2008-2009 Annual Education Results Report

Inspiring students to become the best they can be” Page 1 of 38

WETASKIWIN REGIONAL PUBLIC SCHOOLS

Annual Education Results Report 2008-2009

WRPS Annual Education Results Report November 2009

Inspiring students to become the best they can be Page 1 of 37

TTAABBLLEE OOFF CCOONNTTEENNTTSS

MESSAGE FROM THE BOARD CHAIR Page 2

HIGHLIGHTS PRIORITIES Page 3

HIGHLIGHTS - LEARNING CYCLE Page 4-6

HIGHLIGHTS – SPECIAL EDUCATION Page 7

HIGHLIGHTS – CLASS SIZE Page 8

FUTURE CHALLENGES Page 9

SUMMARY OF FINANCIAL RESULTS Page 10-12

CAPITAL AND FACILITY PROJECTS Page 13-14

PROVINCIAL GOAL 1 Page 15-21



ACCOUNTABILITY PILLAR OVERALL SUMMARY

Page 36

ACCOUNTABILITY & PUBLICATION STATEMENT

Page 37

For more information regarding the Wetaskiwin Regional Public Schools Annual Education Results report for 2008-2009, please contact:

Dr. Terry Pearson Superintendent of Schools Phone: 780-352-6018 Wetaskiwin Regional Public Schools Fax: 780-352-7886 5515-47A Avenue Email: [email protected] Wetaskiwin, Alberta T9A 3S3 You can view this Annual Education Results Report on our website at go to Each of our schools will be posting their individual School Results Reports on their school website. To view the School Results Reports click on the following school link at www.wrps.ab.ca



MMEESSSSAAGGEE FFRROOMM TTHHEE BBOOAARRDD CCHHAAIIRR The Annual Education Results Report (AERR) requires us to check and ensure that the efforts made throughout our jurisdiction positively impact our students. This report describes our outcomes and provides some measure of our progress towards the priorities and goals, as set out in our three-year education plan. All of our schools and our school system continually strive to improve the quality of education we offer our students. Wetaskiwin Regional Public Schools remains proud of its tradition to successfully support students with a variety of needs. Each school year offers many examples of student success; 2008-2009 was no exception. However, while we carefully examine our results we are also prepared to critically reflect on those areas where we feel we can challenge ourselves to do better because of our commitment to success for all students. Our results in 2008-2009 challenge us to recommit to our efforts to ensure more students meet acceptable standards of achievement and more students achieve excellence, particularly focusing in English Language Arts and Mathematics.

Our desire is for our schools and school system to work together with families to support s tudents to be successful. Wetaskiwin Regional Public Schools celebrates the combined efforts of all stakeholders who have worked collaboratively to ensure that that we have a direct impact on our learners. We are proud of the work that our schools and staff do every day in “Inspiring our students to become the best they can be”.

BOARD OF TRUSTEES: Trustee Barb Johnson – City of Wetaskiwin Trustee Donna Hogg - City of Wetaskiwin Trustee Ed Zacharko – Vice Chair, City of Wetaskiwin Trustee Rob Reimer, Chair – Division 1 Trustee Glenn Norby – Millet Division 2 Trustee Deanna Specht– Division 3 Trustee Clint Neis - Division 4 Trustee Carolyn Buffalo – Maskwacis First Nations



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OUR PRIORITIES The Board’s two priority areas for 2008-2009 were to Improve academic success for all students and Enhance the success of First Nations students and encourage the active involvement of their families. In 2008-2009, strategic goals and outcomes were aligned with these priorities, as follows:

PRIORITIES

Improve academic success for all students.

Enhance the success of the First Nations students and encourage the active involvement of their families.

GOAL 1 High Quality Learning Opportunities for All

Outcome • The education system meets the

needs of all K – 12 students, society and the economy

GOAL 2: Excellence in Student Learning

Outcome • Students demonstrate high standards

in learner outcomes.

Goal 3 Success for First Nation Métis and Inuit students

Outcome • First Nation Métis and Inuit students

are well prepared for citizenship, the workplace and post secondary education and training.



AISI

Learning Cycle: Standards for Student Success What is a Learning Cycle? To educate students is to inspire students to become the best they can be. This can only happen when teachers and others who work with students obtain data and assessment evidence about how each student is progressing, what the student knows and can do, and what must be done to further develop and encourage the student to take ownership of his/her learning. WRPS’s Learning Cycle helps all who are engaged in and plan for student success in a process of making informed long and short - cycle assessment decisions.

LEARNING CYCLE FOUR KEY ELEMENTS

2. PRACTICES Knowing the outcomes, teachers choose how they will teach each concept. In WRPS, teachers are encouraged and supported in using practices that have been proven effective.

3. ASSESSMENT While using proven teaching practices, teachers also find methods of assessment to help them understand how students are doing, such as observations of student work in class, homework assignments, group projects, student comments, and tests. Based on this knowledge, teachers adapt their teaching to address areas that might be challenging for individual students.

4. EVALUATION Having adapted their teaching to the needs of individuals, teachers find students are more prepared to face a final exam or project. Evaluations are based on the outcomes set by the province.

The Learning Cycle

is a process that our teachers follow.

It helps them provide a quality education for

your children.

