MAC Islamic School (MIS) 2019-2022 3-Year Education Plan ......MAC Islamic School (MIS) is an accredited nonprofit school of choice offering excellence in education since 2012. As

School: 1557 MAC Islamic School

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MAC Islamic School (MIS) 2019-2022

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3-Year Education Plan and Annual Education Results Report (AERR)


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MUSLIM ASSOCIATION OF CANADA (MAC) .........................................................................................4

MESSAGE FROM THE PRINCIPAL .........................................................................................................5

ACCOUNTABILITY STATEMENT ...........................................................................................................6 MISSION ...................................................................................................................................................... 7 VISION ........................................................................................................................................................ 7 CORE VALUES ............................................................................................................................................... 7

TRENDS AND ISSUES ..........................................................................................................................9

SUMMARY OF ACCOMPLISHMENTS .................................................................................................. 10

MEASURE EVALUATION REFERENCE ................................................................................................. 21

CHARTER GOAL: (FOR CHARTER SCHOOLS ONLY) .............................................................................. 22

OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL – PAT RESULTS ........................................... 23

OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL – DIPLOMA EXAM RESULTS (CONTINUED) .. 25

OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL – HIGH SCHOOL (CONTINUED) .................... 26

OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL – ACTIVE CITIZENSHIP (CONTINUED) ........... 27

OUTCOME TWO: FIRST NATIONS, MÉTIS, AND INUIT STUDENTS IN ALBERTA ARE SUCCESSFUL .......... 29

OUTCOME THREE: ALBERTA HAS EXCELLENT TEACHERS, SCHOOL LEADERS, AND SCHOOL AUTHORITY LEADERS .......................................................................................................................................... 31

OUTCOME FOUR: ALBERTA’S K-12 EDUCATION SYSTEM IS WELL GOVERNED AND MANAGED ........... 33

BUDGET SUMMARY ......................................................................................................................... 35

FUTURE CHALLENGES (OPTIONAL) .................................................................................................... 40

SUMMARY OF FINANCIAL RESULTS (NOT REQUIRED) ........................................................................ 40

PARENTAL INVOLVEMENT (OPTIONAL) ............................................................................................ 40

TIMELINES AND COMMUNICATION (REQUIRED) ............................................................................... 41

WHISTLEBLOWER PROTECTION (OPTIONAL) ..................................................................................... 41

APPENDIX – MEASURE DETAILS (OPTIONAL) ..................................................................................... 42 Diploma Examination Results – Measure Details (OPTIONAL)........................................................... 43 High School Completion Rate – Measure Details (OPTIONAL) ........................................................... 49 Drop Out Rate – Measure Details (OPTIONAL) .................................................................................. 50 High School to Post-secondary Transition Rate – Measure Details (OPTIONAL) ............................... 51 Rutherford Eligibility Rate – Measure Details (OPTIONAL) ................................................................ 52 Diploma Examination Participation Rate – Measure Details (OPTIONAL) ......................................... 53

CITIZENSHIP – MEASURE DETAILS (OPTIONAL) .............................................................................................. 54 WORK PREPARATION – MEASURE DETAILS (OPTIONAL) .................................................................................. 54 LIFELONG LEARNING – MEASURE DETAILS (OPTIONAL) ................................................................................... 55 PROVINCIAL ACHIEVEMENT TEST RESULTS – MEASURE DETAILS (OPTIONAL) ...................................................... 55 GRAPH OF OVERALL PROVINCIAL ACHIEVEMENT TEST RESULTS (OPTIONAL) .......................................................... 57 GRAPH OF PROVINCIAL ACHIEVEMENT TEST RESULTS BY COURSE (OPTIONAL) GRADE 6 .......................................... 58 GRAPH OF PROVINCIAL ACHIEVEMENT TEST RESULTS BY COURSE (OPTIONAL) GRADE 9 .......................................... 59 PAT RESULTS COURSE BY COURSE SUMMARY BY ENROLLED WITH MEASURE EVALUATION (OPTIONAL) ................... 61


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MEASURE EVALUATION REFERENCE - ACHIEVEMENT EVALUATION ...................................................................... 62 OVERALL EVALUATION TABLE ........................................................................................................................ 63 PROGRAM OF STUDIES – MEASURE DETAILS (OPTIONAL) ................................................................................ 64 PARENTAL INVOLVEMENT – MEASURE DETAILS (OPTIONAL) ............................................................................ 64 EDUCATION QUALITY – MEASURE DETAILS (OPTIONAL) .................................................................................. 65 SAFE AND CARING – MEASURE DETAILS (OPTIONAL) ...................................................................................... 65 SCHOOL IMPROVEMENT – MEASURE DETAILS (OPTIONAL) .............................................................................. 66

For more information regarding 2018-2021 Three Year Education Plan and Results Report, please contact:

Mariam Hashmi – Principal Phone: 780-453-2220 / Fax: 780-452-2233 MAC Islamic School Edmonton, AB T5M 0T8 Email: [email protected]

You can view this document on our website at: https://macislamicschool.com

https://macislamicschool.com/


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Muslim Association of Canada (MAC) The Muslim Association of Canada (MAC) is a Canadian, independent, national, faith-based, charitable organization, that provides spaces, services and programs for holistic education and personal development for Canadian Muslims. In addition, MAC focuses on building communities and strengthening neighbourhoods nation-wide, through services and collaborations with groups from different religious, ethnic, and racial backgrounds.

Over the past two decades MAC has grown to be the largest grassroots Muslim organization with a national reach rooted in strong local chapters in 14 cities across Canada. MAC has 50 institutions ranging from full-time school, community centers, weekend school, and child-care centers. In all, MAC serves approximately 49,000 community members weekly. Our mission is to establish an Islamic presence in Canada that is balanced, constructive, and integrated, though distinct, in the social fabric and culture of Canada. The purpose of our mission stems from our bearing witness to the Oneness of Allah (God), the Creator of all things and the teachings of Prophet Muhammad (PBUH).

Our curriculum is informed by these Islamic moral and ethical imperatives. Those moral values are the foundation of the character building mandate entrusted to us and expected by our parent community. Through it, our students will develop a strong Muslim-Canadian identity, embody universal values and acquire relevant life skills to meet 21st century challenges.


