Looking Ahead - BSEC€¦ · Looking Ahead 3-Year Education Plan (3YEP) and Annual Education Results Report (AERR) for Boyle Street Education Centre (2015-2018) Authority: 6017 Boyle

Prepared by Scott Meunier, M.Ed. BOYLE STREET EDUCATION CENTRE | 10312 105 STREET, EDMONTON AB, T5J 1E6 | 780.428.1420 | NOVEMBER 2015

Looking Ahead 3-Year Education Plan (3YEP) and Annual Education Results Report (AERR) for Boyle Street Education Centre (2015-2018)

Authority: 6017 Boyle Street Education Centre

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Looking Ahead 3-Year Education Plan (3YEP) and Annual Education Results Report (AERR) for Boyle Street Education Centre.

Boyle Street Education Centre 10312 105 Street, Edmonton AB, T5J 1E6 780.428.1420 November 2015

This combined report was prepared by Scott Meunier, Principal of Boyle Street Education Centre. The report has been prepared in collaboration with and would have been impossible without the efforts of the following people and teams:

Mavis Averill, Vice Principal

Sharanpal Sandhu, Business Manager

Mary Pfeffer, Administrative Assistant

Richard Meyers, IT Manager

Huiy Tang, Student Services Manager Contributions of ideas and direction were also made by:

The staff and students of BSEC Charter School

Dr. John F. Brosseau, Superintendent

William Potvin, Secretary-Treasurer

The Board of Directors of BSEC Charter School Thanks to all for their dedication and hard work.


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Administration Documents All documentation related to the administration of Boyle Street Education Centre can be located on the school’s website under the documents tab. For quick reference, you can click on any of the following links to locate the associated document. Executive Summary: Boyle Street Education Centre Combined 3-Year Education Plan and Annual Education Results Report 2015-2018 Looking Ahead: Boyle Street Education Centre Combined 3-Year Education Plan and Annual Education Results Report 2015-2018 Class Size Reports Summary of Financial Results Audited Financial Statements Whistleblower Protection Disclosures

http://www.bsec.ab.ca/documents









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Accountability Statement

The Annual Education Results Report for the 2015-2016 school year and the Education Plan for the three years commencing September 1, 2015 for Boyle Street Education Centre were prepared under the direction of the Board in accordance with its responsibilities under the School Act and the Fiscal Management Act. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and results. The Board approved this combined Annual Education Results Report for the 2014/2015 school year and the three-year Education Plan for 2015/2018 on November 19, 2015.


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Contents Administration Documents ......................................................................................................... 3

Accountability Statement ............................................................................................................ 4

Contents .................................................................................................................................... 5

Foundation Statements (2015-2020) .......................................................................................... 6

A Profile of Boyle Street Education Centre (BSEC) .................................................................... 7

Trends and Issues ..................................................................................................................... 9

Summary of Accomplishments and Review of Previous Plan ....................................................11

Three Year Education Plan: Looking Ahead ..............................................................................20

Future Challenges .....................................................................................................................23

Timelines and Communication ..................................................................................................24

Parental Involvement ................................................................................................................25

References ...............................................................................................................................25

Notes ........................................................................................................................................26

Annual Education Results Report: Reporting on 2014-2015......................................................27

Charter Goals ...........................................................................................................................29

Desired Outcome One: Every student is successful .................................................................34

Desired Outcome Two: Alberta has quality teaching and school leadership .............................38

Desired Outcome Three: Alberta’s education system is governed effectively ...........................39

Desired Outcome Four: First Nations, Métis and Inuit students are successful ........................41

Summary of Financial Results 2014-15 .....................................................................................43

Budget Summary 2015-16 ........................................................................................................44

Whistleblower Protection ...........................................................................................................46

Capital and Facilities Projects ...................................................................................................46

Summary of Facility and Capital Plans ......................................................................................46

APPENDICIES ..........................................................................................................................47


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Foundation Statements (2015-2020)

Mission Statement

The purpose of the Boyle Street Education Centre is to inspire and support the educational success and social development of youth who have previously experienced interruptions in their formal learning.

Vision Statement

Our vision is to be an inclusive and holistic education centre that facilitates the mental, physical, emotional and spiritual growth of students who have experienced interruptions to their learning.

Principles

Boyle Street Education Centre recognizes that the majority of the youth it serves are survivors of trauma. The school accepts that issues like mental health challenges, racism, abuse, extended periods of unstable housing and other traumas substantially inhibit the success of the young people that live with them. The degree to which a youth is supported through managing his or her trauma is the single greatest determiner of their ability to thrive in school. Students who have experienced extreme traumas can learn and, with the correct supporting services and relationships, can positively connect and contribute to the world around them. With this set of assumptions as the starting place for our work, BSEC is guided in the following ways by these seven principles of inspiring education:

Being learner-centred: School develops an educational plan that accommodates each youth’s unique needs and desires.

Sharing responsibility and accountability for results: BSEC establishes a circle of support for each student in which the Centre is just one of many success enabling agents.

Creating and Sustaining Community: Internal and external community resources are vital in ensuring relevant and accurate learning is available for all students.

Inclusivity of access: Every learner enjoys fair, reasonable, and barrier-free access to the opportunities we offer.

Program flexibility: Students enjoy a primarily self-paced learning environment that, with the guidance of the school staff, can include experiential, multidisciplinary, and community-based opportunities.

Sustainability: Staff operate within a Professional Learning Community focused on deliberate and constant refinement of the learning opportunities throughout the Education Centre.

Innovation for excellence: A priority of the school is to discover and deploy research-based innovations to best serve the needs of students.


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A Profile of Boyle Street Education Centre (BSEC) BSEC is open to students aged 14 – 19 who have left other programs, have had limited success in regular school programs, or have street experience. No one who expresses a strong desire to attend BSEC is turned away if the school is able to effectively address and support their educational needs. The lives of our students reflect the impact of intergenerational poverty and oppression. The students live through multiple co-occurring challenges including mental health issues, racism, abuse, and extended periods of unstable housing. Many do not have supportive families, positive adult role models, stable living environments or adequate financial resources. The absence of such support systems makes it difficult to maintain continuous involvement in education. As a result, they are typically below the academic level appropriate for their age and have a tendency to withdraw or drop out of school when challenged. To work at dismantling these barriers, the school community offers many of qualities similar to that of family. This results in a school that “accepts students where they are,” and often one that “rolls with the punches.” Many students maintain a sense of optimism and a belief in their potential to be contributing members of their school and BSEC celebrates each student’s strengths and seeks to build capacity and resilience for each student to thrive. BSEC’s offers students a flexible learning environment to help them know success in school. While the programs of study offered at BSEC adhere to the standards established by the Province, students may have more time to work in core areas than they might in mainstream programs. With a primary focus on literacy and numeracy, BSEC currently offers the following programs of study:

Fundamental Courses Optional Courses

English Language Arts Communications Technology

Mathematics Audio and Video Production

Science Cosmetology

Social Studies Foods

Physical Education Construction

Traditional Media Art Fashions

Career and Life Management Work Experience/Work Readiness

Knowledge and Employability Art


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A Profile of Boyle Street Education Centre (continued) In addition to the above assortment of classes, we offer a variety of co-curricular options that students may elect to participate in. These are offered on a drop-in basis and each area is meant to offer students an alternative solution to earn credits toward their high-school diplomas. The primary focus in these options is on engagement of the learner through problem-solving and appropriate situational challenges. Below is a list of the options that are currently being offered and the curricula that can be supported by these options.

Co-Curricular Options

Drop In Physical –Education (PE)

Drop In Music (CTS MDC)

Yoga (PE/HPE)

Improvisational Drama (CALM/ENG/DRAMA)

Audio Production with Guest Artist-In-Residence (COM)

Meditation Class (CALM)

Graduate Transition Coaching (CTR)

Martial Arts (PE)

NEW – Animal-Assisted Group Therapy (CALM)

Gender and Sexuality Alliance (GSA - CALM)

Finally, as will be explained below, much of BSEC’s work is around stabilizing youth in crisis to allow for their inclusion in learning spaces. At present, we offer the following services or affiliated services to our students in a constant effort to remove obstacles to their learning:

Student Services

Psychoeducational Assessment

Emotional and Behavioral counseling

Meditation Class (CALM)

Youth Support Worker (for assistance with housing and legal matters)

Boy’s and Girl’s Sharing Circles (CALM)

Weekly Addictions Counseling (Alberta Health Services - YASE)

Weekly visits from Alberta Health Services mobile nursing staff.

Edmonton Regional Collaborative Service Delivery (ERCSD) charter-school targeted enhancement team.


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Trends and Issues

Combined 2015 Accountability Pillar Overall Summary

Measure Category Measure Category Evaluation

Measure Boyle Street Education Centre

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

95.0 92.6 92.8 89.2 89.1 88.9 Very High Maintained Excellent

Student Learning Opportunity

Good

Program of Studies

79.0 85.5 83.9 81.3 81.3 81.2 High Maintained Good

Education Quality


Drop Out Rate

13.3 22.4 29.8 3.4 3.3 3.3 Very Low Improved Significantly Acceptable

High School Completion Rate (3 yr)

4.7 0.0 0.0 76.4 74.9 74.6 Very Low Improved Issue

Student Learning Achievement (Grades 10-12)

Issue

Diploma: Acceptable

76.9 100.0 77.7 85.2 85.5 84.6 Low Maintained Issue

Diploma: Excellence

15.4 7.1 2.4 21.0 21.1 20.0 Intermediate Maintained Acceptable

Diploma Exam Participation Rate (4+ Exams)

0.0 0.0 0.0 54.9 50.5 54.4 Very Low Maintained Concern

Rutherford Scholarship Eligibility Rate


Preparation for Lifelong Learning, World of Work, Citizenship

Good

Transition Rate (6 yr)

0.0 6.5 4.3 59.8 59.2 59.0 Very Low Declined Concern

Work Preparation


Citizenship 86.3 90.8 88.0 83.5 83.4 83.1 Very High Maintained Excellent

Parental Involvement Concern Parental Involvement


Continuous Improvement

Excellent School Improvement


Trends

BSEC has improved in several areas since the beginning of its most recent charter term. At the category level, there has been continuous improvement in BSEC’s program that, this year, shows a net evaluation of “Good-Excellent”. At the more granular measure level, the data show that there have been improvements in reducing the Drop Out Rate and increasing the rate of High School Completion, two areas that have perennially challenged the school. These improvements demonstrate that the school is employing innovative practices to address long-standing issues.

