Foundation Statements 2015... · 2016. 3. 16. · Current Result Prev Year Result Prev 3 Year Average Current Result Prev Year Result Prev 3 Year Average Achievement Improvement Overall

School 1845 Fort McMurray Composite High School

Foundation Statements District Mission Statement The Fort McMurray Public School District is a learning community dedicated to educating all students for personal excellence. School Mission Statement FMCHS is a diverse learning community, promoting responsible and active citizenship, striving towards personal excellence, and educating for lifelong learning in the 21st century. Our Vision FMCHS is a collaborative community of diverse learners aspiring to personal excellence. FMCHS is dedicated to preparing our students for the future through the use of cutting edge technology, modern facilities, knowledgeable caring staff, and current instructional practices. Our Values We believe in Miner PRIDE: Positive Attitudes, Respect for yourself and others, Integrity, Diligence and Excellence. Statement of Responsibility: FMCHS is responsible to provide safe and caring educational opportunities for all students in grades seven to twelve. School Community Statement: Fort McMurray Composite High School will continue to operate and grow as a community of learners. The focus will shift to teaching based on how students learn. Decisions will be based on how they will positively impact student learning. The school will provide a variety of learning opportunities that respond to different learning styles in a safe and caring environment. Staff will commit to helping every child reach his or her potential. Staff learning will be planned and purposeful.

FMCHS SEP & AERR Doing What’s Best for Kids Page 1


Accountability Statement: The Fort McMurray Composite High School Education Plan for the three years commencing August 31, 2015 was prepared under the direction of the Board in accordance with responsibilities under the Fort McMurray Public School District #2833, School Act, and the Government Accountability Act. This Education Plan and Annual Education Results Report (AERR) were developed in the context of the District and provincial government’s business and fiscal plans. The school is committed to achieving the results laid out in this Education Plan. This Education Plan and AERR have been developed with input from staff and the school community. Staff worked on the plan on PLF meetings on October 2 and 9th, 2015. It consists of schoolbased priorities, measures and targets related to student learning, staff development, program improvement, behavioral expectations and facility enhancement. Where relevant, these are aligned with provincial and/or system priorities. The Plan was shared with School Council executive and they were invited to comment and provide input. Staff Representative ______________________________________________ Mr. Robert Skulsky School Council Chairperson ________________________________________ Mr. Ali Syed Principal __________________________________________________________ Mr. Kevin Bergen



School Profile At Fort McMurray Composite High School, our staff members are dedicated to the academic success of all students, while providing them with a safe environment to achieve that success. We are conveniently located in the downtown area next to Keyano College, and currently meeting the educational needs of approximately 460 students on a semester system. In addition to a full range of academic and general stream courses, we offer Arabic Studies, Islamic Studies, Quran Studies, Aboriginal Studies and Cree Language program; a wide variety of Career and Technology Studies courses that include Basketball Academy, Volleyball Academy, Soccer Academy, MultiMedia Design, Pre Engineering Mechanics/Robotics, Paul Martin Entrepreneurial Program, Audio Video Broadcasting, Online Media, Learning Strategies, Communication Technology, Construction Technology, Cosmetology, PreEngineering Electrical, PreEngineering Fabrication (Welding), Fashion Studies, French, ESL, Foods, Mechanics, Computer Engineering, PreMedical Health Services; and a Fine Arts department that offers Art, Choir, Drama, Guitar, Instrumental Music, and Jazz Band. In addition, we offer a diversity of specialized programs to meet the requirements for students with special needs in our Knowledge and Employability Program (K&E), Vocational Integration Program (VIP), and Life Skills Program. Our OffCampus Programs include: Registered Apprenticeship Programs (RAP), Work Experience, Health Services, and Power Engineering in partnership with Careers the Next Generation and Keyano College. We also offer individualized programming through the First Nations, Metis and Inuit (FNMI) Liaison, and Independent Learning Centre (ILC). Our extracurricular programs include all the major team and individual sports, and student clubs and organizations, e.g. Students' Council, Robotics Club, and Intramurals. Miners Diner is open to meet the nutritional needs of our students, ensuring that the body and mind are properly fed in accordance with Fort McMurray Public School District’s Healthy Schools Policy. Differentiated Instruction is embedded as part of daily classroom instruction and the school has implemented Webs of Support to integrate and develop relationships and supports for all students within Fort McMurray Composite High School. Each student is a unique individual at Fort McMurray Composite High School. All students are encouraged to express themselves and be themselves. Our staff and students are our greatest assets, and we know that a successful and satisfying education is the basis for the future. We pride ourselves in being a friendly, caring school with a staff ready to work with students to help them reach their greatest potential. We are the Miners, Miner PRIDE is a slogan that represents us well: like real miners we are always in search of what is precious. The hallowed halls of our school are a rich source of talent, skill, strength, and passion that are represented clearly by all who work and study here. It is no wonder that our alumni include such successful individuals as Angela Adams (School Board Trustee); Melissa Blake (Mayor of the Regional Municipality of Wood Buffalo RMWB); Phil Meagher – staff (RMWB – Councilors); Brian Jean (Member of Parliament); Tany Yao (Member of Parliament); Chris Phillips (Ottawa Senators); and Aaron Lines (Country Music star). We look forward to many more years of Miner PRIDE and are confident that the 2015 2018 school years will be tremendously successful for us all. One constant that we work with is change: In a typical school year we see a 30% turnover of our student population due to graduation and moving, although no hard statistics are available for August and September, 2015. That does not include the many other students who will move in and out of our school throughout the school year. As of September 30, 2015, we had 469 students, approximately 11% of whom are First Nations, Metis, or Inuit (FNMI) and 22% are English Language Learners (ELL). Our population of 469 students is up



from the 440 students we had on September 30, 2014. We have 110 students in our School that are Special Education (25% of our population). We have 29 Full Time Equivalent (FTE) members of the Alberta Teachers’ Association on staff. We are using Class Size Initiative (CSI) funding for 1.0 FTE teachers to pay for the cost of splitting some classes. We have 4 FTE secretaries; 5 FTE Educational Assistants, and 1 Food Service Attendant on the school budget; and another 10 FTE Educational Assistants on the District Program and Special Education budget; and 1 Day Custodian and 3 Night Custodians on the District budget. Staff members are able to use their classrooms during preparation periods. Students have access to a student lounge and library during lunch hour, breaks and spare blocks. Our biggest challenge is helping our staff members who are relatively new to their positions: 10 of our teachers have been in the profession for less than 5 years, 15 of our veteran teachers have been in their positions for more than 5 years, and we have 2 teachers new to their positions in the school. Our school is at a critical crossroads in two major areas: Modernization and Grade Reconfiguration. As we enter 201516, we welcome Phase 2 of Modernization, which will see the transformation of our school facility to a modern, studentcentered learning environment. Along with that process, we welcome southside grade 7 and 8’s to our school in September of 2016, allowing us to begin comprehensive, continuous programming for our juniorsenior high students. By creating career pathways in conjunction with Keyano College, our students will be wellsituated for education that suits their needs and plans. Our Administration Team consists of Mr. Kevin Bergen, Mrs. Mehar Rashid and Mr. Robert Skulsky. They work closely with our Core Team which consists of Administration plus our three counselors: Mrs. Kathleen Parlee, Mr. Gregory Alyward, and Mr. Ryan Hoffman, our FNMI Liaison worker Mrs. Julia McDougall, and Mental Health counsellor Mr. John Fletcher. This core team works toward leading our school growth plan objectives forward.

“Through These Hallways Walk Champions” Please visit us on our website at http://comp.fmpsdschools.ca


http://comp.fmpsdschools.ca/

http://comp.fmpsdschools.ca/


Ongoing and New School Actions: Embedded Understanding by Design unit delivery in all subject instruction. A 2 day rotational School Timetable/Schedule which includes a Tutorial Block. A revised attendance policy that incorporates aspects of Webs of Support and HERE. (Here Everyday

Ready Everyday) Ensure that IPPS are completed for every student that requires an IPP with clear measurable objectives

using a new online system (CLEVR). Further implementation of disciplinary incident reduction tactics such as tracking daily incidents,

recognizing and reinforcing positive behavior, progressive discipline strategies, utilizing attendance contracts, Check In Check Out strategies, celebration assemblies, a collective schoolwide staff identification of and consistent response to top ten disciplinary issues, the continuous use of student and teacher surveys, building the leadership capacity of staff, and Webs of Support for ensuring a safe and caring school environment.