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Message from the Principal Assalaamu Alaikum – May Peace and Blessings be Upon You, MAC Islamic School (MIS) is an accredited nonprofit school of choice offering excellence in education since 2012. As a community, we are committed to preparing our students with the skills and knowledge they need to succeed as productive Canadian Muslims. Our aim is to facilitate excellence in all aspects of development: academic, spiritual, physical and social-emotional. To promote school pride and a welcoming environment, extensive renovations were done to the school building in the summer of 2019. MIS delivers curriculum that complies with the guidelines and outcomes described in Alberta Education’s Program of Studies. MIS provides all students classes in Quran, Arabic, and Islamic Studies in adherence with the guidelines provided by MAC. We ensure implementation of the Program of Studies and the mission of MIS in their Instructional Calendars and weekly plans. Technology integration is supported by Smartboards and chromebooks. The results displayed on the Combined 2018 Accountability Pillar and Overall Summary has demonstrated overwhelmingly positive results since the previous year. We are pleased to report that our grade 6 and 9 students have demonstrated an improvement in their performance Provincial Achievement Tests written in the spring of 2019. Based on the low response rate from parents, students, and staff on the Accountability Pillar for the 2017/18 school year, greater efforts were made to connect with stakeholders to respond to the surveys distributed by Alberta Education. Survey links and reminders were sent out to families, staff, and students. The Parent Council also supported our efforts to increase survey response rates. We are implementing our first phase of iRISE in the 2019-20 school year in grades 4 to 6. iRISE is an evidence-based, community-driven character education initiative. Students and staff embody Islamic values and acquire relevant life skills to meet the 21st century challenges. iRISE is rooted in developing a strong relationship with God. Our vision for iRISE is to encourage students to embody Islamic character, reach their full potential, have a strong sense of responsibility and care, and to be prepared to rise above any challenges they may face. Overall, as a community, we aspire to facilitate a learning environment that empowers our students to be leaders and productive members of society. The collaborative efforts of community members, parents, staff and governing bodies provide our students with optimal learning experiences. We are most thankful to our committed volunteers and community members for their contributions towards the school renovations, and moreover we are so appreciative for everyone’s ongoing support. Kind regards, Mariam Hashmi, M.Ed. Principal MAC Islamic School


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Accountability Statement

The Annual Education Results Report for the 2018/2019 school year and the Three-Year Education Plan commencing September 1, 2019 for MAC Islamic School Edmonton were prepared under the direction of the Board in accordance with its responsibilities under the Private Schools Regulation and the Education Grants Regulation. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the education plan and is committed to implementing the strategies contained within the plan to improve student learning and results.

The Board approved this combined Annual Education Results Report for the 2018/2019 school year and the Three Year Education Plan for 2019/2022 on December 31, 2019.


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Foundation Statements

The Muslim Association of Canada (MAC) established the MAC Islamic School (MIS) in 2012. MIS is a registered full-time accredited Elementary and Jr. High school serving children from pre-school to grade 9. This is our seventh year in operation. We have about 400 students from varying cultural backgrounds. At MIS we are committed to mainstreaming Islamic values and teachings in all subject areas. We implement the Alberta Education Program of Studies along with Quran, Arabic, and Islamic Studies. Mission MAC Islamic School is a school of choice focusing on academic excellence that produces positively influential individuals with exceptional Islamic character, while having fun. Vision The purpose of our mission stems from our bearing witness to the Oneness of Allah (God), the Creator of all things and the teachings of Prophet Muhammad (PBUH). Our curriculum is informed by these Islamic moral and ethical imperatives. Those moral values are the foundation of the character building mandate entrusted to us and expected by our parent community. Through it, our students will develop a strong Muslim-Canadian identity, embody universal values and acquire relevant life skills to meet 21st century challenges.

At the MAC Islamic School we are determined to teach our young Muslim students to be lifelong learners, strong members of the community and to accept all of Allah's (SWT) creations with an open heart. We strive to develop a strong relationship with Allah SWT and embody the values of Rabbaniya, integrity, service, and excellence. Furthermore, we want to develop the love of reading in our students and enable them to become confident writers, scientists, and mathematicians. Core Values Passion Integrity Quality

To Create a Community of Learners

Teachers/Staff • Create a safe environment • Promote love for Allah swt and

embody the values of Rabbaniya, integrity, service, excellence

Students • Act kindly, responsibly, and justly • Develop a strong relationship with

Allah swt and embody the values


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• Build relationships • Challenge and support each student • Recognize perseverance, growth, and

achievement • Foster social growth and an Islamic

environment • Embrace differences in who we are and

how we learn

of Rabbaniya, integrity, service, excellence

• Get involved in our community • Take risks to learn • Work hard; Be curious • Respect yourself and others • Appreciate how we are similar and

different


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Trends and Issues

1. Overall, grade 6 and 9 students have demonstrated an improvement in their performance on the Provincial Achievement Tests written in the spring of 2019. The percentage of students achieving a standard of excellence has increased from 9.5% to 28.3% and has exceeded the provincial average of 20.6%.

2. Based on the low response rate from parents, students, and staff on the Accountability Pillar for the 2017/18 school year, greater efforts were made to connect with stakeholders to respond to the surveys distributed by Alberta Education. Survey links were sent out to families, staff, and students several times. The Parent Council was approached to support efforts to increase response rates as well.

3. We are implementing our first phase of iRISE in the 2019-20 school year in grades 4 to 6. iRISE is an evidence-based, community-driven character education initiative. Students and staff embody Islamic values and acquire relevant life skills to meet the 21st century challenges. iRISE is rooted in developing a strong relationship with God. Our vision for iRISE is to encourage students to embody Islamic character, reach their full potential, have a strong sense of responsibility and care, and to be prepared to rise above any challenges they may face.

4. At MAC Islamic School we strive to ensure that all students, teachers and leadership learn about First Nations, Metis and Inuit perspectives and experiences, treaties, agreements and the history and legacy of residential schools using the following strategies: adhering to the Alberta Education Program of Studies and integrating lessons, enhancing the FNMI library section, Orange Shirt Day – Sept. 30th, guest speakers (visit from Adrian LaChance – Plains Cree), field trips to museums and parks honouring our rich history and current events, dedicating a special location in the library for FNMI resources, FNMI Week with special lessons, guest speaker, morning announcements and literature

5. The satisfaction rating with regards to a broad program of studies including fine arts, career, technology, health and physical education has been a general area of opportunity for several years. We have strategies in place to avail those opportunities.

6. Academic rigor and implementation of the Program of Studies is monitored by the teachers’ Instructional Calendars and weekly curriculum outlines.

7. The new Teaching Quality Standards (TQS) and Leadership Quality Standards (LQS) (2019) are implemented and monitored. They are referenced in the Professional Growth Plans and discussed in follow-up meetings. New teachers attended PD session on TQS with AISCA in September.

8. Enhanced technology integration with Smartboards in every classroom and Chromebooks for students. Teachers in grades 4 – 9 use Google Classroom (G Suite for Education) and all teachers integrate technology in their lesson plans.


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Summary of Accomplishments

1. Extra efforts have been made to promote an overall school climate that is welcoming and a school culture that promotes active citizenship.

2. Extensive renovations in the school building (bathrooms, flooring, carpeting, paint) to create an environment that promotes school pride and creates a welcoming environment.

3. Stakeholder feedback is valued and data gathered impacts decision-making. As a result, response rates have increased in the Accountability Pillar Survey. Other opportunities are provided to stakeholders to share feedback: surveys, informal feedback slips in the main office, informal feedback bottle cap station in the main office

4. Implementation of MAC’s iRISE Character Education (pilot in Grades 4 to 6) in 2019 – 2020 school year. The iRISE initiative is supported with staff PD, iRISE Lead position to support teachers, iRISE workshops for students/staff, iRISE assemblies, and iRISE lesson plans/resources for support.

5. A HUB was created to support new staff at MAC Islamic School and to streamline efforts in administration and governance. The HUB has information related to curriculum, assessment, instructional practices, administrative documents, field trips, enrichment, Distributive Leadership, safety procedures & drills, supervision & evaluation, timetables, discipline

6. Professional Development goals and calendar is created to plan and implement professional learning based on the needs of the students and staff. Professional learning is based on school-wide goals and personal goals.

