3-Year Education Plan & Annual Education Results (AERR ... Carseland Three Year... · 3-Year Education Plan & Annual Education Results Report (AERR) 2014-2017 ... The three-year plan

School: 5501 Carseland School

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CARSELAND SCHOOL “The Small School with the Big Heart”

3-Year Education Plan & Annual Education Results Report

(AERR)

2014-2017


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ACCOUNTABILITY STATEMENT

The Carseland School education plan for the three years commencing September 1, 2012 was prepared under the direction of the Golden Hills School Division in accordance with responsibilities under the School Act and the Government Accountability Act. This education plan was developed in the context of the provincial government’s business and fiscal plans. The school is committed to achieving the results laid out in this education plan.

CARSELAND SCHOOL VISION Preparing Children for a Lifetime of Learning

CARSELAND SCHOOL MISSION To provide the best opportunities for students to excel and become lifelong learners, in a school

where teachers support each other to improve student learning and teaching in a safe and caring environment

CARSELAND SCHOOL VALUES

•We will provide the best opportunities for students to develop their skills, talents and experience success

•We will teach and model values (Character Education)

•We will provide students with the building blocks necessary to become good citizens

•We will stimulate students to become lifelong learners

Core values as outcomes for

students

•We will commit to being a cohesive team that supports each other

•We will continue to develop our skills by taking part in professional development opportunities

•We will aide in the professional development of each other

•We will display professionalism

Core values as committment to

each other

•We will provide a safe, caring and healthy environment conducive to learning

•We will provide on-going assessment to improve learning and teaching

•We will communicate openly with our school community

•We will support different learning styles

Core values as beliefs about conditions for

learning


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SCHOOL PROFILE

Carseland School is a beautiful, spacious school located in the hamlet of Carseland. It is in the southwest corner of the Golden Hills School Division #75, within view of the Rocky Mountains and two kilometers from the Bow River. It is an elementary school with a population of approximately 68 students from kindergarten to grade 6. Approximately 45% of the students ride the school bus to and from school, while the remainder of the student population resides in Carseland.

COMMUNICATION

This Document will be posted on the Carseland School website www.carselandschool.com, which can be accessed through the Golden Hills School Division website at www.ghsd75.ca School council is involved in providing input to our school goals. In May, teachers review the accountability pillar and create preliminary school goals. These goals are taken to the May school council meeting for review and input. In September, the goals are reviewed by both the staff and school council. In November, the goals are finalized after a review of the October Provincial Achievement Test results. The three-year plan will be communicated to parents through our school council meetings and in our parent section at the school.

http://www.carselandschool.com/

http://www.ghsd75.ca/


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Combined 2014 Accountability Pillar Overall Summary

Measure Category

Measure Category

Evaluation Measure Carseland School 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 Excellent Safe and Caring 90.9 88.7 89.5 89.1 89.0 88.6 Very High Maintained Excellent

Student Learning Opportunities n/a

Program of Studies 76.2 77.7 77.9 81.3 81.5 81.1 Intermediate Maintained Acceptable

Education Quality 96.9 95.4 95.0 89.2 89.8 89.5 Very High Maintained Excellent Drop Out Rate n/a n/a n/a 3.3 3.5 3.6 n/a n/a n/a High School Completion Rate (3 yr)

n/a n/a n/a 74.9 74.8 73.8 n/a n/a n/a

Student Learning Achievement (Grades K-9)

Concern PAT: Acceptable 66.7 88.9 87.1 74.0 75.3 75.5 Low Declined Issue

PAT: Excellence 3.3 28.9 18.3 19.0 19.1 19.6 Very Low Declined Concern

Student Learning Achievement (Grades 10-12)

n/a

Diploma: Acceptable n/a n/a n/a 85.4 84.2 83.4 n/a n/a n/a

Diploma: Excellence n/a n/a n/a 21.0 19.5 19.1 n/a n/a n/a

Diploma Exam Participation Rate (4+ Exams)

n/a n/a n/a 50.5 56.6 55.9 n/a n/a n/a

Rutherford Scholarship Eligibility Rate (Revised)

n/a n/a n/a 60.9 61.3 60.8 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

n/a

Transition Rate (6 yr) n/a n/a n/a 59.2 59.5 59.1 n/a n/a n/a

Work Preparation 85.7 84.5 79.6 81.2 80.3 80.0 High Maintained Good Citizenship 83.5 86.2 85.4 83.4 83.4 82.6 Very High Maintained Excellent

Parental Involvement Excellent Parental

Involvement 92.6 98.6 86.6 80.6 80.3 80.0 Very High Maintained Excellent

Continuous Improvement Good School

Improvement 78.9 79.5 78.4 79.8 80.6 80.2 High Maintained Good

Notes: 1. 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 9 KAE, Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE). Grade 3 results were not included due to the introduction of the Student Learning Assessment Pilot.

