School: 0590 Peace Wapiti Academy

Transcription

Page 1
2007/2008
SCHOOL DEMOGRAPHICS
ADMINISTRATORS:
Mrs. Wanda Gerard
Principal
Mr. Mike Lauzon
Vice Principal
Mr. Shawn O’Shea
Vice Principal
Miss Amanda Hickox
Special Ed
Mrs. Wilda Stranaghan
Special Ed
Ms. Paige Ferguson
Counselor
Ms. Sarah Vogan
Counselor
Page 2
Certificated Staff as per staffing sheet
Regular Classroom Staffing Assigned by Central Office under formulaGrades 1-12, I.A
29.09
Accommodation Staffing Supplied by Central Office
-1.15
Administration
2.15
Special Ed/ IOP/GL
2.0
Counseling
0.80
Site Purchased Staffing grades 1-12
0
Site Purchased Staffing ECS
0
Non-Certified Staff (For TAs-thirty hours a week equal one FTE, For Admin Assistants One
FTE =35 hours)
Teaching Assistants supplied by central office
7.4
Teaching Assistants purchased by site
0
Admin Assistants supplied by Central Office
2.04
Librarian Assistant
0.93
FNMI Liaison Workers
0.4
Student Enrolment: - 501
Page 3
School Mission/Vision/Values Statement
Mission Statement:
Learning for all. Success for all.
Eurditio Prosperitas
Vision:
To inspire a quest for learning for the benefit of the individual, community and society.
School Information
Peace Wapiti Academy (PWA) opened its doors in September 2001 in the north area of Grande
Prairie offering programming for grade 9 and 10. The first class graduated in June 2004. Our
enrollment of 501 consists of Peace Wapiti School District students from Harry Balfour School
(attendance area which is comprised of an area with a radius of 6 to 9 miles surrounding the
City of Grande Prairie) joining us in Grade 9, students from Penson School (Grovedale) and
Bezanson School joining us in Grade 10, as well as other Grade 9 – 12 students living in and
around the City of Grande Prairie. The atmosphere here is friendly, supportive and inviting.
Staffed with terrific teachers and support staff, we offer students excellent opportunities for
growth in a caring, nurturing and dynamic learning environment.
Peace Wapiti Academy’s mission is to inspire a quest for learning for the benefit of the
individual, community and society. Along with our strong commitment to academics, PWA
also offers a wide variety of programming options such as Registered Apprenticeship Programs
(RAP), Green Certificate Programs, General Learning Support Programs (GLSP) and Career and
Technology Studies Programs (CTS).
In addition to a full range of courses for all students, a varied extra-curriculum program,
encompassing a full range of sports and significant fine arts opportunities, is also offered at
Peace Wapiti Academy, Home of the TITANS. Students may enhance their school experience
and personal development by taking part in activities which include athletics (volleyball,
football, basketball, curling, badminton, track, rugby, and golf), leadership, Christian club,
travel club, drama, art, Students against Drunk Driving (SADD), Students Saving our Society
(S20S), yearbook, cultural events and other club activities.
Parents of students who attend Peace Wapiti Academy are welcome to become involved and
volunteer. Our School Council plays an integral role in shaping the culture of the school.
Monthly meetings are well attended by parents who support the development of our
community of learners and leaders. In addition, an organization called Acti-Parent coordinates
fundraising opportunities for our school.
Page 4
Peace Wapiti Academy is an extension of your community. Familiar faces will welcome you,
reliable resources will support you and consistent values will reassure you. We are dedicated to
the success of every student, preparing them for a future in any avenue they choose to pursue.

This creates some unique challenges for the school administration and staff: the need to integrate
students from 3 schools which vary in size from 100 to 600, integrating a small number of
students from Penson and Bezanson into a grade 10 cohort the majority of whom attended PWA
for grade 9, trying to create a cohesive school community and school parent community, and
attempting to offer a variety of programming that is competitive with that offered by the larger
public and separate high schools in Grande Prairie.

Peace Wapiti offers a full academic program with a wide variety of complementary programs in
the areas of CTS, fine arts and second languages. The extracurricular program is wide and
varied.