7. Staff Professional Growth Plans are developed, monitored and supported. 8. Students are supported and encouraged to do their best by the implementation of Student

Support Plans for students scoring below 70%. Specific strategies are communicated to parents and students to support improvement. Teachers provide extra help tutorial sessions, guided reading and guided math lessons to students needing extra support.

9. Student “Differentiation Folders” track progress of students and guide differentiated instruction.

10. Professional Learning Communities promote staff collaboration to discuss the progress of the students and collaborate to share strategies to support student success.

11. Distributive Leadership is implemented to empower teachers to take on leadership roles. Distributive Leadership teams guide goal setting, professional development, school culture, enrichment/extracurricular, and instructional leadership (curriculum, instruction, assessment).

12. SLA’s were administered to students in Grade 3 in September, 2019 to gauge progress, guide goal setting and inform instructional practices.

13. Teachers analyze SLA and PAT results in PLCs to make adjustments to instructional practices and resources: Teachers in Grades 1-3 review the SLA results; Teachers in Gr. 4-6 analyze the grade 6 PAT results and blueprints; Teachers in Gr. 7-9 analyze the Gr.9 PAT results and blueprints


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14. Field trips, guest speakers and in-school visits from experts enhance student experiences.

15. YMCA Student Exchange Trip. MAC is in collaboration with the YMCA to support a student exchange trip between two MAC Schools. (MAC Islamic School in Edmonton and MAC Maple Grove School in Ontario) The students will engage in community service projects.

16. Arabic Drama Club and Arabic Reading Club (International Arabic Competition) 17. Various Enrichment Clubs: Nasheed (singing), Green Team, STEM, Math, Sewing,

Art, Crafts 18. Collaboration with the Edmonton Public Library to support our efforts to promote a love

for literature. Librarians visit students in our school to promote reading programs and our students make regular visits to the Public Library.

19. Collaboration with APEGA (Association of Physicists, Engineers and Geoscientists of Alberta) and the University of Alberta to support STEM implementation: APEGA STEM Night at school, participation APEGA Science Olympics Competition (students won many awards), field trips, Let’s Talk Science, WISEST, 2019 CHOICES Conference

20. MacEwan University workshops for staff, presentations to students, and information packages for students, staff and families. Program focus this academic year will be based on recommendations from staff based on MIS needs and curriculum prerogatives.

21. Collaboration with Edmonton Public Schools in the HLAT testing. MIS selected to offer exemplars of student writing to EPS for their future programming.

22. Edmonton Eskimos and Grey Cup visit to MAC Islamic School! 23. Positive guidance disciplinary approach 24. Counselling provided by a registered psychologist from IFSSA (Islamic Family Social

Services) is provided to students as needed. 25. PD for staff in zones of regulation, mindfulness, positive guidance strategies, mental

health. Provided by J&S Wellness, IFSSA, RCSD, Alberta Regional Health Services. 26. Continue to emphasize safety measures – locked doors, surveillance cameras 27. Cyber Safety student sessions provided by Edmonton Police Services and IFSSA 28. Parent Council is revived and new parents are partnered with returning parents to

support growth and sharing of responsibilities. 29. We hold several events over the year that not only bring the school community together

but also strengthen it: Mother and Daughter Day, Quran competition; Arabic Festival (celebrating language and culture); Arabic Spelling Bee, English Spelling Bee, Science Olympics, FNMI Cultural Learning Week, Taste of MAC, Business Expo, Canadian Flag Day, Multicultural Day

30. Community Service: IFSSA Diaper Drive & Food Bank, Edmonton Food Bank, Ronald McDonald House, Boyle Street Community Centre, neighbourhood outreach


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FNMI Guest Speaker: Adrian LaChance

Every Child Matters!

Orange Shirt

Day

Lights, Camera, Action!


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Our students volunteer at the Edmonton Food

Bank

YMCA Student Exchange Trip to

Ontario

We love field trips!


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Arabic Language Festival

Arabic Spelling Bee


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iRISE Assemblies

led by students and

in class Workshops


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APEGA Science Olympics at the

University of Alberta


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Edmonton Eskimos and

Grey Cup visit MAC Islamic

School!

At the University of Alberta


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Combined 2019 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)

Measure Category Measure MAC Islamic School Alberta Measure Evaluation

Current Result Prev Year

Result Prev 3 Year Average Current

Result Prev Year Result Prev 3 Year

Average Achievement Improvement Overall Safe and Caring Schools Safe and Caring 84.1 57.8 75.4 89.0 89.0 89.3 Intermediate Improved Good

Student Learning Opportunities Program of Studies 55.2 31.1 54.2 82.2 81.8 81.9 Very Low Maintained Concern Education Quality 87.4 65.8 81.7 90.2 90.0 90.1 High Improved Good Drop Out Rate * n/a n/a 2.6 2.3 2.9 * * * High School Completion Rate (3 yr) n/a n/a n/a 79.1 78.0 77.5 n/a n/a n/a

Student Learning Achievement (Grades K-9)

PAT: Acceptable 83.7 75.9 80.2 73.8 73.6 73.6 High Maintained Good PAT: Excellence 28.3 9.5 7.5 20.6 19.9 19.6 Very High Improved Excellent

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable n/a n/a n/a 83.6 83.7 83.1 n/a n/a n/a Diploma: Excellence n/a n/a n/a 24.0 24.2 22.5 n/a n/a n/a Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 56.3 55.7 55.1 n/a n/a n/a Rutherford Scholarship Eligibility Rate n/a n/a n/a 64.8 63.4 62.2 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 59.0 58.7 58.7 n/a n/a n/a Work Preparation 85.5 n/a 87.3 83.0 82.4 82.6 High Maintained Good Citizenship 76.0 48.9 68.7 82.9 83.0 83.5 Intermediate Improved Good

Parental Involvement Parental Involvement 70.2 n/a 68.8 81.3 81.2 81.1 Very Low Maintained Concern Continuous Improvement School Improvement 80.4 42.4 67.9 81.0 80.3 81.0 Very High Improved Significantly Excellent Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents. 4. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool. 5. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included:

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

6. Participation in Provincial Achievement Tests was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

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

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

9. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

10. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time. 11. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.


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Combined 2019 Accountability Pillar First Nations, Métis and Inuit Summary (Required for Public/Separate/Francophone School Authorities)

[No Data for Overall Summary - FNMI] Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included:

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





8. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time. 9. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.