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

3. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each performance measure in the subsequent pages, please include a reference to this overall summary page for each performance measure.

4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013.

Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods. 6. Survey results for the province and some school authorities were impacted by an increase in the number of students responding to the survey

through the introduction of the Tell THEM From ME survey tool in 2014.


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Goal One: An excellent start to learning

Outcome: Children are reaching emotional, social, intellectual and physical development milestones and are ready for school.

There are no required performance measures for this goal. Schools are encouraged to incorporate early development data available at the local level.

Strategies

Pre-School operating in Carseland School building

Early Child Development Mapping Project (MC Map)

Kindergarten screening to help with early intervention of student needs

Kindergarten teacher attendance at collaborative PD sessions with other kindergarten teachers

in the division

Kindergarten teacher attendance at PD sessions with Kindergarten specialist, Sue Kempton

Strategies and techniques supported by Sue Kempton, in order to create a diverse and thought

provoking classroom atmosphere, where content is student-led and writing is personalized and interesting will be used. Some of the strategies and techniques utilized in order to promote the

above will include:

promoting inquiry based learning within a play-based classroom

providing quality literature, toys, and environment that will promote the activation of

schema, prior knowledge, and conversation

familiarizing students with important literacy habits such as visualizing, questioning,

and inferring

teaching across content areas

conversing regularly with kids, and promoting the integration of conversations into

journals and writing

recognizing the importance of incorporating play, music, and movement


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Goal Two: Success for Every Student

Outcome: Students achieve student learning outcomes. Strategies

Offer Early Literacy Intervention Program

Utilize the Fountas & Pinell Leveled Literacy Intervention Program for students in grades 1 and 2

who need intensive support to achieve grade-level competency

Promote the development of strong reading and writing skills and strategies using the following resources and programming:

Barbara Mariconda writing resources

Fountas & Pinnell Benchmark reading assessments

Guided Reading

Levelled library

Daily 5

Café Lesson book bags

6 + 1 Traits of Writing

Words Their Way

Continue to build 21st century learning skills

use a cascading model as foundation for unit plans

provide students with opportunities to complete inquiry based projects

continue to build collection of critical thinking challenges and thoughtful books that can

be used across the grades and in a variety of subject areas

incorporate Habits of Mind with the monthly virtue lessons

Complete a Provincial Achievement Test analysis and use the data to: drive instruction

promote improvements on provincial achievement tests, particularly the number of

students reaching the acceptable and excellence standards

Complete case management studies

take a closer look at students requiring additional supports and devise a plan to best

meet the needs of these students conduct regular resource meetings

Communicate student achievement to parents using student led-conferences with the following

characteristics:

students take a lead role

student work samples that show evidence of student learning

parent(s)/guardian(s) participate actively in the process and are provided opportunities

to provide feedback and ask questions

Improve Assessment practices prioritized Curriculum: keep students and parents aware of the outcomes & targets

create, collect, and refer to exemplars in Language Arts and Math

engage students in self-reflection, using peer and self-assessment, portfolios, and goal

setting

provide quality and timely descriptive feedback (examine the criteria of effective

feedback) create and use rubrics

build Academic Vocabulary (Marzano)


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Notes: 1. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights

are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.

2. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time.

3. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 4. Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting

trends over time for the province and those school authorities affected by the floods.


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Outcome: Students demonstrate proficiency in literacy and numeracy.

Performance Measure Results (in percentages) Target Evaluation Targets

2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

79.2 82.5 89.7 88.9 66.7 Low Declined Issue

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

16.7 7.9 17.9 28.9 3.3 Very Low Declined Concern

Comment on Results (an assessment of progress toward achieving the target)

In 2013, the overall percentage of students achieving the acceptable standard was maintained at close to 90%. This was a reflection of the work the school had done in the area of student assessment and strategic learning.