Enrich the school’s literacy resources by purchasing new resources. Continue student organizational programs: student agendas, assemblies, use of handbooks, and student

council activities. Continue Curricular Initiatives. Continue with District initiatives in Mathematics and Literacy. Counseling services and work with community Partnerships to support student needs. Monitor ELL initiatives within district and support with online technology. Monitor FNMI initiatives within district and celebrate the Tribal Celebration of Achievement (TCOA)

Aboriginal Graduation. The implementation of the Webs of Support program to develop relationship supports for all FMCHS

students. Modernization of the facility (phase two 20152017). Continue the implementation of Multimedia, Preengineering, and premedical programming. Incorporate new technology in the school (Hallway Monitors, Chromebooks). Utilize Social Media: Revised school website, Twitter, Instagram, and Facebook and Radio Stations 93.3

Country, 91.1 KAOS and Mix 103.7. Wireless Internet Refurbished gym floor, new bleachers, sound system and new gymnasium staging. Continue the development of the Basketball, Volleyball, and Soccer Academy courses. The Third year of implementation of the Paul Martin Entrepreneurial Program. Continue the implementation of Digital Signage including multimedia score clocks. Celebration Assemblies and Respect Day. The expansion of the Junior High Islamic Program into High School (Grade 10 in 2015/2016) Transition planning to incorporate all south side grade 7 and 8 students commencing August 2016.



Combined 2015 Accountability Pillar Overall Summary

Measure Category Measure Category Evaluation

Measure Fort McMurray Comp High 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 Concern Safe and Caring 75.9 80.4 83.3 89.2 89.1 88.9 Very Low Declined Concern

Student Learning Opportunities Issue

Program of Studies 66.0 67.9 70.3 81.3 81.3 81.2 Very Low Maintained Concern Education Quality 67.4 84.7 85.1 89.5 89.2 89.5 Very Low Declined

Significantly Concern Drop Out Rate 3.4 2.9 3.9 3.4 3.3 3.3 High Maintained Good High School Completion Rate (3 yr) 59.6 57.1 65.7 76.4 74.9 74.6 Low Maintained Issue

Student Learning Achievement (Grades K9)

Concern PAT: Acceptable 47.4 41.3 48.0 73.0 73.1 73.9 Very Low Maintained Concern PAT: Excellence 9.7 2.2 5.4 18.8 18.4 18.9 Very Low Improved Issue

Student Learning Achievement (Grades 1012)

Concern

Diploma: Acceptable 78.9 85.0 82.9 85.2 85.5 84.6 Low Maintained Issue Diploma: Excellence 10.3 14.5 10.0 21.0 21.1 20.0 Low Maintained Issue Diploma Exam Participation Rate (4+ Exams) 22.0 20.2 21.7 54.9 50.5 54.4 Very Low Maintained Concern Rutherford Scholarship Eligibility Rate 34.9 38.2 45.0 61.2 60.9 61.3 Very Low Declined Concern

Preparation for Lifelong Learning, World of Work, Citizenship

Issue Transition Rate (6 yr) 48.7 38.7 40.1 59.8 59.2 59.0 Intermediate Improved Good Work Preparation 50.0 82.2 83.2 82.0 81.2 80.4 Very Low Declined Concern Citizenship 49.9 63.6 69.5 83.5 83.4 83.1 Very Low Declined

Significantly Concern Parental Involvement Concern Parental Involvement 56.4 76.4 76.0 80.7 80.6 80.2 Very Low Declined Concern Continuous Improvement Concern School Improvement 67.9 66.6 80.0 79.6 79.8 80.1 Low Declined

Significantly Concern 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 (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE)..

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 301, English Language Arts 302, French Language Arts 301, Français 301, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 301, Social Studies 302. Current and historical Diploma results have been adjusted to reflect change in data source system.

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 changes in the number of students responding to the survey through the introduction of the

Tell THEM From ME survey tool in 2014.



Comment on Results

9 out of 16 categories showed marked improvement or maintained levels. 7 out of 16 categories declined their levels overall. The school continues to work towards improving results. Although FMCHS maintained levels there is still room for improvement as many results are still below

the provincial average and some have declined. Student demographics (cultural, language and economic issues) influence results; and students moving

out of the downtown area are a factor. Issues relating to incorporation of teacher survey results into the Accountability Pillar Survey impacted

results. Modernization also had an effect on school operations. The school population increased from 440 to 469.

Strategies FMCHS continues to work with Keyano College to integrate and develop partnership opportuni A Steering Committee has been formed with the President of Keyano College to look into items such as

joint facility use, sharing resources, sharing staff, dual credit/Advanced Standing policy, and of increasing enrollment.

Increase the levels of excellence and acceptable standard in PATs through examination of PAT results as a whole staff to identify challenge areas

Reduction of absenteeism for PAT examinations through appropriate registration of grade 9 students Continuing the implementation of a Polytechnic Lab, technology in the library, the robotics lab,

multimedia center and preengineering and premedical programming options. Implementation of new programming options including PreEngineering (Mechanical/Robotics,

Electrical, Fabrication) Health Services PreMedical, and Multimedia/Design courses and AP through the College Board of Canada.

Utilize a Tutorial Block for grades 7 to 12.



Desired Outcome One: Every student is successful Specific Outcome: Students achieve student learning outcomes.

Performance Measure Results (in percentages) Target Evaluation Targets 2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018

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

85.9 83.6 80.0 85.0 78.9 80.0 Low Maintained Issue

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



High School Completion Rate Percentage of students who completed high school within three years of entering Grade 10.


Drop Out Rate annual dropout rate of students aged 14 to 18

6.9 3.2 5.5 2.9 3.4 2.8 High Maintained Good

High school to postsecondary transition rate of students within six years of entering Grade 10.

34.8 40.0 41.6 38.7 48.7 55.0 Intermediate Improved Good

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

49.7 51.5 45.2 38.2 34.9 38.0 Very Low Declined Concern

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

18.5 25.7 19.2 20.2 22.0 25.0 Very Low Maintained Concern

Comment on Results

The High School Drop Out rate increased by 0.5%. The PostSecondary Transition rate was improved by 10%. Acceptable standards for diploma declined by 6.1%. Standard of Excellence declined by 4.2%. Social Studies diploma examination analysis indicates high efficacy in understanding course content Social Studies diploma examination analysis indicates challenges in application of course

understandings to source based questions. Mathematics diploma examination analysis indicated strengths in logical reasoning Mathematics diploma examination analysis indicated challenges in logarithmic functions, and relations

and functions. Analysis of Chemistry 30 diploma results identified challenges related to organic chemistry and

laboratory data analysis, and reagent selection. Science 30 was offered through our Independent Learning Center not in a regularly scheduled class



Strategies Develop instructional plans through our PLFs that are consistent with the standards set by Alberta

Education. Review and implement the best instructional practices to support student learning. Develop assessment tools, e.g. using quality test banks, rubrics, checklists, through our PLFs, that are

consistent with the standards set by Alberta Education. Encourage students to write 3 or more diploma exams. Analyze the results from previous administrations of Provincial Achievement Tests and Diploma

Examinations to help us improve upon instruction and assessment practices. Preregistration checks of requirements and sequential programming 102030 levels. Encourage teachers to participate in the marking of Diploma examinations as a form of professional

development. Social Studies department will utilize a greater selection of source based questions to improve

application of course knowledge. Language Arts department will utilize the techniques that will emphasize on close reading

reinforcement to strengthen the DIP results Mathematics will concentrate on developing greater understanding of relations and functions. Science 30 has been implemented as a regularly offered program instead of through the Independent

Learning Center. Utilize school based programming options (Learning Strategies) to support student achievement in

Diploma examination courses. Explore the AP (Advanced Placement) program and consider a September, 2016 implementation.