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Measure Evaluation Reference Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards that remain consistent over time. The Standards are calculated by taking the 3-year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure. Measure Very Low Low Intermediate High Very High Safe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00 Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00 Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00 Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00 High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00 PAT: Acceptable 0.00 - 66.07 66.07 - 70.32 70.32 - 79.81 79.81 - 84.64 84.64 - 100.00 PAT: Excellence 0.00 - 9.97 9.97 - 13.44 13.44 - 19.56 19.56 - 25.83 25.83 - 100.00 Diploma: Acceptable 0.00 - 71.45 71.45 - 78.34 78.34 - 84.76 84.76 - 87.95 87.95 - 100.00 Diploma: Excellence 0.00 - 9.55 9.55 - 12.59 12.59 - 19.38 19.38 - 23.20 23.20 - 100.00 Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00 Rutherford Scholarship Eligibility Rate 0.00 - 47.98 47.98 - 55.78 55.78 - 68.95 68.95 - 74.96 74.96 - 100.00 Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00 Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00 Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00 Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00 School Improvement 0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00 Notes: 1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower

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

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

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


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Charter Goal: (For Charter Schools Only) Outcome: (Charter Outcome)

• Charter Goals, Outcomes and Performance Measures (locally determined, consistent with Section 4 (a) and (b) of the Charter Schools Regulation, per the charter school’s ministerial approved charter agreement.)

[No Data for Charter Outcome]

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. Not Applicable to MAC Islamic School. This section is for Charter Schools only. Strategies For each outcome, charter schools must develop and include strategies (at least one strategy for each outcome) in the plan. Not Applicable to MAC Islamic School. * Target set for 2018/19 in the three-year education plan 2018/19 – 2020/21.


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Outcome One: Alberta’s students are successful – PAT Results

Performance Measure Results (in percentages) Target Evaluation Targets 2015 2016 2017 2018 2019 2019 Achievement Improvement Overall 2020 2021 2022

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

79.2 84.4 80.4 75.9 83.7 85 High Maintained Good

85

85

85

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

13.2 9.4 3.6 9.5 28.3 10 Very High Improved Excellent

25

25

25

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. Overall, grade 6 and 9 students have demonstrated an improvement in their performance Provincial Achievement Tests written in the spring of 2019. The percentage of students achieving a standard of excellence has increased from 9.5% to 28.3% and has exceeded the provincial average of 20.6%. We are also pleased to report that the percentage of students who achieved the acceptable standard also increased from 75.9% to 83.7% and has exceeded the provincial average of 73.8%. We will continue to implement strategies to support student learning and challenge students at all levels.

Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results. A greater emphasis has been placed to support student success, professional learning, and

overall school climate at MAC Islamic School. The following strategies have been implemented to support student learning:

1. We will continue to put concerted efforts to increase survey participation rates among

students, staff, and parents. 2. Professional Growth Plans for all staff (teachers, educational assistants, principal) and

follow-up meetings 3. Regular classroom visits (supervision) and scheduled staff evaluations with follow-up

meetings & visits 4. Follow-up with implementation of the Program of Studies using Instructional Calendars

(yearly pacing guide), weekly plans, and term curriculum check-in to review the coverage of the Program of Studies

5. Deliberate and planned preparation for Provincial Achievement Tests: review previous exams, test taking strategies, support with stress related to testing, use of graphic organizers and review notes

6. Professional Development improved: school-wide goals to include mental health (executive functioning, self-regulation), mindfulness, iRISE Character Education, New Teacher Support, ELL strategies (vocabulary, reading comprehension)


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7. Professional development in Zones of Regulation to support a positive learning environment

8. ELL support from an educational assistant and use of ELL Benchmarks to guide progress

9. Student “Differentiation Folders” track progress of students and guide differentiated instruction

10. Professional Learning Communities: staff collaborate regularly to discuss the progress of the students and collaborate to share strategies to support student success

11. Distributive Leadership implemented thereby empowering teachers to guide goal setting, professional development, school culture, enrichment/extracurricular, and instructional leadership (curriculum, instruction, assessment)

12. SLA’s were administered to students in Grade 3 in September, 2019 to gauge progress, guide goal setting and inform instructional practices

13. Teachers analyze SLA and PAT results in PLCs to make adjustments to instructional practices and resources: Teachers in Grades 1-3 review the SLA results; Teachers in Gr. 4-6 analyze the grade 6 PAT results and blueprints; Teachers in Gr. 7-9 analyze the Gr.9 PAT results and blueprints

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

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



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Outcome One: Alberta’s students are successful – Diploma Exam Results (continued)

[No Data for Diploma Exam Results]

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. Not Applicable to MAC Islamic School. Diploma Exams are not administered at MIS.

Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.

Not Applicable to MAC Islamic School. Diploma Exams not administered at MIS. Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The

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



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


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

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

n/a n/a n/a

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

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

n/a n/a n/a

Drop Out Rate - annual dropout rate of students aged 14 to 18 n/a n/a n/a n/a * * * *

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

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

n/a n/a n/a

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

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

n/a n/a n/a

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. Not Applicable to MAC Islamic School. High School is not implemented at MAC Islamic School.

Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.

Not Applicable to MAC Islamic School. High School is not implemented at MAC Islamic School. Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of

grade 10 students who are tracked over time. 4. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The

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



7. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time.

8. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship Eligibility Rate results are not available.

9. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.


Page 27

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


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

84.4 75.3 81.8 48.9 76.0 80

Intermediate Improved Good 80

85

90

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. We are pleased that the overall percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship has increased by about 30%, from 48.9% to 76%. The percentage satisfied dropped significantly in 2018 due to low participation rate in the surveys. Therefore, promoting participation in the surveys is a factor that has increased the percentage points in the spring of 2019. Informal feedback sessions with the students provided valuable insight thereby guiding improvement efforts. Furthermore, a greater emphasis was placed on enhancing active citizenship in the school and community. Our target for 2020 is to move closer to an 80% stakeholder satisfaction rate.

Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results. Several strategies are implemented to address how we will work towards achieving the target of 80%

for 2020: 1. Promote an overall school climate that is welcoming and a school culture that promotes active

citizenship 2. Actively engage stakeholders in Accountability Pillar Survey, school level surveys, informal

feedback slips in the main office, informal feedback bottle cap station in the main office 3. Implementation of MAC’s iRISE Character Education (pilot in Grades 4 to 6) in 2019 – 2020

school year; Supported with staff PD, iRISE Lead position to support teachers, iRISE workshops for students/staff, iRISE assemblies, and iRISE lesson plans/resources for support. “Service” is an important component of iRISE and therefore students will deeper sense of purpose with regards to serving others and engage in community service projects. At MAC Islamic School we rise to care for others!

4. Students are supported and encouraged to do their best by the implementation of Student Support Plans for students scoring below 70%. Specific strategies are communicated to parents and students to support improvement. Teachers provide extra help tutorial sessions to students needing extra support.

5. Student “Differentiation Folders” track progress of students and guide differentiated instruction

6. YMCA Student Exchange trip: students plan, fundraise and implement a community service project

7. Various grade levels participate in community service projects (honor first responders, seasons cards/gifts for neighbours, volunteer at Edmonton’s Food Bank, collect donations for


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items in need at Boyle Street Shelter, visit animal shelter to increase awareness, reading/activity buddies in school

8. Student Council – supports and promotes active citizenship in the school and community 9. Careers are highlighted in various grade levels by inviting guest speakers and reaching out to

community helpers 10. Student volunteer opportunities within the school – library assistants, office support, classroom

support 11. School-wide discipline approach is based on positive guidance strategies 12. School spirit days: monthly themes for dress-up and enhancement of school spirit are

brainstormed by the student body, Student Council and Distributive Leadership team

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

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


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Outcome Two: First Nations, Métis, and Inuit students in Alberta are successful

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

[No Data for Overall FNMI Results]

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. Not Applicable to MAC Islamic School.

Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results. Authorities must develop at least one strategy to improve First Nations, Métis and Inuit student success and ensure all students, teachers and school leaders learn about First Nations, Métis and Inuit perspectives and experiences, treaties, agreements, and the history and legacy of residential schools. At MAC Islamic School we strive to ensure that all students, teachers and leadership learn about First Nations, Metis and Inuit perspectives and experiences, treaties, agreements and the history and legacy of residential schools using the following strategies:

• adhering to the Alberta Education Program of Studies and integrating lessons • enhancing the FNMI library section • participating in Orange Shirt Day – Sept. 30th • inviting guest speakers to the school (visit from Adrian LaChance – Plains Cree) • field trips to museums and parks honouring our rich history and current events • dedicating a special location in the library for FNMI resources • FNMI Week with special lessons, guest speaker, morning announcements and literature

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

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





8. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time.


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Outcome Two: First Nations, Métis, and Inuit students in Alberta are successful (continued)

[No Data for Overall FNMI Results]

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. Not Applicable to MAC Islamic School.

Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results. Authorities must develop at least one strategy to improve First Nations, Métis and Inuit student success and ensure all students, teachers and school leaders learn about First Nations, Métis and Inuit perspectives and experiences, treaties, agreements, and the history and legacy of residential schools. At MAC Islamic School we strive to ensure that all students, teachers and leadership learn about First Nations, Metis and Inuit perspectives and experiences, treaties, agreements and the history and legacy of residential schools using the following strategies:

• adhering to the Alberta Education Program of Studies and integrating lessons • enhancing the FNMI library section • participating in Orange Shirt Day – Sept. 30th • inviting guest speakers to the school (visit from Adrian LaChance – Plains Cree) • field trips to museums and parks honouring our rich history and current events • dedicating a special location in the library for FNMI resources • FNMI Week with special lessons, guest speaker, morning announcements and literature

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of

grade 10 students who are tracked over time. 4. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when

interpreting trends over time. 5. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship

Eligibility Rate results are not available. 6. Student demographic data used when calculating Student Outcome Measures and Provincial Achievement Tests results was updated in October

2016. This impacted results based on enrolment (e.g., self-identified First Nations, Métis and Inuit), exception (e.g., learning disability) and grant program codes (e.g., English as Second Language students) reported in previous years.

7. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.


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


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

67.2 71.3 60.2 31.1 55.2

80 Very Low Maintained Concern

80

80

80

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. The satisfaction rating with regards to a broad program of studies including fine arts, career, technology, health and physical education has been a general area of concern for several years. As students proceed to higher grades, their interests diversify and their expectations are higher. While the target for outcome three was 80%, and we fell short, it is important to note that the rating between 2018 and 2019 has risen by 24%. Although this is an area of concern for us, however we are optimistic that we can continue to improve since dedicated efforts are being made towards improvement. Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results. We plan to work towards achieving our target goal of 80% by implementing the following strategies:

1. We will continue to put concerted efforts to increase survey participation among students, staff, and parents.

2. Provide opportunities for stakeholders to share feedback using informal feedback slips, classroom surveys, and informal feedback sessions.

3. Make adjustments to decisions related to fundraising, resources, hiring and scheduling 4. The budget for resources in physical education, and options classes (art classes, foods,

technology, STEM) has been increased. Feedback from students and teachers is taken into consideration when purchasing equipment.

5. Guidelines in the Program of Studies are used to guide decision-making with regards to purchasing resources and scheduling of classes.

6. Guest speakers and in-school visits from experts 7. Field trips to enhance student experiences 8. Arabic Drama Club and Arabic Reading Club (International Arabic Competition) 9. Various Enrichment Clubs: Nasheed (singing), Green Team, STEM, Math, Sewing, Art,

Crafts 10. APEGA STEM Night at school and participation in APEGA Science Olympics 11. Collaboration with the Edmonton Public Library to support our efforts to promote a love

for literature. Librarians visit students in our school to promote reading programs and our students make regular visits to the Public Library.

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


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2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool.


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Outcome Four: Alberta’s K-12 education system is well governed and

managed


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.

95.2 82.9 85.3 57.8 84.1

85

Intermediate Improved Good

85

90

90

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

95.1 93.6 85.8 65.8 87.4 85 High Improved Good

85

90

90

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.

100.0 n/a 87.3 n/a 85.5

85 High Maintained Good

85

90

90

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 that do not have grades 10-12.)

64.3 70.0 56.3 n/a 52.6

80 n/a n/a n/a

85

90

90

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

91.1 79.4 58.3 n/a 70.2 80 Very Low Maintained Concern

85

90

90

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.

78.6 90.1 71.3 42.4 80.4

85 Very High Improved

Significantly Excellent

85

90

90

Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included. It is observed that ratings have increased from 2018 to 2019 in overall governance and management. This demonstrates positive overall momentum and improvement. However, it is noted that the percentage of parent involvement is a concern. An in-depth analysis of the date reveals that teachers feel that parents are well engaged in their child’s learning, however parents rated this area much lower. Area of Concern: “Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning.” This average (52.6%) has been calculated with a survey question that addresses the readiness of high school students for lifelong learning. The data collected from parents and teachers reveal that they have selected “Satisfied”, “Very Satisfied” and “Don’t Know”. Not a single parent or teacher selected “Dissatisfied” or “Very Dissatisfied”. 52.6% does not properly reflect the views of the parents and teachers. Over 70% of parents and teachers had selected “Don’t Know” because they


Page 34

do not have students/children in high school yet. A more accurate representation of preparation for lifelong learning may be 80.5%. This score would exceed the average for Alberta. We will continue engaging stakeholders so they respond to surveys and share feedback to support our efforts. Concerted efforts have been made to create a climate at school that is welcoming and caring. Overall, parents, students and staff are welcome to share their ongoing feedback. Generally, adjustments are made in strategic planning and daily operations based on stakeholder feedback and requirements by Alberta Education. Parents are welcomed to join us at school for 3 formal parent teacher conferences and as needed throughout the year. The office has a welcoming atmosphere and the principal has an open door policy. Although appointments are preferred, parents are always welcomed in the school to share their feedback or volunteer. Another positive sign is that the Parent Council members are actively engaged and new parents are joining the team. The principal joins the Parent Council meetings and supports their efforts to enhance our students’ experiences at school.

Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results. With regards to the governance and management of MAC Islamic School, we plan to work towards achieving our target goals of 85% by implementing the following strategies:

1. We will continue to put concerted efforts to increase survey participation among students, staff, and parents.

2. Provide opportunities for stakeholders to share feedback using informal feedback slips, classroom surveys, and informal feedback sessions.