While this work continued in 2014, there was a decline in the percentage of students in grade six reaching the standards of excellence and acceptance. The information from data and student profiles will be used to identify

where supports are needed. Time will be allocated in order to fine tune curriculum instruction, particularly in

those areas in which student performance experienced a substantial decline. Through regular resource meetings and case management studies, staff will take a close look at students requiring additional supports.

Plans to best meet the needs of these students will then be made.

Strategies

Literacy

use the Fountas & Pinnell Benchmark Reading Assessment System in grades K-6

continue with Early Literacy Intervention Program

continue with Fountas & Pinnell Leveled Literacy Intervention in grades 1 and 2

continue to develop levelled library using the Fountas & Pinnell levelling system

incorporate aspects of Daily 5 into literacy blocks across the grades

utilize Words Their Way program across the grades

continue to build repertoire of Café Lesson Book Bags

continue to develop Critical Thinking Book Bags

support teachers in their efforts to improve literacy (i.e. taking part in PD opportunities, accessing District Learning Coaches, etc.)

improve linkages between home and school, with information for parent(s)/guardian(s)

about how they can support their children to enjoy and do well in literacy

promote sharing of knowledge between teachers and provide time for such sharing

continue to attend collaborative day sessions that examine best practices in bench-

marking, data collection, and follow-up work imbed critical thinking challenges into literacy instruction

host a Scholastic Book Fair

Numeracy: pilot the Jump Math program

attend collaborative day sessions that examine best practices in bench-marking, data

collection, and follow-up work

imbed critical thinking challenges into numeracy instruction

provide hands-on opportunities for students to utilize key mathematical concepts


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2. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 3. Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be

used when interpreting trends over time for the province and those school authorities affected by the floods.


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Outcome: Students demonstrate citizenship and entrepreneurship.


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

88.8 92.9 77.0 86.2 83.5 Very High Maintained Excellent

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.

85.0 87.5 66.7 84.5 85.7 High Maintained Good

Comment on Results

Carseland staff will continue to have citizenship and entrepreneurship as a priority. As such, staff will continue to provide students with opportunities to develop a sense of understanding about positive citizenship and service to others. From the percentages indicated above, it is evident that the teachers, parents, and students see merit in promoting citizenship and entrepreneurship, and recognize the impact it has on student behaviours and attitudes.

Strategies

Continue to implement a Character Education program that promotes citizenship and virtuous

behaviour

Integrate principles of the Habits of Mind into virtue teachings in an attempt to promote the development of behaviors that promote effective inquiry and encourage independent learning

Continue to support the Carseland Student Leadership group Promote global citizenship through the following activities: Terry Fox Run, Highway Clean Up,

Jump Rope for Heart/Hoops for Heart, Unicef, Operation Christmas Child, Community Spring

Clean Up, Food Bank, Pennies for Patients, and Red Cross Introduce and model digital citizenship

Use interactive websites to celebrate student learning and enhance communication between stakeholders (i.e. Weebly sites)

Continue blogging with our students (i.e. Kidblog, Edmodo) Continue Destination Imagination (Critical thinking skills and social skill development)

Maintain and utilize school technology tools such as Activboards, IPads, IPad minis, mobile

laptop cart with 30 computers, and wireless access for personal devices

Implement a week long Student Choice Program whereby students select a session to take part

in out of several that are offered

Continue to plan school Spirit days


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Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).

Survey results for the province and some school authorities were impacted by an increase in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.


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

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


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

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

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

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

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

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

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



2009 2010 2011 2012 2013 2014 Achievement Improvement Overall 2015 2016 2017 High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.


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


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


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


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



Strategies

Continue to provide opportunities for all students to develop their understanding and appreciation of diverse cultures



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

3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time.

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


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Goal Three: Quality teaching and school leadership

Outcome: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 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.