Specific Outcome: Students achieve student learning outcomes.


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

71.5 68.9 75.9 63.6 49.9 75.0 Very Low Declined Significantly Concern

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.

77.5 75.7 91.7 82.2 50.0 75.0 Very Low Declined Concern

Comment on Results:

Teacher responses were not included in Accountability Pillar results for the 2014/2015 school year which is represented by significant declines in teacher, parent, and student satisfaction.

Ensure greater transparency of school based initiatives relating to character education are publicized and promoted

Model high quality characteristics of active citizenship, attitudes and behaviours within all aspects of the school community

Strategies:

Work collaboratively with teachers, educational assistants, community members to improve satisfaction in modelling good character and active citizenship.

Ensuring staff inclusion within accountability survey results will reflect actual levels of satisfaction. Develop increased community engagement and interaction with southside partner schools, local

businesses, and partners in education (Keyano College) Develop a school engagement plan to promote and educate community stakeholders of FMCHS

success, growth, and community involvement. Utilization of a grade 9 survey to support implementation of webs of support programming at FMCHS



Specific Outcome: Students demonstrate a strong foundation in literacy and numeracy.

Performance Measure Results (in percentages) Target Evaluation Targets

2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

58.5 48.4 54.4 41.3 47.4 53.0 Very Low Maintained Concern

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

9.6 5.6 8.2 2.2 9.7 12.0 Very Low Improved Issue

Comment on Results

Results were higher than the previous school year (2014/2015). PAT results continue to be a focus area for continuous improvement. Math K&E PAT results indicated areas of strength in factoring, rounding, charts and graphing analysis,

surface area Math K&E PAT results indicated areas of of weakness in probability, ratios, rates, percents, fractions

and conversion between decimal, fraction, and percents. Science K&E results indicated strengths in safety symbols, circuits, and space and technology Science K&E results indicated challenges in use of the periodic table, safety procedures, chemical

dispersion, energy sources, dangers of space exploration. Math PAT results indicate a strength in using exponent laws, squares and square roots, and

transformations Math PAT results indicate a challenge in statistics and probability, factions, decimals, and percents,

multistep problem solving, polynomials, extrapolation, surface area of composite shapes, and scale factors.

Science PAT results indicate strengths in understanding relationships between and within species including adaptations, modeling chemicals, altitude and azimuth

Science PAT results indicate challenges in extrapolation, sexual and asexual reproductions, chemical and physical change, periodic table, pH, conservation of mass, and manipulated, responding and controlled variables.

Language Arts PAT results indicate a strength at associating meaning in reading comprehension and functional writing

Language Arts PAT results indicate challenges in general reading comprehension and narrative writing



Strategies Develop instructional plans through our PLFs that are consistent with the standards set by Alberta

Education to prepare students for Provincial Achievement Tests. Teachers will continue to use the Promethean and Epson Boards to enhance learning, e.g. digitized

lessons, cumulative reviews, quizzes and tests that can be interactive; using the active inspire software to enhance lessons; mathletics; activities on other websites like LearnAlberta.ca, national library of virtual and real manipulatives, geometer's sketchpad, and to support the curriculum outcomes.

Teachers will examine discrepancies between class awarded grades and government exams (PAT, Diplomas) to evaluate course objectives, strengths, and weaknesses in course planning, assessment, and allotment of time in order to maximize student performance.

K&E and VIP program teachers and the Educational Assistants will be directly involved in the creation and implementation of Individual Program Plans (IPPs).

Offer a wide range of programs through various delivery systems, e.g. regular classroom instruction, small group instruction like in K&E courses, Learning Strategies 1535, assistance with Educational Assistants, and distancelearning courses through the Independent Learning Centre (ILC).

Identify students with special needs through WIAT, GatesMacGinitie, WECHSLER, and specialized testing.

English, Mathematics, Science and Social Studies teachers will utilize tutorial blocks to reinforce areas of instruction and target identified challenge areas.

Identify the reading level of students and use that information to help them improve upon their reading skills through an Accelerated Reading program, using age appropriate reading resources.

Language Arts department teachers will continue to guide students with reading comprehension strategies i.e. attention to details, infer meanings across wide variety of materials and by using the PAT exam language in class.

L.A department teachers will continue to help students in narrative writing by ensuring students’ consistency in writing, understanding the prompt, supporting the opinion, bringing creativity in the writing and providing the original insight to the topic.

Social Studies department will concentrate on building capacity to analyze and apply understandings to source based problems.

Social studies department will concentrate on improving understanding of the Charter of Rights and Freedoms and market economies.

Mathematics department will focus on developing understandings in ratios, rates, percents, and problem solving.

Science department will focus on developing understandings of the periodic table and its application, experimental variables, demonstrations of chemical and physical change.

Implemented a Transition Program for Grade 7, 8 , and 9 students, who are new to our school – New Student Orientation.

Run support groups for students who are atrisk, e.g. Students Assisting Students Program, Girl Power!, to help them stay on the right track towards graduation.

The Instructor in Learning Strategies will work: to continue to update the resources of the program and the methods of delivery; with classroom teachers to provide opportunity for core assignment completion and enhance preparation for assessment; with guidance counselors to identify students who would benefit from the program; and with administration to help reduce distractions to learning.



The Instructor in the Independent Learning Centre (ILC) will focus on ensuring that students meet and exceed their High School requirements creating study guides for all courses that have closed book exams which will aid the students when studying and therefore increase the student’s performance on final exam.

Outcome Two: Alberta has quality teaching and school leadership

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


2011 2012 2013 2014 2015 2015 Achievement

Improvement Overall 2016 2017 2018

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.

79.6 74.0 68.9 67.9 66.0 75.0 Very Low

Maintained Concern

Comment on Results The overall percentage of teachers, parents and students satisfied with the opportunity for students to

receive a broad range of program of studies maintained ~65% average overall.

Strategies Continue to inform students on what course offerings are available through the use of surveys (Tell them

From Me and School based surveys); through the use of course selection forms; through the participation of student council members in decisions regarding what courses are offered; student participation in District Advisory Committees; and information sessions involving the school counselling department.

Inform parents of the broad program of studies through ongoing communication (social media); participation on Parent Council; open houses; Professional Development activities; participation in surveys, and redevelopment of the school website.

Involve parents in decision making regarding course offerings through the use of surveys; parent council activities; and school communication (social media).

Teachers of Career and Technology Studies (CTS) courses will integrate new equipment into the instruction for their programs and expand the number of modules that can be offered as a result of this new equipment, and focus on theory and practical skill development until students achieve mastery (summative).

Teachers of Physical Education will focus on measuring physical fitness in a meaningful way and on practical skill development.

Teachers of Fine Arts will focus on cross curricular connections in order to fully utilize the new performance venue in FMCHS, while encouraging students to create/produce high quality performances/projects; and liaison with community partners.

The FMNI coordinator will pursue programming options and course initiatives that will enhance the learning opportunities of first nation’s students.



The Instructor in Learning Strategies, will work: to continue to update the resources of the program and the methods of delivery; with classroom teachers to provide opportunity for core assignment completion and enhance preparation for assessment; with guidance counselors to identify students who would benefit from the program; and with administration to help reduce distractions to learning.

The Instructor in the Independent Learning Centre (ILC) will focus on ensuring that students meet and exceed their High School requirements creating study guides for all courses that have closed book exams which will aid the students when studying and therefore increase the student’s performance on final exam.

Teachers of Science will enrich their courses through the use of digital resources (Epson Boards) implementing project based learning, more assessment for learning strategies;

Focus on improving scientific literacy in all students through the use of Setting a Purpose, Skimming and Scanning, Think Aloud and other literacy learning strategies in accordance with the school's Literacy improvement plan, and DI into daily instruction.

Offer up to date programs for Academic; General; Fine Arts; Career and Technology Studies (CTS); Physical Education; First Nations, Metis, Inuit (FNMI); English Language Learning (ELL); Knowledge and Employability (K & E) courses; Vocation Individualized Program; Life Skills Program; Off-Campus Programming; and Paul Martin Program.