3. An online HUB was created for the staff to improve management and governance systems

4. Implement iRISE character education (Rabaniyya God-centred, integrity, service, excellence) to promote lifelong learning and citizenship

5. Positive guidance disciplinary approach 6. Counselling provided by IFSSA (Islamic Family Social Services) as needed 7. PD for staff in zones of regulation, mindfulness, positive guidance strategies, mental

health. Provided by J&S Wellness, IFSSA, RCSD, Alberta Regional Health Services 8. Continue to emphasize safety measures – locked doors, surveillance cameras 9. Cyber Safety student sessions provided by Edmonton Police Services and IFSSA 10. Parent Council is revived and new parents are partnered with returning parents to

support growth and sharing of responsibilities 11. Guest speakers and field trips provide students exposure to many career choices 12. High school transition session provided by neighbouring high school counsellors based

on need. High school transition literature and parent/student session provided by teachers.

13. Application to contexts outside of the classroom in classroom learning experiences and lessons.




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Budget Summary


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Future Challenges (Optional)

1. Growth: expanding our services and building expansion to increase capacity

Summary of Financial Results (Not Required)

1. Our goal is to ensure that the school remains affordable and accessible to the community.

2. The only additional charge to our fee structure has been the inclusion of an additional one-time technology use fee to address our growing technology expenses.

3. Tuition fees have been increased by $200 annually. 4. The Board of Trustees formulated a sound financial plan. Contact the school for more

details. 5. MIS is an elementary school offering classes from kindergarten to grade nine. 6. We also manage two preschool programs at different off site locations. 7. We receive level two funding from Alberta Education. We also receive the Program Unit

(PUF), Mild-Moderate and ELL funding for those students who qualify.

Parental Involvement (Optional) 1. The MAC core message concentrates on constructive engagement in society, focus on

personal and communal empowerment, and organizational development. 2. MAC believes that the personal development of every individual is key to a real and fruitful

involvement in the community. 3. The MAC Islamic School is a project derived from a need identified from the community. 4. Parents are an integral part of all MAC schools. Parents are the bridge that links the child

or school to the larger community. We see parents as a vital part of the school and anticipate their participation in the academic as well as overall development of the school. Their voice is important, and MIS strives to create many opportunities for that voice to be heard and be incorporated in the operation and success of the school.


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Timelines and Communication (Required)

1. The AERR is posted on the school’s website by January 6, 2020. The Field Services Branch

Director has been notified of the web link in an email notice on January 6, 2020.

2. The principal circulates an electronic weekly newsletter to inform parents of upcoming academic and

non-academic events. In addition, teachers send regular updates to families to inform them of

assessment, learning, class events, etc.

3. New for the 2019/20 School Year: Informal, yet valuable feedback forms are kept in the office for

students, parents, and staff to provide feedback. A feedback bottle cap station is also kept in the

office as a means of taking feedback from all students, families, and staff.

4. Teachers provide parents with weekly/biweekly/monthly updates of class events and curriculum.

5. A Report Card is sent to parents at the end of each term; December, March and June respectively. 6. MIS maintains a website, a Facebook page, in-school monitor with Google Slides, and an outdoor

portable letter signboard. 7. The Parent Council, Rahma Mosque (MAC Center) and our preschools (Creative Minds) assist the

MAC Islamic School (MIS) in the communication and dissemination of school information.

Whistleblower Protection (Optional)

1. MIS has drafted a Whistleblower policy using a template offered by AISCA (Association of Independent Schools & Colleges in Alberta). This policy may be subject to modification in the future to reflect the particular needs of MIS.

2. Staff members have been apprised of this policy. 3. There are no disclosures to report.


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APPENDIX – Measure Details (OPTIONAL)

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


Page 43

Diploma Examination Results – Measure Details (OPTIONAL)


Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. “A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of

excellence. 3. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the

2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data. 4. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when

interpreting trends over time for the province and those school authorities affected by these events. 5. A written-response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.


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Graph of Diploma Examination Results – Overall (optional)


Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the


interpreting trends over time for the province and those school authorities affected by these events.


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Diploma Examination Results by Course (optional)

[No Data for English Lang Arts 30-1]

[No Data for English Lang Arts 30-2]

[No Data for French Lang Arts 30-1]

[No Data for Français 30]

[No Data for Mathematics 30-1]

[No Data for Mathematics 30-2]

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the


interpreting trends over time for the province and those school authorities affected by these events. 4. A written-response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.


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Diploma Examination Results by Course (optional)

[No Data for Social Studies 30-1]

[No Data for Social Studies 30-2]

[No Data for Biology 30]

[No Data for Chemistry 30]

[No Data for Physics 30]

[No Data for Science 30]

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when

interpreting trends over time for the province and those school authorities affected by these events.


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Diploma Examination Results Course By Course Summary With Measure Evaluation (optional)


Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. 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. 3. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the


interpreting trends over time for the province and those school authorities affected by these events. 5. A written response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.


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Measure Evaluation Reference - Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards that 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.

[No Data for Diploma Achievement Evaluation Reference]

Notes: 1. The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For

the Very High evaluation level, values range from greater than or equal to the lower value to 100%. 2. 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.

[No Data for Diploma Improvement Reference]

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.

[No Data for Diploma Overall Evaluation Reference]


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High School Completion Rate – Measure Details (OPTIONAL)

[No Data for High School Completion Rate]

Graph of Authority Results (optional)






Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when

interpreting trends over time. 3. 2016 results for 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the

Grade 10 cohort.


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Drop Out Rate – Measure Details (OPTIONAL)

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

2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Drop Out Rate n/a n/a n/a n/a * n/a n/a n/a n/a * 3.5 3.2 3.0 2.3 2.6 Returning Rate n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 20.9 18.2 18.9 19.9 22.7





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High School to Post-secondary Transition Rate – Measure Details (OPTIONAL)

[No Data for High School to Post-Secondary Transition Rate]







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Rutherford Eligibility Rate – Measure Details (OPTIONAL)

[No Data for Rutherford Eligibility Rate]




Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when

interpreting trends over time. 3. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship

Eligibility Rate results are not available.


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Diploma Examination Participation Rate – Measure Details (OPTIONAL)

[No Data for Diploma Exam Participation Rate]




Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Participation in Diploma Examinations was impacted by the fires in May to June 2016. Caution should be used when interpreting trends over time

for the province and those school authorities affected by this event. 3. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when

interpreting trends over time. 4. 2016 results for 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the

Grade 10 cohort.


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Citizenship – Measure Details (OPTIONAL) Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 84.4 75.3 81.8 48.9 76.0 84.4 75.3 81.8 48.9 76.0 83.5 83.9 83.7 83.0 82.9 Teacher 84.4 * 90.0 * 85.7 84.4 * 90.0 * 85.7 94.2 94.5 94.0 93.4 93.2 Parent * 82.4 90.0 * 89.1 * 82.4 90.0 * 89.1 82.1 82.9 82.7 81.7 81.9 Student 84.4 68.3 65.4 48.9 53.2 84.4 68.3 65.4 48.9 53.2 74.2 74.5 74.4 73.9 73.5

Graph of Overall Authority Results (optional)

Graph of Detailed Authority Results (optional)



Work Preparation – Measure Details (OPTIONAL) Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 100.0 n/a 87.3 n/a 85.5 100.0 n/a 87.3 n/a 85.5 82.0 82.6 82.7 82.4 83.0 Teacher 100.0 * 88.9 * 80.0 100.0 * 88.9 * 80.0 89.7 90.5 90.4 90.3 90.8 Parent * * 85.7 * 90.9 * * 85.7 * 90.9 74.2 74.8 75.1 74.6 75.2