73.0 76.9 79.1 77.7 76.2 Intermediate Maintained Acceptable

Comment on Results

The percentage of teachers, parents and students satisfied with the opportunity students have to receive a

broad range of programming has remained relatively the same over the past four years. With respect to

offering a broad program of studies, we must remain cognizant of many factors including: constraints on staff (i.e. areas of expertise differ, time required for supervision, etc.), provincial requirements (such as daily PE and

the recommended minimum time allotments for each subject), and availability of resources. Keeping in mind the above, careful consideration will be given to the programming offered, in an attempt to move from the

acceptable standard towards the standard of excellence.

Strategies

Assessment support professional development opportunities that pertain to assessment, such as the

Alberta Assessment Consortium Conference encourage teacher professional growth plans to have an assessment component

improve assessment practices

monthly assessment professional development as a part of the regular staff meeting

principal and learning coach will work with teachers to enhance assessment practices

Collaboration support professional development opportunities related to strategic instruction

provide staff with time to meet with both school and division instructional coaches in order to focus on strategic learning practices (Academic Vocabulary, Daily 5, Words Their

Way, etc.) collaborate with Westmount School on grade level days

support district wide classroom visits

attend collaborative PD days

Programming

encourage the involvement of groups and agencies to reinforce important understandings and

promote skill development (i.e. John Howard Society, Rocks & Rings, etc.)

book entertainment groups to come into the school (i.e. Flying Bob, Evergreen Theatre

Group, etc.)

publish articles in the community newspapers and flyers plan and implement a weekly Student Choice program whereby students can select an

option to take part in look at ways to enhance and extend the current Fine Arts program (i.e. include music

instruction as part of Fine Arts programming available to students, offer a music or

drama related extra-curricular component, etc.)


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Extra-Curricular provide students with opportunities to take part in extra-curricular events (i.e.

intramurals, book club, drama club, volleyball tournament, etc.)




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Goal Four: Engaged and effective governance

Outcome: The education system demonstrates collaboration and engagement.


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.


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


Comment on Results

There are many ways for parent(s)/guardian(s) to take an active role in the school and their child’s education. Some of the ways include: attending School Council meetings, supporting School Council endeavors,

volunteering, attending parent-teacher interviews, and accessing red folders, agendas, and the school website. In addition, the administrator and teachers have an open door policy whereby parents/guardians are always

welcome to meet with staff. The staff and parents recognize the pivotal role that governance plays at

Carseland School, and the results indicated above reflect this.

Strategies

School Council

continue to have a strong working relationship and open communication with our School

Council (a large number of school community members attend meetings and are actively

involved)

continue to elicit School Council involvement with regards to school goals

receive feedback from School Council on the implementation of new ideas

enable School Council members to have access to school Facebook account

maintain School Council section on school webpage

recognize the pivotal role that School Council members have through the Volunteer

Recognition service and other means

Volunteers

encourage and accept volunteers within the school

recognize the pivotal role that volunteers have through the Volunteer Recognition service

Communication

educate parents with regards to new initiatives (assessment, academic vocabulary, new

report cards, strategic learning strategies)

maintain strong parental involvement in the Early Literacy Project

communicate the innovative and quality education programs offered to students by posting on social media sites (webpage, Facebook, Twitter, etc.)

continue to use red folders, agendas, and newsletters as communication tools between

school and home host Parent-Teacher Interviews and Student-Led Conferences after the first and second

reporting periods continue to encourage and support open communication, at all times, between home

and school


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Quality Education

utilize the information from the accountability pillar results to make improvements carry out administrator supervisions and evaluations, keeping in mind the Teacher

Quality Standards




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Outcome: Students and communities have access to safe and healthy learning environments.


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 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.


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.

81.8 92.3 63.5 79.5 78.9 High Maintained Good


Achieving a standard of excellence with regards to creating and offering a school environment that is safe and caring , is one in which the staff are proud of. Staff members recognize the strong correlation between the

learning environment and the ability of our students to gain the most from their educational experiences. As

such, additional time and effort is willingly put forth into establishing and creating a safe and caring environment conducive to learning. The extra-curricular opportunities and school-wide programs offered to our

students are evidence of that. Despite achieving a standard of excellence on one performance measure, we still need to recognize that on the second performance measure we did not fare as well. The staff and school

council members will look at ways to improve the perception of survey participants that both the school and the

division are always working towards improving our current safe and healthy learning environment. Showcasing (through community newspaper submissions, pamphlets, etc.) some of the activities and programs offered to

Carseland students has been identified as one possible way in which to boost the perception mentioned above.

