2018-2021 Combined 3-Year Education Plan & Annual Education Results ...€¦ · 2018-2021 Combined 3-Year Education Plan & Annual Education Results Report (AERR) Page 3 SCHOOL PROFILE

Authority: 0314 | North Point School for Boys

2018-2021 Combined 3-Year Education Plan & Annual Education Results Report (AERR) Page 1

NORTHPOINTSCHOOLFORBOYS

2018-2021 Combined

3-Year Education Plan & Annual Education Results Report

(AERR)



Accountability Statement The Annual Education Results Report, for the 2017-18 school year, and the Three-Year Education Plan commencing September 1, 2018 for North Point School for Boys were prepared under the direction of the Board in accordance with its responsibilities under the Private Schools Regulation and the Education Grants Regulation. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the education plan and is committed to implementing the strategies contained within the plan to improve student learning and results. The Board approved this combined Annual Education Results Report for the 2017-2018 school year, and the Three Year Education Plan for 2018/ 2021 on November 8th, 2018.



SCHOOL PROFILE North Point School for Boys taps into boys’ natural curiosity and energy as a foundation for life-long learning. A strong K-9 academic program is just the beginning – we fuel motivation through real-life learning, digital platforms, and outdoor adventure developing well rounded, self-motivated, independent learners.

KEY ELEMENTS OF OUR PROGRAM

Blended Learning A combination of direct instruction and integrated technology allows flexibility in the learning process. Provides students with a more personalized, active learning experience. Adaptive software and supportive teachers will accommodate different learning styles, getting away from the “one size fits all” approach to education.

Experiential Learning Real world experience and application gives concepts purpose and deeper understanding.

Socratic Teaching Fosters critical thinking, self-confidence, language development and allows students to look for solutions through healthy, constructive debate. It is about giving students questions, not answers.

Skill Mastery Mastery learning ensures that a student has a complete understanding of a concept before moving on to a more complex concept. Whereas in a traditional classroom, there is not enough time to wait for each student to master each skill, the North Point model uses adaptive technology and individual guidance to ensure each child achieves success.

Mentorship Strong, positive and energetic role models are critical to the mental, social, physical and emotional development of young boys as they travel through childhood, adolescence and on to adulthood. Our teachers are guides and facilitators helping prepare our North Point boys to become respectful, resourceful, resilient, responsible and relentless young men.

Athletics An expanded athletic program that recognizes the importance of physical fitness and a multi-sport mindset, with an understanding that increased physical activity enhances classroom learning and a healthy lifestyle.

Outdoor Education Experience in the wilderness fosters courage, self-reliance, cooperation and resilience. As students’ mature, risk and achievement are necessities in forming their identity and confidence. Taking on challenges and overcoming adversity strengthens character.

Community Exposure to different organizations, businesses and entrepreneurs gives students understanding of their place in the world. Community service cultivates compassion, understanding, tolerance and leadership.



Summary of Accomplishments

Admissions & Enrollment North Point School enrolment has increased from 7 to 70 students in 4 years in a challenging economic climate.

Educational Partnerships Last year, North Point School was very pleased to have our students work with the following organizations and their passionate professionals to enhance the Alberta Education curriculum experience: • Roots 2 Stem – Our boys took part in workshops on a weekly basis throughout the year

highlight Science, Technology, Engineering and Math concepts. • Leighton Art Centre – Boys spent one full trimester participating in art lessons with

instructors from Leighton. • Mount Royal Conservatory Music Program – the Boys put on a musical performance at

the Christmas Concert as the culmination to the music trimester with instruction from MRU Conservatory.

• Storybook Theatre – SBT provided the instruction for our final option trimester with the boys performing a spring show live at SBT.

• PEP Hockey Academy – North Point boys passionate about hockey received instruction two days a week from Precise Hockey featuring the renowned Power Edge Pro (PEP) hockey training system.

• Financial Academy – every Friday morning North Point boys participate in financial literacy classes. We have partnered with Everfi and NFEC for curriculum resources.