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Lifelong Learning – Measure Details (OPTIONAL) Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 64.3 70.0 56.3 n/a 52.6 64.3 70.0 56.3 n/a 52.6 70.0 70.7 71.0 70.9 71.4 Teacher 64.3 * 58.8 * 47.2 64.3 * 58.8 * 47.2 76.0 77.3 77.3 77.8 78.8 Parent * 70.0 53.8 * 57.9 * 70.0 53.8 * 57.9 64.0 64.2 64.8 64.0 64.0




Provincial Achievement Test Results – Measure Details (OPTIONAL)

PAT Course by Course Results by Number Enrolled. Results (in percentages) Target

2015 2016 2017 2018 2019 2019 A E A E A E A E A E A E

English Language Arts 6 School 92.9 14.3 87.5 12.5 85.7 7.1 100.0 0.0 85.0 25.0

Authority 92.9 14.3 87.5 12.5 85.7 7.1 100.0 0.0 85.0 25.0 Province 82.8 19.5 82.9 20.4 82.5 18.9 83.5 17.9 83.2 17.8

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

Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Province 87.5 13.6 87.7 14.2 85.1 13.5 85.2 12.3 87.7 15.7

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


Mathematics 6 School 61.5 7.7 75.0 0.0 71.4 0.0 85.7 7.1 80.0 15.0


Science 6 School 76.9 23.1 100.0 12.5 78.6 0.0 92.9 21.4 80.0 45.0


Social Studies 6 School 84.6 7.7 75.0 12.5 85.7 7.1 100.0 35.7 85.0 40.0


English Language Arts 9 School n/a n/a n/a n/a n/a n/a 73.3 0.0 * *

Authority n/a n/a n/a n/a n/a n/a 73.3 0.0 * * Province 75.6 14.4 77.0 15.2 76.8 14.9 76.1 14.7 75.1 14.7


Page 56

K&E English Language Arts 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


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


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


Mathematics 9 School n/a n/a n/a n/a n/a n/a 53.3 6.7 * *


K&E Mathematics 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Science 9 School n/a n/a n/a n/a n/a n/a 66.7 0.0 * *


K&E Science 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Social Studies 9 School n/a n/a n/a n/a n/a n/a 40.0 6.7 * *


K&E Social Studies 9 School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. “A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of

excellence. 3. Participation in Provincial Achievement Tests was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used

when interpreting trends over time for the province and those school authorities affected by these events. 4. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/17 and

Mathematics 9 in 2017/18, respectively.


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Graph of Overall Provincial Achievement Test Results (optional)

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Participation in Provincial Achievement Tests was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used

when interpreting trends over time for the province and those school authorities affected by these events.


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Graph of Provincial Achievement Test Results by Course (optional) Grade 6

[No Data for French Language Arts 6]






Page 59

Graph of Provincial Achievement Test Results by Course (optional) Grade 9

[No Data for English Lang Arts 9 KAE]

[No Data for French Language Arts 9]


[No Data for Mathematics 9 KAE]





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Graph of Provincial Achievement Test Results by Course (optional)

[No Data for Science 9 KAE]

[No Data for Social Studies 9 KAE]


when interpreting trends over time for the province and those school authorities affected by these events.


Page 61

PAT Results Course By Course Summary By Enrolled With Measure Evaluation (optional)

MAC Islamic School Alberta

Achievement Improvement Overall 2019 Prev 3 Year Average 2019 Prev 3 Year

Average Course Measure N % N % N % N %

English Language Arts 6 Acceptable Standard Intermediate Maintained Acceptable 20 85.0 12 91.1 54,820 83.2 49,573 82.9

Standard of Excellence Very High Improved Excellent 20 25.0 12 6.5 54,820 17.8 49,573 19.1

French Language Arts 6 année

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 3,559 87.7 3,122 86.0 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 3,559 15.7 3,122 13.3

Français 6 année Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 663 90.3 574 92.2

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 663 24.6 574 20.6

Mathematics 6 Acceptable Standard High Maintained Good 20 80.0 12 77.4 54,778 72.5 49,502 71.5

Standard of Excellence Intermediate Improved Good 20 15.0 12 2.4 54,778 15.0 49,502 13.5

Science 6 Acceptable Standard Intermediate Maintained Acceptable 20 80.0 12 90.5 54,879 77.6 49,520 77.9

Standard of Excellence Very High Improved

Significantly Excellent 20 45.0 12 11.3 54,879 28.6 49,520 28.9

Social Studies 6 Acceptable Standard Very High Maintained Excellent 20 85.0 12 86.9 54,802 76.2 49,511 73.1

Standard of Excellence Very High Improved Excellent 20 40.0 12 18.5 54,802 24.4 49,511 22.3

English Language Arts 9 Acceptable Standard * * * 3 * 15 73.3 47,465 75.1 45,363 76.6

Standard of Excellence * * * 3 * 15 0.0 47,465 14.7 45,363 14.9

K&E English Language Arts 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,569 57.4 1,551 58.1

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 1,569 5.4 1,551 6.0

French Language Arts 9 année

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,811 82.9 2,758 82.5 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 2,811 12.3 2,758 10.6

Français 9 année Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 396 88.6 380 86.0

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 396 26.0 380 25.1

Mathematics 9 Acceptable Standard * * * 3 * 15 53.3 46,764 60.0 44,959 64.7


K&E Mathematics 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,190 59.6 2,007 58.7


Science 9 Acceptable Standard * * * 3 * 15 66.7 47,489 75.2 45,363 74.6


K&E Science 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,536 61.7 1,520 64.1


Social Studies 9 Acceptable Standard * * * 3 * 15 40.0 47,496 68.7 45,366 66.1


K&E Social Studies 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,466 55.9 1,501 56.5


Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the

course or because of changes in tests. 3. Participation in Provincial Achievement Tests was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used




Page 62

Measure Evaluation Reference - Achievement Evaluation

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

Course Measure Very Low Low Intermediate High Very High English Language Arts 6 Acceptable Standard 0.00 - 67.95 67.95 - 78.40 78.40 - 86.09 86.09 - 91.37 91.37 - 100.00

Standard of Excellence 0.00 - 6.83 6.83 - 11.65 11.65 - 17.36 17.36 - 22.46 22.46 - 100.00 French Language Arts 6 année Acceptable Standard 0.00 - 41.69 41.69 - 73.54 73.54 - 92.32 92.32 - 97.93 97.93 - 100.00

Standard of Excellence 0.00 - 2.72 2.72 - 8.13 8.13 - 15.29 15.29 - 23.86 23.86 - 100.00 Mathematics 6 Acceptable Standard 0.00 - 63.91 63.91 - 70.73 70.73 - 79.61 79.61 - 88.67 88.67 - 100.00

Standard of Excellence 0.00 - 8.53 8.53 - 11.31 11.31 - 18.13 18.13 - 25.17 25.17 - 100.00 Science 6 Acceptable Standard 0.00 - 60.36 60.36 - 78.51 78.51 - 86.46 86.46 - 90.64 90.64 - 100.00