Strategies

Safety continue with occupational health and safety committee

update Crisis Response Manual

review Pandemic Response Plan enlist the support of outside resources and agencies to educate students on matters of

safety (i.e. safety presentations)

Health & Wellness

convey a clear school vision to all school community members maintain the current discipline cycle (Learning Packages)

continue offering the Character Education program (Monthly virtue assemblies, Daily readings about the virtue, handing out of virtue leaves, journal writings, and classroom

buddy activities.) recognize students for displaying positive character traits (i.e. PrinciPAL award)

uphold the grade 6 student leadership group (student government)

continue to offer daily physical education promote current healthy living initiatives such as the Klicks Program, healthy snacks in

canteen, and fruit & veggie day offer the Drug Prevention program to grade 6 students when available offer opportunities to partake in extra-curricular activities such as intramurals, after

school volleyball, basketball, and track & field continue the Dare to Care Bully Proofing program book fine arts presentations (i.e. Evergreen Theatre, Flying Bob) enlist and utilize support from family/school community support worker offer and encourage participation in social groups offered by the family/school support

worker that focus on friendship, anger management, social skills


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Survey results for the province and some school authorities were impacted by an increase in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 201


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APPENDIX – Measure Details

The following pages include tables and graphs that provide detailed data for the performance measures. Schools may include these under each measure/outcome to provide context and help in interpreting the results.


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Provincial Achievement Test Results – Measure Details

PAT Course by Course Results by Number Enrolled.

Results (in percentages) Target 2010 2011 2012 2013 2014 2014

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

English Language Arts 3* School 77.8 5.6 92.3 15.4 83.3 25.0 100.0 0.0 78.6 14.3

Authority 83.9 16.1 87.8 15.7 83.3 18.5 84.0 11.2 82.2 13.5

Province 81.6 19.5 81.8 17.5 81.9 20.4 81.5 17.8 78.0 15.3

French Language Arts 3* School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 84.1 16.3 80.6 15.8 82.1 14.5 79.7 12.4 74.6 10.4

Français 3* School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Province 86.4 16.3 84.2 18.6 82.3 12.5 82.8 14.1 78.2 7.0

Mathematics 3* School n/a n/a 92.3 15.4 75.0 8.3 100.0 14.3 50.0 0.0

Authority n/a n/a 82.7 23.2 76.4 25.0 78.1 24.2 77.4 20.1

Province n/a n/a 77.4 26.0 76.8 25.5 76.5 25.5 74.0 25.1

English Language Arts 6 School 93.8 25.0 95.2 9.5 92.3 15.4 86.7 26.7 100.0 10.0

Authority 87.4 19.1 86.6 17.1 83.7 15.3 82.8 16.1 78.3 10.8

Province 83.3 18.9 83.0 18.5 82.7 17.8 82.5 16.3 81.9 17.6

French Language Arts 6 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Province 88.3 15.9 89.4 17.1 89.3 17.2 88.6 16.3 88.0 15.6

Français 6 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Province 91.3 18.3 92.2 17.6 91.0 21.9 94.0 21.6 90.6 17.1

Mathematics 6 School n/a n/a 85.7 4.8 100.0 15.4 66.7 6.7 80.0 20.0

Authority n/a n/a 76.8 14.3 73.9 11.5 74.3 15.6 69.4 11.5

Province n/a n/a 73.7 17.8 74.7 16.6 73.0 16.4 73.5 15.4

Science 6 School 87.5 25.0 85.7 9.5 92.3 30.8 86.7 33.3 50.0 0.0

Authority 76.4 21.6 78.1 18.6 76.6 22.5 75.6 22.3 67.7 16.6

Province 76.8 26.4 76.2 25.0 77.8 28.2 77.5 25.9 75.9 24.9

Social Studies 6 School 56.3 0.0 66.7 4.8 84.6 7.7 93.3 26.7 50.0 0.0

Authority 65.5 10.9 67.1 12.9 68.2 13.4 71.5 17.7 60.3 9.6

Province 71.0 16.4 71.1 18.5 73.2 19.5 72.7 19.0 70.4 16.6

English Language Arts 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority 79.2 8.9 79.2 12.4 78.6 12.4 73.1 12.7 72.7 16.0