Issues

The data show four measures at the level of “Concern.” These measures reflect the transient nature of BSEC’s target population and are evidence of the struggles they face. Happily, where concerns do exist, the data suggest that BSEC has consistently maintained the ability to include the youth who would otherwise not be accessing education.


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Combined 2015 Accountability Pillar FNMI Summary




Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average


Student Learning Opportunities

n/a

Drop Out Rate 14.4 21.2 30.8 8.0 7.8 8.4 Very Low Improved Significantly Acceptable




Concern

Diploma: Acceptable


Diploma: Excellence

18.2 7.7 3.8 9.4 10.1 9.1 Intermediate Maintained Acceptable






n/a Transition Rate (6 yr)


FNMI Trends and Issues

By the end of September 2015, 79% of BSEC students identified themselves as being First-Nations, Métis, or Inuit (FNMI). All of the measures and concerns related to FNMI youth below, then, are areas of great interest, focus and concern for BSEC. It is exciting to note improvements in data related to FNMI engagement at BSEC. Significant improvement was recorded in the area of Reducing the FNMI Drop Out Rate and increasing the FNMI High School Completion Rate. These data appear strong for the second year in a row, demonstrating that the school’s innovations in reaching and retaining students are improving results for Provincial and charter outcomes. Student Learning Achievement measures are still areas of concern for this subset of the population. To some degree, this reflects the fact that the FNMI learner population in Alberta is faced with co-occurring challenges to school success. Beyond that, even within the concerning measure area, BSEC has shown growth in a key metric: the increase in FNMI Diploma Excellence from under 8% to just over 18% shows that, when properly supported, our learners can achieve highly on Provincial exams.

General Issues Not Represented in Provincial Data

Though not represented in the data above, BSEC must always fight gang activity, narcotic use (particularly in case of alcohol, marijuana, and prescription pills), grief related to loss, and various other traumas that impact our students’ everyday lives. Many of our students are diagnosed with Fetal Alcohol Spectrum Disorder. Even more seem to live with these effects even though they are currently undiagnosed. As such, much of the work BSEC does addressing academic need depends entirely upon maintaining a strong foundation of support services and relationships without which these students would fall away from school altogether.


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Summary of Accomplishments and Review of Previous Plan

Figure 1 - Graphic Representation of 2011-2015 Trends, Issues and Achievements at BSEC Charter School. Recorded by Scott Meunier on August 26th, 2015.


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Summary of Accomplishments

Boyle Street Education Centre was designed to be an inclusive learning environment. Becoming an Alberta Public Charter School was based on the fact that a number of youth seemed to be excluded from learning and, instead, lived risky lives on the streets. At the time BSEC became a charter school, the principles of inclusive education were not widespread and the kind of young person who accessed our services was often in such crisis that the focus needed to be on stabilization rather than instruction. In 2010, our school responded to the prevailing discussion around the new “Inspiring Education” vision for Alberta Education (Government of Alberta, 2010). We developed plans and procedures to demonstrate our long history of inclusive educational practices in a way that aligned with the language and vision of the new paradigm. Today, thanks to the hard work of our students and staff, we are able to demonstrate that the Boyle Street approach to inspiring and inclusive education works and that our school is a leader in the field. Our efforts since 2010 have been focused on increasing positive and relevant instructional opportunities for our students. With services supportive of academic now solidly in place, BSEC has moved into a moment in its existence where instructional design can be the emergent focus. All services are designed with the goal of including every one of the learners that we serve. In 2015, BSEC’s charter was renewed for another 5-year term. During the renewal process, the school community took the opportunity to revisit its guiding principles and it was agreed that BSEC has become a school specialized in providing inclusive education for deeply traumatized youths. The school community felt that entrenching the instructional approaches for teaching students who have experienced extreme trauma (Averill, 2008) had to be included in the language of the new charter and, today, our guiding documents reflect this subtle but important shift. In summary, our school’s major accomplishments during the 2011-2015 charter term are as follows:

We have significantly reduced the general and FNMI Drop Out Rates.

We can demonstrate a trend towards excellence in providing a Safe and Caring learning environment while also consistently demonstrating excellence in School Improvement.

Our students generally double the number of credits they have earned by the time they leave the school.

We have invested in the depth and breadth of student services to better accommodate the various special needs of our deeply traumatized learners.

We have established the school as a site where significant research activity is taking place. What we have learned has been shared with the greater educational community at conferences and in a number of publications.

We have invested in customized technological resources that can help us quantify the incredible amount of student support that the school performs in service of student learning opportunities.


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Review of Previous Plan

Table 1 below shows the 3-Year Education Plan for 2014-17. Outcomes and commentary from the previous year follow (please note: for ease of reference, the table below is represented as it is shown in the previous planning document. A new format will be presented for the new plan presented later in this document). Table 1 – Review of Previously Submitted 3-Year Education Plan for BSEC (2014-17)

2014-17 Strategy Outcome(s) Targeted Measure to be Used

1. Develop Outreach Capability

Increase student attendance to acceptable levels Engagement of out of school youth

Overall increase in student attendance Student Surveys Count the number of efforts made to reach out to extended community

2. Research Alternate Service Models

Increase student attendance to acceptable levels Engagement of out of school youth Student literacy and numeracy skills improve.

Analysis of student academic activity prior to enrollment at BSEC Surveys and Interviews - Analysis of student needs with regard to access to school (times, days, etc.) Powerful tools for rich data analysis Longitudinal Study – Post-Sec. Transitions for FASD Youth

3. Develop Partnerships and Disseminate Resources

Increase student attendance to acceptable levels Safe and Caring School Environment Engagement of out of school youth

Count the number of “feeder” relationships exist Secure facilities in preparation for the potential of a new charter term Count events of Organizational Consultation – School to School Support


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Comment on Results

After examining the outcomes and the measures related to these strategies, the following is our commentary on last year’s outcomes.

Goal 1: Outreach Capability

BSEC believes that, the more our students attend, the more successful they will be. As can be seen in Figure 2, students consistently earn an average of double the number of credits in their time with the school.

Figure 2 - Comparison of Average Credits on Arrival and upon Leaving BSEC 2010-2015

The reason for identifying Outreach Capability as a priority, however, is that the students in our population do not attend school in predictable patterns. Outreach efforts have included the following:

Additional staff to connect with youth-serving agencies in our community to make presentations about the breadth of BSEC’s programming;

A “constant-contact1” approach to connecting with youth who seem to be disengaging.

Transporting students from shelters and group homes that serve a large contingent of students enrolled in our school.

2010 2011 2012 2013 2014 2015

0

20

40

60

80

100

Totals Per Year (June)

Nu

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er o

f C

red

its

2010 - 2015 Average Credits Earned by Leaving Students

Mean Score Arrived Mean Score Left Difference


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The figures below demonstrate the impact of increased outreach efforts to engage2 students.

Figure 3 - Block 3 Engaged Attendance September 2013 - September 2014

Figure 4 - Student Engagement Contacts Aug 28 - Sep 16, 2015

1 This mirrors approaches taken by other districts to provide contact with a student’s home within 24 hours of not being present in the school. 2 An “engaged” student is defined by BSEC as one who has attended the school for their scheduled classes at least once within a 10-school day period.

53

4447

1 2 3

0

10

20

30

40

50

60

3 Cross Section Dates: Sep 30/13, Mar 3/14, Sep 30/14

% E

nga

ged

Stu

den

ts in

Blo

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Block 3 Engaged Attendance September 2013 to September 2014

4 17

11

55

23 20 2315

22

5

38

23

34

13

0

10

20

30

40

50

60

Student Engagement Contacts Aug 28 - Sep 16


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Figure 5 - Block 3 Engaged Attendance September 2014 - September 2015

These data suggest that our outreach efforts are having a positive impact in the early part of the school year. Going forward, the key to maintaining levels of engagement will be to ensure that no student goes more than 1 school day of unaccounted absence without an attempt by the school to contact them.

47

40

54

1 2 3

0

10

20

30

40

50

60

3 Cross Section Dates: Sep 30/14, Mar 2, 2015, Sep 30, 15

% o

f En

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d S

tud

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Goal 2: Research Alternative Service Models

University of Alberta – Study on Youth Engagement It is our mandate to constantly study how best to serve our student population and to make changes where we discover change is needed. Over the last 3 years, our school has participated in formal investigations in the engagement of our population and, recently, some support for our processes, procedures, and policies has been published. BSEC began to formally contribute to the University of Alberta’s research on marginalized youth engagement in 2014. Dr. Yoshitaka Iwasaki, along with a group of youth leaders and agency partners (including BSEC) has defined a practical framework for the engagement of young people who have experienced the traumatic and marginalizing experiences commonly reported by many of our own students (Iwasaki, et al., 2014). The framework that has been identified in this study supports the majority of BSEC’s existing practices and procedures for engaging youth and it reflects the best instructional strategies for highly-traumatized youth identified by Averill (2008). The youth-developed framework, graphically represented in Figure 6 below, is comprised of nine themes of engagement. The “Basis” category contains the philosophical underpinnings of any agency seeking to engage high-risk youth and includes predictably wide concepts like feelings of empowerment and ample opportunities for success (Iwasaki, et al., 2014). The “What” category includes the common goals youth have when choosing to engage and the “How” category contains the youth-suggested modes for the actual engagement itself (Iwasaki, et al., 2014). It is important to note that, according to the argument put forth by the research team, engagement-seeking youths themselves are interested in being accountable agents of change in their lives when they feel empowered and have the opportunities to engage with activities that interest them.