Field Trips & Activities / Action Fridays One of the foundations of the North Point philosophy is that boys learn better by doing. We provided many opportunities for our boys to learn outside of the classroom. Here are just a few examples:

• Zoo Trip • Spark Science Centre • Rowing at Glenmore

Reservoir • Tennis Academy

Workshop

• Nakiska Ski Trip • Yoga • Boxing • Outdoor Skating • Planting a garden

• Hiking • Dogsledding • Horseback Riding • White Water Rafting

Business Fair & Financial Academy June 2018 was our 3rd Annual “Boys in Business” Business Fair whereby each of our boys had the opportunity to produce and sell a product at our outdoor market. In partnership with sponsors and judges from TD Canada Trust and ATB, each of our students had their product on display and for sale on a Saturday in June at our very own North Point Market. The experience was outstanding and through our year-long Financial Academy program, the boys applied their real learning about budgeting, manufacturing, marketing, sales and more to their Business Fair project.



Leadership Retreat Each year at the end of September, Grade 4-9 boys participate in a 2-night 3-day camping trip at Blue Lake Retreat, in Canal Flats, British Columbia. The boys took part in numerous outdoor team building and environmental education activities with the purpose of getting to know themselves, their classmates and the environment better.

Community Contribution Each year North Point identifies one or two charitable organizations to learn more about and support with volunteer time, financial support or both. In 2017-18 we spent time at the Children’s Cottage, and volunteered our time at the Magic of Christmas warehouse, learning more about each of their programs and how they support members of the community.

Authority: 0314 North Point School for Boys


Combined 2018 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)

Measure Category Measure North Point School for Boys Alberta Measure Evaluation

Current Result Prev Year

Result Prev 3 Year Average Current

Result Prev Year Result Prev 3 Year

Average Achievement Improvement Overall Safe and Caring Schools Safe and Caring 88.9 82.2 82.2 89.0 89.5 89.4 Very High Maintained Excellent

Student Learning Opportunities Program of Studies 88.9 86.5 86.5 81.8 81.9 81.7 Very High Maintained Excellent Education Quality 92.3 83.3 83.3 90.0 90.1 89.9 Very High Improved Excellent Drop Out Rate n/a n/a n/a 2.3 3.0 3.3 n/a n/a n/a High School Completion Rate (3 yr) n/a n/a n/a 78.0 78.0 77.0 n/a n/a n/a

Student Learning Achievement (Grades K-9)

PAT: Acceptable 57.1 62.5 62.5 73.6 73.4 73.3 Very Low Maintained Concern PAT: Excellence 8.9 12.5 12.5 19.9 19.5 19.2 Very Low Maintained Concern

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable n/a n/a n/a 83.7 83.0 83.0 n/a n/a n/a Diploma: Excellence n/a n/a n/a 24.2 22.2 21.7 n/a n/a n/a Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 55.7 54.9 54.7 n/a n/a n/a Rutherford Scholarship Eligibility Rate n/a n/a n/a 63.4 62.3 61.5 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 58.7 57.9 59.0 n/a n/a n/a Work Preparation 100.0 77.8 77.8 82.4 82.7 82.4 Very High Improved Excellent Citizenship 77.5 75.1 75.1 83.0 83.7 83.7 High Maintained Good

Parental Involvement Parental Involvement 79.7 81.6 81.6 81.2 81.2 81.0 High Maintained Good Continuous Improvement School Improvement 73.0 82.9 82.9 80.3 81.4 80.7 Intermediate Declined Issue Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents. 4. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool. 5. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included:

English Language Arts (Grades 6, 9, 9 KAE); Français (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

6. Participation in Provincial Achievement Tests was impacted by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

7. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1; English Language Arts 30-2; French Language Arts 30-1; Français 30-1; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2.

8. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

9. Participation in Diploma Examinations was impacted by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

10. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time. 11. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available. 12. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.



Combined 2018 Accountability Pillar First Nations, Métis and Inuit Summary (Required for Public/Separate/Francophone School Authorities)

[No Data for Overall Summary - FNMI]

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included:

English Language Arts (Grades 6, 9, 9 KAE); Français (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).


5. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1; English Language Arts 30-2; French Language Arts 30-1; Français 30-1; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2.

6. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

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

8. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time. 9. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available. 10. Student demographic data used when calculating Student Outcome Measures and Provincial Achievement Tests results was updated in October 2016. This impacted results based on enrolment (e.g.,

self-identified First Nations, Metis and Inuit), exception (e.g., learning disability) and grant program codes (e.g., English as Second Language students) reported in previous years. 11. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.


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Measure Evaluation Reference (Optional) Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure. Measure Very Low Low Intermediate High Very High Safe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00 Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00 Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00 Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00 High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00 PAT: Acceptable 0.00 - 66.07 66.07 - 70.32 70.32 - 79.81 79.81 - 84.64 84.64 - 100.00 PAT: Excellence 0.00 - 9.97 9.97 - 13.44 13.44 - 19.56 19.56 - 25.83 25.83 - 100.00 Diploma: Acceptable 0.00 - 71.45 71.45 - 78.34 78.34 - 84.76 84.76 - 87.95 87.95 - 100.00 Diploma: Excellence 0.00 - 9.55 9.55 - 12.59 12.59 - 19.38 19.38 - 23.20 23.20 - 100.00 Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00 Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00 Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00 Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00 Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00 School Improvement 0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00 Notes: 1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower

value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%.

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

Improvement Table For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes. The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result. Evaluation Category Chi-Square Range Declined Significantly 3.84 + (current < previous 3-year average) Declined 1.00 - 3.83 (current < previous 3-year average) Maintained less than 1.00 Improved 1.00 - 3.83 (current > previous 3-year average) Improved Significantly 3.84 + (current > previous 3-year average) Overall Evaluation Table The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the Achievement and Improvement evaluations are combined to get the overall evaluation. Achievement Improvement Very High High Intermediate Low Very Low Improved Significantly Excellent Good Good Good Acceptable Improved Excellent Good Good Acceptable Issue Maintained Excellent Good Acceptable Issue Concern Declined Good Acceptable Issue Issue Concern Declined Significantly Acceptable Issue Issue Concern Concern Category Evaluation The category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the calculation, consider an Overall Evaluation of Excellent to be 2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2. The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value. This is converted back to a colour using the same scale above (e.g. 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern)


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Outcome One: Alberta’s students are successful

Performance Measure Results (in percentages) Target Evaluation Targets 2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021

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

n/a n/a * 62.5 57.1

Very Low Maintained Concern 70

75

80

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

n/a n/a * 12.5 8.9

Very Low Maintained Concern 10

12

15

Comment on Results

We were not surprised by this result. We accept students that may not be successful on the PAT’s due to learning disabilities. With so few writing, the numbers are easily skewed. Our PAT scores will fluctuate year to year based on the cohort of students and based on the fact that we will only have between 10 – 20 students writing each year.

Strategies

• Students will be taught test-taking skills and strategies.

• Students will practice strategies to reduce test-taking anxiety.

• Students will be provided appropriate accommodations as allowed by Alberta Education.

• Most of our classes are combined however our grade 6’s and 9’s will be single grade groupings for core academic subject areas.

• Students will practice writing old provincial achievement exams in preparation for

writing the exams. Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the

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



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


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

n/a n/a n/a 75.1 77.5

High Maintained Good 80

85

95

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

n/a n/a n/a 77.8 100.0

Very High Improved Excellent

90

90

90

Comment on Results (OPTIONAL) We continue to provide experiential real-life opportunities for boys to learn about the community around them and make a positive impact. Strategies

• Students will help select community organizations that we can support by volunteering our time

• We will allocate at least 5 action Friday’s towards activities or events that promote active citizenship

• Continue to host and actively promote the “Boys in Business - Business Fair”. Each boy creates their own product and then sells it at a one-day outdoor market, hosted by North Point School.

• Our students participate annually in the Terry Fox Run. • Mentors from various walks of life, will speak to the boys and share their stories of

success, failure and community involvement. • Students will visit various places of work and learn about a variety of professions. • Active promotion of our North Point 5R Philosophy – building Respectful, Resourceful,

Resilient, Relentless and Responsible young men. Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the

OurSCHOOL/TTFM (Tell Them From Me) survey tool.