Meet in Professional Learning Fridays (PLFs) to cooperatively plan to improve instruction (including the use of 21st Century digital resources), implement assessment for and of learning, and Stepping Out literacy strategies that meet our student’s needs, Differentiated Instruction, and Project Based Learning.

Implement the latest Programs of Study for the courses we offer, and support staff who are working to improve instruction in those same programs, e.g. new Math 30-1, 30-2 and 31 courses through various professional development activities.

Provide students with the technology they need to successfully complete their programs, e.g. laptops and new computer technology in classrooms, lab and library.

Develop partnership opportunities with Keyano College investigating the sharing of facilities, sharing of professional development activities, the development of new programming, the sharing of staff, dual credit programming, and the collaborative promotion of relevant programs, athletics, arts/culture, services and events (Welding Program).

Encourage students to participate in the Registered Apprenticeship Program. Publish course offerings on school website. Provide students with character education through community service (Snow Angels). Islamic program teachers and parents will provide tutoring and assistance in course selection.



Outcome Three: Alberta’s education system is governed effectively Specific Outcome: The education system demonstrates collaboration and engagement.


2011 2012 2013 2014 2015 2015 Achievement


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

86.7 73.2 78.3 76.4 56.4 80.0 Very Low

Declined Concern

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

82.8 81.8 88.9 84.7 67.4 80.0 Very Low

Declined

Significantly

Concern

Comment on Results Teacher responses were not included in Accountability Pillar results for the 2014/2015 school year

which is represented by significant declines in teacher, parent, and student satisfaction. Parental involvement in school based education decisions remains strong. Satisfaction with the overall quality of basic education remains strong.

Strategies Continue to involve community members, parents, and guardians in school based activities, committees, and

decision making. Active Parent Advisory Council. Utilize Social Media (Twitter, School App, School Website, and Facebook). Administer Student subject surveys. Collaborate with counselors and admin on course offerings. Ensure administration of the Tell Them From Me Surveys and teacher accountability survey results are

incorporated into accountability pillar results. Gain Parent Advisory Council feedback. Provide parents, guardians and students with relevant post-secondary planning. Provide Post-Secondary School information sessions. Continuous strong collaboration with partner schools staff and students

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


2011 2012 2013 2014 2015 2015 Achievement


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.

84.8 79.6 90.0 80.4 75.9 80.0 Very Low

Declined Concern

Percentage of teachers, parents and students 75.2 73.5 100.0 66.6 67.9 80.0 Low Decline

d Concern



indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.

Significantly

Comment on Results The school safe and caring percentage declined slightly but overall maintained an 75% average. The percentage of parents satisfied that the school has improved increased by 1.3%.

Strategies Actively supervise students in and out of the classroom. Implementation of a revised attendance policy which includes attendance contracts. Work with parents to help improve student attendance (calls home, e-mails). Continue to implement a Progressive Discipline Policy dealing with misbehavior in a way that will have a

long-lasting impact, relying on acts of restitution and counseling whenever beneficial, in school detentions and suspensions, and resorting to out-of-school suspensions only when necessary. Focus on fostering positive behavioral expectations.

Implementation of Webs of Supports to develop relationships supporting all students of FMCHS. Treat incidents of fighting seriously, e.g. two to five-day suspensions, when necessary a recommendation to

the RCMP that the combatants and onlookers be given a $250 fine from the Regional Municipality of Wood Buffalo.

Educational spaces, equipment, and safety instruction for all complementary courses will be routinely reviewed, assessed, and improved as part of the District Occupational Health and Safety plan and the Modernization of the school.

Provide staff training to be prepared for a medical emergency and select members to be trained in First Aid. Run support groups for students who are at-risk and utilize mental health counselor. Hour Zero emergency response system (active and up to date). Continue to implement new and innovative programming to meet student’s needs in a rapidly changing

world. Focus upon the implementation of digital technology in the classroom (Epson Boards and Projectors). Teach students to be morally and ethically responsible for the use of digital technology in the classroom. Ongoing Communication with students, staff, parents, guardians and community members through the use

of: a school APP; twitter; Facebook; Publish a Daily Bulletin and regular, an up-to-date website that provides information on our mission, vision and values; programs and courses; how-to-contact staff; how to access information about careers, post-secondary institutions and scholarships; and how to register for our school.

Celebrate student achievement through Recognition Assemblies, Fall and Spring Award Ceremonies, Athletic Awards Banquet, advertisements and stories in the Fort McMurray Today, PTI’s, BBQS, regular e-mail communication, the use of journals, and the school website.

Increase cultural awareness through the utilization of Guest Speakers, Aboriginal Week and Book Displays. Organize Respect Day. Organize Spirit Assemblies and regular Recognition Assemblies. Student participating in Speak Out Forum. Grade 10 participating in Tell Them From Me Surveys.



Outcome Four: First Nations, Métis and Inuit students are successful Specific 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)


2011 2012 2013 2014 2015 2015 Achievement


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

50.9 29.8 38.6 33.9 28.6 30.0 Very Low

Maintained Concern

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

6.3 1.2 2.3 3.6 5.4 8.0 Very Low

Maintained Concern

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

82.9 92.9 80.3 90.5 70.8 75.0 Very Low

Declined Concern

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

9.2 14.3 11.5 9.5 0.0 10.0 Very Low

Declined Concern


2011 2012 2013 2014 2015 2015 Achievement


High School Completion Rate Percentage of selfidentified FNMI students who completed high school within three years of entering Grade 10.

45.4 57.5 62.8 56.3 37.5 45.0 Very Low

Declined Concern

Drop Out Rate annual dropout rate of selfidentified FNMI students aged 14 to 18

6.9 1.9 4.8 5.5 0.9 0.5 Very High

Improved

Excellent

High school to postsecondary transition rate of selfidentified FNMI students within six years of entering Grade 10.

31.1 29.1 26.9 26.4 24.9 28.0 Very Low

Maintained Concern

Percentage of Grade 12 selfidentified FNMI students eligible for a Rutherford Scholarship.

38.9 54.8 41.7 37.5 23.1 25.0 Very Low

Declined Concern

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

6.8 14.4 9.9 11.3 6.3 8.0 Very Low

Maintained Concern



Comment on Results The percentage of FNMI students who achieved excellence on the PAT exams increased by 1.8%. The percentage of FNMI students who achieved acceptable standards on Diploma Exams decreased by

5.3%. The dropout rate declined by 4.4%. The high school to post-secondary rate was maintained.

Strategies Work with students who are at risk through our mainstream and VIP, K&E and Lifeskills staff and FNMI

Liaison and provide them with support that best meets their needs and to increase the opportunity to leave high school with a diploma or certificate.

Work closely with FNMI community leaders to support FNMI student achievement, excellence and success, e.g. take part in community conversations about what has helped FNMI students succeed in the past, attend conferences to build their self-esteem like Dream catchers, promote the value of being FNMI through cultural events.

Work closely with FNMI leadership in our community to support FNMI student achievement, excellence and success.

Encourage parental engagement focused on improving FNMI student success. Work closely with FNMI students to teach them the value of completing a High School Diploma. Counsel FNMI students to attempt more diploma exam courses with the view of helping them enter

university. Assist FNMI students to improve their grade in Rutherford-eligible courses to a minimum of 75%. Ensure tutoring available during daily school time. Continue to focus on increasing the number of students who achieved the standard of excellence on PATS. Continue the development of the Paul Martin entrepreneurial program. Encourage FNMI parents to attend PAC meetings. Organize Professional Development days utilizing First Nations Leaders. Develop FNMI promotional materials. Work with the FNMI/Mental Health worker. Increase the numbers of FNMI students in Registered Apprenticeship Program.



Diploma Examination Results Course By Course Summary With Measure Evaluation Fort McMurray Comp High School Alberta

Achievement Improvement Overall 2014 Prev 3 Yr.