Figure 6 - Detail of Framework of Youth Engagement from Iwasaki et al. 2014, p.324


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A separate article on the same study suggests that BSEC’s existing program facilitates positive youth development and social justice development. In the analysis of youth engagement in positive and social justice youth development presented (Iwasaki Y. , 2015), BSEC can demonstrate the youth-orientation and strengths-based empowering approach required to promote strong youth engagement in social and personal change. In fact, as indicated in the article,

…several students from [BSEC] have become new members of our youth group and have started to make an important contribution to ‘inspiring today’s youth’ by creating community through relationships in a fun, inclusive environment to help youth achieve obtainable success (Iwasaki Y. , 2015)

While this is certainly not new information for our school, it is encouraging to have fresh research that supports the long-standing philosophical underpinnings of BSEC’s student engagement strategies (See Appendix for Information on BSEC’s Inclusive Education Practices since 1996). Longitudinal FASD research BSEC has also been working with the University of Alberta’s Faculty of Extension to study the impacts of the school’s program on those who live with FASD. The first phase of the study, an evaluation of the program vis-à-vis known positive practices for people with this disability, has resulted in a paper to be published in 2016. When this information is published, the school will be able to publicize the findings and continue to share what has been learned so far. Powerful tools for rich data analysis BSEC has developed a custom database of students’ behaviors. The purpose of developing this tool is to provide quantifiable data to staff members for a variety of decision-making processes. These include:

Identifying students who require a psychoeducational assessment;

Recording instances of behavior or emotional states that demonstrate the need for inclusive education plans to be put in place;

Informing administration about circumstances around behavior and allowing for connections to be drawn between behaviors and school procedures;

Identifying the supports being delivered to students according to program plans. As this tool continues to evolve, it is hoped that the data will be increasingly available to determine the best ways to engage and retain our students.


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Goal 3: Partnership Development and Resource Dissemination

Count the number of “feeder” relationships exist BSEC has no actual “feeder” school. As such, a great deal of work must be invested in reaching out to organizations that work with and co-ordinate resources for youth. Since 2014, BSEC has made much more deliberate efforts to establish and maintain interagency contacts that promote student identification and attendance. The following is a list of current relationships that often result in student enrollment.

Alberta Justice Youth Probation (North and South Offices)

Youth Empowerment and Support Services (YESS)

The Edmonton Pride Centre

Native Counseling Services of Alberta

The African Centre

YouCan Edmonton

John Howard Society

Elizabeth Fry Society Count events of Organizational Consultation – School to School Support The following is a list of the 2014-15 sharing events that our school has participated in:

Enoch FASD presentation – November 2014

Winnipeg FASD presentation – November 2014

Aurora Academic Charter School – PowerSchool Presentation and ongoing Support (beginning March 2015)

Aurora Academic Charter School – Action Research Partnership – April 2015

Greater Edmonton Teacher’s Convention (GETCA): How to engage high risk students with Improv - February 2015

Northern Lakes College: How Trauma Affects Learning – April 2015 Facilities District administrators (Superintendent and Secretary Treasurer) are working to establish a facility allocation by the end of the 2015-2016 school year. This will be accomplished either by way of securing a continuation of our current lease or by locating another facility that may suit our needs. See Capital and Facilities Projects.


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Three Year Education Plan: Looking Ahead

Figure 7 - Graphic recording of staff discussion around 3YEP 2015 - 2018. Recorded by Scott Meunier on August 27th, 2015.

The following is the detailed Education Plan for BSEC for the next three years. The BSEC of the future will be one responsive to the needs of highly traumatized youth and one that leads the province in inclusive education.


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Table 6: Outcomes for 2015-18 Education Plan

Outcomes (At the end of each year, students will be able to…)

Strategies to Achieve Outcome

Rationale Performance Measure(s) (Highlights show local measures)

Demonstrate social and emotional skills needed to manage the effects of trauma.

Flexible schedules for students. Constant outreach to students who demonstrate inconsistent attendance (year-round). Ample counseling support for students experiencing the effects of trauma. Student Success Coaching, EA Support, Work Preparation Coaching, and Transitional Planning.

The more consistently students attend, the more opportunity to access resources they have. Fewer dropouts can lead to more diploma completion. Demonstrable success at work can increase the opportunities to manage the effects of trauma such that a person can thrive after high school

Rate of attendance correlated to outreach efforts Rate of student use of services and supports. Decrease in Dropout rate. Growth in the areas of 6-year Transition, Work Preparation and Citizenship rate.

Demonstrate the knowledge, skills and competencies to successfully transition to post-secondary education and/or work.

Deepening Transition Plan in IPP. Student Success Coaching, EA Support, Work Preparation Coaching, and Transitional Planning.

A team-approach to helping students transition from school is necessary if any impact is going to be made. Everyone who works with a given student collaboratively develops the IPP transition plan.

Positive change in literacy and numeracy competence levels. Diploma Exam results (Acceptable Standard)


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Outcomes (At the end of each year, students will be able to…)

Strategies to Achieve Outcome

Rationale Performance Measure(s)

Demonstrate the knowledge, skills and competencies to successfully transition to post-secondary education and/or work. (continued)

Off-Campus work opportunities for students who want to pursue a Registered Apprenticeship Program.

Demonstrable success at work can increase the likelihood of a successful transition to post-secondary work life.

Growth in the areas of 6-year Transition, Work Preparation and Citizenship rate.

Act as engaged agents of their own learning and thriving members of their communities.

Instructional plans that include students in the goal setting and decision-making around learning outcomes. Timely, mediated feedback from qualified and well-trained instructional staff so that students understand how to improve. Capacity building for staff around how to best translate the Individualized Program Plans into active learning in each block in each classroom. Data-informed interventions for students to ensure that they are getting the most amount of support when they are least capable of being self-directed.

Students need to experience what being an active part of their learning lives is like (since most do not know what that is like when they arrive). Involving students more transparently in the goal-setting process and the feedback loop of their learning may result in better overall results. More support for staff in developing and translating the IPP goals into meaningful learning in the classroom may result in a greater overall number of students achieving IPP goals. Improving data granularity related to student behaviors and attendance will provide staff with the information necessary to direct interventions in a more timely and efficient manner.

Change in literacy and numeracy competence levels. Rate of student use of services and supports. Growth in the areas of 6-year Transition, Work Preparation and Citizenship rate. Increase in number of students achieving IPP goals. Decrease in Dropout rate. Instances of severe behavior in the school should diminish during the term of a school year (corrected for absences)


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Rationale for 2015-18 Education Plan

Conversations amongst major BSEC stakeholders (namely students, staff members, administration, and the Board of Directors) have indicated that, in general, the school is in a position to increase its focus on student accountability for learning while also providing more timely responses to crises as they arise. In particular, the Board’s investment in technological and human resources to better manage and co-ordinate supports for student survivors of trauma are anticipated to improve student engagement over the course of the next three years.

Future Challenges While many of these are anticipated and discussed in the matter above, what follows is a brief summary of the primary challenges as understood by district stakeholders:

Trauma: BSEC serves severely traumatized youth. While most of these learners hap-pen to be FNMI, the effects of trauma go beyond cultural associations. At present, the profile of BSEC learners as traumatized supersedes any particular cultural affiliation and the degree to which the students are able to form securely attached relations around them is the single greatest determiner of their ability (or lack thereof) to thrive

FNMI Success: Our student population is primarily self-identified FMNI students. As such, it will be important for us to be part of the process as Alberta Education moves forward with the Memorandum of Understanding for First Nation Education as well as with the FNMI Education Partnership Council (Alberta Education, 2011, p. 14). While the current data demonstrate improvements in significant areas of Drop-Out Rate and Transitions, we must continue to innovate to support the success of as many of our students as possible.

Drop-Out Rate: This remains the single greatest impediment to achieving our char-ter’s mission. Even though the current data demonstrate an improvement in this area, it remains a challenge and ought to be the focus for continued study and innovation.

Facility: BSEC may be housed in a different facility by the end of its lease term. This is a significantly tight timeline for a change of such magnitude. Whatever happens, it is necessary to ensure that our infrastructure supports the current level of student ser-vice and engagement as well as being prepared to offer 21st Century-style learning op-portunities for our students.

Changing Funding Formulae: Determining a funding model to offer programing for our student population has shown to be a significant challenge. Because of their se-vere needs and behaviors, the population is unpredictable and transient.


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Timelines and Communication BSEC communicates regularly about activities, events, and matters of community interest. Primarily, this is done through the website (http://www.bsec.ab.ca) which was updated in 2010 to allow for Web 2.0 functionality like blogging, multimedia, and social networking. In the last two years, the school has moved more actively into social networking spaces like Facebook and Twitter to connect with the wider community. These efforts have met with a significant amount of success.

Key message

As we move into our future as an educational institution, the following will be our key institutional message:

Students who have experienced extreme trauma can learn and, with the correct sup-porting services and relationships, can positively connect with and contribute to the world around them.