Standard of Excellence 0.00 - 11.74 11.74 - 17.42 17.42 - 25.34 25.34 - 34.31 34.31 - 100.00 Social Studies 6 Acceptable Standard 0.00 - 58.97 58.97 - 68.15 68.15 - 76.62 76.62 - 83.55 83.55 - 100.00

Standard of Excellence 0.00 - 7.30 7.30 - 12.45 12.45 - 19.08 19.08 - 30.09 30.09 - 100.00 English Language Arts 9 Acceptable Standard 0.00 - 63.55 63.55 - 75.66 75.66 - 83.70 83.70 - 90.27 90.27 - 100.00

Standard of Excellence 0.00 - 5.96 5.96 - 9.43 9.43 - 14.72 14.72 - 20.46 20.46 - 100.00 K&E English Language Arts 9 Acceptable Standard 0.00 - 29.97 29.97 - 53.86 53.86 - 76.19 76.19 - 91.85 91.85 - 100.00

Standard of Excellence 0.00 - 0.00 0.00 - 0.30 0.30 - 10.00 10.00 - 20.31 20.31 - 100.00 French Language Arts 9 année Acceptable Standard 0.00 - 67.59 67.59 - 81.33 81.33 - 92.06 92.06 - 97.26 97.26 - 100.00

Standard of Excellence 0.00 - 1.67 1.67 - 6.81 6.81 - 17.11 17.11 - 28.68 28.68 - 100.00 Mathematics 9 Acceptable Standard 0.00 - 52.42 52.42 - 60.73 60.73 - 73.88 73.88 - 78.00 78.00 - 100.00

Standard of Excellence 0.00 - 8.18 8.18 - 12.49 12.49 - 18.10 18.10 - 24.07 24.07 - 100.00 K&E Mathematics 9 Acceptable Standard 0.00 - 28.14 28.14 - 53.85 53.85 - 75.83 75.83 - 94.44 94.44 - 100.00

Standard of Excellence 0.00 - 0.00 0.00 - 6.07 6.07 - 20.43 20.43 - 31.67 31.67 - 100.00 Science 9 Acceptable Standard 0.00 - 50.57 50.57 - 60.14 60.14 - 72.50 72.50 - 76.89 76.89 - 100.00

Standard of Excellence 0.00 - 3.39 3.39 - 6.71 6.71 - 11.81 11.81 - 15.85 15.85 - 100.00 K&E Science 9 Acceptable Standard 0.00 - 38.75 38.75 - 59.30 59.30 - 78.33 78.33 - 87.58 87.58 - 100.00

Standard of Excellence 0.00 - 0.00 0.00 - 7.47 7.47 - 21.41 21.41 - 40.82 40.82 - 100.00 Social Studies 9 Acceptable Standard 0.00 - 56.26 56.26 - 62.27 62.27 - 74.04 74.04 - 79.85 79.85 - 100.00

Standard of Excellence 0.00 - 10.03 10.03 - 12.78 12.78 - 19.76 19.76 - 24.03 24.03 - 100.00 K&E Social Studies 9 Acceptable Standard 0.00 - 38.79 38.79 - 53.82 53.82 - 72.42 72.42 - 84.88 84.88 - 100.00

Standard of Excellence 0.00 - 0.00 0.00 - 5.71 5.71 - 17.19 17.19 - 36.26 36.26 - 100.00 Notes: 1. The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the

Very High evaluation level, values range from greater than or equal to the lower value to 100%. 2. Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the

course or because of changes in tests. Improvement Table For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes. The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.

Evaluation Category Chi-Square Range Declined Significantly 3.84 + (current < previous 3-year average) Declined 1.00 - 3.83 (current < previous 3-year average) Maintained less than 1.00 Improved 1.00 - 3.83 (current > previous 3-year average) Improved Significantly 3.84 + (current > previous 3-year average)


Page 63

Overall Evaluation Table The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the Achievement and Improvement evaluations are combined to get the overall evaluation.

Achievement 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 64

Program of Studies – Measure Details (OPTIONAL) Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 67.2 71.3 60.2 31.1 55.2 67.2 71.3 60.2 31.1 55.2 81.3 81.9 81.9 81.8 82.2 Teacher 67.2 * 67.6 * 66.0 67.2 * 67.6 * 66.0 87.2 88.1 88.0 88.4 89.1 Parent * 72.0 48.4 * 44.7 * 72.0 48.4 * 44.7 79.9 80.1 80.1 79.9 80.1 Student n/a 70.6 64.6 31.1 54.9 n/a 70.6 64.6 31.1 54.9 76.9 77.5 77.7 77.2 77.4





Parental Involvement – Measure Details (OPTIONAL) Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 91.1 79.4 58.3 n/a 70.2 91.1 79.4 58.3 n/a 70.2 80.7 80.9 81.2 81.2 81.3 Teacher 91.1 * 84.0 * 80.4 91.1 * 84.0 * 80.4 88.1 88.4 88.5 88.9 89.0 Parent * 79.4 32.5 * 60.0 * 79.4 32.5 * 60.0 73.4 73.5 73.9 73.4 73.6





Page 65

Education Quality – Measure Details (OPTIONAL) Percentage of teachers, parents and students satisfied with the overall quality of basic education. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 95.1 93.6 85.8 65.8 87.4 95.1 93.6 85.8 65.8 87.4 89.5 90.1 90.1 90.0 90.2 Teacher 90.2 * 91.7 * 89.7 90.2 * 91.7 * 89.7 95.9 96.0 95.9 95.8 96.1 Parent * 97.6 77.1 * 90.9 * 97.6 77.1 * 90.9 85.4 86.1 86.4 86.0 86.4 Student 100.0 89.5 88.5 65.8 81.5 100.0 89.5 88.5 65.8 81.5 87.4 88.0 88.1 88.2 88.1





Safe and Caring – Measure Details (OPTIONAL) Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 95.2 82.9 85.3 57.8 84.1 95.2 82.9 85.3 57.8 84.1 89.2 89.5 89.5 89.0 89.0 Teacher 95.6 * 89.8 * 94.2 95.6 * 89.8 * 94.2 95.4 95.4 95.3 95.0 95.1 Parent * 91.2 87.5 * 87.3 * 91.2 87.5 * 87.3 89.3 89.8 89.9 89.4 89.7 Student 94.9 74.7 78.6 57.8 70.8 94.9 74.7 78.6 57.8 70.8 83.0 83.4 83.3 82.5 82.3



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

Them From Me) survey tool.


Page 66

School Improvement – Measure Details (OPTIONAL) Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. School Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 78.6 90.1 71.3 42.4 80.4 78.6 90.1 71.3 42.4 80.4 79.6 81.2 81.4 80.3 81.0 Teacher 57.1 * 40.0 * 85.7 57.1 * 40.0 * 85.7 79.8 82.3 82.2 81.5 83.4 Parent * 100.0 100.0 * 90.9 * 100.0 100.0 * 90.9 78.5 79.7 80.8 79.3 80.3 Student 100.0 80.2 73.8 42.4 64.7 100.0 80.2 73.8 42.4 64.7 80.7 81.5 81.1 80.2 79.4





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MAC Islamic School (MIS) 2019-2022 3-Year Education Plan ......MAC Islamic School (MIS) is an accredited nonprofit school of choice offering excellence in education since 2012. As