The school has built upon a solid foundation of parent support and has an active School Council
and an Acti-parent support group.
Page 5
TABLE OF CONTENTS
Section 1 –Three Year Plan Goals
Ab Education Goal 1- High Quality Learning Opportunities for All
A) Safe and Caring Schools
1. Safe and Caring Survey results
B) Student Learning Opportunities
1 Program of Studies
2 Education Quality
3 Drop Out Rate
4 High School Completion Rate (3yr)
Ab. Education Goal 2- Excellence in Learner Outcomes
A) Student Learning Achievement ( grades k-9)
a. PAT Acceptable
b. PAT Excellence
B) Student Learning Achievement ( grades 10-12)
a. Diploma Acceptable
b. Diploma Excellence
c. Participation Rate
d. Rutherford Scholarship Eligibility Rate
C) Preparation for Life Long Learning
a. Transition Rate
b. Work Preparation
c. Citizenship
Ab. Education Goal 3 highly Responsive and Responsible Jurisdiction (Ministry)
A) Parent Involvement
B) Continuous Improvement
ACOL Measures
A) Satisfaction with Program Access
B) In-service Jurisdiction Needs
Section 2 – School Goals
Section 3 – Summary of Successes
Section 4- Communication of this Report
Page 6
October 2009 Accountability Pillar Overall Summary (OPTIONAL)
Goal
Measure
Category
Measure
Category
Evaluation
Measure
Peace Wapiti Academy
Current
Result
Safe and Caring
Schools
Goal 1: High
Quality Learning
Opportunities for Student
Learning
All
Opportunities
Student
Learning
Achievement
(Grades K-9)
Goal 2:
Excellence in
Learner
Outcomes
Student
Learning
Achievement
(Grades 10-12)
Preparation for
Lifelong
Learning, World
of Work,
Citizenship
Goal 4: Highly
Responsive and
Responsible
Jurisdiction
(Ministry)
Good
Good
Concern
n/a
Good
Parental
Involvement
Excellent
Continuous
Improvement
Acceptable
Safe and Caring
Program of
Studies
Education
Quality
Drop Out Rate
High School
Completion
Rate (3 yr)
PAT:
Acceptable
PAT: Excellence
Diploma:
Acceptable
Diploma:
Excellence
Diploma Exam
Participation
Rate (4+
Exams)
Rutherford
Scholarship
Eligibility Rate
(Revised)
Transition Rate
(6 yr)
Work
Preparation
Citizenship
Parental
Involvement
School
Improvement
Alberta
Prev
Prev 3
Current
Year
yr
Result
Result Average
Measure Evaluation
Prev
Prev 3
Year
Yr
Achievement Improvement
Result Average
86.1
82.5
80.9
86.9
85.1
84.6
79.1
81.9
80.2
80.3
79.4
84.6
84.1
81.0
89.3
88.2
3.1
3.9
3.6
4.8
70.2
77.1
73.5
70.6
73.7
Overall
High
Improved
Good
78.7
High
Maintained
Good
87.8
Intermediate
Maintained
Acceptable
5.0
4.9
High
Maintained
Good
70.7
71.0
70.6
Intermediate
Maintained
Acceptable
70.0
76.8
75.3
75.6
Low
Maintained
Issue
8.2
10.4
7.8
19.2
18.3
18.3
Very Low
Maintained
Concern
79.9
72.3
76.0
84.4
84.4
84.5
Low
Maintained
Issue
9.9
8.5
8.2
19.1
19.4
20.3
Low
Maintained
Issue
45.1
50.5
51.3
53.3
53.6
53.6
Intermediate
Maintained
Acceptable
37.6
42.1
41.9
57.3
56.8
55.8
Very Low
n/a
n/a
71.9
49.0
49.0
60.7
60.3
59.1
Very High
Improved
Significantly
Excellent
81.3
85.6
79.7
79.6
80.1
78.1
High
Maintained
Good
77.6
74.5
70.4
80.3
77.9
77.1
High
Improved
Good
82.5
81.5
79.6
80.1
78.2
77.9
Very High
Maintained
Excellent
73.1
69.3
69.4
79.4
77.0
76.7
Intermediate
Maintained
Acceptable
Notes:
1) 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), Science (Grades 6, 9), French Language Arts (Grades 6, 9), Français (Grades 6, 9).
2) 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.
3) Overall evaluations can only be calculated if both improvement and achievement evaluations are available.
4) Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*)
Page 7
Goal One: High Quality Learning Opportunities for All
Outcome: Schools provide a safe and caring environment.
Performance Measure
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
Results (in percentages)
Target**
2005 2006 2007 2008 2009
2009
76.1
82.1
77.9
82.5
86.1
Overall (required) Authority
83.5
84.3
83.3
84.0
85.0
Province
83.1
84.4
84.2
85.1
86.9
School
91.2
94.8
96.8
96.2
95.0
Teacher (optional) Authority
95.6
96.0
95.1
95.1
94.1
Province
92.3
92.8
92.6
93.1
93.8
School
64.2
82.4
63.3
80.0
90.8
Parent (optional) Authority
77.8
79.5
76.8
78.5
82.0
Province
79.9
82.1
81.7
83.2
85.3
School
72.9
69.0
73.7
71.5
72.4
Student (optional) Authority
77.1
77.3
78.0
78.4
78.9
Province
77.2
78.4
78.5
79.1
81.7
Comment on Results
86
96
85
75
Graph of Overall School Results (optional)
(an assessment of progress in relation to past performance)
3.) Parent and student surveys will provide
opportunities for input and involvement on
possible strategies to continue improving
school safety.
4.) School Resource Officer will continue to
provide positive reinforcement of school
rules.
**
.
40
20
0
2005
2006
2007
2008
2009
Overall
100
.
2.) Increased activities through the school
leadership team including gym riot
activities and positive reinforcement of
school rules through new recognition
programs including attendance letters.
60
80
Result (%)
1.) Implementation of the Crime Stoppers
Initiative and integration of this program
into student clubs will further support a
safe and caring school.
80
Result (%)
100
Results indicate a positive trend however;
the school has implemented several
strategies to encourage further growth.
60
40
20
0
2005
2006
2007
2008
2009
Overall
Parent
Student
Teacher
Note: Data values have been suppressed where the number of
respondents is less than 6. Suppression is marked with an asterisk (*).
If school had set a target for 2008/09 in the three year education plan 2008/09 – 2010/11, include it in the space provided
for each required measure.
Outcome:
The education system meets the needs of all K–12 students, society and
the economy.
Performance Measure
Percentage of teachers, parents and students
School
satisfied with the opportunity for students to receive
Authority
a broad program of studies including fine arts, career, Overall (required)
technology, and health and physical education.
Province
Target
2005 2006 2007 2008 2009
2009
73.7
79.1
79.7
81.9
79.1
72.9
74.4
73.6
76.5
77.6
76.7
78.1
78.5
79.4
80.3
84.8
89.1
92.8
92.8
91.1
82.4
85.3
82.4
83.6
84.2
Province
83.6
85.2
85.7
86.4
86.8
School
69.6
81.5
74.3
79.6
80.4
71.6
71.4
71.0
75.1
77.6
Province
75.0
76.6
76.9
77.6
78.7
School
66.6
66.8
71.9
73.2
65.9
64.6
66.5
67.4
70.8
70.9
Province
71.5
72.6
72.9
74.1
75.3
School
Comment on Results
80
92
80
70
.
1.) CTS grant money has been allocated to
redesign and improve classroom settings.
80
Result (%)
100
A number of initiatives have been
implemented to enrich the CTS
programming.
60
40
20
0
2005
2006
2007
2.) Culinary programming has been
enriched to include local activities and
involvement of community members.
2008
2009
Overall
Efforts to increase variety in courses
available include opportunities for students
in Forensics, Community Health,
Photography, Psychology 30 and Business.
.
3.) Flexibility initiatives are designed to
increase variety as well as opportunity for
CTS modules.
80
Result (%)
100
60
40
20
0
2005
2006
2007
2008
2009
Overall
Parent
Student
Teacher
9
Outcome: The education system meets the needs of all K–12 students, society
and the economy. (continued)
Performance Measure
Percentage of teachers, parents and students
satisfied with the overall quality of basic education.
School
Target
2005 2006 2007 2008 2009
2009
77.8
83.2
75.8
84.1
84.6
86.5
86.3
86.2
86.1
86.3
Province
86.1
87.7
87.6
88.2
89.3
School
95.7
94.9
91.9
96.1
95.8
95.7
96.7
95.1
94.6
93.0
Province
93.9
94.8
94.7
94.9
95.3
School
63.8
79.0
58.5
77.2
81.3
78.6
77.1
78.1
77.4
79.8
Province
78.9
81.6
81.8
83.0
84.4
School
73.9
75.8
77.0
79.0
76.7
85.1
85.1
85.3
86.4
86.0
Province
85.6
86.6
86.4
86.6
88.3
Comment on Results
85
95
81
80
.
1.) Student speak out forum was held to
incorporate student opinions into the school
plan.
80
Result (%)
100
Results are consistent with previous years
however the following strategies have been
implemented.
60
40
20
0
2005
2006
2007
2008
2009
Overall
.
3.) Increased counseling time has been
allocated to assist students with developing
an educational plan which supports their
future goals. Career practitioners from
Community Futures and a counselor from
GPRC meet with students at school to
provide support.
100
80
Result (%)
2.) Parent and student surveys will
investigate concerns and provide
opportunities for improvement.
60
40
20
0
2005
2006
2007
2008
2009
Overall
Parent
Student
Teacher
10
Outcome: The education system meets the needs of all K–12 students, society
and
the economy. (continued)
Performance Measure
Percentage of teacher, parent and student
satisfaction with the accessibility, effectiveness and
efficiency of programs and services for students in
their community.
School
Target
2005 2006 2007 2008 2009
2009
69.0
82.3
78.8
84.7
74.7
70.0
72.4
68.3
68.7
68.2
Province
67.2
68.5
68.2
69.2
70.3
School
81.9
89.7
92.6
92.9
90.3
77.5
80.2
73.6
75.3
72.2
Province
70.0
71.5
72.0
73.4
74.5
School
50.6
77.2
61.6
77.5
63.0
54.8
58.6
54.0
54.4
55.9
Province
54.9
56.9
55.9
56.5
58.1
School
74.5
80.1
82.1
83.7
71.0
77.8
78.5
77.2
76.3
76.6
Province
76.7
77.1
76.8
77.7
78.4
Comment on Results
80
92
75
80
.
80
Result (%)
100
Parent and student results indicate a slight
decrease from the previous year’s results.
As a result the following strategies have
been implemented:
60
1.) Embedding community programs, such
as Ventures, into the school’s day to day
activities by offering a business course and
providing biweekly service from a
Community Futures liaison
40
20
0
2005
2006
2007
2008
2009
Overall
3.) Evaluation of programs and their
effectiveness will be undertaken to
ascertain any areas of concern.
.
2.) Increased information to students in
order to deepen awareness of the services
available.
80
Result (%)
100
60
40
20
0
2005
2006
2007
2008
2009
Overall
Parent
Student
Teacher
11
Outcome: Children and youth at risk have their needs addressed through
effective programs and supports.
2004
2005
2006
2007
2008
2009
School
3.5
2.8
4.0
3.9
3.1
3
Authority
4.8
3.3
4.6
4.9
4.7
Province
5.3
5.0
4.7
5.0
4.8
School
29.4
11.9
19.6
21.1
25.6
Authority
9.0
16.7
16.5
20.1
18.2
Province
23.0
21.3
21.2
21.3
19.8
Performance Measure
Drop Out Rate - annual dropout rate of students aged 14 to 18
(required).
Returning Rate (optional)
Comment on results
Target
25
3.) Flexibility project will increase variety,
and flexibility in student programming.
4.) All students who do drop out will be
identified and encouraged to return to
school.
.
40
20
0
2004
2005
2006
2007
2008
Drop Out Rate
100
.
2.) Counselors, including the school team,
will continue to meet with at risk students
on a regular basis.
60
80
Results(%)
1.) Creation of a teacher advisors assigned
to students for their school career will help
to ensure all students have a positive
connection with an adult at the school.
80
Results(%)
100
Drop outs, and reducing or eliminating
high school students from dropping out is a
major focus for Peace Wapiti Academy.
60
40
20
0
2004
2005
2006
2007
2008
Returning Rate
12
Outcome: Children and youth at risk have their needs addressed through
effective programs and supports. (continued)
Performance Measure
Percentage of teacher, parent and student agreement
School
that programs for children at risk are easy to access
and timely.
Province
School
Target
2005 2006 2007 2008 2009
2009
74.3
80.3
75.3
83.7
81.5
77.4
79.1
77.7
76.8
79.7
76.9
78.6
78.3
79.5
81.4
100.0
98.5
100.0
97.4
100.0
92.7
96.0
93.6
92.1
92.6
Province
90.6
91.6
91.2
91.9
92.5
School
57.6
70.7
52.8
83.1
76.4
64.2
64.2
62.6
61.4
68.6
Province
63.8
67.0
66.8
68.5
71.3
School
65.5
71.6
73.2
70.5
68.2
75.3
77.0
77.0
76.7
77.8
Province
76.1
77.1
77.0
78.0
80.3
Comment on results
82
100
75
70
.
80
Result (%)
100
Peace Wapiti Academy’s results
demonstrate continuous consistent long
term improvement in programs for at risk
student.
60
40
20
0
2005
1.) Looping, and one on one teacher/student
time, will be implemented as part of the
teacher advisory program.
3.) Administration will assist with
identifying at risk students and provide
additional support on a case by case basis.
2007
2008
2009
Overall
.
100
80
Result (%)
2.) The referral process for identifying and
addressing student needs will be revisited
and simplified to increase a timely
response.
2006
60
40
20
0
2005
2006
2007
2008
2009
Overall
Parent
Student
Teacher
13
Outcome: Students complete programs.
Performance Measure
High School Completion Rate – percentages of students
who completed high school within three, four and five
years of entering Grade 10.
Within 3 Years
Within 4 Years
Within 5 Years
Comment on Results
School
65.7
63.7
79.7
77.1
70.2
69.0
65.4
70.5
70.9
69.1
Province
69.3
70.4
70.4
71.0
70.7
School
n/a
72.8
77.3
82.9
84.9
Authority
72.6
75.2
74.6
76.2
77.1
Province
73.4
75.1
76.2
76.3
76.5
School
n/a
n/a
75.8
82.7
88.0
Authority
73.4
76.6
77.8
78.3
78.9
Province
75.5
77.4
78.6
79.5
79.2
.
80
Results(%)
60
85
90
40
20
0
2005
2006
2007
2008
3 Year Completion
.
80
Results(%)
100
60
40
20
0
2004
2005
2006
2007
2008
4 Year Completion
100
.
3.) Programs, such as teacher advisors and
flexibility, will create additional
opportunities for students. The self directed
model for student engagement will be
implemented to encourage student
accountability in their educational career.
75
100
80
Results(%)
2.) Grade 10 cohort will be identified and
tracked through-out their high school
career.
2009
Authority
2004
1.) Staff including administration, will
attend professional development activities
to increase understanding and develop
additional methods and strategies to
improve completion rates.
Target
Results have indicated a negative trend
during the 2007/2008 school year for
completion within 3 years, and a positive
trend for completion within four and
within 5 years.
2004 2005 2006 2007 2008
60
40
20
0
2004
2005
2006
2007
2008
5 Year Completion
14
Goal Two: Excellence in Student Learning Outcomes
Outcome: Students demonstrate high standards in learner outcomes.
Performance Measure
Results (in percentages)**
PAT Results by Number Enrolled percentages of students who achieve the
acceptable standard and the percentages
who achieve the standard of excellence on
Grades 3, 6 and 9 Provincial Achievement
Tests (cohort results).
2005
A
2006
E
A
2007
E
A
2008
E
A
E
Target
2009
A
2009
E
A
E
School 85.5 9.2 82.9 8.5 69.2 4.7 81.1 11.6 85.3 10.8 85
12
English Language
Authority 78.6 12.3 78.3 7.6 73.3 7.9 76.7 7.5 74.0 9.5
Arts 9
Province 77.9 14.1 77.4 13.6 77.5 14.8 76.5 14.8 78.7 14.7
School 73.3 16.0 56.1 1.2 58.9 5.6 64.9 9.3 52.0 3.9 60
Mathematics 9
8
Authority 69.6 15.0 63.4 9.1 57.8 8.8 64.6 12.2 56.5 6.8
Province 68.0 19.7 67.4 17.4 66.3 18.3 65.7 18.5 67.0 18.6
Grade 9
School 80.0 16.0 79.3 11.0 62.6 8.4 75.3 10.3 74.5 9.8
Science 9
78
10
Authority 67.7 9.9 68.7 9.1 65.8 9.4 70.5 9.2 69.1 9.0
Province 67.5 12.8 67.4 13.3 69.6 14.7 69.3 13.0 72.2 15.8
School 85.3 9.3 81.7 13.4 67.3 10.3 68.0 9.3 n/a n/a 70 10
Social Studies 9
Authority 74.7 13.8 71.2 14.1 66.9 11.7 68.7 12.2 83.6 16.4
Province 71.3 18.3 72.5 18.9 71.4 18.7 71.7 18.9 82.6 26.4
2005
Overall
2006
A
E
A
2007
E
A
Target
2008
2009
E
A
E
A
2009
E
A
72
School
79.6
13.7
72.8
6.9
63.6
6.2
73.7
10.4
70.6
8.2
Authority
76.1
13.5
74.2
11.3
72.7
11.6
72.3
10.9
72.2
12.1
Province
76.4
18.4
76.0
17.9
75.5
18.6
75.3
18.3
76.8
19.2
E
9
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), Science (Grades 6, 9), French Language Arts (Grades 6, 9),
Français (Grades 6, 9).
** ―A‖ = Acceptable; ―E‖ = Excellence — the percentages achieving the acceptable standard include the percentages achieving the
standard of excellence.
15
Comment on Results
.
Student reading comprehension skills have
been identified as an area of concern and
staff will continue to focus on reading
comprehension skills in all subject areas.
100
80
Results(%)
Provincial achievement results provide an
opportunity for staff to reflect on current
practices.
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard %
Standard of Excellence %
Attendance and homework completion
policies will be strengthened or created to
improve student habits.
Increased communication with parents
through email, Synervoice, and teacher
phone calls will be encouraged.
We have a very high rate of students that
write the test compared to the provincial
average: Approximately 3% higher rate.
Teachers in the subject areas of
Language Arts 9 and Social Studies 9 (the
new curriculum) attended marking
sessions for the written portions of the
exams last year and reported the experience
to be valuable.
16
Please note:
Because the Province and Authority use Grade 3 and 6 and 9 results to determine the
averages, and Peace Wapiti Academy has ONLY Grade 9 results , it is of interest to note the
following table which gives PAT results for the last two years with the averages (although
not weighted) determined by ONLY Grade 9 results in BOLD under the averages from the
previous chart.
In addition, it is important to note that the 2009 averages in this chart did not include the
results for Social Studies 9 as these results were suppressed for schools, like PWA, who
piloted new curriculum and they were not suppressed in the previous chart to determine the
averages.
2008
2009
A
E
A
E
73.7
10.4
70.6
8.2
72.3
10.1
70.6
8.2
72.3
10.9
72.2
12.1
70.1
10.3
66.5
8.4
76.8
19.2
72.6
16.4
School
Overall
Authority