Audience Strategy Timeline

Parents, Community

Open-House events. Ongoing: Bi-Annually

Students, Staff, Parents, Community, Educational Community

BSEC Website Re-launch. Completed 2010


Cultivate positive social media presence. Ongoing since September 2010

Staff PLC Development Ongoing since September 2010

Educational Community

Sharing Inclusive Practices Ongoing since September 2010


Share capacity-building efforts with the Provincial educational community

Ongoing


Communicate new research directions. Ongoing


New dialogue with other educational districts. Ongoing


Presentation and dissemination of research efforts and findings

2012 - 2016

http://www.bsec.ab.ca/

http://www.facebook.com/BoyleStreedEducationCentre

https://twitter.com/BoyleStreetEd


Page 25

Parental Involvement Parental involvement at BSEC is problematic. It is a fact that the students we serve have a history of unstable and unfit home lives. Many do not live with their birth parents; some are effectively homeless. Parental involvement can be, at best, sporadic and, at worst, actually dangerous for the youth in question. BSEC informs the parents and/or guardians of students each year within the first month of operation that an opportunity to join the school council will take place during the September Open House community activity. Since BSEC’s inception, no parents or guardians have attended the sessions in sufficient numbers to establish a school council (as per regulations).

As such, BSEC works to connect to parents or guardians in two very important ways. The first is to invite them to community events where student achievements are celebrated. There are at least two of these per year and they are always well-attended. The second is in the area of inclusive educational planning where parents are invited to discuss any diagnoses that their children have received regarding their behavioral or emotional ability to engage in the academic goals laid out for them. Parents are an integral part of the process where Individualized Program Plans (IPPs) are developed vis-à-vis the educational needs of their children and, on the basis of their support and knowledge, BSEC is better able to provide a suitable educational experience.

References Averill, M. (2008). Effective Teaching Practices for Working with At-Risk Inner-City Youth:

How Trauma Affects Learning. Edmonton: Unpublished Master's Thesis. Iwasaki, Y. (2015). The role of youth engagement in positive youth development and social

justice youth development for high-risk, marginalised youth. International Journal of Adolescence and Youth, 1-12. doi:10.1080/02673843.2015.1067893

Iwasaki, Y., Springett, J., Pushpanjali, D., McLaughlin, A., McHugh, T., & Team, Y. 4. (2014).

Youth-guided youth engagement: Participatory action research (PAR) with high-risk, marginalised youth. Child & Youth Services, 316-342. Retrieved October 7, 2015, from http://dx.doi.org/10.1080/0145935X.2014.962132


Page 26

Notes


Page 27

Annual Education Results Report: Reporting on 2014-2015

Combined 2015 Accountability Pillar Overall Summary




Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average


Safe and Caring Schools Excellent Safe and Caring 95.0 92.6 92.8 89.2 89.1 88.9 Very High Maintained Excellent


Good

Program of Studies 79.0 85.5 83.9 81.3 81.3 81.2 High Maintained Good Education Quality 97.0 93.9 94.8 89.5 89.2 89.5 Very High Maintained Excellent

Drop Out Rate 13.3 22.4 29.8 3.4 3.3 3.3 Very Low Improved Significantly Acceptable




Issue

Diploma: Acceptable 76.9 100.0 77.7 85.2 85.5 84.6 Low Maintained Issue

Diploma: Excellence 15.4 7.1 2.4 21.0 21.1 20.0 Intermediate Maintained Acceptable






Good Transition Rate (6 yr) 0.0 6.5 4.3 59.8 59.2 59.0 Very Low Declined Concern Work Preparation 100.0 90.9 92.5 82.0 81.2 80.4 Very High Maintained Excellent Citizenship 86.3 90.8 88.0 83.5 83.4 83.1 Very High Maintained Excellent

Parental Involvement Concern Parental Involvement 67.5 75.9 66.6 80.7 80.6 80.2 Very Low Maintained Concern Continuous Improvement Excellent School Improvement 95.1 97.1 95.8 79.6 79.8 80.1 Very High Maintained Excellent 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 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. 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.


Page 28

Combined 2015 Accountability Pillar FNMI Summary




Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average



n/a Drop Out Rate 14.4 21.2 30.8 8.0 7.8 8.4 Very Low Improved

Significantly Acceptable




Concern

Diploma: Acceptable 72.7 100.0 75.0 78.3 78.4 76.6 Very Low Maintained Concern Diploma: Excellence 18.2 7.7 3.8 9.4 10.1 9.1 Intermediate Maintained Acceptable






n/a Transition Rate (6 yr) 0.0 7.6 3.9 30.3 32.1 31.5 Very Low Maintained 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 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. Current and historical Diploma results have been adjusted to reflect change in data source system.

3. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 4. Data values have been suppressed where the number of students 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.


Page 29

Charter Goals

Outcome: Formerly out of school students are engaged to complete their individualized learning program

Performance Measures Results (in percentages) Target* Targets

2011 2012 2013 2014 2015 2015 2016 2017 2018 Percentage of admitted students that have a history of truancy or non-attendance in school prior to entry in Boyle Street Education Centre (Charter/Sec.2/#1)

100 100 100 100 100 100 100 100 100

Percentage of students who utilized available support services (Charter/Sec.2/#1)

98 98 98 98 98 100 100 100 100

Comment on Results BSEC exists to engage educationally- interrupted youth in the process of formal learning. All of our students come from programs that, for a variety of reasons, did not meet their particular educational or emotional needs. As such, BSEC has on-site services to provide barrier-free access to the kinds of supports that will keep a youth in school. The graph below details the service referrals in relation to the services that are provided.


Page 30

* Target set for 2014/15 in the three-year education plan 2014/15 – 2016/17.

0 20 40 60 80 100 120 140 160 180 200

- Addictions Counseling

- Advancing Futures

- AISH/PDD

- Animal Therapy

- Assessment

- Cultural Activities

- Doctor

- Housing

- Identification

- Legal

- Meditation

- Mentoring

- Nurses

- Pregnancy

- Previously Tested/Diagnosed

- Psychologist Counselling

- Resume

- School Counselling

- Services Offered and Declined

- Sharing Circle

- Social Worker

- Student Finance

- Treatment Referral

- Work Experience

- Yoga

Number of Services

Kin

ds

of

Serv

ices

Service Referrals vs. Services Used 2014 - 2015

Services Referred Services Used


Page 31

Outcome: Overall attendance improves to acceptable levels


2011 2012 2013 2014 2015 2015 2016 2017 2018 Average Daily Attendance at Boyle Street Education Centre (September 30th, 2015) (Charter/Sec.2/#2) 41 40 44 45 42 67 68 69 70

Comment on Results The results for 2015 above demonstrate the average daily attendance between August 27th and September 30th, 2015.

Strategies Between August 27th and September 16th 2015, the school attempted to contact enrolled and previously enrolled students (from 2014-2015) a total of 294 individual times. The chart below shows the actual block 3 engaged student attendance at three different points in the last year (whereas the data above show the average engaged weekly attendance for the school, the data below show only block 3, typically the busiest block of each school day). While the 3-year average for attendance hovers around 43%, it is clear that the concerted effort made by the staff to reach out to registered and potential students in August and September 2015 have had some impact. The school anticipates continuing to develop its outreach efforts in consultation with attending students and the majority of the 3 Year Education Plan is concerned with increasing retention and attendance as well as engagement.


47

40

54

1 2 3

0

10

20

30

40

50

60

3 Cross Section Dates: Sep 30/14, Mar 2, 2015, Sep 30, 15

% o

f En

gage

d S

tud

ents

in B

lock

3



Page 32

Outcome: Student literacy and numeric skills improve


2011 2012 2013 2014 2015 2015 2016 2017 2018

Student literacy and numeric skills improve (Charter/Sec.2/#3) Measure: Autoskills (Math and English) entrance and exit competency levels.

Math Start of School

4.9 End of School

5.0 Change =

+0.1 Reading Start of School

7.0

End of School

6.5

Change =

-0.5

Math Start 4.2 End 5.1

Change =

+0.9 Reading

Start

6.7

End

8.2

Change

=

+1.5

Math

Start

4.5

End

3.9

Change =

-0.6

Reading

Start

6.9

End

8.5

Change =

+1.6

Math

Start

4.7

End

4.7

Change =

0.0

Reading

Start

7.0

End

6.8

Change

=

-0.2

As of October

2015

Math

4.7

Reading

6.9

Math

6.7

Reading

8.9

Math +0.20

Reading

+2.00

Math +0.25

Reading

+2.00

Math +0.25

Reading

+2.00

Students’ progress towards provincial graduation requirements (Charter/Sec.2/#4) Measure: Diploma Exam Results by Student Writing Measure History (Acceptable standard)

71.4 66.7 57 Data

Suppressed 76.9 90 90 90 90

Comment on Results Literacy and Numeracy Skill Improvement In the last year, the change in math scores recorded in Autoskill3 software remained flat. There was a slight loss in reading. Both of these results might be explained by the fact that, during the year, many of our beginning students leave and are replaced by new registrants in the fall. The school is working toward discovering a tool that provides more accurate baseline data for its unique population of learners. Diploma Writing Measure Each year, it is unclear how many students will successfully sit and complete their diploma exams. Often, as was in 2014, there will be fewer writers than are measurable in the accountability pillar results. In 2014-15, there were a number of students who successfully wrote their exams and, in that year, the students who wrote ended up performing quite well. Because of the very small data set, this can often wildly skew what is reported in these results. Nonetheless, when a BSEC student successfully sits a diploma exam, it is a major accomplishment and it is celebrated in the school.

