outcomes
Outcome: Students demonstrate high standards in learner outcomes.
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|
|
May 2009 Evaluation |
Targets (see note) |
Performance Measures |
Current Result |
Previous 3-yr Avg. |
Achievement |
Improvement |
Overall |
2009/ 2010 |
2010/ 2011 |
2011/ 2012 |
Overall percentage of students in Grades 3, 6 and 9 who achieved the acceptable standard on provincial achievement tests.* |
86.3 |
80.1 |
High |
Improved |
Good |
87.0 |
88.0 |
88.0 |
Overall percentage of students in Grades 3, 6 and 9 who achieved the standard of excellence on provincial achievement tests. |
21.6 |
16.2 |
High |
Maintained |
Good |
22.0 |
22.0 |
23.0 |
Overall percentage of students who achieved the acceptable standard on diploma examinations.* |
n/a |
n/a |
n/a |
n/a |
n/a |
|
|
|
Overall percentage of students who achieved the standard of excellence on diploma examinations. |
n/a |
n/a |
n/a |
n/a |
n/a |
|
|
|
Percentage of students writing four or more diploma exams within three years of entering Grade 10. |
n/a |
n/a |
n/a |
n/a |
n/a |
|
|
|
Percentage of Grade 12 students eligible for a Rutherford Scholarship. |
n/a |
n/a |
n/a |
n/a |
n/a |
|
|
|
Strategies Teachers will continue to use strategies developed in our previous AISI projects, which focused on effective practice in literacy and numeracy. Using appropriate assessment strategies will give students the ownership and skills to monitor and improve their own learning. Collaboration through PLCs will ensure that teachers are using appropriate strategies. A key target is achieving the category of excellence in grade six mathematics. Teachers have analyzed previous test results to assess areas of strength, and to determine which strategies lead to success. They have targeted areas of weakness, and have devised strategies which they have committed to use, so that they may improve in these areas. They have focused on these areas in their PLCs. Another target is improving the scores in grade three reading, particularly through a renewed commitment to reciprocal teaching as a key strategy as well as guided reading.
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*The percentages achieving the acceptable standard include the percentages achieving the standard of excellence.
Notes:
- Student Learning Achievement: PAT Values reported are weighted averages of PAT Acceptable and PAT Excellence results. Courses included: ELA (Grades 3, 6, 9), Math (Grades 3, 6, 9), Social Studies (Grades 6, 9), Science (Grades 6 only), French Language, Arts (Grades 6, 9), Français (Grades 6, 9).
- Student Learning Achievement: Diploma Exam Values reported are averages of Diploma Acceptable and Diploma Excellence results, weighted by the number of students enrolled in each course.
- Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
- Please note that the rules for Rutherford Scholarships changed in 2008/09, which increased the number of students eligible for Rutherfords. The history for the measure has been re-computed to allow for trends to be identified, however, jurisdictions and schools are not directly accountable for results prior to the “current year” 2008 results – thus, only an evaluation for “Achievement” is provided based upon standards computed for the revised rules.
Please Note
targets
- Annual targets for Accountability Pillar measures with an overall evaluation of “Issue” or “Concern” are required and must indicate progress toward or moving into the next higher achievement standard over the plan period.
strategies
- Include at least one strategy for each outcome, strategies to address special populations of students, as applicable, and strategies to address Accountability Pillar results, including strategies designed to improve results on any measure with an overall evaluation of “Issue” or “Concern.”
- Strategies to address results with an evaluation of “Issue” or “Concern” must be highlighted.
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Provincial Achievement Tests (PAT) Results Course By Course Summary By Students Enrolled With Measure Evaluation (OPTIONAL)
|
|
Achievement |
Improvement |
Overall |
2008 |
Prev 3 Yr Avg |
Course |
Measure |
|
|
|
N |
% |
N |
% |
English Language Arts 3 |
Acceptable Standard |
Very High |
Improved |
Excellent |
36 |
97.2 |
53 |
88.4 |
Standard of Excellence |
Very High |
Improved |
Excellent |
36 |
33.3 |
53 |
20.2 |
Mathematics 3 |
Acceptable Standard |
High |
Maintained |
Good |
36 |
88.9 |
53 |
86.8 |
Standard of Excellence |
Intermediate |
Maintained |
Acceptable |
36 |
25.0 |
53 |
24.2 |
English Language Arts 6 |
Acceptable Standard |
High |
Improved |
Good |
55 |
90.9 |
65 |
79.2 |
Standard of Excellence |
Very High |
Improved |
Excellent |
55 |
23.6 |
65 |
12.5 |
French Language Arts 6 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Français 6 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Mathematics 6 |
Acceptable Standard |
Intermediate |
Maintained |
Acceptable |
55 |
80.0 |
65 |
75.4 |
Standard of Excellence |
Low |
Maintained |
Issue |
55 |
12.7 |
65 |
8.0 |
Science 6 |
Acceptable Standard |
Intermediate |
Maintained |
Acceptable |
55 |
81.8 |
64 |
74.8 |
Standard of Excellence |
Intermediate |
Maintained |
Acceptable |
55 |
20.0 |
64 |
16.9 |
Social Studies 6 |
Acceptable Standard |
Intermediate |
Maintained |
Acceptable |
55 |
83.6 |
64 |
77.8 |
Standard of Excellence |
Intermediate |
Maintained |
Acceptable |
55 |
20.0 |
64 |
16.4 |
English Language Arts 9 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
French Language Arts 9 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Français 9 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Mathematics 9 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Science 9 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Social Studies 9 |
Acceptable Standard |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
n/a |
Note: Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
Too few jurisdictions offer Français (Grades 6, 9) for an Achievement Evaluation to be calculated. However, the results from Français (Grades 6, 9) are included in the aggregation of all PAT courses.