1. OUTCOMES Outcomes are goals set by the province. They describe the skills and knowledge a student is expected to have at the end of a particular grade.



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AAIISSII LLEEAARRNNIINNGG CCYYCCLLEE ((ccoonnttiinnuueedd)) There are three phases to the Learning Cycle: initiation; implementation and sustainability (permanence). While the Learning Cycle is concluding its third year of the initiation phase, achievement results are reported from 2007-2008, the second year of initiation. The initiation phase provided teachers with extensive professional development regarding “outcomes-based instruction“, “assessment for learning” and “high yield instructional strategies”. Teachers also received collaborative time with colleagues to apply this knowledge and address improvements in classroom practices, based on students’ needs. The introduction of change can result in an initial reduction in performance. However, a subsequent steady improvement in performance should be expected and will exceed previous levels.

Herold & Fedor, 2008

The arrow represents where our performance is currently at in the implementation of the Learning Cycle. Continued improvement requires teachers to apply the skills and knowledge they have acquired during the initiation phase. Principals must have the skills to support teachers and ensure they apply the skills and knowledge.



AAIISSII LLEEAARRNNIINNGG CCYYCCLLEE ((ccoonnttiinnuueedd)) Throughout 2008-2009 the focus was about learning not teaching. In order to focus on learning we had to focus on strategies for students. Along with the continuation of Assessment For Learning Strategies we have introduced Nine High Yield Strategies to refocus teachers instructional practice. The Nine High Yield Strategies that support learning are:

• Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing recognition • Homework and practice • Representing knowledge • Learning groups • Setting objectives and providing feedback • Generating and testing hypotheses • Cues, questions, and advance organizers

Application of the Research-based High Yield Instructional Strategies

Why are the high yield instructional strategies so important? For instruction to be effective, student learning must occur in sufficient time. As teachers continue to use Assessment FOR Learning short-cycle assessment strategies, evidence of students successfully achieving the learner outcomes is clear. When students are not learning the outcomes, teachers must adjust how they are teaching: that is, change the type of instructional practices so students can alter how they are trying to learn. The nine high yield instructional strategies come from 30 years of accumulated research based on thousands of comparisons, from K – 12 classrooms, across a variety of subject areas. The nine high yield strategies provide highly consistent answers to the question of what types of instructional strategies work best to improve student achievement. Teachers can use these strategies to guide classroom practice in such a way as to maximize and enhance student achievement.

When teachers change the type of instructional strategy

• We expect measurable gains in student achievement • There is a closing of the gap, which means there is greater improvements for students whose

previous learning has been less successful • Results include greater meta-cognitive development, an increase in higher order thinking, and

increased student engagement • Greater self-efficacy and resilience occurs • There is significant improvement in life-long learning skills

The AISI project continues a collaborative process that generates significant data to assist schools with future improvement planning. It has increased staff awareness so that when staff members collaborate, the quality of collaboration improves with an impact on student-teacher relationships and student success. The Wetaskiwin Regional Public Schools Jurisdictional AISI Annual Report 2008-2009 may be viewed at: http://www.wrps.ab.ca/learning-cycle-standards-for-student-success




SPECIAL EDUCATION Special Education is based on the belief in the value and dignity of all people. The purpose of special education is to provide appropriate educational opportunities and allow for equitable benefits for all students and children with special needs. Wetaskiwin Regional Public Schools embraces a commitment to developing appropriate support services that will make it possible for students with special needs to receive an education that is based upon their potential and appropriate to their ability level. The majority of students with special education learning needs within Wetaskiwin Regional Public Schools are supported within a regular classroom environment. Inclusion supports our vision in creating a culture of respect, caring and excellence so that every student can succeed. Some students with severe needs are placed in a division special education program where these students are provided with an adapted/modified program of studies to support their intensive learning and/or behavioral needs. Teaching students with special needs is a shared responsibility which is why we are fortunate in being able to place “Learning Support Teachers” within every school. The role of the Learning Support Teacher is to assist classroom teachers in the planning, coordination and implementation of practices to address needs within the school environment for any child with special needs.




CLASS SIZE

In October 2003 Alberta’s Commission on Learning recommended the establishment and implementation of province wide guidelines for average class sizes across school jurisdictions. The suggested class sizes were: K – Gr. 3 17 students; Gr. 4 – 6 23 students; Gr. 7 – 9 25 students; and Gr. 10 – 12 27 students. Alberta Education ratified these suggested guidelines and in 2004/2005 began to direct funding towards the achievement of these targets. The jurisdiction’s 2008-2009 class size report is available at the following link: http://www.wrps.ab.ca/planning-and-reporting



FUTURE CHALLENGES In 2008-2009, many of the challenges facing Wetaskiwin Regional Public Schools still remain. Most significantly, the steady enrolment decline that occurred for more that 10 years has resulted in funding pressures in all areas of operation - most importantly in our schools and in transportation services. We remain faced with finding ways to meet student programming and service needs effectively throughout the school system in the upcoming years. Perhaps the greatest challenge will come down to deciding if we are satisfied with the quality of education we offer our students. For years, Wetaskiwin Regional Public Schools has been generally viewed by our students, parents and teachers as a good place for learning. This belief has been supported by Alberta Education and other partners. However, as we strive to “close the gap” for our “at-risk” learners we must also start asking ourselves how we can move from good to great. While we are committed to finding ways to support more students to complete high school we also believe more students can achieve excellence. So, as we move forward, we wrestle with the implications of a significant reduction in resources and a commitment to continue to improve the quality of education for all of our students. While the challenges are obvious, we believe in the potential of our students, the support of their families, the commitment of our staff and the partnerships within our community as we work together in our efforts to inspire our students to become the best they can be. As such, an individual review of this report will be completed with each school by spring 2010 to better understand our performance results in order to assist with addressing these challenges.