Province
75.3
70.8
18.3
16.3
17
Comment on Results
100
.
One area of concern was the reading
comprehension component of the exam; our
acceptable standard level was on par with
the province. Our greatest weakness is
achieving the standard of excellence. Upon
further investigation, specific questions
were causing the greatest distress (e.g. text
organization).
English Language Arts 9
80
Results(%)
The written component of the exam was
impressive - 5% less below the acceptable
standard than the province and our
standard of excellence was slightly higher
than the province.
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard (%)
Standard of Excellence (%)
The following strategies will be
implemented:
Increased awareness and
development of reading strategies
through different means (3 R’s,
“Stop and fix it” clues, etc.)
Student analysis of reading
strategies and implementation
during various activities (free
reading, exam reading, etc.)
Student awareness of the types of
questions presented.
Creating test questions that address
our areas of concern and ensure that
all types of questions are
incorporated.
Having student involvement in the
development of questions for review
and preparation.
Re-examine tests to identify problem
areas on an individual basis.
Note: Data values have been suppressed where the number of students
is less than 6. Suppression is marked with an asterisk (*).
18
Comment on Results
(an assessment of progr0ess in relation to past performance)
Probability, statistics and graph
interpretation was done well
.
Algebra skills (solving, simplifying,
quotients, factoring) were weak this year
and additional support will be necessary for
the next semester.
100
80
Results(%)
Spatial reasoning (3D shapes,
transformations) is understood among the
majority of students.
Mathem atics 9
60
40
20
0
2005
2006
2007
2008
2009
Students have dropped about 13 % in our
acceptable standard from the previous year;
we have dropped 5% in our standard of
excellence from the previous year.
It is important to note that test is written on
the last day before summer holidays, and is
the last test the grade 9’s need to write.
With the optional implementation of the
new curriculum, it will be important to
build a strong understanding of number
sense that can be used for the development
of algebraic processes in the future.
Build on the spatial understanding that
these kids seem to have without too much
trouble as a means to explain and connect to
abstract, algebraic skills.
It is important that teachers choose to use
the PD offered to learn what the goals of the
new curriculum are and how the creators of
this new curriculum are choosing to assess
and measure this change in learning style.
19
Comment on Results
Changes in teaching strategies – use of
electrical principles websites in the lab and
SMARTboard activities seemed to have
produced positive results.
The chemistry unit is the most difficult unit
in Grade 9. The students struggled with this
unit in class and the provincial exam results
reflected this as well.
100
.
The knowledge portions of each unit of the
test were generally well above the
provincial average.
Science 9
80
Results(%)
Generally, students are mastering the basic
course. Over the past 5 years, we have been
below the Provincial average for Acceptable
Level on only one occasion.
60
40
20
0
2005
2006
2007
2008
2009
The biology unit was not well represented
on the PAT.
Balmer cards work for those that use them.
As the knowledge sections of the test were
generally very well done, the students are
retaining information.
The test has seemingly changed the ratio of
knowledge questions to skill questions over
the last few years.
We have a very high rate of students that
write the test compared to the provincial
average: Approximately 3% higher rate.
In class work, quizzes and exams spend
class time reviewing skill type answers so
that students are used to seeing these
questions.
Continue to encourage students to use
Balmer cards and notes.
Ensure that students are note taking and
supply review notes and exercises.
Ensure that there is significant time for
review at the end of the year.
20
Comment on Results
Note: School Results are NOT AVAILABLE for
2009 since PWA students piloted the NEW Social
Studies 9 curriculum.
On the topic of Individual & Collective
Rights scores were 0 .2% below the
provincial average [Knowledge &
understanding].
.
100
80
Results(%)
Students generally struggled with the
written portion of the PAT . (No scores in
any written category rated excellent.)
Social Studies 9
60
40
20
0
2005
2006
2007
2008
2009
This was an optional implementation year,
and given that only 4 sample questions and
one written response question were
released, students performed at an
acceptable level.
Every test question related and/or required
using a source set – a very demanding and
challenging aspect compared to previous
tests. Overall students performed this well.
Currently the Teacher Resource Test Bank
does not include any source based
questions, therefore more time is needed
with colleagues to create these types of
questions and find sources.
The overall result of the written response
portion is concerning and requires more
attention and practice this year.
Incorporate more activities/assignments for
students to use sources to generate
paragraph responses where they will
include supporting evidence.
Use exemplars to demonstrate the various
levels of achievement (INS, Poor, Limited,
Satisfactory, Proficient, and Excellent).
21
PAT Results Course By Course Summary By Enrolled With Measure Evaluation (optional)
Achievement Improvement Overall
Course
Measure
Alberta
Prev 3 Yr
Avg
2009
Prev 3 Yr
Avg
2009
N
%
N
%
N
%
N
%
Acceptable Standard
High
Improved
Good
102
85.3
95
77.7
43,675
78.7
44,685
77.1
Standard of Excellence
Intermediate
Maintained
Acceptable
102
10.8
95
8.3
43,675
14.7
44,685
14.4
English Language Arts 9
Acceptable Standard
n/a
n/a
n/a
n/a
n/a
n/a
n/a
2,262
81.8
2,286
83.0
n/a
n/a
n/a
n/a
n/a
n/a
n/a
2,262
10.3
2,286
12.1
Acceptable Standard
n/a
n/a
n/a
n/a
n/a
n/a
n/a
333
85.6
285
84.2
French Language Arts 9
Français 9
n/a
n/a
n/a
n/a
n/a
n/a
n/a
333
12.9
285
13.0
Acceptable Standard
Low
Declined
Issue
102
52.0
95
60.0
43,118
67.0
44,317
66.5
Very Low
Maintained
Concern
102
3.9
95
5.4
43,118
18.6
44,317
18.0
Acceptable Standard
High
Maintained
Good
102
74.5
95
72.4
43,560
72.2
44,505
68.8
Intermediate
Maintained
Acceptable
102
9.8
95
9.9
43,560
15.8
44,505
13.7
Mathematics 9
Science 9
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. Achievement Evaluations for Social Studies 6 and Social Studies 9 are not
calculated due to the change in the exams.
Outcome: Students demonstrate high standards in learner outcomes. (continued)
Performance Measure
Participation rates in provincial achievement tests
(PATs) for Grade 9.
School
Target
2005 2006 2007 2008 2009
2009
96.1 96.3 86.0 94.7
93.1
English Language Arts 9 Authority 89.9 90.5 86.8 92.3
87.6
Province 87.4 87.7 87.9 87.7
89.7
Grade 9
We have a very high rate of students
that write the test compared to the
provincial average: Approximately
3% higher rate on average than the
province and 5 % higher rate on
average than the authority.
School
Mathematics 9
98.7 93.9 85.0 89.7
93.1
Authority 90.7 89.2 86.1 89.4
88.2
Province 87.6 87.3 88.0 88.0
89.8
School
Science 9
98.7 96.3 86.9 94.8
93.1
Authority 91.0 89.2 87.7 92.1
89.5
Province 88.2 88.1 88.8 89.0
90.5
School
Social Studies 9
97.3 97.6 86.9 94.8
n/a
94
93
94
94
Authority 90.8 90.3 86.7 92.3 100.0
Province 87.8 88.5 88.4 88.9 100.0
22
Performance Measure
Results (in percentages)**
Diploma Exam Results by Students Writing –
percentages of students who achieve the
acceptable standard and the percentages who
achieve the standard of excellence on diploma
examinations.
2005
A
English Lang Arts 30-1
School
E
2006
A
E
2007
A
E
2008
A
E
Target
2009
A
E
85.7 14.3 89.6 12.5 79.6 4.1 84.8 10.9 87.8 6.1
2009
A
E
86
5
94
8
70
12
80
7
74
8
65
12
n/a
n/a
55
15
n/a
n/a
88
12
Authority 89.8 14.6 83.2 11.3 84.1 10.6 87.4 15.9 84.8 7.4
Province 89.1 17.8 88.0 19.3 87.7 19.0 87.1 15.5 86.1 12.3
School
82.9 5.7 91.2 2.9 91.8 4.1 93.2 9.1 94.4 8.3
Authority 82.7 6.7 81.4 2.8 86.6 4.5 85.6 5.6 87.3 4.8
Province 89.4 10.1 86.1 8.1 88.7 9.7 88.9 8.8 88.2 8.5
Pure Mathematics 30
School
63.6 15.2 71.8 10.3 68.6 14.3 57.6 9.1 81.8 15.2
Authority 63.9 10.7 59.7 7.4 53.9 9.4 58.7 11.3 62.5 9.7
Province 80.6 25.7 82.8 26.5 81.1 24.6 81.3 25.8 82.1 26.3
Applied Mathematics 30
School
82.1 10.3 67.6 0.0 76.5 2.9 66.7 0.0 87.0 4.3
Authority 79.0 8.0 67.3 6.2 64.2 3.2 72.3 3.6 76.5 6.9
Province 87.6 21.8 77.5 11.8 77.6 12.1 76.4 10.7 79.4 13.5
Social Studies 30
School
69.6 6.5 64.7 7.8 74.5 3.9 65.0 2.5 70.6 11.8
Authority 77.8 18.1 73.1 12.3 80.5 13.5 76.8 17.0 77.9 15.4
Province 85.2 24.3 85.5 23.9 86.1 24.6 84.7 21.5 84.2 21.4
Social Studies 33
School
75.6 12.2 90.0 13.3 68.6 7.8 81.0 19.0 86.8 10.5
Authority 77.0 8.8 78.2 8.2 75.3 7.4 79.9 11.6 80.9 10.4
Province 85.0 17.6 83.5 19.0 84.8 19.6 85.3 18.9 85.6 20.2
Biology 30
School
89.7 30.8 81.8 18.2 76.2 11.9 44.1 2.9 58.1 11.6
Authority 74.2 17.6 65.6 13.9 74.8 15.3 66.2 14.9 69.4 14.8
Province 81.9 26.6 81.4 26.4 83.5 27.4 82.3 26.3 83.0 26.6
Chemistry 30 Old
n/a
n/a
Authority 84.3 21.5 74.8 24.5 76.2 26.2 82.9 22.1 n/a
School
76.7 6.7 70.4 11.1 61.0 12.2 56.3 6.3
n/a
Province 88.2 33.4 88.4 37.1 89.3 37.9 89.2 39.2 77.6 19.5
Chemistry 30
Physics 30 Old
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a 44.4 2.8
Authority n/a
School
n/a
n/a
n/a
n/a
n/a
n/a
n/a 56.9 10.3
Province n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a 76.3 27.7
66.7 7.4 81.0 4.8 83.3 11.1 86.7 20.0 n/a
n/a
Authority 68.0 11.7 67.1 14.5 76.1 12.4 88.9 17.5 n/a
School
n/a
Province 84.2 27.8 84.4 30.0 86.1 29.3 85.7 32.0 74.4 25.6
Physics 30
School
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a 87.5 12.5
Authority n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a 70.6 9.4
Province n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a 79.3 23.1
23
Results (in Percentages)
2005
Overall
2006
2007
Target
2008
2009
2009
A
E
A
E
A
E
A
E
A
E
A
E
School
78.5
13.5
78.8
9.3
76.8
6.8
72.3
8.5
79.9
9.9
80
9.9
Authority
77.9
12.8
73.2
9.4
75.3
9.6
76.3
12.3
77.6
10.2
Province
85.5
21.2
84.2
20.7
84.8
20.9
84.4
19.4
84.4
19.1
Aggregated Diploma results are based upon a weighted average of Acceptable or Excellence percent meeting standards. The weights are the number
of students writing the Diploma Examination for each course.
** ―A‖ = Acceptable; ―E‖ = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of
excellence.
Comment on Results
Teachers in the subject areas of
English 30-1, English 30-2, Math 30 Pure,
Social Studies 30, Biology 30 and
Chemistry 30 attended marking sessions for
diploma exams last year and reported the
experience to be valuable.
.
Positive results this year in relation to past
years.
80
Result(%)
100
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard %
Standard of Excellence %
students is less than 6. Suppression is marked with an asterisk (*).
24
Comment on Results
.
100
80
Result(%)
January's written question was significantly
more diffucult than June's. The degree of
difficulty of the questions has been brought
up with the province.
60
To help students get over their fear of the
Reading comprehension portion of the
exam a number of strategies were put in
place.
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard
Students will be exposed to more modelling
of how to write the exam (suggestions or
strategies will be offered for students to
investigate and employ).
Comment on Results
.
We have fewer students in the Acceptable
Standard category compared to the
Province which is the desired outcome.
100
80
Result(%)
Typically our students score in the
Acceptable Standard in all categories and
are a lot higher than the Provincial range.
60
40
20
0
2005
Even though we have less students scoring
in the Standard of Excellence range we have
closed the gap between our scores and the
Province's on the diploma exam.
2006
2007
2008
2009
Acceptable Standard
More students write the ELA 30-2 diploma
than the provincial average
25
Comment on Results
Social Studies 30
Most students did well on the written
portion of the diploma.
.
80
Result(%)
A more thorough criteria for students is
needed when entering the academic stream
to set expectation levels.
100
60
40
20
0
Students had difficulty in assessing source
material on the multiple choice portion of
the Diploma.
2005
2006
2007
2008
2009
Acceptable Standard
The classes were unbalanced with the
stronger students writing in January.
To improve the reading skills of the
students, strategies from Irene Heffel,
introduced at a school based PD session,
will be incorporated.
Comment on Results
Students were generally engaged.
Increased concentration on understanding
of sources and developing writing, as per
the AISI project, assisted student
understanding.
.
Continuation with Balmer quizzes
continues to show dividends.
100
80
Result(%)
Political debate for the Federal Election was
held at the school and was a highlight for
students.
Social Studies 33
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard
Attendance and commitment on behalf of
students was a major issue. Many of the
students missed the last week of school and
implementation of strict attendance policy
at the 30-2 level is required.
Several students had mild to significant
learning difficulties yet performed well on
the diploma exams. RWG was used to
support some of these students.
26
Comment on Results
Physics 30
New curriculum went well and students
were generally engaged.
.
80
Result(%)
This year will provide a bench mark for
Diploma results as it the first year for the
new curriculum.
100
60
In the last 4 years, the difference between
the percentage of PWA students versus
other students achieving the standard of
excellence on the diploma exam has been
steadily decreasing
40
20
0
2005
2007
2008
2009
Acceptable Standard
In the last 5 years, the percentage of PWA
students achieving the standard of
excellence in the final course mark has been
steadily increasing (and the difference
between the percentage of PWA students
versus other students achieving the
standard of excellence in the final course
mark has been steadily decreasing, and is in
fact 7.7% higher than the province this year)
Physics 30 Old
.
100
80
Result(%)
In the last 5 years, the percentage of PWA
students achieving the acceptable level on
the diploma exam has been steadily
increasing (and this year is 8.2% higher than
the province)
2006
60
40
20
0
the average diploma exam mark achieved
by PWA students and other students has
been steadily decreasing (and this year is
slightly higher than the province)
2005
2006
2007
2008
2009
Acceptable Standard
27
Comment on Results
This year will provide a bench mark for
Diploma results as it the first year for the
new curriculum.
.
Particiaption rates continue to be consistent.
100
80
Result(%)
The diploma examine this year was poorly
constructed.
Chem istry 30
60
40
20
0
2005
A study on the number of students
receiving less than 60% in chemistry 20 and
how well these students do on the diploma
in Chemistry 30 would provide some
interesting information.
2007
2008
2009
Acceptable Standard
Chem istry 30 Old
.
100
80
Result(%)
School marks are a little high but labs seem
to raise them. Exam and quiz mark averages
closely represent diploma results.
2006
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard
28
Comment on Results
Biology 30
Increased biology particpation rates may
also impact diploma results.
.
100
80
Result(%)
Removal of wirtten portion of the diploma
exam may negatively impact student
achievement due to differentiated learning
styles as evidenced by unit tests and
previous diploma marks.
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard
While still below provincial averages for all
areas, all areas showed improvement over
the previous year's data. The school mark
for the standard of excellence was less than
1% difference between provincial averages
and PWA averages. Students were
encouraged to do their best and complete
missed assignments without sacrificing a
high standard.
Both the diploma exam average and school
averages for reaching the standard of
excellence increased by over 10%. The same
trend is evident in students reaching an
acceptable standard and overall averages.
Some explanations for improvement could
be: the On Your Mark review session being
offered, better exam schedule, a more
academic group of students overall, some
students again had chronic attendance
issues (impacted marks for the worse).
29
Comment on Results
Pure Mathem atics 30
.
100
80
Result(%)
Notable changes:
Change in assessment plan from
traditional quiz and assignment
model to more of a focus on
assessment for learning.
Allowing the students to write
benchmarks for feedback instead of
simply for a grade.
Allowing students to rewrite weak
exams at two points during the year
to encourage continuous learning
and cumulative review.
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard
Standard of excellence: Many honors
students are seeing consistent results
during the course. For some reason they are