Measure History (OPTIONAL) |
Provincial Achievement Tests Results based on Students Enrolled. (OPTIONAL) |
Note: Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
Aggregated PAT results are based upon a weighted average of Acceptable or Excellence percent meeting standards. The weights are the number of students in the cohort for the course.
Student Learning Achievement: PAT Values reported are weighted averages of PAT Acceptable and PAT Excellence results. Courses included: ELA (Grades 3, 6, 9), Math (Grades 3, 6, 9), Social Studies (Grades 6, 9), Science (Grade 6 only), French Language Arts (Grades 6, 9), Français (Grades 6, 9). |
Provincial Achievement Tests Course Results Based on Students Enrolled (OPTIONAL) |
Note: Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
Grade 9 Science results are for information only. Grade 9 Science is not currently included in the PAT results aggregation measure. |
Provincial Achievement Tests Course Results Based on Students Enrolled (cont’d) (OPTIONAL) |
Note: Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
Grade 9 Science results are for information only. Grade 9 Science is not currently included in the PAT results aggregation measure. |
Provincial Achievement Tests Results Course By Course Summary Based on Students Enrolled (OPTIONAL)
|
2004 |
2005 |
2006 |
2007 |
2008 |
Grade 3 |
English Language Arts 3 |
Students Enrolled |
57 |
56 |
49 |
53 |
36 |
Acceptable Standard (%) |
77.2 |
89.3 |
79.6 |
96.2 |
97.2 |
Standard of Excellence (%) |
8.8 |
17.9 |
16.3 |
26.4 |
33.3 |
Mathematics 3 |
Students Enrolled |
57 |
56 |
49 |
53 |
36 |
Acceptable Standard (%) |
93.0 |
85.7 |
89.8 |
84.9 |
88.9 |
Standard of Excellence (%) |
8.8 |
21.4 |
28.6 |
22.6 |
25.0 |
Grade 6 |
English Language Arts 6 |
Students Enrolled |
71 |
76 |
67 |
51 |
55 |
Acceptable Standard (%) |
90.1 |
72.4 |
79.1 |
86.3 |
90.9 |
Standard of Excellence (%) |
18.3 |
19.7 |
11.9 |
5.9 |
23.6 |
French Language Arts 6 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Français 6 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Mathematics 6 |
Students Enrolled |
71 |
76 |
67 |
51 |
55 |
Acceptable Standard (%) |
85.9 |
77.6 |
76.1 |
72.5 |
80.0 |
Standard of Excellence (%) |
12.7 |
6.6 |
13.4 |
3.9 |
12.7 |
Science 6 |
Students Enrolled |
71 |
75 |
67 |
51 |
55 |
Acceptable Standard (%) |
94.4 |
82.7 |
73.1 |
68.6 |
81.8 |
Standard of Excellence (%) |
29.6 |
14.7 |
22.4 |
13.7 |
20.0 |
Social Studies 6 |
Students Enrolled |
71 |
73 |
67 |
51 |
55 |
Acceptable Standard (%) |
90.1 |
76.7 |
82.1 |
74.5 |
83.6 |
Standard of Excellence (%) |
15.5 |
15.1 |
22.4 |
11.8 |
20.0 |
Grade 9 |
English Language Arts 9 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
French Language Arts 9 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Français 9 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Mathematics 9 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Science 9 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Social Studies 9 |
Students Enrolled |
n/a |
n/a |
n/a |
n/a |
n/a |
Acceptable Standard (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Standard of Excellence (%) |
n/a |
n/a |
n/a |
n/a |
n/a |
Note: Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
Grade 9 Science results are for information only. Grade 9 Science is not currently included in the PAT results aggregation measure.