SSUUMMMMAARRYY OOFF FFIINNAANNCCIIAALL RREESSUULLTTSS

Summary of Financial Results 2008-09 2008-09 2007-08 Revised Budget Actual Actual Revenues Government of Alberta 41,769,445 41,932,898 40,593,430 Federal Government 3,743,385 3,623,152 3,424,305 Other Revenues 2,691,374 2,893,043 2,669,256 Total Revenues 48,204,204 48,449,093 46,686,991 Expenditures Certificated Salary and Benefits 24,455,562 24,426,454 23,571,629 Uncertifcated Salary and Benefits 12,491,604 12,272,590 11,135,058 Other Expenses 12,294,981 11,114,873 11,248,893

Total Expenditures 49,242,147 47,813,917 45,955,580

Surplus (Deficit) (1,037,943) 635,176 731,411 Reserves Operating reserves September 1, 2008 4,370,548 4,150,431 3,744,521 Adjusted Balance (5,780) Net transfers to Operating Reserves (556,092) (343,562) 405,911 Operating reserves September 1, 2009 3,814,456 3,801,089 4,150,431 Capital reserves September 1, 2008 769,420 1,113,366 769,420 Net transfers to Capital Reserves 0 63,623 343,946 Capital reserves September 1, 2008 769,420 1,176,989 1,113,366 Accumulated Reserves August 31, 2009 4,583,876 4,978,078 5,263,797




Jurisdiction Expenditures 2008-09

Certificated Staff51.09%

Non Certificated Staff

25.67%Other Expenses

23.25%

Jurisdiction Revenue 2008-09

Gov't of AB86.55%

Federal Govt7.48%

Other Revenues

5.97%

Revenue: WRPS receives the majority of its operating and capital revenue from the province. Operating funds are distributed with the input of site administrators through the Funding Distribution Model.

Funds, once distributed to the budgetary sites, are the responsibility of that site. The budgetary process at each site is expected to involve staff and the school community.

Expenditures: The majority of all operating expenditures in WRPS are staffing related. Certificated Staff – refers to all teaching staff. Non-Certificated Staff – refers to all non-teaching staff. This includes school support, Plant Operations and Maintenance, Transportation and Board and System Administration. Other Expenses – refers to all non-staff related expenditures in the division. This includes general supplies, utilities, vehicle operations, travel and subsistence, amortization of capital assets, etc.




Capital & Operating Reserves

$2,026,279

$3,037,759

$3,744,521

$4,150,431

$3,801,089

$250,141

$529,263

$769,420

$1,113,366 $1,176,989

2004-05 2005-06 2006-07 2007-08 2008-09

YEAR

Capital Reserves Operating Reserves

Detailed financial information is available on website at http://www.wrps.ab.ca/financial-services View our 2008-2009 Audited Financial Statement, which includes Source & Application of School Generated Funds (Schedule E). Link to Provincial Roll up of Jurisdiction Audited Financial Statement www.education.alberta.ca/admin/funding/audited.aspx For more information about the Wetaskiwin Regional Public Schools Summary of Financial Results contact: Arlene Dow, Associate Superintendent: Business 780-352-6018

Operating Reserves: Operating reserves exist to aid in the day-to-day and year-to-year budgetary plans of each budget site.



CCAAPPIITTAALL AANNDD FFAACCIILLIITTIIEESS PPRROOJJEECCTTSS Background WRPS has developed its capital plan in order to provide facility improvements that support educational delivery. The plan identifies long-term requirements for new construction and modernization. Implications for technology and special needs students are planned in the overall context of capital expenditures. Our key priority is to ensure our facilities meet all health and safety requirements while addressing educational programming needs and are as aesthetically pleasing and comfortable as possible.

THREE YEAR CAPITAL PLAN In October 2005, WRPS received approval from Alberta Infrastructure and Transportation to proceed with a replacement school for Griffiths-Scott Middle School in the Town of Millet. Since then, the Board acquired deeded land for this new school. WRPS continues to seek major modernization for several schools that scored high in the 2000 provincial school facility evaluations. Due to the limited number of capital projects Alberta Infrastructure has been able to approve, Boards were not required to re-submit Capital Plans for 2009-10 unless capital priorities had changed from the previous year. Therefore, the Board’s Three-Year Capital Plan priorities continue to be: Leases: Early Education and Family Wellness Centre New Schools: None Replacement Schools: Winfield School Expansions or Additions: None Preservations or Modernizations: C. B. McMurdo School Millet School (library renovation only) Wetaskiwin Composite High School Gwynne School Demolition: Griffiths-Scott Middle School (upon completion of

replacement) Winfield School (upon completion of replacement)