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


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

n/a n/a n/a 60.0 65.4

n/a n/a n/a

75

80

85

Comment on Results (OPTIONAL) This result was somewhat surprising considering all of the real-world experiential opportunities our students take advantage of. However, it may highlight the fact that the school needs to ensure we are showcasing to parents all of the exciting things happening in and out of the classroom. Strategies

• Continued emphasis on teaching transferable skills – independent work habits, goal-setting, • Continue to provide real world experiences to engage boys in interesting, practical and

exciting learning opportunities. • Provide a range of options for boys to demonstrate their knowledge, skills and attitudes – oral

presentation, work portfolio, digital exam, paper and pencil examinations, etc. • Students will engage in live performances and exhibitions of their work – art, drama

music, science, business fair, social studies etc. • Daily use of adaptive education software will track daily development toward mastery of

academic skills particularly in the areas of math and language arts. • Students will have opportunities to pursue a topic of interest in more depth than is

typically the norm. “Project Fridays”. • Students will participate in a weekly “Financial Academy” class to begin and continue a

lifelong learning journey about financial wellness. Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the



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Outcome Two: Alberta’s education system supports First Nations, Métis, and Inuit students’ success

(Results and evaluations for First Nations, Métis and Inuit measures are required for Public/Separate/Francophone School Authorities only)

[No Data for Overall FNMI Results]

Strategies

§ North Point welcomes diversity into the classroom. § North Point ensures that FNMI content and experiences are woven into the curriculum. § North Point respects that people learn in different ways and provides outlets for different

ways of learning and demonstrating skills and knowledge. § North Point will bring in special guests to share their experiences within the FNMI

community. § North Point will participate in Orange Shirt Day as a residential schools commemoration

event.


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Outcome Three: Alberta’s education system respects diversity and promotes inclusion


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.

n/a n/a n/a 82.2 88.9

Very High Maintained Excellent

90

95

95

Comment on Results (OPTIONAL) We strive to have this target reach 95% each year. Safety, caring, fairness and respect are fundamental to everything we do at North Point. Strategies

• Universal OT sessions at primary Grades 1-3 • Bring in Dare to Care to talk about bullying and social conflict • North Point Journal – we have selected famous quotes emphasizing positive character and

each week will have students share their personal responses to each quote and have a discussion about each one.

• Our students each belong to one of four “Navigator Squads” where they can earn points for various challenges such as literacy, numeracy, athletics and character. We will emphasize recognition and reward for acts of respect, caring and emotional control.

• Increased staffing has allowed for increased supervision. • Expanding classrooms into a large learning commons has also allowed for more effective

supervision and guidance. • Each classroom will host the Town Hall Assembly and select one of our 5R Character

principles to focus on for their presentation.

Authorities should describe the strategies implemented to ensure that all children and students have access to meaningful and relevant learning experiences that include appropriate instructional supports to demonstrate that the jurisdiction is meeting its obligations as stated in the Inclusive Education Policy. For further information and resources, visit https://education.alberta.ca/inclusive-education/what-is-inclusion/. Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the



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


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.

n/a n/a n/a 86.5 88.9

Very High Maintained Excellent

90

90

90

Comment on Results (OPTIONAL) We offer a broad range of Programming. Strategies We will survey our parents and students to determine what options they may like to see incorporated. Action Fridays will uncover some of the special interests our students have and we may further explore them as school programs. Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the



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Outcome Five: Alberta’s education system is well governed and managed


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

n/a n/a n/a 82.9 73.0

Intermediate Declined Issue

85

90

90

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

n/a n/a n/a 81.6 79.7

High Maintained Good 80

80

80

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

n/a n/a n/a 83.3 92.3

Very High Improved Excellent 92

92

92

Comment on Results (OPTIONAL)