Outcome: Students are well prepared for employment.
|
|
|
May 2009 Evaluation |
Targets (see note) |
Performance Measure |
Current Result |
Previous 3-yr Avg. |
Achievement |
Improvement |
Overall |
2009/ 2010 |
2010/ 2011 |
2011/ 2012 |
Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. |
80.8 |
70.5 |
High |
Maintained |
Good |
81.0 |
82.0 |
83.0 |
Strategies Through school communications (newsletter, website), parents were informed as to how skills taught in elementary school prepare students for the future – good attendance, organization, perseverance, problem solving skills, good communication skills, and so on.
|
Measure History (OPTIONAL) |
Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. |
Note: Data values have been suppressed where the number of respondents is less than 6. Suppression is marked with an asterisk (*). |
Please Note
targets
- Annual targets for Accountability Pillar measures with an overall evaluation of “Issue” or “Concern” are required and must indicate progress toward or moving into the next higher achievement standard over the plan period.
strategies
- Include at least one strategy for each outcome, strategies to address special populations of students, as applicable, and strategies to address Accountability Pillar results, including strategies designed to improve results on any measure with an overall evaluation of “Issue” or “Concern.”
- Strategies to address results with an evaluation of “Issue” or “Concern” must be highlighted.
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Outcome: Students model the characteristics of active citizenship.
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May 2009 Evaluation |
Targets (see note) |
Performance Measure |
Current Result |
Previous 3-yr Avg. |
Achievement |
Improvement |
Overall |
2009/ 2010 |
2010/ 2011 |
2011/ 2012 |
Overall teacher, parent and student agreement that students model the characteristics of active citizenship. |
81.4 |
80.2 |
Very High |
Maintained |
Excellent |
82.0 |
83.0 |
83.0 |
Strategies Through active communication, parents were informed of the characteristics of good citizenship fostered at the school. Students are given leadership opportunities, recognized for their contributions to their community, and encouraged to volunteer and fund raise for worthwhile causes. Tolerance and respect are encouraged.
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Measure History (OPTIONAL) |
Overall teacher, parent and student agreement that students model the characteristics of active citizenship. |
Note: Data values have been suppressed where the number of respondents is less than 6. Suppression is marked with an asterisk (*). |
Please Note
targets
- Annual targets for Accountability Pillar measures with an overall evaluation of “Issue” or “Concern” are required and must indicate progress toward or moving into the next higher achievement standard over the plan period.
strategies
- Include at least one strategy for each outcome, strategies to address special populations of students, as applicable, and strategies to address Accountability Pillar results, including strategies designed to improve results on any measure with an overall evaluation of “Issue” or “Concern.”
- Strategies to address results with an evaluation of “Issue” or “Concern” must be highlighted.
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Goal Three: Success for First Nation, Métis and Inuit (FNMI) Students
Outcome: FNMI students are well prepared for citizenship, the workplace and post-secondary education and training.
Performance Measures [results required to be reported in 2010] |
- High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10.
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Strategies
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Outcome: Key outcomes for FNMI students improve.
Performance Measures [results required to be reported in 2010] |
- Overall percentage of self-identified FNMI students who achieved the acceptable standard and overall percentage who achieved the standard of excellence on provincial achievement tests.
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- Overall percentage of self-identified FNMI students who achieved the acceptable standard and overall percentage who achieve the standard of excellence on diploma examinations.
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- Annual dropout rate of self-identified FNMI students aged 14-18.
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- High school completion rate of self-identified FNMI students (three-year rate).
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- Percentages of self-identified FNMI students writing four or more diploma exams within three years of entering Grade 10.
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- Percentages of self-identified Grade 12 FNMI students eligible for a Rutherford Scholarship.
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Strategies
At present, we have less than five FNMI students.
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Goal Four: Highly Responsive and Responsible Jurisdiction
Outcome: The education system at all levels demonstrates effective working relationships.
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May 2009 Evaluation |
Targets (see note) |
Performance Measure |
Current Result |
Previous 3-yr Avg. |
Achievement |
Improvement |
Overall |
2009/ 2010 |
2010/ 2011 |
2011/ 2012 |
Overall teacher and parent satisfaction with parental involvement in decisions about their child’s education. |
79.3 |
81.3 |
High |
Maintained |
Good |
80.0 |
81.0 |
81.0 |
Strategies We work actively with our School Council to help parents feel more involved. We believe that we have many opportunities for parents to be involved directly in the school and the School Council meets monthly to elicit parental advice. Parents are always involved in the development of IPPs.