not reaching these same mastery levels on
the diploma exam.
In general, the teacher is very pleased with
these results. Although this was a high
achieving class, the teacher saw more
students working for understanding of the
material. It will be interesting to see how
these new strategies play out with a less
academic class.
To strive towards continued improvement:.
refine some of the new strategies so
that the needs of the individual
student continue to be met.
Encourage honors students to
deepen their understanding of the
material so they can carry that
knowledge forward.
Continue to provide benchmarks,
feedback ( both verbal and written)
to students outside of the "mark"
Continue to allow students to
rewrite exams if they feel they have
a better mastery of the information
Incorporate authentic assessment
tasks to model situations outside of
the abstract.
30
Comment on Results
100
.
This year, the percentage of PWA students
achieving the acceptable level on the
diploma exam was higher (+7.6%) than the
province as well as on the overall course
mark (+5.1%)
Applied Mathem atics 30
80
Result(%)
PWA students and other students achieving
the standard of excellence on the diploma
exam has remained fairly stable
60
40
20
0
2005
2006
2007
2008
2009
Acceptable Standard
Attendance initiatives and programs need
to be strictly enforced as attendance issues
dramatically impact student learning.
31
Diploma Exam Results Course By Course Summary With Measure
Evaluation (optional)
Achievement Improvement Overall
Course
Measure
Alberta
Prev 3 Yr
Avg
2009
Prev 3 Yr
Avg
2009
N
%
N
%
N
%
N
%
Acceptable Standard
Low
Maintained
Issue
49
87.8
48
84.7
28,330
86.1
28,021
87.6
Very Low
Maintained
Concern
49
6.1
48
9.2
28,330
12.3
28,021
17.9
Acceptable Standard
High
Maintained
Good
36
94.4
42
92.1
13,473
88.2
12,858
87.9
Intermediate
Maintained
Acceptable
36
8.3
42
5.4
13,473
8.5
12,858
8.9
Acceptable Standard
Intermediate
Improved
Good
33
81.8
36
66.0
22,197
82.1
22,435
81.7
Low
Maintained
Issue
33
15.2
36
11.2
22,197
26.3
22,435
25.7
Acceptable Standard
Intermediate
Improved
Good
23
87.0
30
70.3
10,429
79.4
9,994
77.1
Very Low
Maintained
Concern
23
4.3
30
1.0
10,429
13.5
9,994
11.5
Acceptable Standard
Very Low
Maintained
Concern
51
70.6
47
68.1
22,845
84.2
23,756
85.4
Low
Improved
Acceptable
51
11.8
47
4.8
22,845
21.4
23,756
23.3
Pure Mathematics 30
Applied Mathematics 30
Social Studies 30
Acceptable Standard
High
Maintained
Good
38
86.8
41
79.9
15,101
85.6
15,045
84.5
Intermediate
Maintained
Acceptable
38
10.5
41
13.4
15,101
20.2
15,045
19.1
Acceptable Standard
Very Low
Maintained
Concern
43
58.1
36
67.4
21,088
83.0
20,835
82.4
Very Low
Maintained
Concern
43
11.6
36
11.0
21,088
26.6
20,835
26.7
Social Studies 33
Biology 30
Too few jurisdictions offer Français 30 for an Achievement Evaluation to be calculated. However, the results from Français 30 are
included in the aggregation of all Diploma courses. Achievement Evaluations for Physics 30 and Chemistry 30 are not calculated
due to the change in the exams.
32
2005
2006
2007
2008
2009
School
44.1
51.0
52.4
50.5
45.1
50
Authority
45.9
45.6
45.2
43.2
43.8
Province
52.4
53.5
53.7
53.6
53.3
Performance Measure
Diploma examination participation rate: Percentages of students
who have written four or more diploma exams by the end of their
third year of high school.
Comment on Results
Target
2004
100
For PWA students, there is a difference of
26% between the number of students who
write 2+ diploma exams (83.2%) and the
number of students who write 3+ diploma
exams (57.2%).
80
.
With higher participation rates in nonacademic courses (Social Studies 30-2 and
English 30-2) than the provincial average, it
would be expected that there would not be
as many students writing academic level
diploma exams in Math and Science
courses.
60
40
20
0
2004
2005
2006
2007
2008
%Writing 4+ Exams(%)
For the province, there is a difference of
13% between the number of students who
write 2+ diploma exams (78%) and the
number of students who write 3+ diploma
exams (64.9%).
33
Percentage of students writing 0 to 6 or more Diploma Examinations by the end of their 3rd year of high school
(optional)
Alberta
2004
2005
2006
2007
2008
2004
2005
2006
2007
2008
N
123
95
93
110
102
43,221
43,032
43,930
44,661
45,432
% Writing 0 Exams
17.8
10.8
11.5
11.9
15.8
18.3
18.1
17.8
18.0
18.4
% Writing 1+ Exams
82.2
89.2
88.5
88.1
84.2
81.7
81.9
82.2
82.0
81.6
% Writing 2+ Exams
80.7
82.8
85.2
85.4
83.2
77.9
78.3
78.5
78.6
78.0
% Writing 3+ Exams
61.6
69.0
68.8
67.9
57.2
64.1
65.6
65.6
65.6
64.9
% Writing 4+ Exams
44.1
51.0
52.4
50.5
45.1
52.4
53.5
53.7
53.6
53.3
% Writing 5+ Exams
30.0
28.7
27.3
27.5
20.1
33.9
34.5
34.6
34.7
34.3
% Writing 6+ Exams
13.3
10.6
8.7
4.6
2.0
12.8
12.8
13.0
13.2
12.7
Percentage of students writing 1 or more Diploma Examinations by the end of their 3rd year of high school, by course
and subject. (optional)
Alberta
2004
2005
2006
2007
2008
N
123
95
93
110
102
English 30/30-1
41.5
49.5
50.5
47.3
45.1
53.4
54.4
54.7
54.5
53.8
English 33/30-2
36.6
36.8
34.4
40.9
41.2
24.4
23.7
23.5
23.6
24.0
78.0
85.3
83.9
85.5
82.4
76.6
76.9
77.1
77.0
76.7
47.2
46.3
53.8
46.4
41.2
47.8
49.1
49.5
49.3
48.1
32.5
38.9
32.3
40.0
42.2
30.3
29.1
28.8
28.8
29.5
78.0
84.2
83.9
85.5
81.4
76.9
77.0
77.2
77.2
76.7
30.9
31.6
36.6
30.9
32.4
39.5
41.1
41.9
41.7
41.1
28.5
38.9
33.3
29.1
19.6
20.0
19.9
19.5
19.5
19.1
59.3
68.4
68.8
60.0
52.0
58.9
60.4
60.7
60.7
59.7
Total of 1 or more English
Diploma Exams
Social 30
Social 33
Total of 1 or more Social
Diploma Exams
Math 30/Pure
Math 33/Applied
Total of 1 or more Math
Diploma Exams
Biology 30
2004
2005
2006
2007
2008
43,221 43,032 43,930 44,661 45,432
32.5
36.8
38.7
34.5
28.4
38.7
39.4
39.6
39.8
39.1
Chemistry 30
33.3
27.4
28.0
39.1
31.4
33.9
34.4
34.2
34.3
34.5
Physics 30
23.6
23.2
22.6
16.4
9.8
21.5
21.6
21.6
21.5
20.4
Science 30
0.0
3.2
0.0
0.0
0.0
6.7
7.0
7.0
7.0
7.4
45.5
51.6
53.8
56.4
48.0
55.5
56.6
56.7
56.5
56.1
Total of 1 or more Science
Diploma Exams
Français 30
0.0
0.0
0.0
0.0
0.0
0.2
0.2
0.2
0.2
0.2
French Language Arts 30
0.0
0.0
0.0
0.0
0.0
2.3
2.4
2.7
2.7
2.7
Total of 1 or more French
Diploma Exams
0.0
0.0
0.0
0.0
0.0
2.5
2.6
2.9
2.9
2.9
Note:
Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
Results are based upon a cohort of grade 10 students who are tracked over time. The table shows the percentage of students in this cohort who
complete diploma exams by the end of their third year of high school.
34
Performance Measure
Percentages of Grade 12 students who meet the Rutherford
Scholarship eligibility criteria.
Comment on Results
Target
2004
2005
2006
2007
2008
2009
School
52.0
48.5
35.1
42.1
37.6
40
Authority
53.6
51.5
49.9
45.7
49.6
Province
52.9
54.6
56.1
56.8
57.3
Increase participation in summer
work experience and the number of
academic students who receive work
experience credits
Provide CTS courses in
Community Health, Photography,
and Business
Offer new courses like Forensics and
Psychology 30
Offer students Saturday diploma
exam review sessions in January and
June for Pure Math 30, Applied
Math 30, Physics 30, Biology 30, and
Chemistry 30
Result(%)
A variety of strategies are being
implemented to improve the number of
students meeting the Rutherford criteria.
.
100
80
60
40
20
0
2004
2005
2006
2007
2008
% Eligible for Scholarship
35
Outcome: Students are well prepared for lifelong learning.
Performance Measure
High school to post-secondary transition rate within four
and six years of entering Grade 10.
Within 6 Years
Within 4 Years
Comment on Results
Target
2004 2005 2006 2007 2008
2009
School
n/a
n/a
*
49.0
71.9
Authority
43.6
51.7
51.8
55.6
57.1
Province
54.4
57.5
59.5
60.3
60.7
School
*
28.8
44.0
41.6
43.8
Authority
33.2
37.0
38.7
36.0
37.1
Province
34.0
37.0
39.5
40.7
40.3
70
43
A counselor from GPRC meets regularly
with students at school to answer questions
and offer support.
All students are trained, starting in Grade 9,
to use programs like Student Link to help
them navigate the ALIS website.
Parent sessions are held to train parents to
use programs like Parent Link to navigate
the ALIS website.
.
80
Results(%)
60
40
20
0
2004
2005
2006
2007
2008
4 Year (%)
100
.
In addition, school counselors are working
closely with Career Practitioners from
Community Futures to support students as
they explore the career clusters that they
may be interested in and determine the
requirements needed and the locations of
availability of further education.
100
80
Results(%)
Results continue to reflect the success of
current programming.
60
40
20
0
2004
2005
2006
2007
2008
6 Year (%)
36
Outcome: Students are well prepared for lifelong learning. (continued)
Performance Measure
Percentage of teacher and parent satisfaction that
high school graduates demonstrate the knowledge,
skills and attitudes necessary for lifelong learning.
School
Target
2005 2006 2007 2008 2009
2009
63.8
78.1
57.3
75.6
82.3
67.1
69.5
66.8
64.2
68.0
Province
64.4
66.1
65.6
66.7
67.4
School
93.5
86.7
84.0
90.4
91.7
77.6
81.5
77.6
74.7
74.3
Province
73.7
74.2
74.1
73.8
74.0
School
34.1
69.4
30.6
60.8
72.9
56.7
57.5
56.1
53.8
61.7
Province
55.1
57.9
57.1
59.5
60.8
Comment on Results
82
75
73
.
60
40
20
0
2005
2006
2007
2008
2009
Overall
100
.
New Initiatives:
Students, starting in Grade 9, will
develop an e-portfolio that they will
be able to access until at least Grade
12, showcasing their knowledge,
skills and attitudes.
Increase the number of community
partners invited to the school to
deliver information on the outcomes
in CALM class
80
80
Result (%)
Results continue to show improvement and
initiatives from previous years will
continue to be supported.
Result (%)
100
60
40
20
0
2005
Overall
2006
2007
Parent
2008
2009
Teacher
37
Outcome: Students are well prepared for employment.
Performance Measure
Percentages of teachers and parents who agree that
students are taught attitudes and behaviors that will
make them successful at work when they finish
school.
School
Target
2005 2006 2007 2008 2009
2009
66.2
83.5
70.1
85.6
81.3
75.7
77.0
75.6
76.6
78.1
Province
74.9
77.0
77.1
80.1
79.6
School
87.0
90.5
95.8
96.2
95.8
90.5
94.1
93.0
89.6
90.2
Province
89.1
89.4
89.2
89.3
88.9
School
45.5
76.5
44.4
75.0
66.7
60.9
59.8
58.2
63.6
65.9
Province
60.8
64.6
65.1
70.9
70.2
Comment on Results
82
96
70
.
60
40
20
0
2005
2006
2007
2008
2009
Overall
100
.
Increase notification, interaction and
consultation with parents (through the
school newsletter, school website, parent
forums and phone calls).
80
80
Result (%)
While the results are positive, an increase
in communication with parents is required.
Result (%)
100
60
40
20
0
2005
Overall
2006
2007
Parent
2008
2009
Teacher
38
Outcome: Students model the characteristics of active citizenship.
Performance Measure
Percentages of teachers, parents and students who
School
are satisfied that students model the characteristics of
active citizenship.
Province
School
Target
2005 2006 2007 2008 2009
2009
70.6
70.9
65.8
74.5
77.6
75.1
74.8
73.5
74.7
75.6
75.3
76.8
76.6
77.9
80.3
91.2
93.0
96.8
95.4
95.0
92.7
93.8
92.5
91.8
89.9
Province
89.5
90.3
89.9
90.6
91.8
School
63.0
70.3
45.6
70.8
80.8
67.8
66.4
62.9
67.7
71.1
Province
70.3
72.4
72.6
74.7
77.4
School
57.7
49.3
54.9
57.2
57.1
64.8
64.3
65.0
64.6
65.8
Province
66.1
67.5
67.1
68.5
71.8
Comment on Results
78
96
82
60
.
60
40
20
0
2005
2006
2007
2008
2009
Overall
.
100
80
Result (%)
By supporting the goals and
implementation of the new Social Studies
curriculum, students will have further
opportunities to actively participate in their
community, the province, the nation and
the world. Examples of this would be
working at the Salvation Army Food Bank,
supporting the orphanage in Darfur, and
supporting the PARDS program.
80
Result (%)
100
Active citizenship has been a focus for
improvement in the school over the last few
years. The initiatives implemented will
continue to receive support from the school.
60
40
20
0
2005
2006
2007
2008
2009
Overall
Parent
Student
Teacher
39
Goal Three: Highly Responsive and Responsible Jurisdiction
Outcome: The authority demonstrates effective working relationships.
Performance Measure
Percentage of teachers and parents satisfied with
parental involvement in decisions about their child's
education.
School
Target
2005 2006 2007 2008 2009
2009
73.6
82.8
74.7
81.5
82.5
76.1
77.1
77.2
76.0
81.1
Province
76.1
77.9
77.5
78.2
80.1
School
83.9
88.7
92.7
91.4
94.2
89.2
91.8
90.2
87.0
90.4
Province
87.0
87.6
87.1
87.5
88.0
School
63.3
76.8
56.7
71.5
70.8
63.1
62.5
64.1
64.9
71.7
Province
65.2
68.1
67.9
69.0
72.2
Comment on Results
84
95
72
.
The monthly newsletter will present
more opportunities for parents to
become involved.
100
80
Result (%)
Several new programs will be implemented
to encourage parental involvement:
60
40
20
0
2005
2006
An automated call out system will
be used to improve communication
and provide reminders for parents.
2007
2008
2009
Overall
.
Parents will be encouraged to attend
forums and information nights to
provide input and feedback on
initiatives involving the high school
flexibility program.
80
Result (%)
100
Surveys will be sent to parents to
further encourage their input and
involvement.
60
40
20
0
2005
Overall
2006
2007
Parent
2008
2009
Teacher
40
Outcome: The authority demonstrates leadership and continuous improvement.
Performance Measure
Percentages of teachers, parents and students
indicating that their school and schools in their
jurisdiction have improved or stayed the same the
last three years.
School
Target
2005 2006 2007 2008 2009
2009
68.8
69.5
69.5
69.3
73.1
76.2
79.5
75.4
75.2
77.7
Province
73.9
76.8
76.3
77.0
79.4
School
77.3
81.0
65.2
76.0
81.8
82.4
86.4
78.6
74.8
76.9
Province
73.1
75.5
74.5
75.6
78.2
School
59.1
61.1
76.5
68.0
70.8
70.9
74.4
71.9
73.2
78.9
Province
70.9
75.4
75.1
75.9
78.1
School
70.0
66.3
66.8
63.9
66.7
75.3
77.7
75.7
77.7
77.4
Province
77.9
79.4
79.3
79.5
81.8
Comment on Results
74
82
72
68
100
.
80
Result (%)
Parents of PWA students have enjoyed the
improved communication through access to
attendance and marks in CISS. They are currently
very frustrated with their inability to access this
information. It will be very important that we
provide this access to them as soon as we can with
the new system, Power School.
60
40
20
0
2005
2006
2007
2008
2009
Overall
.
Continue to provide and expand opportunities for
students through the summer work experience
program
100
80
Result (%)
Continue to provide and expand opportunities for
students through work experience, green
certificate and registered apprenticeship programs
60
40
20
0
2005
Collaborate in partnership with Community
Futures, Career Transition for Youth and
Northern Alberta Development Council to
continue Ventures 10, 20 and 30. This program
creates opportunities for student mentorship and
financial support as students start their own small
business.
2006
2007
2008
2009
Overall
Parent
Student
Teacher
respondents is less than 6. Suppression is marked with an
asterisk (*).
Collaborate in partnership with Peace Country
Health Volunteer EMT’s to continue the High
School First Responders Team. Students
41
complete first aid training in standard first aid,
cardio-pulmonary resuscitation, automated
external defibrillation, and oxygen administration
during the summer holidays or on weekends
during the school year. The First Responders
Team assists with any medical emergencies that
arise at the school throughout the school day and
at various events throughout the year.
Broaden the use of innovative technology for the
enhancement of student learning
 Providing students with
opportunities through the
use of videoconferencing
(VC) technology
 Expanding the number of
laptops available for student
use to 90 laptops
 Providing SMARTboard
technology in each
classroom
42
Outcome: The authority demonstrates leadership and continuous improvement.
(continued)
Performance Measure
The percentage of teachers reporting that in the past
3-5 years the professional development and inservicing received from the school authority has been
focused, systematic and contributed significantly to
their ongoing professional growth.
School
Target
2005 2006 2007 2008 2009
2009
56.5
69.6
74.6
84.6
84.7
73.8
79.9
79.8
86.4
85.4
Province
76.5
78.2
78.8
80.4
81.5
School
56.5
69.6
74.6
84.6
84.7
73.8
79.9
79.8
86.4
85.4
Province
76.5
78.2
78.8
80.4
81.5
Comment on Results
85
85
.
80
Result (%)
100
Positive results as Peace Wapiti Academy
staff are involved in AISI as well as site
based professional development activities.
60
Peace Wapiti Academy has AISI curriculum
coordinators and participants in several core
subject areas (Div 3 and Div 4 Math, Div 4
Science, Div 4 Math). The consistent
divisional approach to AISI has allowed for
transition and teacher support over each
respective cycle.
20
0
2005
2006
2007
2008
2009
Overall
.
100
80
Result (%)
Site based professional development topics
include
literacy initiatives in all subject
areas
Irene Heffel reading comprehension
strategies
differentiated learning and selfdirected learning (through the
flexibility project)
Moodle
Illuminate
Videoconferencing
40
60
40
20
0
2005
2006
2007
Overall
2008
2009
Teacher
43
Section 2 – School Goals
Peace Wapiti Academy School Goal 1 - Teaching Excellence