CCAAPPIITTAALL AANNDD FFAACCIILLIITTIIEESS PPRROOJJEECCTTSS ((ccoonnttiinnuueedd))

FACILITY PLAN Annually, our Plant Operations & Maintenance staff, in conjunction with site administrators, completes an exhaustive review of all facility requirements. Our Facility Plan prioritizes projects in the following manner:

1. Health and safety of students and staff; 2. Educational program functional deficiencies and long term planning; 3. Prolong the life of the facility and update components failing through aging; and 4. Esthetics

In 2008-2009, $938,880 was expended on Infrastructure Maintenance Renewal Projects. $235,019 was spent on capital for emergent projects at Buck Mountain Central School. Finally, $335,786 was expended on the Griffiths-Scott Replacement School Project. The 2009-12 Facility Plan budget totals $4,295,367 View the:

2009-2010 Facility Plan and our 2008-2011 Three Year Capital Plan At http://www.wrps.ab.ca/documents/planning-and-reporting-documents If you have any questions about Wetaskiwin Regional Public Schools Facility Plan or Three-Year Capital Plan please contact: Bryan Rabel, Director of Plant Facilities Ph: 780-352-8078 Arlene Dow, Associate Superintendent Business Ph: 780-352-6018



Goal One: High Quality Learning Opportunities for All Outcome: Schools provide a safe and caring environment.

Results (in percentages) Target

Performance Measure 2005 2006 2007 2008 2009

WRPS 81.8 82.8 82.4 84.6 85.7 Overall

Province 83.1 84.4 84.2 85.1 86.9 WRPS 92.6 94.3 93.7 93.1 94.0

Teacher Province 92.3 92.8 92.6 93.1 93.8 WRPS 77.2 77.3 75.7 80.6 83.0

Parent Province 79.9 82.1 81.7 83.2 85.3 WRPS 75.7 76.7 77.8 80.0 80.1

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.

Student Province 77.2 78.4 78.5 79.1 81.7

Comment on Results:

Overall results are high and commensurate with provincial averages. In WRPS, teacher perceptions regarding safe and caring remain high while there is improvement in both student and parent perceptions. Schools undertake needs assessment to explore the individual, family and community issues that impact each site. The jurisdiction expends considerable effort to achieve this result – working to maintain strong community partnerships and the provision of services and supports related to safe and caring schools – at both division and school levels. Efforts include strategies and resources to address the emotional, physical, social and cultural well being of Maskwacis First Nations students and families.

Graph of Overall WRPS Results

**Targets are not required as a measure unless it was a requirement in the three year education plan 2008/09 – 2010/11. Shaded area

means not target was reported.

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Goal One: High Quality Learning Opportunities for All Outcome: The education system meets the needs of all K – 12 students, society and the economy.



WRPS 76.9 79.6 80.0 78.9 79.1 Overall

Province 76.7 78.1 78.5 79.4 80.3 WRPS 81.7 86.8 88.0 85.8 85.0



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


Comment on Results: Overall results remain high despite a significant decline in enrolment over the past five years, which has a direct impact on funding. A review of the jurisdiction’s funding distribution model was completed. Further to this review, the Board changed its public engagement process resulting in more participation and better understanding of local community needs. Parents from the Buck Lake and Pigeon Lake areas expressed concern about the jurisdiction’s impending ability to sustain a broad program of studies, especially for high school students from those communities .


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Goal One: High Quality Learning Opportunities for All Outcome: The education system meets the needs of all K – 12 students, society and

the economy. (continued)



WRPS 85.5 87.5 86.0 87.5 88.5 Overall

Province 86.1 87.7 87.6 88.2 89.3 WRPS 93.4 95.9 95.2 96.0 96.5



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


Comment on Results:

Parent, teacher and student satisfaction approximates a positive provincial trend. Upon closer examination, however, these results continue indicating a discrepancy between student and teacher perceptions about whether or not school work is interesting. While teachers perceive school work to be highly interesting, students do not. As well, the quality of teaching is perceived greater by teachers than students, although students appear to perceive some improvement in the quality of teaching the past five years at the junior high level. This finding is further supported by AISI survey information. Implications are that teacher engagement of students is a critical factor in order to address improvements in student achievement.


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Goal One: High Quality Learning Opportunities for All Outcome: The education system meets the needs of all K – 12 students, society and the economy. (continued)



WRPS 70.8 72.2 71.3 72.7 72.3 Overall

Province 67.2 68.5 68.2 69.2 70.3 WRPS 73.0 77.4 79.3 80.2 77.6



Percentage of teacher, parent and student satisfaction with the accessibility, effectiveness and efficiency of programs and services for students in their community.


Comment on Results: WRPS results, overall, approximate or are slightly stronger than provincial results. Parents and teachers are satisfied that students have access to special education services and library programs. High School students generally appear satisfied with access to all programs and services, including academic and career counselling. The division partners with Alberta Employment and Immigration to assist with the provision of academic and career counselling services. Reading and writing support continues to be viewed as least accessible, especially at the elementary and junior high levels, by students, parents and teachers alike. “Precision Reading” in-service will be introduced in 2009-2010.