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Measure History (OPTIONAL) |
Overall teacher and parent satisfaction with parental involvement in decisions about their child’s education. |
Note: Data values have been suppressed where the number of respondents is less than 6. Suppression is marked with an asterisk (*). |
Please Note
targets
- Annual targets for Accountability Pillar measures with an overall evaluation of “Issue” or “Concern” are required and must indicate progress toward or moving into the next higher achievement standard over the plan period.
strategies
- Include at least one strategy for each outcome, strategies to address special populations of students, as applicable, and strategies to address Accountability Pillar results, including strategies designed to improve results on any measure with an overall evaluation of “Issue” or “Concern.”
- Strategies to address results with an evaluation of “Issue” or “Concern” must be highlighted.
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Outcome: The education system at all levels demonstrates leadership and continuous improvement.
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May 2009 Evaluation |
Targets (see note) |
Performance Measure |
Current Result |
Previous 3-yr Avg. |
Achievement |
Improvement |
Overall |
2009/ 2010 |
2010/ 2011 |
2011/ 2012 |
Overall percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same in the last three years. |
80.1 |
78.8 |
High |
Maintained |
Good |
81.0 |
82.0 |
82.0 |
Strategies Information about our school’s successes and efforts to improve is shared with parents regularly, using school communications and community media. Parents are made aware of all opportunities available at the school for their children. We also ensure that we communicate regularly about our AISI project and its positive impact on student learning.
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Measure History (OPTIONAL) |
Overall percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same in the last three years. |
Note: Data values have been suppressed where the number of respondents is less than 6. Suppression is marked with an asterisk (*). |
Please Note
targets
- Annual targets for Accountability Pillar measures with an overall evaluation of “Issue” or “Concern” are required and must indicate progress toward or moving into the next higher achievement standard over the plan period.
strategies
- Include at least one strategy for each outcome, strategies to address special populations of students, as applicable, and strategies to address Accountability Pillar results, including strategies designed to improve results on any measure with an overall evaluation of “Issue” or “Concern.”
- Strategies to address results with an evaluation of “Issue” or “Concern” must be highlighted.
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Budget and General Highlights
- Our school budget balanced at the end of the year, with some carryover, to allow for unexpected expenses, and to save for future capital expenses, such as a new photocopier. The major instructional focus of our budget was on our AISI project, improving math instruction and learning. We released our lead teacher to go into classrooms to work with teachers on best practice. She also attended grade level meetings to discuss best practice. We purchased materials for grade three and six math, and manipulatives for all grade levels in math, to support constructivist learning in math. At our regular monthly teacher meetings, which deal only with professional development, we discussed the philosophy of constructivist learning in mathematics, and specific techniques and resources for using the philosophy. We felt that our AISI project was successful, as teachers began discussing and using successful strategies. Teachers are now more intentional about indicating the outcomes that student are meant to acquire. They spend more time discussing different strategies for solving problems, and how students arrive at their solutions. They discuss and journal about “How do you know this?”
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- We invested in a large set of levelled books, necessary for guided reading in the primary grades. We began our present school year with a workshop on guided reading for the primary teachers.
- We implemented the grade six Social Studies program, so we are following the new program of studies entirely. Grade six teachers attended a workshop on the successful implementation of the program, and one of our teachers was a lead teacher for the division.
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- As social skills and virtues were a major component in our education plan, we invested time in teaching them. We had the Roots of Empathy program in grade two and five classrooms, where it was well received. The children enjoyed the interaction with the babies, and teachers made explicit connections to empathy with peers. Our virtues program teaches important virtues (many from Bobra’s work), and then reinforces the practice of the virtues. Students are recognized in a variety of ways for their appropriate behaviour. Part of our attempt to foster appropriate is to give older students responsibility, so we have a number of leadership opportunities for them.
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Highlights of Facility and Capital Plans
- Last year, the main floor of the school received a face lift, with paint and new flooring. Main floor and upstairs student washrooms were refurbished, with paint, new sinks, counters, and cubicles. The upper floor halls and all the stairwells were all painted over the summer. From our school budget, we purchased new desks for most of the classrooms, as our old ones were in disrepair. The School Council funded a beautiful clay mural at the entry, created by a local artist, who instructed all the students in tile making. School Council also funded new benches and tables for outside, more trees for the playground, new stage curtains, and books for the library. All of this helps to create a more welcoming, attractive facility, of which all community members can be proud. Over the summer, casino funds were used to create a natural play and learning area in front of the school, which showcases all the various Albertan regions. The remainder of the funds were used to purchase Activ Boards for six classrooms, as they are such an effective teaching and learning tool. Future casino projects include the purchase of Activ Boards for the remaining classrooms. We are fortunate to have such a supportive School Council.
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