Provide and promote relevant on-going professional growth and development.
All teachers meet the Teaching Quality Standard.
Corresponding Peace Wapiti Academy Goals
Beliefs
 Staff development is a major priority of the school.
 The greatest influence on student success over which the school has control is the quality of the
teacher.
 Strategies identified by the school to improve learning address the belief that the key for quality
learning is student interaction/engagement with knowledge.
Provide Support to Staff to Attend Professional Development Opportunities
The staff at PWA is committed to continuous improvement and lifelong learning.
The high level of involvement of PWA staff as Curriculum Coordinators,
Telus2Learn lead teachers, Alberta Education curriculum committee members
and Diploma examination markers speaks to this commitment. In order to
maintain this level of involvement in ongoing, professional development,
teachers must be supported in their efforts. For example, teachers are
encouraged to attend marking sessions for DIPS and PATS by offering support
with exam scheduling, end of term data input, and exam supervision.
Address Areas of Concern through Participation in AISI
PWA teachers are involved in the following division wide learning communities
provided through AISI:
Division 3 Numeracy
Division 4 Numeracy
Division 4 Social Studies
Division 4 Science
The primary goal of these committees is to identify, implement and evaluate
promising instructional strategies.
Improve Assessment Strategies
The Anne Davies model will be used as a basis for building school-based
learning communities in order to develop teacher’s knowledge and
understanding of assessment for learning. This will be a process over time as
teachers change the “conversations” they have about assessment first and then
incorporate assessment strategies that will involve students in assessing their
own way to success. Strategies will include involving students in setting criteria,
self-assessment and collecting, organizing and presenting evidence of their own
learning. E- portfolios will be developed by students.
44
Incorporate Reading Comprehension Strategies across the Curriculum
Improving reading comprehension of subject area content requires a strategic
and similar approach in all subject areas. PWA staff use the “Cris Tovani” books,
Do I Really Have to Teach Reading and I Read It, But I Don’t Get It as the
foundation for developing a reading strategies program. School-based PD will
focus on strategies from Irene Heffell who presented at the August Inservice
Day.
Introduce video conferencing to create meaningful learning experiences