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Goal One: High Quality Learning Opportunities for All Outcome: Children and youth at risk have their needs addressed through effective programs and supports.



WRPS 7.5 5.6 7.0 6.6 5.3 Drop Out Rate - annual dropout rate of students aged 14 to 18

Province 5.3 5.0 4.7 5.0 4.8

WRPS 17.5 20.9 16.5 12.1 23.4 Returning Rate

Province 23.0 21.3 21.2 21.3 19.8

Comment on results:

Over the past fi ve years, Drop Out rates have improved while Returning Rates were more variable during that same period. A review of drop out data occurred in 2008-2009. High School Counselling departments examined reasons for students leaving. While no conclusive pattern emerged, there is a increased awareness of the importance of recognizing and supporting at-risk students before they leave school. In 2008-2009 a “Success in Schools Initiative” for children and youth in care started within 6 schools in partnership with Children’s Services and local Designated First Nations Authorities. Full implementation of the initiative will occur in 2010-2011.


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Goal One: High Quality Learning Opportunities for All Outcome: Children and youth at risk have their needs addressed through effective programs and supports. (continued)


Performance Measure 2005 2006 2007 2008 2009 2009

WRPS 77.8 80.0 79.9 81.3 83.2 Overall

Province 76.9 78.6 78.3 79.5 81.4 WRPS 91.2 92.8 93.7 92.8 93.9



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


Comment on results

There is an overall perception that programs for children at risk are easy to access and timely. Given the demographic factors in WRPS, this is a good result. Teachers perceive they are available to help students with school work and services are available to assist students with non-school issues, however, students and parents do not agree with that perception.


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Goal One: High Quality Learning Opportunities for All Outcome: Students complete programs.



WRPS 68.6 70.9 64.8 64.5 68.4 70.0 Within 3 Years

Province 69.3 70.4 70.4 71.0 70.7

WRPS 73.1 72.6 77.7 69.4 69.5 Within 4 Years

Province 73.4 75.1 76.2 76.3 76.5 WRPS 74.8 76.8 75.4 79.2 71.2

High School Completion Rate – percentages of students who completed high school within three, four and five years of entering Grade 10.

Within 5 Years Province 75.5 77.4 78.6 79.5 79.2

Comment on Results:

NOTE: The High School Completion Rate within 3 years is the Accountability Pillar measure, which is evaluated and reported in the Accountability Pillar Summary

The 2008 three year rate is greater than the previous year’s result as well as the previous three year average. However, the three year completion rate target set in the 2008-2011 Three Year Education Plan was not met. That target was set based on a desire that students in WRPS complete high school at a rate comparable to the provincial results, which would exceed predicted outcomes given the jurisdiction’s low SES factors.


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Goal Two: Excellence in Student Learning Outcomes Outcome: Students demonstrate high standards in learner outcomes. PROVINCIAL ACHIEVEMENT TESTS (Students Writing)

Performance Measure Results (in percentages)**

PAT Results by students writing - 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 . 2005 2006 2007 2008 2009

A E A E A E A E A E

WRPS 91.4 8.6 89.3 7.2 86.2 11.0 94.9 10.5 90.5 17.8 English Language Arts 3 Province 91.1 18.0 89.8 15.6 89.1 19.6 89.1 17.9 89.8 29.1

WRPS 84.9 21.4 89.7 24.5 87.7 20.8 92.3 22.6 88.8 29.2 Grade 3

Mathematics 3 Province 88.5 28.8 90.3 29.7 88.3 26.0 87.0 26.4 87.4 29.4

WRPS 86.1 10.7 89.3 17.1 89.4 15.2 89.9 20.6 91.0 14,7 English Language Arts 6 Province 86.0 17.2 87.6 17.7 89.6 22.1 90.6 23.4 90.9 21.0

WRPS 88.9 16.5 89.8 21.8 83.8 12.5 84.3 17.3 83.3 16.7 Grade 6



WRPS 77.0 10.9 77.6 11.4 76.3 16.4 76.3 16.4 76.4 14.7 Grade 9


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

Comment on Results In English Language Arts and Math, “acceptable” results for students who write are very comparable to provincial results although there is a tendency that provincial standard of excellence results are greater than WRPS results. Initiatives to improve PAT analysis and support teachers was initiated late in 2008-2009 and will be fully implemented by 2010-2011 in order to better understand and address these results. Additional Learning Cycle Surveys as well as Frequency Distribution baselines for ELA and Math PATs were completed for 2008-2009. An exemption analysis was completed for ELA3. These baselines will be incorporated into the 2009-2010 AERR analysis.