Strategies BSEC has already invested in the following human and technological resources meant to increase the numeracy and literacy of the students as well as the number of students who successfully sit the diploma exams:

Educational Assistance

Student Success Coach

Student Services Co-Coordinator (2 positions)

Professional Development for the use of Autoskill software


3 Autoskill is a proprietary computer program that the school employs to establish a baseline for literacy and numeracy skills. Autoskill reports

literacy and numeracy according to a 10-point scale where 10 is an indicator of adult proficiency and 1 indicates low proficiency in the skills set.


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AERR - 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.

Measure Very Low Low Intermediate High Very High Safe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00 Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00 Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00 Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00 High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00 PAT: Acceptable 0.00 - 65.90 65.90 - 70.33 70.33 - 79.81 79.81 - 84.65 84.65 - 100.00 PAT: Excellence 0.00 - 9.97 9.97 - 13.45 13.45 - 19.56 19.56 - 25.83 25.83 - 100.00 Diploma: Acceptable 0.00 - 73.76 73.76 - 81.00 81.00 - 86.67 86.67 - 90.27 90.27 - 100.00 Diploma: Excellence 0.00 - 7.14 7.14 - 13.16 13.16 - 19.74 19.74 - 24.05 24.05 - 100.00 Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00 Rutherford Scholarship Eligibility Rate 0.00 - 43.18 43.18 - 49.83 49.83 - 59.41 59.41 - 70.55 70.55 - 100.00 Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00 Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00 Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00 Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00 School Improvement 0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00 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 Improvement Very High High Intermediate Low Very Low Improved Significantly Excellent Good Good Good Acceptable Improved Excellent Good Good Acceptable Issue Maintained Excellent Good Acceptable Issue Concern Declined Good Acceptable Issue Issue Concern Declined Significantly Acceptable Issue Issue Concern Concern


Page 34

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).

71.4 61.5 71.4 100.0 76.9 81 Low Maintained Issue 82 83 84

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

7.1 0.0 0.0 7.1 15.4 20 Intermediate Maintained Acceptable 21 22 23


2010 2011 2012 2013 2014 2015 Achievement Improvement Overall 2016 2017 2018 High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10.

8.4 0.0 0.0 0.0 4.7 60 Very Low Improved Issue 61 62 63

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

32.0 36.6 30.4 22.4 13.3 5 Very Low Improved Significantly Acceptable 4 3 2

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

0.0 6.3 0.0 6.5 0.0 41 Very Low Declined Concern 42 43 44

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

10.3 18.8 15.8 22.2 12.5 45 Very Low Maintained Concern 46 47 48

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


Comment on Results Diploma Exam (Acceptable and Excellence): Each year, it is unclear how many students will successfully sit and complete their diploma exams. Often, as was in 2014, there will be fewer writers than are measurable in the accountability pillar results. In 2014-15, there were a number of students who successfully wrote their exams and, in that year, the students who wrote ended up performing quite well. Because of the very small data set, this can often wildly skew what is reported in these results. Nonetheless, when a BSEC student successfully sits a diploma exam, it is a major accomplishment and it is celebrated in the school. High School Completion Rate (3 Yrs.): The average BSEC student is going to have difficulty completing school in just three years. The following facts must be considered when interpreting these data:

Due to our policy of continuous enrolment, some students join us and are placed according to their ability in courses beyond Grade 10. These students would not be counted as members of the cohort used to measure performance in this area.

Since students who move from one authority to another during High School are often attributed to the school authority where they received the most credit, students who technically complete their High School programs at BSEC after receiving credit elsewhere may not be included in the cohort used to measure performance in this area.

Drop Out Rate: The data indicate that our drop-out rate remains an issue but that it has IMPROVED SIGNIFICANTLY. We cautiously but optimistically take this to indicate that the concerted efforts of our staff members to engage and retain students have become refined to the point that they are making a significant impact on student retention. Rutherford Scholarship and 4+ Diploma Exams: It is important to note that for the majority of our students, writing even one diploma exam is a major accomplishment. This fact must be considered when examining the data regarding multiple diploma examinations and the Rutherford scholarship. HS to PS in 6 Years: Our work with students regarding their future educational or vocational goals is based on their abilities and interests. This process provides students with opportunities to become aware of options available to them in their future. It is often the case that students who enrol in BSEC do so with no clear idea of any sort of life beyond high school at all. As a result, much of our work becomes about making it possible for students to understand what leaving high school means. In some cases, we are successful but a longitudinal research project would be required to determine exactly to what degree this is true.


Page 35

Strategies Diploma Exam (Acceptable and Excellence):

Maintain: Celebration of students who complete their Diploma Examinations.

Maintain: Plentiful information about and access to Post-Secondary institutions.

Maintain: Timely requests for accommodations made for writers who need them.

Maintain: A non-threatening environment for Diploma writers.

Maintain: Reminder phone calls for Diploma writers.

Maintain: Transition-planning for students who will be leaving the school.

High School Completion Rate (3 Yrs.) and Drop Out Rate:

Maintain: Continuous intake policy.

Maintain: Personalized Intake and Inclusive Education Planning.

Maintain: Using Knowledge and Employability curriculum.

Maintain: Barrier-free access to support services.

Maintain: Provision of school supplies for all students.

Maintain: Barrier-free access to wide array of Co-Curricular learning opportunities: Following the “drop-in” class model, any student enrolled in our program may participate in any of our CCOs. The plan is that this “value-added” aspect to what we offer may entice students to remain at our school for longer uninterrupted periods.

High School Completion Rate (3 Yrs.) and Drop Out Rate (continued):

Maintain: Literacy inclusion: Instead of offering reading support as a separate and potentially stigmatizing class, we have moved staff trained in reading support into the primary educational space concerned with literacy. This action is meant to be more inclusive in that more people who need literacy support (not just those identified as requiring assistance) will have access to a literacy expert.

Maintain: Since 2010, alternative stress management techniques offered Diploma writers (meditation, yoga, animal-assisted ther-apy).

HS to PS in 6 Years:

Maintain: Knowledge and Employability classes. These engage the students in the development of self-determination, self-advocacy and employability skills such as attendance, teamwork and collaboration. Work habits and other skills required in the challenging environment of post-secondary education or employment are also taught. We provide sup-ports, academic skills, social skills, and job search skills, which improve employment outcomes.

Maintain: Professional Learning Community that focuses on goals related to achieving our mission and vision.

Maintain: Connections with other skill building programs.

Maintain: Transition-planning for students who will be leaving the school. Rutherford Scholarship and 4+ Diploma Exams:


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

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.


Page 36

Specific Outcome: Students achieve student learning outcomes. (Continued)


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

83.1 86.7 86.6 90.8 86.3 91 Very High Maintained Excellent 92 93 94

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.


Comment on Results BSEC staff members are asked to model the empathy, responsibility, and sensitivity that we would like to see the students exhibit. Over time, this has created a significantly respectful tone in the majority of dealings between students and staff members. Students on off-campus activities are routinely lauded for their respectful behavior and considerate attitudes.

Strategies The staff employ a number of strategies to ensure that these areas of student performance remain high:

Staff modeling of respectful and conscientious behavior;

A respectful, counseling-informed approach to conflict management;

Invitations for student input into decisions that will impact them or the learning space they use;

Opportunities for students to demonstrate leadership and agency in their learning plans;

Opportunities for all students to explore their indigenous traditions and to join in activities that root them in a cultural context.

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.


Page 37

Specific Outcome: Students achieve student learning outcomes. (Continued)


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. (This measure is required for charter and private school authorities with only K-9 schools)

96.2 95.5 83.3 90.9 100.0 100 n/a n/a n/a 100 100 100

Comment on Results These results are encouraging and indicate that the strategies listed below have a positive impact on this measure.

Strategies The following strategies are either in place or planned to maintain the high level of this measure:

Maintain: CTS and RAP: Continue to deliver Career and Technology Studies (CTS), Registered Apprenticeship Program (RAP)/Youth Apprenticeship Project (YAP) and Work Experience Programs.

Maintain: K and E Curriculum: Utilize the Knowledge and Employability Curriculum where appropriate for our youth.

Maintain: Work Readiness: Provide on-site job preparation opportunities (e.g.: kitchen work experience and work shop). This is currently part of the Graduate Coaching class now offered at BSEC.



Page 38

Desired 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.

78 83 84 86 79

82

High Maintained Good 83 84 85

Comment on Results The encouraging strength of this measure indicates that stakeholders see that BSEC maintains an important breadth of programing used to engage students. The slight drop in the achievement level to “High” can be shown in the measure detail in the appendices to be related to a slightly lower satisfaction rating from the student respondents than in previous years. In discussions on the matter, it was determined by the staff that it is likely that more can be done to communicate with students and the school community about the breadth of programming that is offered by the school. The strategies listed below support the high achievement in this area.

Strategies

Maintain: Excellent access to all core courses supported, where appropriate, by opportunities to access course materials online or in other alternative fashions.

Maintain: Excellent array of options courses offered according to student interest and attendance.

Maintain: A set of “drop-in” courses led by expert instructors in areas that many students may not be familiar with (Impro-visational Drama, Martial Arts, Snowboard Lessons, etc.) The opportunities for expansion of experience are great if the entire skill sets of both students and staff are activated.

Maintain: An approach to leadership that distributes authority to make the best decisions possible with the student about the student’s learning needs. Trusting professionals to approach their tasks reflectively creates an environment of owner-ship and constant growth.

Maintain: The high level of Board-directed support for individual staff-member professional growth. As long as professional growth plans can be shown to support the school’s mission, staff members are afforded strong financial and release sup-port by the Board.

Maintain: The School Leadership Learning Initiative will be offered to all certificated staff members who are interested in exploring leadership positions in their careers.