Province 79.3 15.0 79.1 16.3 77.4 16.4 76.7 14.8 76.3 15.1

English Lang Arts 9 KAE School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority 59.3 3.7 73.1 0.0 78.8 9.1 71.4 4.8 65.9 7.3

Province 66.8 7.8 67.2 7.9 61.4 5.8 62.4 4.3 62.9 3.5

French Language Arts 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Province 86.1 12.4 88.8 15.0 87.5 12.2 87.2 13.9 86.5 11.1

Français 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Province 84.3 12.7 90.2 15.8 84.6 16.1 84.0 14.5 86.1 17.8

Mathematics 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority n/a n/a 57.1 10.6 61.9 10.2 59.4 12.2 62.7 13.2

Province n/a n/a 66.1 17.3 66.5 17.8 66.9 18.3 67.1 17.3

Mathematics 9 KAE School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority 64.3 7.1 45.8 4.2 60.7 25.0 75.0 12.5 58.5 12.2


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Province 65.6 15.3 64.9 14.9 62.4 15.4 65.9 14.7 63.4 14.5

Science 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority 70.3 12.0 68.2 12.9 69.0 10.5 65.8 11.3 68.6 15.8

Province 73.6 17.7 74.9 20.8 74.2 22.4 73.0 20.0 73.2 22.1

Science 9 KAE School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority 71.4 7.1 50.0 8.3 76.7 20.0 68.2 18.2 57.1 14.3

Province 67.2 14.3 69.5 15.3 67.9 17.3 68.4 17.1 64.1 14.9

Social Studies 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority 63.6 13.5 59.9 13.4 68.8 11.5 60.6 16.0 59.1 15.6

Province 68.9 18.8 67.2 19.0 68.9 19.1 65.6 18.8 65.5 19.9

Social Studies 9 KAE School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Authority 77.8 7.4 66.7 25.9 47.6 9.5 75.0 12.5 58.5 12.2

Province 64.6 15.7 61.9 13.6 63.5 13.9 64.6 13.0 61.8 10.7


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

Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.

*School authorities that do not have students participating in the Grade 3 Provincial Achievement Tests due to their participation in the Student Learning Assessment Pilot in Fall 2014 are not required to include Grade 3 Provincial Achievement Test results in their plans and reports.


Page 23

Graph of Overall Provincial Achievement Test Results

Note: Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.

Graph of Provincial Achievement Test Results by Course

[No Data for French Language Arts 3]

[No Data for Français 3]

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Page 24

[No Data for French Language Arts 6]



School authorities that do not have students participating in the Grade 3 Provincial Achievement Tests due to their participation in the Student Learning Assessment Pilot in Fall 2014 are not required to include Grade 3 Provincial Achievement Test results in their plans and reports.

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Page 25

Graph of Provincial Achievement Test Results by Course

[No Data for Français 6]

[No Data for English Language Arts 9]

[No Data for English Lang Arts 9 KAE]



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Page 26

PAT Results Course By Course Summary By Enrolled With Measure Evaluation

Carseland School Alberta

Achievement Improvement Overall 2014 Prev 3 Yr Avg 2014 Prev 3 Yr

Avg Course Measure N % N % N % N %

English Language Arts 3*

Acceptable Standard Low Maintained Issue 14 78.6 11 91.9 16,235 78.0 44,576 81.7 Standard of Excellence Intermediate Maintained Acceptable 14 14.3 11 13.5 16,235 15.3 44,576 18.6

French Language Arts 3*

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 966 74.6 3,319 80.8 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 966 10.4 3,319 14.3

Français 3* Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 358 78.2 540 83.1

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 358 7.0 540 15.1

Mathematics 3* Acceptable Standard Very Low Declined

Significantly Concern 14 50.0 11 89.1 16,202 74.0 44,562 76.9

Standard of Excellence Very Low Declined Concern 14 0.0 11 12.7 16,202 25.1 44,562 25.7


Acceptable Standard Very High Maintained Excellent 10 100.0 16 91.4 45,704 81.9 43,581 82.7 Standard of Excellence Low Maintained Issue 10 10.0 16 17.2 45,704 17.6 43,581 17.5

French Language Arts 6

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,752 88.0 2,609 89.1 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 2,752 15.6 2,609 16.9