Goal Two: Excellence in Student Learning Outcomes Outcome: Students demonstrate high standards in learner outcomes. (continued) PROVINCIAL ACHIEVEMENT TESTS (Cohort)

Performance Measure Results (in percentages)** Target

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 2006 2007 2008 2009 2009

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


WRPS 75.7 19.1 80.7 22.0 76.0 18.0 79.6 19.5 78.6 25.8 Grade 3



WRPS 72.3 13.4 78.2 19.0 70.9 10.5 68.6 14.1 70.9 14.2 Mathematics 6

Province 78.2 18.1 75.2 15.6 74.0 14.5 74.6 15.9 76.6 16.8 WRPS 73.1 25.4 80.3 33.7 73.0 27.3 68.5 22.0 65.5 23.0

Science 6 Province 79.8 26.0 78.1 27.7 75.2 26.6 74.8 24.1 76.5 24.8

WRPS 73.1 22.2 79.7 25.7 74.0 19.3 71.5 17.7 82.4 20.6

Grade 6

Social Studies 6 Province 78.4 21.5 78.6 22.9 77.4 22.3 77.9 23.8 84.8 27.6 WRPS 74.2 8.4 69.3 7.1 73.6 12.3 69.2 8.5 81.5 8.5 English Language

Arts 9 Province 77.9 14.1 77.4 13.6 77.5 14.8 76.5 14.8 78.7 14.7 WRPS 55.8 9.1 59.0 8.7 61.7 13.3 61.2 13.1 65.2 12.5


WRPS 62.7 7.3 59.3 7.1 66.7 15.0 59.4 8.9 72.5 11.5 Science 9

Province 67.5 12.8 67.4 13.3 69.6 14.7 69.3 13.0 72.2 15.8 WRPS 67.3 12.2 66.5 16.8 68.6 14.0 58.0 12.6 92.2 31.4

Grade 9

Social Studies 9 Province 71.3 18.3 72.5 18.9 71.4 18.7 71.7 18.9 82.6 26.4




Goal Two: Excellence in Student Learning Outcomes Outcome: Students demonstrate high standards in learner outcomes. (continued) PROVINCIAL ACHIEVEMENT TESTS (Cohort)


2005 2006 2007 2008 2009 2009


WRPS 70.3 12.3 73.3 14.9 71.2 14.7 70.3 14.0 73.8 15.4 75 Overall Cohort

Province 76.4 18.4 76.0 17.9 75.5 18.6 75.3 18.3 76.8 19.2

Comment on Results: Acceptable PAT cohort results improved in 2009 although are still low overall when compared to provincial results. Improvement is attributed to changes in teaching practices resulting from initiating the Learning Cycle. Although the target for 2009 was not achieved, it is believed that cohort results should continue to improve, at least to the targeted level, with further implementation of the Learning Cycle. The overall grade nine results are relatively better than grade three and six. One elementary school improved its cohort results by increasing the participation of students with special education needs, which included supporting them with appropriate exam accommodations.


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Goal Two: Excellence in Student Learning Outcomes Outcome: Students demonstrate high standards in learner outcomes. (continued) DIPLOMA EXAMS Performance Measure Results (in percentages)** Target

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 2006 2007 2008 2009 2009


WRPS 90.6 23.9 95.7 15.7 93.2 12.2 90.8 12.0 90.4 8.8 English Lang Arts 30-1

Province 89.1 17.8 88.0 19.3 87.7 19.0 87.1 15.5 86.1 12.3 WRPS 93.2 10.2 90.5 6.7 88.2 13.6 93.8 10.1 85.3 7.8 English Lang Arts 30-2

Province 89.4 10.1 86.1 8.1 88.7 9.7 88.9 8.8 88.2 8.5

WRPS 80.0 19.2 86.9 27.3 80.9 24.3 84.3 19.3 80.0 19.0 Pure Mathematics 30

Province 80.6 25.7 82.8 26.5 81.1 24.6 81.3 25.8 82.1 26.3 WRPS 88.8 32.6 81.6 14.9 75.6 9.0 83.7 7.0 88.0 6.7 Applied Mathematics 30

Province 87.6 21.8 77.5 11.8 77.6 12.1 76.4 10.7 79.4 13.5 WRPS 88.3 26.2 81.3 25.8 89.5 23.1 93.5 22.6 86.6 19.3 Social Studies 30

Province 85.2 24.3 85.5 23.9 86.1 24.6 84.7 21.5 84.2 21.4

WRPS 87.0 16.7 87.5 20.2 84.1 15.9 89.6 20.1 84.2 18.8 Social Studies 33

Province 85.0 17.6 83.5 19.0 84.8 19.6 85.3 18.9 85.6 20.2 WRPS 81.7 19.8 85.6 35.1 85.3 24.8 80.4 15.2 73.9 13.5 Biology 30

Province 81.9 26.6 81.4 26.4 83.5 27.4 82.3 26.3 83.0 26.6 WRPS 88.3 27.3 89.4 36.2 91.6 31.6 90.2 31.7 * * Chemistry 30 Old

Province 88.2 33.4 88.4 37.1 89.3 37.9 89.2 39.2 77.6 19.5

WRPS n/a n/a n/a n/a n/a n/a n/a n/a 65.8 16.4 Chemistry 30

Province n/a n/a n/a n/a n/a n/a n/a n/a 76.3 27.7 WRPS 85.2 34.4 91.5 42.6 95.3 32.8 88.7 37.7 n/a n/a Physics 30 Old

Province 84.2 27.8 84.4 30.0 86.1 29.3 85.7 32.0 74.4 25.6 WRPS n/a n/a n/a n/a n/a n/a n/a n/a 88.9 36.5 Physics 30