Develop lead teachers who are experts with VC technology
Explore opportunities to broaden the use of this innovative technology
for professional development opportunities for staff
Explore opportunities to broaden the use of this innovative technology
for enhancement of student learning
TML Project: Blend Technology Rich On-Line Learning with Classroom Teaching
In 2007/2008 PWA piloted the TML project in Math 31. The project goals include
involving students in authentic learning through technology and using
differentiated instruction to engage students in self-directed learning. New
wireless technology in the school, the use of moodle on the PWSD eCommunity
site and the introduction of 90 laptops has allowed this program to grow
tremendously. Students have shown a great appreciation for the independence
offered to them and for a new and unique method of receiving instruction in a
high school course.
Offer a Wide Range of Professional Development Activities
The school staff is encouraged to become involved in a wide range of
professional development activities. PD activities at the school level utilizing
school improvement days and Peace Wapiti scheduled PD days have included
time devoted to: Moodle, Illuminate, SMARTboard, Read and Write Gold, Irene
Heffell Reading Comprehension Strategies and Self-Directed Learning.
In addition the school staff is actively encouraged to participate in PD
opportunities offered by the division, NRLC, AISI, ATA Specialist Councils and
Alberta Education. School staff members are also actively involved in field test
validations for PATs and DIPs with a special interest in the digital format field
tests. The school also budgets support for individual and staff professional
development activities.
The collaborative effort between PWA, PWSD, AISI, and NRLC to develop the
IBM lab at PWA as a place to offer professional development where computers, a
SMARTboard and a VC suite are available improves the ability of all parties to
offer a wide range of PD activities to staff.
45
Peace Wapiti Academy School Goal 2 Increase student engagement, high school completion rates, and provide
opportunities for students to enrich their educational experience through
the high school flexibility project.