Avg 2014 Prev 3 Yr. Avg

Course Measure N % N % N % N %

English Lang Arts 301 Acceptable Standard Low Maintained Issue 28 85.7 45 91.1 28,67

1 87.1 29,063 85.4

Standard of Excellence Intermediate Improved Good 28 17.9 45 5.3 28,671

11.7 29,063 10.6

English Lang Arts 302 Acceptable Standard High Maintained Good 57 93.0 70 91.1 15,88

7 89.7 14,790 89.1

Standard of Excellence Very High Maintained Excellent 57 12.3 70 8.4 15,887

13.1 14,790 10.2

Mathematics 301 Acceptable Standard Very High Improved

Significantly Excellent 19 73.7 21 42.9 21,314

74.6 19,841 80.4

Standard of Excellence High Maintained Good 19 21.1 21 14.3 21,314

27.2 19,841 35.4

Mathematics 302 Acceptable Standard Very High Improved


71.3 9,646 68.9

Standard of Excellence High Maintained Good 16 6.3 32 6.3 11,934

15.0 9,646 9.6

Social Studies 301 Acceptable Standard Very High Improved


2 85.5 23,164 84.8

Standard of Excellence Intermediate Improved Good 25 16.0 48 5.6 21,992

14.2 23,164 15.6

Social Studies 302 Acceptable Standard Low Maintained Issue 60 76.7 70 82.4 19,17

3 83.9 17,286 83.6

Standard of Excellence Low Maintained Issue 60 8.3 70 10.2 19,173

14.8 17,286 14.5

Biology 30 Acceptable Standard Very Low Maintained Concern 21 66.7 25 73.6 21,65

6 85.2 22,802 82.7

Standard of Excellence Intermediate Maintained Acceptable 21 19.0 25 16.9 21,65

6 31.7 22,802 30.0

Chemistry 30 Acceptable Standard High Improved Good 18 83.3 19 67.7 19,11

8 81.3 18,261 76.8


8 35.0 18,261 29.2

Physics 30 Acceptable Standard Very High Improved Excellent 13 92.3 11 58.4 10,75

8 83.0 10,060 79.6

Standard of Excellence Very High Improved Excellent 13 30.8 11 5.6 10,758

34.1 10,060 29.4

Comment on Results Continued increase in overall results. Above or at the district and provincial average in almost every category. 8 out of 18 categories showed marked improvement. 10 out of 18 categories maintained their levels. The school continues to celebrate a continued rise in results. Although FMCHS maintained a positive increase there is still room for improvement as some standard of

excellence results are still below the provincial average. FMCHS maintained an overall level of 75% in acceptable standards results. Improvement noted in the areas of Science and Mathematics. Subject areas demonstrated marked improvement. Participation rates maintained.



Strategies Continue a school-wide focus on literacy and math. Continue develop assessment for and of learning tools, and cumulative reviews used to review and re-teach

any outcomes where a deficiency is noted, and will be using student interactive activities as assessment of student skills.

Focus on improving mathematics literacy of all students through the use of Setting a Purpose, Skimming and Scanning, KWL, Think Aloud and other Stepping Out literacy learning strategies in accordance with the school’s Literacy improvement plan.

Teachers of VIP and Life Skills programs will enhance student learning by beginning the school year with early assessment using the Brigance Comprehensive Inventory of Basic and Transition Skills. Staff will then develop IPP goals based on each student’s Brigance results and individual needs. Staff will increase student and parent involvement in the development and success of IPP goals through ongoing communication, and willingness to revise, reflect and update each IPP twice each semester. Staff will collaborate with all involved team members as we develop, review and implement these IPP goals into our everyday learning. Staff will teach through differentiated instruction and implement a variety of teaching, learning and assessment tools and will utilize new academic resources and technologies while integrating essential skills and literacy strategies.

Increase the percentage of students writing diploma exams. Continue to pursue instructional methods geared towards improving student results through PD and PLC

activities and a Tutorial Block. Student Services will endeavor to ensure that students are programmed in the correct stream of courses to

maximize success in Diplomas and PATS. Offer a wide range of programs: Academic, General, Fine Arts, ESL, French, Career and Technology

Studies (CTS), Physical Education, Off Campus Education, First nations, Metis, Inuit (FNMI) Programming, Knowledge and Employability course, Vocation Integrated Program, and Life Skills Program, Differentiated Instruction and Response to Intervention.

Implement the latest programs of study for the courses we offer, and support staff taking a leadership role in those same programs, e.g. Knowledge and Employability courses.

Offer a wide range of programs through various delivery systems e.g. regular classroom instruction, small group instruction like in Learning Strategies, one-on-one assistance with Educational Assistants, and distance-learning courses through the Independent Learning Centre (ILC), and Project Based Learning.

Continue to develop quality instructional materials for recently implemented programs. Provide students with updated technology they need to successfully complete their programs, e.g. four

up-to-date computer labs, computers within or near classrooms, specialized calculators for teaching mathematics, technologies required in CTS courses, and Promethean Boards, Epson Boards, LED projectors, new technology center, WIFI, iPads, school APP, and laptops for students.

Work with at-risk students to provide them with programming that best meets their needs and allows them to leave high school with a diploma or certificate.

Inform students about their various options for post-secondary education, including scholarships, e.g. through our Career and Life Management (CALM) courses, Post-Secondary Institution visits, Career Centre programs and individual counseling, and through our partnership with Keyano college to provide counseling for our senior students.

Offer up to date CTS courses that directly relate to further fields of study or careers, e.g. Career Transitions, Culinary Arts, Cosmetology, Construction Technology, Mechanics, Foods, Robotics, Welding, Computer Studies, Multi-Media Design, Drama, Music and Visual Arts.

Student Services will work with students to assist them with planning their program of studies.



Student Services will assist students through individual planning meetings to determine course selection.



Comment on Results Strategies

Continued increase in overall completion rates. Student services meet with students to complete a high school plan, select courses, track their program of

studies, and ensure they are on track to graduate. Students are more successful if given 4 to 5 years to complete high school.



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.



Diploma Examination Results – Measure Details Diploma Exam Course by Course Results by Students Writing.

Results (in percentages) Target

2011 2012 2013 2014 2015 2015 A E A E A E A E A E A E

English Lang Arts 301 School 85.2 8.2 88.1 4.8 100.0 3.0 85.7 17.9 89.3 7.1 Authority 89.2 8.1 88.4 11.6 84.0 7.2 82.6 10.9 81.3 9.9 Province 85.0 10.1 86.3 11.3 86.0 10.4 87.6 11.8 86.5 11.5

English Lang Arts 302 School 89.6 6.5 90.1 15.5 93.5 3.2 94.7 12.3 84.8 2.2 Authority 93.2 10.2 94.0 17.6 92.9 5.9 92.3 13.3 88.6 4.3 Province 88.7 9.1 89.6 10.7 89.4 10.9 89.8 13.1 88.7 11.3

French Lang Arts 301 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Authority 85.7 0.0 100.0 0.0 100.0 0.0 100.0 0.0 81.8 9.1 Province 95.3 14.5 95.6 13.5 95.4 12.4 96.6 14.6 95.5 9.9

Français 301 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 93.8 19.9 96.5 18.9 96.8 18.2 99.3 29.2 95.3 17.1

Pure Mathematics 30 School 88.9 20.0 61.3 0.0 n/a n/a n/a n/a n/a n/a Authority 85.1 28.6 83.7 28.1 n/a n/a n/a n/a n/a n/a Province 81.3 29.2 82.0 27.5 59.0 11.4 * * n/a n/a

Applied Mathematics 30 School 56.6 1.9 61.3 3.2 n/a n/a n/a n/a n/a n/a Authority 66.1 3.4 71.4 5.1 n/a n/a n/a n/a n/a n/a Province 74.5 9.8 75.8 10.3 71.4 17.9 n/a n/a n/a n/a

Mathematics 301 School n/a n/a n/a n/a 42.9 14.3 73.7 21.1 66.7 27.8 Authority n/a n/a n/a n/a 71.5 31.6 62.4 17.9 71.3 36.0 Province n/a n/a n/a n/a 80.9 35.9 75.1 27.9 76.2 31.7

Mathematics 302 School n/a n/a n/a n/a 62.5 6.3 87.5 6.3 80.0 0.0 Authority n/a n/a n/a n/a 51.8 4.8 52.9 5.7 51.3 1.3 Province n/a n/a n/a n/a 69.5 9.6 71.3 15.0 73.9 15.5