Page 39

Desired 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 Improvement Overall 2016 2017 2018 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 Satisfaction with Parental Involvement BSEC is encouraged by the fact that 2014 performance in this area was one of the highest ever. While having experienced a slight decrease, the performance in this area indicates that BSEC is seeing more positive parental involvement in decisions about education in the school than in many years previous. Where possible, BSEC has facilitated community events to familiarize parents and guardians with the school environment. BSEC also works hard to connect with parents and guardians with relation to the Individualized program plans that are prepared for each student. Year after year, BSEC has encouraged more and more parents and guardians to participate in this process and to keep them informed as to the progress of their children. Overall Quality of Basic Education BSEC offers students the education they seek in a way most students have never experienced before. The course offerings are diverse, the learning environments are flexible, and expectations are negotiated with the students who must meet them (rather than dictated to them). As such, the quality of basic education is maintained at a high level (with data suggesting a trend towards annual improvement).

Strategies Satisfaction with Parental Involvement

Maintain: Organizational decision-making based on role responsibility, collaboration, and respect for all.

Maintain: Collaboration with parents regarding diagnoses requiring IPPs for their children.

Maintain: Student Information System: By transitioning to a state-of-the-art Student Information System (Pow-erSchool), it has become simpler for our staff to track and report on an individual student’s performance. Par-ents/guardians are contacted at least twice weekly (and more often if pertinent).

Enhancement: The school has invested in the development of software to provide more granular information about their behaviors and the services they access to ameliorate their behaviors during a school year. It is anticipated that these investments will allow improved ability for staff to serve their needs in a shorter amount of time.

Overall Quality of Basic Education

Maintain: Diverse course offerings.

Maintain: Flexibility of learning environment.

Maintain: A solution-oriented focus that includes the students and their caregivers in the decision-making process.




Page 40

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


2011 2012 2013 2014 2015 2015 Achievement Improvement Overall 2016 2017 2018 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.


Comment on Results Respect and Fair Treatment As BSEC exists to offer educational opportunities to students who have previously felt disenfranchised by “mainstream” schooling, the inclusive practices support the flexible and individualized academic programs offered to the youth. This has been shown to result in a strong feeling of belonging and safety for our youth. Jurisdictional/School Improvement The excellence shown in this area is best attributed to the fact that BSEC clarified its organizational structure and to formalize discussions around constant improvement and ever greater financial and fiscal accountability.

Strategies

Maintain: “Zero Tolerance” policy with regards to any display of abuse, gang tagging or colors within the school.

Maintain: A supervision team is on duty at all break times during the day.

Maintain: Mediation. Conflicts are addressed by using an equitable process of mediation.

Maintain: Parental contact in emergencies. Parents/guardians are immediately made aware of situations at school which may impact student safety.

Maintain: Help with Social Services. Assistance in applying for Student Finance and Social Services Supports (Advancing Futures, Alberta Children’s Services).

Maintain: Dietary incentives. Breakfast and lunch programs to remove any barriers to accessing healthy food.

Maintain: Transportation incentives. Transportation incentives for students who live outside of 7 kms from the school.

Maintain: IPPs. Individualized Program Plans that respond to student needs and build on capacities of individual students.

Maintain: School/Student Council. Promoting the continuation of the school council and provide leadership and voice for its role in the learning process.

Maintain: FNMI focus. Engaging students of Aboriginal ancestry and students interested in learning about Aboriginal culture by integrating Cultural Camps, Culture Instruction, Talking Circles, Sweats, and Pipe Ceremonies within our school pro-gram.

Maintain: Multidisciplinary Approach. A multidisciplinary approach to address students’ academic, emotional and behav-ioural needs (For example psychologists, youth workers, probation officers, social service workers, and health workers).




Page 41

Desired 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 Improvement Overall 2016 2017 2018 Overall percentage of self-identified FNMI students who achieved the acceptable standard on diploma examinations (overall results).

55.6 50.0 * 100.0 72.7 84 Very Low Maintained Concern 85 86 87

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

0.0 0.0 * 7.7 18.2 21 Intermediate Maintained Acceptable 22 23 24


2010 2011 2012 2013 2014 2015 Achievement Improvement Overall 2016 2017 2018 High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.

9.1 0.0 0.0 0.0 5.6 58 Very Low Improved Issue 60 61 62

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

34.5 36.8 34.3 21.2 14.4 5 Very Low Improved Significantly Acceptable 4 3 2

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.


Comments on page following


Page 42

Comment on Results Diploma Exam (Acceptable and Excellence): Each year, it is unclear how many students will successfully sit and complete their diploma exams. Often, as was in 2014, there will be fewer writers than are measurable in the accountability pillar results. In 2014-15, there were a number of students who successfully wrote their exams and, in that year, the students who wrote ended up performing quite well. Because of the very small data set, this can often wildly skew what is reported in these results. Nonetheless, when a BSEC student successfully sits a diploma exam, it is a major accomplishment and it is celebrated in the school. High School Completion Rate (3 Yrs.): The average BSEC student is going to have difficulty completing school in just three years. The following facts must be considered when interpreting these data:

Due to our policy of continuous enrolment, some students join us and are placed according to their ability in courses beyond Grade 10. These students would not be counted as members of the cohort used to measure performance in this area.

Since students who move from one authority to another during High School are often attributed to the school authority where they received the most credit, students who technically complete their High School programs at BSEC after receiving credit elsewhere may not be included in the cohort used to measure performance in this area.

Drop Out Rate: The data indicate that our drop-out rate remains an issue but that it has IMPROVED SIGNIFICANTLY. We cautiously but optimistically take this to indicate that the concerted efforts of our staff members to engage and retain students have become refined to the point that they are making a significant impact on student retention. Rutherford Scholarship and 4+ Diploma Exams: It is important to note that for the majority of our students, writing even one diploma exam is a major accomplishment. This fact must be considered when examining the data regarding multiple diploma examinations and the Rutherford scholarship. HS to PS in 6 Years: Our work with students regarding their future educational or vocational goals is based on their abilities and interests. This process provides students with opportunities to become aware of options available to them in their future. It is often the case that students who enrol in BSEC do so with no clear idea of any sort of life beyond high school at all. As a result, much of our work becomes about making it possible for students to understand what leaving high school means. In some cases, we are successful but a longitudinal research project would be required to determine exactly to what degree this is true.

Strategies Diploma Exam (Acceptable and Excellence):

Maintain: Celebration of students who complete their Diploma Examinations.

Maintain: Plentiful information about and access to Post-Secondary institutions.

Maintain: Timely requests for accommodations made for writers who need them.

Maintain: A non-threatening environment for Diploma writers.

Maintain: Reminder phone calls for Diploma writers.


High School Completion Rate (3 Yrs.) and Drop Out Rate:

Maintain: Continuous intake policy.

Maintain: Personalized Intake and Inclusive Education Planning.

Maintain: Using Knowledge and Employability curriculum.

Maintain: Barrier-free access to support services.

Maintain: Provision of school supplies for all students.

Maintain: Barrier-free access to wide array of Co-Curricular learning opportunities: Following the “drop-in” class model, any student enrolled in our program may participate in any of our CCOs. The plan is that this “value-added” aspect to what we offer may entice students to remain at our school for longer uninterrupted periods.

High School Completion Rate (3 Yrs.) and Drop Out Rate (continued):

Maintain: Literacy inclusion: Instead of offering reading support as a separate and potentially stigmatizing class, we have moved staff trained in reading support into the primary educational space concerned with literacy. This action is meant to be more inclusive in that more people who need literacy support (not just those identified as requiring assistance) will have access to a literacy expert.

Maintain: Since 2010, alternative stress management techniques offered Diploma writers (meditation, yoga, animal-assisted ther-apy).

HS to PS in 6 Years:

Maintain: Knowledge and Employability classes. These engage the students in the development of self-determination, self-advocacy and employability skills such as attendance, teamwork and collaboration. Work habits and other skills required in the challenging environment of post-secondary education or employment are also taught. We provide sup-ports, academic skills, social skills, and job search skills, which improve employment outcomes.

Maintain: Professional Learning Community that focuses on goals related to achieving our mission and vision.

Maintain: Connections with other skill building programs.

Maintain: Transition-planning for students who will be leaving the school. Rutherford Scholarship and 4+ Diploma Exams:



Page 43

Summary of Financial Results 2014-15 The 2014-15 financial results were independently audited in October of 2015. The following is the summary of financial results for that school year and, as always, the most current financial and budget information (including audited financial statements) can be found at http://www.bsec.ab.ca/documents

FRAMEWORK FUNDING

73%

OTHER ALBERTA EDUCATION

25%

OTHER REVENUE2%

ACTUAL REVENUES 2014-15

FRAMEWORK FUNDING OTHER ALBERTA EDUCATION OTHER REVENUE

SALARIES & BENEFITS53%

INSTRUCTIONAL SUPPORT

5%

INSTRUCTION SUPPLIES

7%

OPERATIONS & MAINTENANCE

27%

BOARD GOVERNANCE6%

TRANSPORTATION1%

FUNDING REDUCTION1%

ACTUAL EXPENDITURES 2014-15

SALARIES & BENEFITS INSTRUCTIONAL SUPPORT INSTRUCTION SUPPLIES

OPERATIONS & MAINTENANCE BOARD GOVERNANCE TRANSPORTATION

FUNDING REDUCTION AMORTIZATION



Page 44

Budget Summary 2015-16 The 2015-2016 budget (revised) on the enrolment of 135 regular students, out of which 74 special needs students. The Board of Directors’ budgeting priorities are:

1. No reduction in staff, 2. No reduction in programs, 3. Balanced budget and 4. Focus on research.

Enrolments 135 students enrolled by the end of September in this school year (2015-16),. 79% (108) of these students self-identified as FNMI learners. Additionally, approximately 75% students (100) may be eligible to be coded as having severe to moderate disabilities. Staffing We have 11 FTE teaching staff and 9 FTE support staff (including 1 paid intern from University of Alberta). Revenue & Expenditure In the 2015-16 school year, our revised estimates anticipate revenue of $3,268,498 and expenditures of $3,268,498. Our independent audit confirms that this budget is educationally sound and fiscally responsible and was approved by the Board of Directors on November 19th, 20154. See the figures below for the 2015-16 breakdown.