Province n/a n/a n/a n/a n/a n/a n/a n/a 79.3 23.1

WRPS 84.6 35.9 83.3 25.0 100.0 28.6 100.0 30.6 96.0 40.0 Science 30

Province 88.1 22.1 82.8 17.3 87.1 18.0 88.6 21.6 86.0 20.9 ** “A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of excellence



Goal Two: Excellence in Student Learning Outcomes Outcome: Students demonstrate high standards in learner outcomes. (continued) DIPLOMA EXAMS

Results (in Percentages) Target

2005 2006 2007 2008 2009 2009


WRPS 87.0 21.6 87.2 21.1 86.5 18.3 89.1 16.0 84.5 14.5 88.0 18.0 Overall

Province 85.5 21.2 84.2 20.7 84.8 20.9 84.4 19.4 84.4 19.1


Comment on Results Overall, Diploma Exam acceptable and excellence results have declined in 2009. The decline in excellence has occurred steadily over the past five years. Nevertheless, acceptable results still approximate provincial results. A review of declining English results is warranted and will occur in 2009-2010. Initiatives to improve DIP analysis and support teachers was initiated late in 2008-2009 and will be fully implemented by 2010-2011 in order to better understand and address these results.


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Goal Two: Excellence in Student Learning Outcomes Outcome: Students demonstrate high standards in learner outcomes. (continued)



WRPS 45.0 48.6 42.7 43.4 36.9 40.0 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. Province 52.4 53.5 53.7 53.6 53.3

Comment on Results: 2008 diploma exam participation rates for four or more exams declined significantly. However, there was improvement in the number of students writing two or more exams, which is a graduation requirement. Further understanding of participation rate trends is warranted and will be undertaken in 2009-2010.


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Goal Two: Excellence in Student Learning Outcomes Outcome: Students demonstrate high standards in learner outcomes. (continued)



WRPS 40.9 42.5 44.3 41.7 40.7 44.0 Percentages of Grade 12 students who meet the Rutherford Scholarship eligibility criteria.

Province 52.9 54.6 56.1 56.8 57.3

Comment on Results Eligibility for Rutherford Scholarships is very low. The rate was revised by Alberta Education but the trend has been consistent in WRPS the past three years. The result is not surprising given the decline in standard of excellence in DIP results and PAT writing results. Further understanding of Rutherford Eligibility trends is warranted and will be undertaken in 2009-2010.


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Goal Two: Excellence in Student Learning Outcomes Outcome: Students are well prepared for lifelong learning.



WRPS 43.6 53.1 54.1 51.3 55.9 Within 6 Years

Province 54.4 57.5 59.5 60.3 60.7 WRPS 25.5 32.1 37.9 31.8 29.8

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

Within 4 Years Province 34.0 37.0 39.5 40.7 40.3

Comment on Results The reported Accountability Pillar result is the Six Year Transition Rate. There has been an increase in WRPS results the past five years and the result is acceptable compared to provincial rates. NOTE: 6 year rate is the Accountability Pillar measure, which is evaluated and reported in the Accountability Pillar Summary.


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Goal Two: Excellence in Student Learning Outcomes Outcome: Students are well prepared for lifelong learning. (continued)



WRPS 61.6 66.0 67.4 66.1 62.6 Overall

Province 64.4 66.1 65.6 66.7 67.4 WRPS 68.7 75.7 77.5 76.6 75.2


Percentage of teacher and parent satisfaction that high school graduates demonstrate the knowledge, skills and attitudes necessary for lifelong learning.

Parent Province 55.1 57.9 57.1 59.5 60.8

Comment on Results:

Overall, these results are comparable to acceptable provincial results. However, teacher perceptions that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning are greater than those of parents, which is also a provincial trend.


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Goal Two: Excellence in Student Learning Outcomes Outcome: Students are well prepared for employment.



WRPS 71.6 78.8 75.2 79.5 76.2 Overall

Province 74.9 77.0 77.1 80.1 79.6 WRPS 86.3 92.2 87.2 90.2 89.8


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

Parent Province 60.8 64.6 65.1 70.9 70.2

Comment on Results: Overall, these results are comparable to acceptable provincial results. However, teacher perceptions that students are taught attitudes and behaviours that will make them successful at work when they finish school are greater than those of parents, which is also a provincial trend.

Graph of Overall Jurisdiction Results

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Goal Two: Excellence in Student Learning Outcomes Outcome: Students model the characteristics of active citizenship.



WRPS 73.0 73.4 72.3 75.1 76.0 Overall

Province 75.3 76.8 76.6 77.9 80.3 WRPS 88.9 89.4 88.8 89.0 90.7



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


Comment on Results: Overall, these results are comparable to acceptable provincial results. However, teacher perceptions that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning are greater than those of parents, which is also a provincial trend. Also, elementary teacher perceptions are greater than junior and senior high teacher perception.


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Goal Three: Highly Responsive and Responsible Jurisdiction Outcome: The WRPS demonstrates effective working relationships.



WRPS 77.6 80.1 78.3 78.2 78.8 Overall

Province 76.1 77.9 77.5 78.2 80.1 WRPS 88.5 90.5 89.7 89.9 90.2


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

Parent Province 65.2 68.1 67.9 69.0 72.2

Comment on Results Overall, parent involvement in decisions about their child’s education is high. However, the difference between parents and teachers is that parents continue to perceive that they are not as involved in decisions at school, although they appear to realize that opportunities are available.