Create grade level cohorts to investigate self-directed learning and its
potential impact in subject areas and on student achievement.
Create a steering committee to encourage staff involvement and facilitate
implementation.
Implement CALM integration into core courses for grade 10 students.
Offer increased course selection and enrichment opportunities to students.
Utilize Moodle, Video Conferencing and other technology to engage the 21st
century learner.
Increase student responsibility and accountability for their education through
self directed learning.
Seek input from all stakeholders and actively encourage parent, staff and
student involvement.
Explore self-directed learning and flexibility models throughout the province.
Peace Wapiti Academy School Goal 3 Provide increased opportunities for all types of learners to prepare for
lifelong learning and the world of work by expanding programs at Peace
Wapiti Academy






Due to our increased enrollment, CTS programs at PWA are currently at
maximum enrollment
Explore opportunities for developing new or expanding CTS programs in
photography, wildlife, and community health and business
Explore opportunities to offer new courses: Forensics 25 and Forensics 35,
Psychology 30, Science 20 and Science 30
Continue to provide and expand opportunities for students through the
summer work experience program
Collaborate in partnership with Community Futures, Career Transition
for Youth and Northern Alberta Development Council to continue
Ventures 10, 20 and 30. (mentorship and financial support as students
start their own small business)
Collaborate in partnership with Peace Country Health Volunteer EMT’s
to create a High School First Responders Team.
46
Section 3 - SUMMARY OF SUCCESSES