4 Please note: The staff salaries did not increase this year and the Board of Directors is about to enter into the

negotiation process with the Alberta Teacher’s Association. We do not expect any major increase decisions in the negotiations.


Page 45

FRAMEWORK FUNDING

76%

OTHER ALBERTA EDUCATION

23%

OTHER REVENUE1%

REVENUES FOR 2015-16

FRAMEWORK FUNDING OTHER ALBERTA EDUCATION OTHER REVENUE

SALARIES & BENEFITS

55%

INSTRUCTIONAL SUPPORT

5%

INSTRUCTION SUPPLIES

7%

OPERATIONS & MAINTENANCE

26%

BOARD GOVERNANCE

6%

TRANSPORTATION1%

EXPENDITURES FOR 2015-16

SALARIES & BENEFITS INSTRUCTIONAL SUPPORT INSTRUCTION SUPPLIES

OPERATIONS & MAINTENANCE BOARD GOVERNANCE TRANSPORTATION


Page 46

Whistleblower Protection

Section 32 of the Public Interest Disclosure Act (2013) requires that school authorities include an annual report of disclosures here. There have been no disclosures in the last year. The most current information can always be found at http://www.bsec.ab.ca/documents

Capital and Facilities Projects Our primary future challenge is to ensure that our program has a fully functioning facility for operation by the end of the 2015-2016 school year. This will be accomplished either by way of securing a continuation of our current lease or by locating another facility that may suit our needs. While we are aware that our lease represents a significant funding commitment from Alberta Education, we continue to work with the Capital Planning division of Alberta Education to explore all available options that can meet both the significant needs of our students and the realities of capital infrastructure planning. As we are looking for alternative accommodation we are also keeping in mind the affirmation of the Alberta Government’s commitment to environmentally friendly building design as per LEED (Leadership in Energy and Environmental Design) Silver environmental standard. It is said LEED Silver buildings cost up to five per cent more than conventional buildings but are up to 45 per cent more energy-efficient than the standard benchmark. LEED is administered in Canada by the Canada Green Building Council.

Summary of Facility and Capital Plans As indicated above, the lease for our current facility expires August 31, 2016. Before this time, it is necessary for BSEC to work with Alberta Education to secure a facility to operate.



Page 47

APPENDICIES

The following pages include tables and graphs that provide detailed information on the 3-year Education Plan and on the data for the Annual Education Results Report performance

measures.


Page 48

Appendix A – Detailed Program Information

Table of BSEC’s Inclusive Education Practices since 1996

Alberta Education Definition of Inclusivity (Government of Alberta, 2012)

BSEC Practices Since 1996

Differentiated Instructional Practices (since 1996)

Learning Coach – (2011-12)

10-4 (K&E) Inquiry-based curriculum development (2012-13)

Edmonton RCSD charter school targeted team services and supports (Fall 2014)

Collaboration Community Nurse Presence (since 1996)

On-site counseling for emotional/behavioral matters (since 1996)

Individualized Program Planning for Student Success in school (Ongoing since first charter term)

AHS counselling for addictions and mental health

Association with Edmonton Fetal Alcohol Network (2013)

Leadership and Governance roles in the Edmonton Regional Collaborative Service Delivery model (2013)

Learner’s Benefits (administered by Prospects)

Advancing Futures

NEW – YESS Nexus shelter school pickup program. Students picked up from shelter daily for 2 months in Fall 2014.


Page 49

Appendix B – 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 30-1 Authority * * * * * * * * * *

Province 85.0 10.1 86.3 11.3 86.0 10.4 87.6 11.8 86.5 11.5

English Lang Arts 30-2 Authority 83.3 16.7 * * * * * * 85.7 14.3

Province 88.7 9.1 89.6 10.7 89.4 10.9 89.8 13.1 88.7 11.3

French Lang Arts 30-1 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 95.3 14.5 95.6 13.5 95.4 12.4 96.6 14.6 95.5 9.9

Français 30-1 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 Authority n/a n/a n/a n/a 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 Authority n/a n/a n/a n/a 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 30-1 Authority n/a n/a n/a n/a n/a n/a * * n/a n/a

Province n/a n/a n/a n/a 80.9 35.9 75.1 27.9 76.2 31.7

Mathematics 30-2 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province n/a n/a n/a n/a 69.5 9.6 71.3 15.0 73.9 15.5

Social Studies 30-1 Authority n/a n/a n/a n/a n/a n/a * * n/a n/a

Province 83.0 14.9 86.3 16.7 85.4 15.2 85.6 14.3 87.1 16.2

Social Studies 30-2 Authority 66.7 0.0 57.1 0.0 * * * * * *

Province 85.6 15.9 83.0 13.7 82.2 13.7 84.0 14.8 81.3 12.5

Biology 30 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 82.0 30.0 81.9 28.2 84.4 32.2 85.2 31.9 85.9 33.0

Chemistry 30 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 75.4 28.0 77.1 28.7 78.8 31.8 81.5 35.2 82.2 34.2

Physics 30 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 77.0 27.8 81.1 30.5 81.5 30.5 83.2 34.3 83.9 35.8

Science 30 Authority n/a n/a n/a n/a * * * * n/a n/a

Province 80.4 21.0 79.8 22.0 84.1 25.8 85.0 25.4 83.9 26.7


“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.


Page 50

Graph of Diploma Examination Results – Overall

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


2011 2012 2013 2014 2015

0

20

40

60

80

100

Results(%

)

Acceptable Standard %

Standard of Excellence %


Page 51

Diploma Examination Results by Course

[No Data for French Lang Arts 30-1]

[No Data for Français 30]

[No Data for Pure Mathematics 30]

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



2011 2012 2013 2014 2015

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Results(%

)

English Lang Arts 30-1



2011 2012 2013 2014 2015

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English Lang Arts 30-2



2011 2012 2013 2014 2015

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Page 52


[No Data for Applied Mathematics 30]

[No Data for Mathematics 30-2]

[No Data for Biology 30]

[No Data for Chemistry 30]




2011 2012 2013 2014 2015

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Social Studies 30-1



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Page 53


[No Data for Physics 30]




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Page 54

Diploma Examination Results Course By Course Summary With Measure Evaluation

Boyle Street Education Centre Alberta Achievement Improvement Overall 2015 Prev 3 Yr Avg 2015 Prev 3 Yr Avg

Course Measure N % N % N % N %

English Lang Arts 30-1 Acceptable Standard * * * 2 * n/a n/a 28,104 86.5 29,085 86.6

Standard of Excellence * * * 2 * n/a n/a 28,104 11.5 29,085 11.2

English Lang Arts 30-2 Acceptable Standard Low n/a n/a 7 85.7 n/a n/a 16,324 88.7 15,323 89.6

Standard of Excellence Intermediate n/a n/a 7 14.3 n/a n/a 16,324 11.3 15,323 11.6

French Lang Arts 30-1 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 30-1 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 n/a n/a n/a n/a 10,936 70.5

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

Applied Mathematics 30 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a n/a n/a 5,026 73.6

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a n/a n/a 5,026 14.1

Mathematics 30-1 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 20,915 76.2 20,619 78.0


Mathematics 30-2 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 12,558 73.9 10,829 70.4


Social Studies 30-1 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 21,038 87.1 22,680 85.8


Social Studies 30-2 Acceptable Standard * * * 4 * 7 57.1 19,617 81.3 18,230 83.1

Standard of Excellence * * * 4 * 7 0.0 19,617 12.5 18,230 14.1

Biology 30 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 21,219 85.9 22,506 83.9


Chemistry 30 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 19,050 82.2 18,412 79.1


Physics 30 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 10,573 83.9 10,127 81.9


Science 30 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 7,819 83.9 6,190 83.0




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.