Français 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 531 90.6 474 92.4


Mathematics 6 Acceptable Standard High Maintained Good 10 80.0 16 84.1 45,617 73.5 43,599 73.8

Standard of Excellence High Maintained Good 10 20.0 16 8.9 45,617 15.4 43,599 17.0

Science 6 Acceptable Standard Very Low Declined

Significantly Concern 10 50.0 16 88.2 45,608 75.9 43,551 77.2


Social Studies 6 Acceptable Standard Very Low Declined Concern 10 50.0 16 81.5 45,593 70.4 43,540 72.3




English Lang Arts 9 KAE


French Language Arts 9



Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in tests.




Page 27

Carseland School Alberta Achievement Improvement Overall 2014 Prev 3 Yr Avg 2014 Prev 3 Yr Avg

Course Measure N % N % N % N %

Français 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 381 86.1 330 86.3


Mathematics 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 43,279 67.1 37,487 66.5

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 43,279 17.3 37,487 17.8

Mathematics 9 KAE Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,971 63.4 1,846 64.4


Science 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 43,769 73.2 37,974 74.0


Science 9 KAE Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,513 64.1 1,528 68.6


Social Studies 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 43,773 65.5 38,159 67.2


Social Studies 9 KAE Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,510 61.8 1,510 63.3







Page 28

Measure Evaluation Reference - Achievement Evaluation

Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th, and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure.

Course Measure Very Low Low Intermediate High Very High

English Language Arts 3 Acceptable Standard 0.00 - 72.53 72.53 - 80.49 80.49 - 89.12 89.12 - 93.04 93.04 - 100.00

Standard of Excellence 0.00 - 6.06 6.06 - 11.35 11.35 - 16.93 16.93 - 20.27 20.27 - 100.00

French Language Arts 3 Acceptable Standard 0.00 - 60.68 60.68 - 77.74 77.74 - 88.22 88.22 - 94.87 94.87 - 100.00


Mathematics 3 Acceptable Standard 0.00 - 65.67 65.67 - 76.54 76.54 - 84.30 84.30 - 89.88 89.88 - 100.00








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


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




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






Mathematics 9 KAE Acceptable Standard 0.00 - 28.14 28.14 - 53.85 53.85 - 75.83 75.83 - 94.44 94.44 - 100.00


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


Science 9 KAE Acceptable Standard 0.00 - 38.75 38.75 - 59.30 59.30 - 78.33 78.33 - 87.58 87.58 - 100.00


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


Social Studies 9 KAE Acceptable Standard 0.00 - 38.79 38.79 - 53.82 53.82 - 72.42 72.42 - 84.88 84.88 - 100.00

Standard of Excellence 0.00 - 0.00 0.00 - 5.71 5.71 - 17.19 17.19 - 36.26 36.26 - 100.00 Notes:

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%.

Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods



Page 29

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.

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.

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)

Achievement Very High High Intermediate Low Very Low Improved Significantly Excellent Good Good Good Acceptable Improved Excellent Good Good Acceptable Issue Maintained Excellent Good Acceptable Issue Concern Declined Good Acceptable Issue Issue Concern Declined Significantly Acceptable Issue Issue Concern Concern


Page 30

Citizenship – Measure Details

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 88.8 92.9 77.0 86.2 83.5 79.4 80.7 81.8 83.6 84.3 81.4 81.9 82.5 83.4 83.4 Teacher 100.0 100.0 * 100.0 100.0 92.7 94.9 93.9 94.5 93.5 93.0 92.7 93.1 93.6 93.8 Parent 92.7 97.5 82.2 90.0 74.3 74.8 74.7 76.4 79.2 81.9 78.5 78.6 79.4 80.3 81.9 Student 73.8 81.3 71.7 68.5 76.1 70.7 72.5 75.1 77.2 77.5 72.7 74.5 75.0 76.2 74.5

Graph of Overall School Results

Graph of Detailed School Results

Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). Survey results for the province and some school authorities were impacted by an increase in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.