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Goal Three: Highly Responsive and Responsible Jurisdiction Outcome: The WRPS demonstrates leadership and continuous improvement.



WRPS 71.9 78.6 77.0 78.9 79.9 Overall

Province 73.9 76.8 76.3 77.0 79.4 WRPS 67.5 81.3 83.9 79.5 84.6



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.


Comment on Results: Perceptions that schools have improved or stayed the same are high. Teachers and student perceptions are greater than those of parents.


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Goal Three: Highly Responsive and Responsible Jurisdiction Outcome: The WRPS demonstrates leadership and continuous improvement. (continued)



WRPS 78.5 81.4 78.1 76.9 76.2 Overall

Province 76.5 78.2 78.8 80.4 81.5 WRPS 78.5 81.4 78.1 76.9 76.2

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

Province 76.5 78.2 78.8 80.4 81.5

Comment on Results: There is increasing perceptions that professional development opportunities have focused on division priorities although there has been a decline in teachers’ perceptions that PD opportunities have addressed their professional needs.


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ALBERTA EDUCATION ACCOUNTABILITY PILLAR OVERALL SUMMARY OCTOBER 2009

Goal Measure Category

Measure Category

Evaluation Measure Wetaskiwin Regional

Public Schools Alberta Measure Evaluation

Current Result

Prev Year

Result

Prev 3 yr

Average

Current Result

Prev Year

Result

Prev 3 Yr

AverageAchievement Improvement Overall

Safe and Caring Schools Good Safe and

Caring 85.7 84.6 83.2 86.9 85.1 84.6 High Improved Good

Program of Studies 79.1 78.9 79.5 80.3 79.4 78.7 High Maintained Good

Education Quality 88.5 87.5 87.0 89.3 88.2 87.8 High Improved Good

Drop Out Rate 5.3 6.6 6.4 4.8 5.0 4.9 Intermediate Improved Good

Goal 1: High Quality Learning Opportunities for All

Student Learning Opportunities

Good

High School Completion Rate (3 yr)

68.4 64.5 66.7 70.7 71.0 70.6 Intermediate Maintained Acceptable

PAT: Acceptable 73.8 70.3 71.6 76.8 75.3 75.6 Low Improved Acceptable Student

Learning Achievement (Grades K-9)

Acceptable PAT: Excellence 15.4 14.0 14.5 19.2 18.3 18.3 Intermediate Maintained Acceptable

Diploma: Acceptable 84.5 89.1 87.6 84.4 84.4 84.5 Intermediate Declined Issue

Diploma: Excellence 14.5 16.0 18.4 19.1 19.4 20.3 Low Declined Issue

Diploma Exam Participation Rate (4+ Exams)

36.9 43.4 44.9 53.3 53.6 53.6 Low Declined Significantly Concern

Student Learning Achievement (Grades 10-12)

n/a

Rutherford Scholarship Eligibility Rate (Revised)

40.7 41.7 42.8 57.3 56.8 55.8 Very Low n/a n/a

Transition Rate (6 yr) 55.9 51.3 52.8 60.7 60.3 59.1 Intermediate Maintained Acceptable

Work Preparation 76.2 79.5 77.8 79.6 80.1 78.1 Intermediate Maintained Acceptable

Goal 2: Excellence in Learner Outcomes

Preparation for Lifelong Learning, World of Work, Citizenship

Acceptable

Citizenship 76.0 75.1 73.6 80.3 77.9 77.1 Intermediate Improved Good Parental Involvement Good Parental

Involvement 78.8 78.2 78.9 80.1 78.2 77.9 High Maintained Good Goal 4: Highly Responsive and Responsible Jurisdiction (Ministry)

Continuous Improvement Good

School Improvement 79.9 78.9 78.2 79.4 77.0 76.7 High Improved Good



AACCCCOOUUNNTTAABBIILLIITTYY SSTTAATTEEMMEENNTT The annual education results report for Wetaskiwin Regional Public Schools 2008-2009 school year was prepared under the direction of the board in accordance with the responsibilities under the School Act and the Government Accountability Act. The board is committed to using the results in this report, to the best of our abilities, to improve the outcomes for students in our jurisdiction. We will use the results to develop sound strategies for our strategic three-year education plan to ensure that all our students can acquire the knowledge, skills and attitudes they need to be self-reliant, responsible, caring and contributing members of society.

PPUUBBLLIICCAATTIIOONN SSTTAATTEEMMEENNTT

Wetaskiwin Regional Public Schools will post the Annual Education Results Report on its website, and send copies to all schools in the jurisdiction. Information posted in local newspapers will make reference to the fact that the Annual Education Results Report is available for viewing through our website at www.wrps.ab.ca or copies will be made available at the local school or Division Office. It is the expectation that copies of the jurisdictional Annual Education Results Report be circulated to staff, School Council representatives and explained to Council of School Councils (COSC) representatives. School Results reports are shared with their school councils, copies are made available at in individual school offices and links to school results reports will be posted on the school’s website. School Principals will ensure school councils are provided an opportunity to provide advice on planning and results reports.

Documents

2008-2009 Annual Education Results Report