Social Studies 301 School 81.0 5.2 84.0 6.0 80.6 5.6 100.0 16.0 100.0 11.1 Authority 80.4 10.6 86.7 15.4 83.7 10.1 78.8 12.9 77.8 12.7 Province 83.0 14.9 86.3 16.7 85.4 15.2 85.6 14.3 87.1 16.2


Biology 30 School 100.0 30.8 68.2 9.1 57.1 10.7 66.7 19.0 40.9 13.6 Authority 89.0 28.8 76.9 30.1 85.4 35.1 87.6 31.8 71.4 36.5 Province 82.0 30.0 81.9 28.2 84.4 32.2 85.2 31.9 85.9 33.0

Chemistry 30 School 69.6 26.1 73.7 5.3 60.0 6.7 83.3 22.2 94.1 41.2 Authority 75.0 29.6 78.6 31.4 74.3 34.7 74.3 30.9 75.4 29.4 Province 75.4 28.0 77.1 28.7 78.8 31.8 81.5 35.2 82.2 34.2

Physics 30 School 86.7 6.7 28.6 0.0 60.0 10.0 92.3 30.8 78.6 21.4 Authority 75.5 29.8 81.3 39.6 78.0 29.0 80.0 32.6 73.5 30.6 Province 77.0 27.8 81.1 30.5 81.5 30.5 83.2 34.3 83.9 35.8

Science 30 School n/a n/a n/a n/a n/a n/a * * 28.6 0.0 Authority n/a n/a n/a n/a 66.7 0.0 77.8 11.1 46.4 0.0 Province 80.4 21.0 79.8 22.0 84.1 25.8 85.0 25.4 83.9 26.7

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

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

Current and historical Diploma results have been adjusted to reflect change in data source system.

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.



Graph of Diploma Examination Results – Overall

Note: Current and historical Diploma results have been adjusted to reflect change in data source system.


Diploma Examination Results by Course

No Data for Pure Mathematics 30]









[No Data for Applied Mathematics 30]












Diploma Examination Results Course By Course Summary With Measure Evaluation Fort McMurray Comp High School Alberta

Achievement Improvement Overall 2015 Prev 3 Yr

Avg 2015 Prev 3 Yr Avg


English Lang Arts 301

Acceptable Standard Intermediate Maintained Acceptable 28 89.3 34 91.3 28,10

4 86.5 29,085 86.6

Standard of Excellence Intermediate Maintained Acceptabl

e 28 7.1 34 8.5 28,104

11.5 29,085 11.2

English Lang Arts 302

Acceptable Standard Low Declined Issue 46 84.8 63 92.8 16,324

88.7 15,323 89.6

Standard of Excellence Very Low Declined Concern 46 2.2 63 10.3 16,32

4 11.3 15,323 11.6

French Lang Arts 301

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,278 95.5 1,224 95.9

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 1,278 9.9 1,224 13.5

Français 301 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 129 95.

3 145 97.5 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 129 17.

1 145 22.1

Pure Mathematics 30 Acceptable Standard n/a n/a n/a n/a n/a 31 61.3 n/a n/a 10,936 70.5

Standard of Excellence n/a n/a n/a n/a n/a 31 0.0 n/a n/a 10,936 19.5

Applied Mathematics 30

Acceptable Standard n/a n/a n/a n/a n/a 31 61.3 n/a n/a 5,026 73.6 Standard of Excellence n/a n/a n/a n/a n/a 31 3.2 n/a n/a 5,026 14.1

Mathematics 301 Acceptable Standard n/a Maintained n/a 18 66.7 20 58.3 20,91

5 76.2 20,619 78.0

Standard of Excellence n/a Maintained n/a 18 27.8 20 17.7 20,91

5 31.7 20,619 31.9

Mathematics 302 Acceptable Standard n/a Maintained n/a 10 80.0 24 75.0 12,55

8 73.9 10,829 70.4

Standard of Excellence n/a Maintained n/a 10 0.0 24 6.3 12,55

8 15.5 10,829 12.3

Social Studies 301 Acceptable Standard Very High Improved Excellent 18 100.

0 37 88.2 21,038

87.1 22,680 85.8


e 18 11.1 37 9.2 21,038

16.2 22,680 15.4

Social Studies 302 Acceptable Standard Low Maintained Issue 42 78.6 64 78.7 19,61

7 81.3 18,230 83.1


7 12.5 18,230 14.1

Biology 30 Acceptable Standard Very Low Declined Concern 22 40.9 24 64.0 21,21

9 85.9 22,506 83.9


9 33.0 22,506 30.7

Chemistry 30 Acceptable Standard Very High Improved Excellent 17 94.1 17 72.3 19,05

0 82.2 18,412 79.1

Standard of Excellence Very High Improved


34.2 18,412 31.9

Physics 30 Acceptable Standard Intermediate Maintained Acceptabl

e 14 78.6 10 60.3 10,573

83.9 10,127 81.9


e 14 21.4 10 13.6 10,573

35.8 10,127 31.8

Science 30 Acceptable Standard Very Low n/a n/a 7 28.6 n/a n/a 7,819 83.

9 6,190 83.0 Standard of Excellence Low n/a n/a 7 0.0 n/a n/a 7,819 26.

7 6,190 24.4



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 examinations.






High School Completion Rate – Measure Details High School Completion Rate percentages of students who completed high school within three, four and five years of entering Grade 10. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 3 Year Completion 59.9 69.6 70.5 57.1 59.6 70.6 73.1 80.4 72.5 70.1 72.6 74.1 74.8 74.9 76.4 4 Year Completion 63.6 68.3 74.8 75.2 66.8 77.7 77.8 79.1 85.0 78.8 76.9 78.1 79.4 79.6 80.0 5 Year Completion 69.4 66.3 71.3 77.4 76.5 77.2 80.8 80.4 82.2 86.3 79.0 79.6 80.8 81.7 82.1

Graph of School Results






Drop Out Rate – Measure Details Drop Out Rate annual dropout rate of students aged 14 to 18 School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Drop Out Rate 6.9 3.2 5.5 2.9 3.4 4.8 1.0 2.4 1.7 3.6 4.2 3.2 3.5 3.3 3.4 Returning Rate 21.3 21.9 16.3 35.0 14.2 23.4 24.6 19.3 40.3 26.1 27.9 23.4 23.0 21.1 20.3






High School to Postsecondary Transition Rate – Measure Details High school to postsecondary transition rate of students within four and six years of entering Grade 10. School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 4 Year Rate 20.4 23.5 30.8 27.9 17.4 31.5 33.7 36.3 43.0 31.4 37.8 38.2 39.6 40.0 38.4 6 Year Rate 34.8 40.0 41.6 38.7 48.7 53.1 49.6 55.1 51.0 55.1 59.3 58.4 59.5 59.2 59.8






Rutherford Eligibility Rate – Measure Details Percentage of Grade 12 students eligible for a Rutherford Scholarship. School Authority Province 201

0 2011

2012

2013

2014

2010

2011

2012

2013

2014

2010

2011

2012

2013

2014

Rutherford Scholarship Eligibility Rate 49.7 51.5 45.2 38.2 34.9 51.7 55.6 52.2 49.5 47.5 59.6 61.5 61.3 60.9 61.2 Rutherford eligibility rate details.

Reporting School Year

Total Students

Grade 10 Rutherford Grade 11 Rutherford Grade 12 Rutherford Overall Number of Students Eligible

Percent of Students Eligible

Number of Students Eligible






2010 187 85 45.5 70 37.4 24 12.8 93 49.7 2011 169 74 43.8 68 40.2 22 13.0 87 51.5 2012 166 67 40.4 49 29.5 19 11.4 75 45.2 2013 136 39 28.7 40 29.4 19 14.0 52 38.2 2014 126 36 28.6 38 30.2 19 15.1 44 34.9





Diploma Examination Participation Rate – Measure Details Diploma examination participation rate: Percentage of students writing 0 to 6 or more Diploma Examinations by the end of their 3rd year of high school.

School Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014

% Writing 0 Exams 30.3 20.6 24.2 29.7 21.6 20.0 17.3 15.2 17.3 22.0 17.2 16.1 15.9 16.1 15.2 % Writing 1+ Exams 69.7 79.4 75.8 70.3 78.4 80.0 82.7 84.8 82.7 78.0 82.8 83.9 84.1 83.9 84.8 % Writing 2+ Exams 65.3 74.1 72.1 67.0 72.1 75.8 79.5 83.1 81.0 76.0 79.6 80.8 81.2 80.8 82.0 % Writing 3+ Exams 39.2 50.7 42.5 32.8 33.5 52.2 61.9 64.2 54.8 48.1 66.0 67.4 67.5 63.8 65.6 % Writing 4+ Exams 18.5 25.7 19.2 20.2 22.0 35.5 45.7 46.2 43.3 38.8 54.9 56.2 56.6 50.5 54.9

% Writing 5+ Exams 12.0 9.8 9.6 8.4 15.7 24.6 29.2 31.9 31.5 27.4 36.1 37.2 38.0 31.8 36.7 % Writing 6+ Exams 3.3 3.8 2.4 1.7 5.2 7.7 12.5 14.9 14.7 11.6 13.4 14.1 14.6 11.5 13.3




Percentage of students writing 1 or more Diploma Examinations by the end of their 3rd year of high school, by course and subject.

School Authority Province

2010

2011

2012

2013

2014

2010

2011

2012

2013

2014

2010

2011

2012

2013

2014

English Language Arts 301 22.7 33.8 26.5 23.6 26.0 35.0 44.4 46.5 46.5 42.3 54.5 54.9 55.1 54.4 54.4 English Language Arts 302 40.2 37.3 42.6 41.7 47.1 39.0 37.6 37.1 34.7 32.9 25.1 26.1 26.1 27.2 28.2 Total of 1 or more English Diploma Exams 62.9 70.4 67.6 63.8 70.2 73.3 76.0 79.0 77.9 73.2 78.0 79.0 79.2 79.3 80.3

Social Studies 30 1.0 0.0 0.0 n/a n/a 1.9 0.0 0.0 n/a n/a 3.7 0.3 0.0 n/a n/a Social Studies 301 25.3 34.5 30.1 26.8 24.0 36.2 43.7 43.2 42.3 39.8 45.7 48.2 48.0 46.1 45.5 Social Studies 33 4.1 0.0 0.0 n/a n/a 3.6 0.0 0.0 n/a n/a 2.5 0.1 0.0 n/a n/a Social Studies 302 34.5 36.6 38.2 40.2 45.2 34.3 33.6 37.4 36.9 33.9 27.4 31.0 32.1 34.0 35.6 Total of 1 or more Social Diploma Exams 64.4 71.1 67.6 63.8 68.3 75.2 76.8 79.8 77.5 73.0 78.1 78.9 79.3 79.3 80.3

Pure Mathematics 30 14.4 19.7 19.1 0.8 0.0 25.2 31.6 35.4 5.2 0.2 41.4 42.6 42.5 7.3 0.1 Applied Mathematics 30 22.2 27.5 19.1 0.0 0.0 21.0 24.0 22.0 0.0 0.0 19.7 20.0 19.6 0.2 0.0 Mathematics 301 n/a n/a n/a 11.0 13.5 n/a n/a n/a 27.2 25.6 n/a n/a n/a 30.0 37.6 Mathematics 302 n/a n/a n/a 19.7 15.4 n/a n/a n/a 16.2 14.7 n/a n/a n/a 16.9 21.6 Total of 1 or more Math Diploma Exams 36.6 47.2 37.5 29.1 28.8 45.7 55.3 57.1 47.4 40.0 60.6 62.0 61.5 52.5 57.4

Biology 30 13.4 16.2 14.0 18.1 14.4 26.4 32.1 34.3 33.3 25.8 41.2 42.8 43.1 42.5 41.7 Chemistry 30 11.9 13.4 11.0 8.7 14.4 26.4 33.6 35.6 31.5 30.2 35.2 36.0 36.7 31.7 35.0 Physics 30 7.7 8.5 4.4 3.9 11.5 15.2 21.2 21.0 23.2 18.9 20.0 20.6 20.4 17.4 20.2 Science 30 0.0 0.0 1.5 0.8 1.0 0.2 0.3 0.5 2.1 3.2 9.0 9.1 10.5 9.8 13.0 Total of 1 or more Science Diploma Exams 18.6 25.4 18.4 22.0 22.1 37.6 46.7 46.0 46.2 40.3 57.6 59.1 59.5 57.7 59.8

Français 301 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.2 0.3 0.3 0.3 0.3 French Language Arts 30 0.0 0.0 0.0 0.0 0.0 1.9 1.3 2.5 1.6 2.2 2.9 2.8 2.7 2.7 2.7 Total of 1 or more French Diploma Exams 0.0 0.0 0.0 0.0 0.0 1.9 1.3 2.5 1.6 2.2 3.1 3.1 2.9 3.0 3.0





Citizenship – Measure Details Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. School Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 71.5 68.9 75.9 63.6 49.9 80.8 80.1 82.2 80.9 81.8 81.9 82.5 83.4 83.4 83.5 Teacher 95.3 76.0 n/a 86.7 n/a 93.3 91.5 93.7 95.6 95.4 92.7 93.1 93.6 93.8 94.2 Parent 62.0 74.7 75.9 54.0 38.5 77.9 77.9 79.3 80.7 81.0 78.6 79.4 80.3 81.9 82.1 Student 57.2 56.0 n/a 50.3 61.4 71.3 70.8 73.6 66.5 69.1 74.5 75.0 76.2 74.5 74.2

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 changes 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 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 77.5 75.7 91.7 82.2 50.0 78.7 77.2 79.6 83.0 80.4 80.1 79.7 80.3 81.2 82.0 Teacher 80.0 80.0 n/a 94.4 n/a 87.4 87.7 89.8 89.3 91.5 89.6 89.5 89.4 89.3 89.7 Parent 75.0 71.4 91.7 70.0 50.0 70.0 66.7 69.4 76.8 69.3 70.6 69.9 71.1 73.1 74.2






Provincial Achievement Test Results – Measure Details PAT Course by Course Results by Number Enrolled.

Results (in percentages) Target

2011 2012 2013 2014 2015 2015 A E A E A E A E A E A E

English Language Arts 6 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Authority 81.9 19.0 84.5 20.3 88.0 13.7 84.5 15.2 86.1 19.4 Province 83.0 18.5 82.7 17.8 82.5 16.3 81.9 17.6 82.8 19.5

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 Authority 90.3 0.0 100.0 16.1 82.9 5.7 83.8 16.2 90.0 16.7 Province 89.4 17.1 89.3 17.2 88.6 16.3 88.0 15.6 87.5 13.6


Mathematics 6 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Authority 74.7 22.3 78.5 17.7 73.7 17.3 73.8 15.0 78.7 17.3 Province 73.7 17.8 74.7 16.6 73.0 16.4 73.5 15.4 73.3 14.1

Science 6 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Authority 74.5 23.6 82.5 28.9 78.4 20.8 72.3 15.6 76.9 21.5 Province 76.2 25.0 77.8 28.2 77.5 25.9 75.9 24.9 76.4 25.3

Social Studies 6 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Authority 71.7 17.8 73.1 21.2 75.3 16.4 62.8 8.4 70.6 15.2 Province 71.1 18.5 73.2 19.5 72.7 19.0 70.4 16.6 69.8 18.1

English Language Arts 9 School 69.1 6.2 60.7 3.4 53.9 3.9 57.7 4.1 55.1 9.0 Authority 78.9 13.7 77.4 12.2 74.7 12.7 76.2 14.4 78.1 11.3 Province 79.1 16.3 77.4 16.4 76.7 14.8 76.3 15.1 75.6 14.4

English Lang Arts 9 KAE School 84.2 10.5 69.2 7.7 77.8 0.0 35.7 0.0 33.3 0.0 Authority 75.0 7.1 69.2 7.7 77.8 0.0 35.7 0.0 33.3 0.0 Province 67.2 7.9 61.4 5.8 62.4 4.3 62.9 3.5 62.8 4.6