Work Preparation – Measure Details

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. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 85.0 87.5 66.7 84.5 85.7 79.5 82.1 78.2 84.2 82.4 79.9 80.1 79.7 80.3 81.2 Teacher 100.0 100.0 * 85.7 * 93.8 93.7 91.3 93.7 89.7 90.0 89.6 89.5 89.4 89.3 Parent 70.0 75.0 66.7 83.3 85.7 65.2 70.6 65.0 74.6 75.0 69.8 70.6 69.9 71.1 73.1




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Page 31

Program of Studies – Measure Details

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. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 73.0 76.9 79.1 77.7 76.2 73.4 76.1 78.6 80.1 81.2 80.5 80.9 80.7 81.5 81.3 Teacher 83.9 86.7 * 92.9 89.6 83.1 85.5 86.6 87.0 85.8 87.7 87.6 87.3 87.9 87.5 Parent 62.1 67.2 79.1 62.5 62.7 69.2 71.4 73.4 78.1 80.6 78.0 78.3 78.1 78.9 79.9 Student n/a n/a n/a n/a n/a 68.0 71.6 75.7 75.2 77.3 75.9 76.9 76.9 77.8 76.6




Parental Involvement – Measure Details

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 88.2 90.0 71.1 98.6 92.6 77.2 77.9 81.4 80.8 80.2 80.0 79.9 79.7 80.3 80.6 Teacher 100.0 100.0 * 97.1 96.7 88.4 89.0 89.3 88.8 86.1 88.6 88.1 88.0 88.5 88.0 Parent 76.4 80.0 71.1 100.0 88.6 66.1 66.7 73.5 72.8 74.3 71.3 71.7 71.4 72.2 73.1




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Page 32

Education Quality – Measure Details

Percentage of teachers, parents and students satisfied with the overall quality of basic education. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 94.1 97.2 92.4 95.4 96.9 87.8 88.8 90.5 91.0 91.3 89.2 89.4 89.4 89.8 89.2 Teacher 100.0 100.0 * 100.0 100.0 96.9 98.2 97.6 96.7 98.1 95.6 95.5 95.4 95.7 95.5 Parent 86.4 95.8 88.7 94.4 92.9 79.3 81.4 84.7 86.7 86.6 83.9 84.2 84.2 84.9 84.7 Student 96.1 95.7 96.2 91.8 97.8 87.0 86.7 89.0 89.5 89.2 88.2 88.5 88.6 88.7 87.3




Safe and Caring – Measure Details

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 Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 91.9 95.3 84.3 88.7 90.9 87.5 88.7 89.1 89.4 90.3 87.6 88.1 88.6 89.0 89.1 Teacher 100.0 100.0 * 100.0 100.0 95.4 97.4 95.9 95.7 95.7 94.4 94.5 94.8 95.0 95.3 Parent 92.7 97.5 88.6 90.0 85.7 85.2 86.4 86.9 87.5 89.1 86.1 86.6 87.4 87.8 88.9 Student 83.1 88.5 80.0 76.2 87.0 82.0 82.4 84.6 85.1 86.0 82.2 83.3 83.7 84.2 83.1




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Page 33

School Improvement – Measure Details

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. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 81.8 92.3 63.5 79.5 78.9 78.8 81.0 81.2 83.3 83.5 79.9 80.1 80.0 80.6 79.8 Teacher 71.4 100.0 * 85.7 * 85.3 86.1 86.4 86.8 84.2 80.8 80.1 81.1 80.9 81.3 Parent 81.8 87.5 44.4 66.7 71.4 71.7 75.8 71.6 77.2 80.9 77.0 77.3 76.2 77.9 77.0 Student 92.2 89.4 82.5 86.1 86.4 79.3 81.2 85.7 85.8 85.6 81.8 82.9 82.7 82.9 81.2




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Page 34

Certificated Staffing

90%

Support Staff 6%

Supplies & Services

3%

What was Spent in 2013/2014?


Support Staff

Supplies & Services

$611K Spent

Certificated Staffing, 89%

Support Staff, 6%

Supplies & Services, 5%

Budget 2014/2015


Support Staff

Supplies & Services

$620K Projected to Spend


90%

Support Staff 6%

Supplies & Services

3%

What was Spent in 2013/2014?


Support Staff

Supplies & Services


Page 35

Documents

3-Year Education Plan & Annual Education Results (AERR ... Carseland Three Year... · 3-Year Education Plan & Annual Education Results Report (AERR) 2014-2017 ... The three-year plan