Page 55

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 Lang Arts 30-1 Acceptable Standard 0.00 - 81.51 81.51 - 85.05 85.05 - 90.15 90.15 - 94.10 94.10 - 100.00 Standard of Excellence 0.00 - 2.28 2.28 - 6.43 6.43 - 11.18 11.18 - 15.71 15.71 - 100.00

English Lang Arts 30-2 Acceptable Standard 0.00 - 81.90 81.90 - 88.81 88.81 - 94.35 94.35 - 97.10 97.10 - 100.00 Standard of Excellence 0.00 - 3.70 3.70 - 8.52 8.52 - 14.55 14.55 - 18.92 18.92 - 100.00

French Lang Arts 30-1 Acceptable Standard 0.00 - 78.73 78.73 - 92.86 92.86 - 100.00 100.00 - 100.00 100.00 - 100.00 Standard of Excellence 0.00 - 0.00 0.00 - 5.21 5.21 - 16.67 16.67 - 23.04 23.04 - 100.00

Pure Mathematics 30 Acceptable Standard 0.00 - 54.07 54.07 - 76.74 76.74 - 86.06 86.06 - 92.18 92.18 - 100.00 Standard of Excellence 0.00 - 6.15 6.15 - 18.46 18.46 - 29.38 29.38 - 34.62 34.62 - 100.00

Applied Mathematics 30 Acceptable Standard 0.00 - 73.06 73.06 - 80.94 80.94 - 90.03 90.03 - 91.69 91.69 - 100.00 Standard of Excellence 0.00 - 4.57 4.57 - 10.29 10.29 - 16.08 16.08 - 23.77 23.77 - 100.00

Social Studies 30-1 Acceptable Standard 0.00 - 69.65 69.65 - 80.38 80.38 - 87.98 87.98 - 95.79 95.79 - 100.00 Standard of Excellence 0.00 - 2.27 2.27 - 8.63 8.63 - 14.51 14.51 - 19.76 19.76 - 100.00

Social Studies 30-2 Acceptable Standard 0.00 - 71.97 71.97 - 79.85 79.85 - 87.56 87.56 - 91.42 91.42 - 100.00 Standard of Excellence 0.00 - 3.94 3.94 - 8.65 8.65 - 14.07 14.07 - 23.34 23.34 - 100.00

Biology 30 Acceptable Standard 0.00 - 68.26 68.26 - 79.41 79.41 - 85.59 85.59 - 92.33 92.33 - 100.00 Standard of Excellence 0.00 - 10.75 10.75 - 21.84 21.84 - 29.26 29.26 - 33.42 33.42 - 100.00

Chemistry 30 Acceptable Standard 0.00 - 58.10 58.10 - 69.51 69.51 - 80.34 80.34 - 84.74 84.74 - 100.00 Standard of Excellence 0.00 - 11.22 11.22 - 20.47 20.47 - 30.47 30.47 - 35.07 35.07 - 100.00

Physics 30 Acceptable Standard 0.00 - 50.06 50.06 - 71.77 71.77 - 83.00 83.00 - 88.67 88.67 - 100.00 Standard of Excellence 0.00 - 5.61 5.61 - 18.10 18.10 - 31.88 31.88 - 41.10 41.10 - 100.00

Science 30 Acceptable Standard 0.00 - 64.19 64.19 - 77.66 77.66 - 86.33 86.33 - 98.50 98.50 - 100.00 Standard of Excellence 0.00 - 0.00 0.00 - 14.69 14.69 - 25.03 25.03 - 38.93 38.93 - 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%.

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.

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 56

High School Completion Rate – Measure Details (OPTIONAL) High School Completion Rate - percentages of students who completed high school within three, four and five years of entering Grade 10. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 3 Year Completion 8.4 0.0 0.0 0.0 4.7 72.6 74.1 74.8 74.9 76.4 4 Year Completion 0.0 7.2 0.0 4.1 0.0 76.9 78.1 79.4 79.6 80.0 5 Year Completion 8.5 2.4 6.4 3.5 3.6 79.0 79.6 80.8 81.7 82.1

Graph of Authority Results (optional)




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Page 57

Drop Out Rate – Measure Details

Drop Out Rate - annual dropout rate of students aged 14 to 18 Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Drop Out Rate 32.0 36.6 30.4 22.4 13.3 4.2 3.2 3.5 3.3 3.4 Returning Rate 22.0 20.0 23.3 14.1 22.4 27.9 23.4 23.0 21.1 20.3




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Page 58

High School to Post-secondary Transition Rate – Measure Details

High school to post-secondary transition rate of students within four and six years of entering Grade 10. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 4 Year Rate 0.0 7.2 0.0 4.3 0.0 37.8 38.2 39.6 40.0 38.4 6 Year Rate 0.0 6.3 0.0 6.5 0.0 59.3 58.4 59.5 59.2 59.8




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Page 59

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.

Authority Province

2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 % Writing 0 Exams 100.0 100.0 100.0 95.1 95.3 17.2 16.1 15.9 16.1 15.2 % Writing 1+ Exams 0.0 0.0 0.0 4.9 4.7 82.8 83.9 84.1 83.9 84.8 % Writing 2+ Exams 0.0 0.0 0.0 0.0 4.7 79.6 80.8 81.2 80.8 82.0 % Writing 3+ Exams 0.0 0.0 0.0 0.0 0.0 66.0 67.4 67.5 63.8 65.6 % Writing 4+ Exams 0.0 0.0 0.0 0.0 0.0 54.9 56.2 56.6 50.5 54.9 % Writing 5+ Exams 0.0 0.0 0.0 0.0 0.0 36.1 37.2 38.0 31.8 36.7 % Writing 6+ Exams 0.0 0.0 0.0 0.0 0.0 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.

Authority Province

2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 English Language Arts 30-1 0.0 0.0 0.0 0.0 4.3 54.5 54.9 55.1 54.4 54.4 English Language Arts 30-2 0.0 0.0 0.0 0.0 0.0 25.1 26.1 26.1 27.2 28.2 Total of 1 or more English Diploma Exams 0.0 0.0 0.0 0.0 4.3 78.0 79.0 79.2 79.3 80.3 Social Studies 30 0.0 0.0 0.0 n/a n/a 3.7 0.3 0.0 n/a n/a Social Studies 30-1 0.0 0.0 0.0 0.0 0.0 45.7 48.2 48.0 46.1 45.5 Social Studies 33 0.0 0.0 0.0 n/a n/a 2.5 0.1 0.0 n/a n/a Social Studies 30-2 0.0 0.0 0.0 5.3 4.3 27.4 31.0 32.1 34.0 35.6 Total of 1 or more Social Diploma Exams 0.0 0.0 0.0 5.3 4.3 78.1 78.9 79.3 79.3 80.3 Pure Mathematics 30 0.0 0.0 0.0 0.0 0.0 41.4 42.6 42.5 7.3 0.1 Applied Mathematics 30 0.0 0.0 0.0 0.0 0.0 19.7 20.0 19.6 0.2 0.0 Mathematics 30-1 n/a n/a n/a 0.0 0.0 n/a n/a n/a 30.0 37.6 Mathematics 30-2 n/a n/a n/a 0.0 0.0 n/a n/a n/a 16.9 21.6 Total of 1 or more Math Diploma Exams 0.0 0.0 0.0 0.0 0.0 60.6 62.0 61.5 52.5 57.4 Biology 30 0.0 0.0 0.0 0.0 0.0 41.2 42.8 43.1 42.5 41.7 Chemistry 30 0.0 0.0 0.0 0.0 0.0 35.2 36.0 36.7 31.7 35.0 Physics 30 0.0 0.0 0.0 0.0 0.0 20.0 20.6 20.4 17.4 20.2 Science 30 0.0 0.0 0.0 0.0 0.0 9.0 9.1 10.5 9.8 13.0 Total of 1 or more Science Diploma Exams 0.0 0.0 0.0 0.0 0.0 57.6 59.1 59.5 57.7 59.8 Français 30-1 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 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 3.1 3.1 2.9 3.0 3.0



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Citizenship – Measure Details

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 83.1 86.7 86.6 90.8 86.3 81.9 82.5 83.4 83.4 83.5 Teacher 90.8 92.7 92.0 96.4 97.5 92.7 93.1 93.6 93.8 94.2 Parent n/a * * * * 78.6 79.4 80.3 81.9 82.1 Student 75.4 80.8 81.1 85.3 75.2 74.5 75.0 76.2 74.5 74.2

Graph of Overall Authority Results (optional)

Graph of Detailed Authority Results (optional)

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. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 92.3 100.0 86.7 90.9 100.0 80.1 79.7 80.3 81.2 82.0 Teacher 92.3 100.0 86.7 90.9 100.0 89.6 89.5 89.4 89.3 89.7 Parent n/a * * * * 70.6 69.9 71.1 73.1 74.2




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Lifelong Learning – Measure Details

Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 96.2 95.5 83.3 90.9 100.0 67.9 68.0 68.5 69.5 70.0 Teacher 96.2 95.5 83.3 90.9 100.0 75.3 75.8 75.7 76.0 76.0 Parent n/a * * * * 60.6 60.2 61.2 63.0 64.0




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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. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 78.0 82.8 83.5 85.5 79.0 80.9 80.7 81.5 81.3 81.3 Teacher 88.3 88.5 87.5 86.4 85.9 87.6 87.3 87.9 87.5 87.2 Parent n/a * * * * 78.3 78.1 78.9 79.9 79.9 Student 67.6 77.1 79.5 84.7 72.1 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. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 64.1 61.1 62.7 75.9 67.5 79.9 79.7 80.3 80.6 80.7 Teacher 64.1 61.1 62.7 75.9 67.5 88.1 88.0 88.5 88.0 88.1 Parent n/a * * * * 71.7 71.4 72.2 73.1 73.4




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Education Quality – Measure Details

Percentage of teachers, parents and students satisfied with the overall quality of basic education. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 93.9 95.1 95.5 93.9 97.0 89.4 89.4 89.8 89.2 89.5 Teacher 96.1 98.5 97.8 98.5 100.0 95.5 95.4 95.7 95.5 95.9 Parent n/a * * * * 84.2 84.2 84.9 84.7 85.4 Student 91.7 91.7 93.2 89.4 94.0 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. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 89.7 92.6 93.2 92.6 95.0 88.1 88.6 89.0 89.1 89.2 Teacher 93.8 92.7 94.6 92.6 97.5 94.5 94.8 95.0 95.3 95.4 Parent n/a * * * * 86.6 87.4 87.8 88.9 89.3 Student 85.7 92.4 91.9 92.6 92.5 83.3 83.7 84.2 83.1 83.0




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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. Authority Province 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Overall 94.6 92.1 98.1 97.1 95.1 80.1 80.0 80.6 79.8 79.6 Teacher 100.0 90.0 100.0 100.0 100.0 80.1 81.1 80.9 81.3 79.8 Parent n/a * * * * 77.3 76.2 77.9 77.0 78.5 Student 89.1 94.2 96.3 94.1 90.2 82.9 82.7 82.9 81.2 80.7




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