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 Authority 77.3 13.6 78.9 15.8 90.0 20.0 78.6 21.4 100.0 10.5 Province 88.8 15.0 87.5 12.2 87.2 13.9 86.5 11.1 85.9 10.1


Mathematics 9 School 46.3 11.6 40.4 5.6 57.9 13.2 35.8 1.1 38.2 11.2 Authority 61.3 14.0 58.8 13.9 62.9 18.2 62.1 15.8 64.9 19.9 Province 66.1 17.3 66.5 17.8 66.9 18.3 67.1 17.3 65.3 18.0

Mathematics 9 KAE School 81.0 19.0 30.8 7.7 50.0 10.0 43.8 0.0 44.4 11.1 Authority 79.1 20.9 37.5 18.8 45.5 9.1 43.8 0.0 44.4 11.1 Province 64.9 14.9 62.4 15.4 65.9 14.7 63.4 14.5 60.7 14.4

Science 9 School 54.6 10.3 48.9 5.6 51.9 7.8 35.7 2.0 47.2 7.9 Authority 68.2 13.1 67.0 17.1 68.6 18.1 64.7 16.3 74.1 20.2 Province 74.9 20.8 74.2 22.4 73.0 20.0 73.2 22.1 74.1 22.9

Science 9 KAE School 89.5 10.5 41.7 0.0 77.8 33.3 50.0 0.0 55.6 11.1 Authority 89.5 10.5 41.7 0.0 77.8 33.3 50.0 0.0 55.6 11.1 Province 69.5 15.3 67.9 17.3 68.4 17.1 64.1 14.9 64.4 15.2


Social Studies 9 KAE School 73.7 10.5 50.0 8.3 66.7 11.1 42.9 0.0 55.6 11.1 Authority 73.7 10.5 50.0 8.3 66.7 11.1 42.9 0.0 55.6 11.1 Province 61.9 13.6 63.5 13.9 64.6 13.0 61.8 10.7 57.2 11.2


“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.



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





Graph of Provincial Achievement Test Results by Course





PAT Results Course By Course Summary By Enrolled With Measure Evaluation Fort McMurray Comp High School Alberta

Achievement Improvement Overall 2015 Prev 3 Yr Avg 2015 Prev 3 Yr Avg


English Language Arts 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 47,44

6 82.8 44,338 82.4

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 47,446

19.5 44,338 17.2

French Language Arts 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,972 87.

5 2,648 88.6



0 497 91.8

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 472 15.0 497 20.2

Mathematics 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 47,37

7 73.3 44,292 73.8


14.1 44,292 16.2

Science 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 47,37

9 76.4 44,273 77.1


25.3 44,273 26.3

Social Studies 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 47,38

5 69.8 44,226 72.1


18.1 44,226 18.4

English Language Arts 9 Acceptable Standard Very Low Maintained Concern 89 55.

1 87 57.5 43,532

75.6 38,021 76.8

Standard of Excellence Low Improved Acceptable 89 9.0 87 3.8 43,53

2 14.4 38,021 15.4

English Lang Arts 9 KAE Acceptable Standard Low Declined Issue 9 33.3 12 60.9 1,553 62.

8 1,543 62.3 Standard of Excellence Low Maintained Issue 9 0.0 12 2.6 1,553 4.6 1,543 4.6

French Language Arts 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,601 85.

9 2,496 87.1



5 345 84.9

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 391 20.2 345 16.2

Mathematics 9 Acceptable Standard Very Low Maintained Concern 89 38.

2 87 44.7 43,190

65.3 37,734 66.8

Standard of Excellence Low Improved Acceptable 89 11.

2 87 6.6 43,190

18.0 37,734 17.8

Mathematics 9 KAE Acceptable Standard Low Maintained Issue 9 44.

4 13 41.5 1,966 60.7 1,858 63.9

Standard of Excellence Intermediate Maintained Acceptable 9 11.

1 13 5.9 1,966 14.4 1,858 14.8

Science 9 Acceptable Standard Very Low Maintained Concern 89 47.

2 88 45.5 43,653

74.1 38,253 73.4


3 22.9 38,253 21.5

Science 9 KAE Acceptable Standard Low Maintained Issue 9 55.

6 12 56.5 1,527 64.4 1,503 66.8


1 12 11.1 1,527 15.2 1,503 16.4

Social Studies 9 Acceptable Standard Very Low Maintained Concern 89 49.

4 88 42.0 43,451

65.1 38,360 66.7

Standard of Excellence Low Improved Acceptable 89 11.

2 88 5.3 43,451

19.8 38,360 19.3

Social Studies 9 KAE Acceptable Standard Intermediate Maintained Acceptable 9 55.

6 12 53.2 1,469 57.2 1,489 63.3




1 12 6.5 1,469 11.2 1,489 12.5


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.




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 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 79.6 74.0 68.9 67.9 66.0 79.6 80.8 78.5 79.2 81.0 80.9 80.7 81.5 81.3 81.3 Teacher 92.1 73.8 n/a 79.9 n/a 85.6 86.2 83.0 87.0 85.4 87.6 87.3 87.9 87.5 87.2 Parent 75.2 80.0 68.9 53.8 59.0 75.3 80.1 76.4 76.1 82.9 78.3 78.1 78.9 79.9 79.9 Student 71.4 68.4 n/a 70.1 73.0 77.8 76.2 76.2 74.5 74.6 76.9 76.9 77.8 76.6 76.9




Parental Involvement – Measure Details Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. School Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 86.7 73.2 78.3 76.4 56.4 83.4 77.4 81.1 84.3 82.6 79.9 79.7 80.3 80.6 80.7 Teacher 96.0 81.0 n/a 79.3 n/a 90.1 88.5 87.7 90.6 91.0 88.1 88.0 88.5 88.0 88.1 Parent 77.5 65.3 78.3 73.5 56.4 76.8 66.2 74.4 78.1 74.1 71.7 71.4 72.2 73.1 73.4






Education Quality – Measure Details Percentage of teachers, parents and students satisfied with the overall quality of basic education. School Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 82.8 81.8 88.9 84.7 67.4 89.0 87.4 89.2 88.2 88.2 89.4 89.4 89.8 89.2 89.5 Teacher 94.4 87.5 n/a 90.7 n/a 94.9 95.0 96.0 97.1 96.2 95.5 95.4 95.7 95.5 95.9 Parent 74.0 81.1 88.9 89.8 57.4 83.6 80.5 82.9 83.9 85.7 84.2 84.2 84.9 84.7 85.4 Student 80.1 76.7 n/a 73.7 77.4 88.5 86.6 88.6 83.7 82.8 88.5 88.6 88.7 87.3 87.4




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 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 84.8 79.6 90.0 80.4 75.9 87.5 86.0 88.7 86.8 87.5 88.1 88.6 89.0 89.1 89.2 Teacher 98.6 92.0 n/a 98.9 n/a 95.1 94.9 94.8 96.9 95.6 94.5 94.8 95.0 95.3 95.4 Parent 82.3 82.7 90.0 72.9 75.0 85.8 84.1 87.7 86.0 87.5 86.6 87.4 87.8 88.9 89.3 Student 73.5 64.1 n/a 69.5 76.8 81.7 79.0 83.6 77.5 79.5 83.3 83.7 84.2 83.1 83.0






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 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 75.2 73.5 100.0 66.6 67.9 82.7 80.5 80.6 81.7 79.9 80.1 80.0 80.6 79.8 79.6 Teacher 82.8 73.7 n/a 72.2 n/a 80.9 77.5 75.8 84.3 80.9 80.1 81.1 80.9 81.3 79.8 Parent 68.8 80.0 100.0 60.0 62.5 83.3 80.6 79.1 81.6 79.3 77.3 76.2 77.9 77.0 78.5 Student 74.0 66.7 n/a 67.6 73.2 83.8 83.4 86.9 79.2 79.6 82.9 82.7 82.9 81.2 80.7





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Foundation Statements 2015... · 2016. 3. 16. · Current Result Prev Year Result Prev 3 Year Average Current Result Prev Year Result Prev 3 Year Average Achievement Improvement Overall