Last year 100% of parents and 66 % of students indicated improvement or status quo This year 64% of parents and 82% of students indicated improvement or status quo 0% indicated NP has declined but 50% of Grade 7-9 parents and 17% of Grade 4-6 parents marked “don’t know” as an answer

Strategies

Ongoing communication of all the great activities happening at NP. Inviting more parents into the school to volunteer on special days. Student led conferences once or twice throughout the year. More active and engaged Parent Council Will undertake a Student / Parent Internal Survey on school satisfaction

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the



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Summary of Financial Results 2017-18 Excess of Revenues or Expenses for August 31, 2018 ($34,159) (Audited) Capital assets as of August 31, 2018 $264,627 (Audited)

Of the $1,543,722 in expenses for the 2017-18 school year, $765,185 (or 49.5%) was in all salaries, pensions and benefits. This is a slight decrease from the previous year. Deficiency of revenue over expenses was due to a significant increase in amortization expense from 2016-17. Major expenses in 2017-18 directly contributed to the growth from 41 to 62 students and the relating infrastructure. This primarily involved hiring more staff, purchasing a 72 passenger school bus (and related costs), plus the ongoing purchase of computers and furniture. The bulk of the capital expenditures for 2017-18 were for the purchase of computer equipment and automotive.

Financial planning principles for North Point is based on continued aggressive marketing and recruiting to grow our base in order to achieve less dependency on the Pirie Foundation for additional funding. The 2017-18 fiscal year saw a decrease in Foundation funding by $260,000 over 2016-17, which is directly related to population growth. Offering sibling incentives and some financial assistance for families in need will remain a key strategy of recruitment and retention especially in the current economic conditions in the City and Province. Additional information can be obtained by reviewing the school’s Audited Financial Statements or by contacting David Jackson, Business Manager at 403-744-5214.

Tuition39%

GovernmentFunding21%

BusFees2%

PirieFoundation,Donations&Misc.Income

38%

2017-18Revenue

General23%

Instructional10%

Rent10%

Salaries&Benefits(all)57%

2017-18Expenses


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GovernmentFunding21%

PirieFoundationDonation

33%

BusFees2%

Tuition44%

2018-19ProjectedRevenue2018-19 Budget Highlights

REVENUES Key highlights for 2018-19 include: § Tuition fees remain static§ Increased enrolment from 62 students to

70+ resulting in additional revenues fromassessments and AB Ed funding

§ Additional bus revenue§ Continued financial support from the Pirie

Foundation§ Total revenues estimated at $1,803,000

EXPENSES § Slight decrease in rent§ Additional teacher hired with teacher salaries

budgeted to $550,000 plus increases inbenefits and ATRF

§ Administration costs remain relatively staticwith any increases due to more time worked

§ Lease and loan of busses remain static§ Marketing budget maintained§ Decrease in capital expenditures for computer

equipment, furniture and equipment§ Stable curriculum consultant costs§ Elimination of major on-line curriculum costs§ Building operational costs remain fairly static

(ie. Janitorial, utilities, maintenance, garbage, landscaping, etc.)§ Total salaries, pension, benefits for ALL staff is 58.14% of budgeted expenses§ Total expenses estimated at $1,797,626

General&AdminandTransportat

ion47%

Instructional(incl.Salaries)45%

Rent8%

2018-19ProjectedExpenses


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Capital and Facilities Projects

§ No capital (or leasehold improvements) and facility projects planned for 2018-19

Summary of Facility and Capital Plans

§ North Point School has been and will continue to research a second location for expansion

Parental Involvement

§ We will continue to have a parent on our Board of Directors. § We have established a North Point parent council. § Parents are encouraged to volunteer for field trips, spirit days, cultural events and

activities where they can support the school and see our students in action.

Timelines and Communication

§ Our 2018-19 to 2021-22 combined AERR / 3YEP will be available on our website by November 30, 2018.

Whistleblower Protection

§ A Whistleblower policy is in place.

Documents

2018-2021 Combined 3-Year Education Plan & Annual Education Results ...€¦ · 2018-2021 Combined 3-Year Education Plan & Annual Education Results Report (AERR) Page 3 SCHOOL PROFILE