PWA participates in a wide variety of activities to actively engage students in their
learning
i. School activities
Parade of Programs
Take Your Kid to Work Day
PARTY Program
Annual Ski Trip
Band Concerts and Annual Trip
Economics of Staying in School
E-Portfolio Development
Guest Speakers
Northwest Regional Skills Competition
ii. Celebrations of School Success
Academy Awards
Attendance Incentive Program
Fine Arts Night
Monthly Assemblies
iii. Extracurricular Activities
Athletics- Badminton, Basketball, Curling, Football, Golf,
Track & Field, Volleyball, Wrestling, Rugby
Clubs – Interact, Travel, Christian Students, Drama, Art
Leadership, SADD

Development of initiatives to build positive feelings that encourage members of our
learning community to do their best that include:







PWA Post Cards
A Drop in the Bucket
School Council Teacher Liason provides monthly update from roundtable
activity at staff meeting and School Council meeting
If I Had It My Way
P’Dub Parent Boot Camp
On Your Mark Diploma Exam Study Sessions
The creation of opportunities for members of our community to spend more time in the
school and for the school to spend more time in the community
 PE volunteer program
 Citizenship Initiatives (hosting political forums, volunteering at the Food Bank,
Darfur Action)
 Special event evenings
 Emergency First Responders Team
 provide community with facilities to promote life long learning
(4H, Air Cadets, NRLC and AISI workshops)
47

The continued success of the ATL project at PWA
 students who require support use RWG on a regular basis
 Students in Grade 9 Learning Strategies option and English 10-2 must
ALL try RWG for an extended length of time to determine if it will
support their learning
 students use text to speech software for provincial achievement tests and
diploma exams
Section 4 – Communication of this Plan
A draft version of this plan is shared with members of our learning community at a staff
meeting and a School Council meeting. Opportunities for discussion and input are
provided and revisions made to the plan as necessary. The final version is posted on the
Peace Wapiti Academy website.
48

School: 0590 Peace Wapiti Academy

Transcription

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