Mother Earth’s Children’s Charter School Year Education Plan... · Current Result Prev Result Prev 3 Average Current Result Prev Result Prev 3 Year Average Achievement Improvement

Authority: 0154 Mother Earth's Children's Charter School Society

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Mother Earth’s Children’s Charter School

Combined 3 Year Education Plan 2014 - 17

&

Annual Education Results Report

2013 - 2014


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Table of Contents

Page

3

Accountability Statement and Accountability Pillar

Overall Summary Report

4

Charter School Goal and Outcomes Results

5-9

Provincial Goals and Outcomes Results

10

Summary of Financial Results and Budget

Summary

11

Capital and Facilities Projects

12

13-15

16

Parent Involvement & Communications

Provincial Achievement Test Results

Appendix A


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Accountability Statement

The Annual Education Results Report for the 2013-14 school year and the Education Plan for the three years commencing September 1, 2014 for Mother Earths Children’s Charter School were prepared under the direction of the Board in accordance with its responsibilities under the School Act and the Fiscal Management Act. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and results.

The Board approved this combined Annual Education Results Report for the 2013/2014 school year and the three-year Education Plan for 2014/2017 on November 17

th, 2014.

Brenda Nelson Ed Wittchen Board Chair Superintendent

Combined 2014 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)

Measure Category

Measure Category

Evaluation Measure Mother Earth's

Children's Chtr 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 Issue Safe and Caring 80.6 83.1 80.7 89.1 89.0 88.6 Low Maintained Issue

Student Learning Opportunities n/a

Program of

Studies 57.4 65.3 69.8 81.3 81.5 81.1 Very Low Declined Concern

Education Quality 92.1 87.2 84.5 89.2 89.8 89.5 Very High Improved Excellent Drop Out Rate 0.0 6.5 11.4 3.3 3.5 3.6 Very High Maintained Excellent

Student Learning Achievement (Grades K-9)

Concern PAT: Acceptable 33.3 32.1 26.7 74.0 75.3 75.5 Very Low Maintained Concern

PAT: Excellence 0.0 2.4 2.4 19.0 19.1 19.6 Very Low Maintained Concern

Preparation for Lifelong Learning, World of Work, Citizenship

n/a Work Preparation 71.4 84.6 79.0 81.2 80.3 80.0 Low Maintained Issue Citizenship 66.3 70.2 70.6 83.4 83.4 82.6 Low Maintained Issue

Parental Involvement Concern Parental

Involvement 54.5 74.4 74.1 80.6 80.3 80.0 Very Low Declined Concern

Continuous Improvement Excellent School

Improvement 83.9 76.3 74.0 79.8 80.6 80.2 Very High Improved Excellent

Combined 2014 Accountability Pillar FNMI Summary (Required for Public/Separate/Francophone School Authorities)

Measure Category

Measure Category

Evaluation Measure Mother Earth's

Children's Chtr Alberta Measure Evaluation

Current Result

Prev Year

Result

Prev 3 Year

Average Current Result

Prev Year

Result

Prev 3 Year

Average Achievement Improvement Overall

Student Learning Achievement (Grades K-9)

Concern PAT: Acceptable 33.3 30.7 24.5 53.4 56.2 53.6 Very Low Maintained Concern

PAT: Excellence 0.0 2.7 2.9 6.3 6.3 6.4 Very Low Maintained Concern


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Charter Goal: Spiritual Connectedness Outcome: Each child will understand how his/her spirit connects to the world around

him/her

Performance Measures Results (in percentages) Target* Targets

2010 2011 2012 2013 2014 2014 2015 2016 2017

Percentage of children who participate in cultural ceremonies and events

Percentage of parents and staff members who are satisfied with the cultural environment of the school community

Percentage of parents who attend and are involved in cultural/spiritual programming and events

Percentage of teachers and support staff who attend and participate in cultural learning experiences.

70%

70%

70%

65%

90% 70% 100%

100% 75% 75% 100%

100% 85% 80% 100%

100% 100% 100%

100% 85% 80% 100%

100% 87% 85% 100%

100% 90% 88% 100%

100% 95% 90% 100%

Strategies

A schedule of cultural events will be developed.

Teachers and support staff will receive training in cultural teachings.

Students will be encouraged to demonstrate culture at every opportunity.

The Cultural Committee will assist in ensuring that celebration days such as Thanksgiving, Remembrance Day, Xmas Fall, Winter, Spring and Summer Feasts will have a First Nation Metis & Inuit focus.

Cultural resources will be made available to staff to aid in their planning.

Teachers are working together in Professional Learning Communities (PLC’s) to find opportunities to embed culturally relevant teachings into curriculum.

Staff are encouraged to attend Cultural events outside of the school setting (Round Dances, Sweats, Pow Wows and Metis Festivals)

Goal One: An excellent start to learning

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

Strategies

Using The Medicine Wheel teachings as an anchor for classroom programming.

Enhance student connectedness to the 4 aspects of their being (physical, emotional, intellectual, social) through access to guest speakers from the local Native community.

Address the spiritual component that is part of this schools mandate.

Focusing on enhancing student’s physical development through a partnership with Apple Schools

Providing a breakfast and hot lunch program which is built upon the Canada Food Guide to all students

Provide ample opportunities for students to work and play in the outdoor environment

Provide all students access to our in-school counsellor to aid in emotional development

Provide access to a wellness coach as needed

Use of the TRIBES (TLC) model school wide to guide student interactions

Use of The Seven Habits programming in school to enhance social development Providing teachers and other staff with access to professional development opportunities in order to

enhance existing teaching skills and build capacity


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Goal Two: Success for every student

Outcome: Students achieve student learning outcomes.

Performance Measure Results (in percentages) Target Evaluation Targets

2009 2010 2011 2012 2013 2014 Achievement Improvement Overall 2015 2016 2017 Drop Out Rate - annual dropout rate of students aged 14 to 18 * 15.9 11.6 6.5 0.0 0.0 Very High Maintained Excellent 0.0 0.0 0.0

Outcome: Students demonstrate proficiency in literacy and numeracy.


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

8.1 21.1 26.8 32.1 33.3 40.0 Very Low Maintained Concern 50.0 55.0 60.0

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


Strategies

Continue to provide a Home Liaison Coordinator to focus on family relationships, attendance, ensuring that students get fed regularly while at school.

Provide culturally appropriate guidance from Elders and community members to model and demonstrate

the importance of staying in school.

Continue to discover and build on students’ strengths in a success-driven environment. These successes will provide support in keeping them engaged, build confidence and keep them in school.

Coordinate meaningful field trip experiences.

Create opportunities to increase employability skills. Provide resources and means to build career exploration portfolios. Create mentorship opportunities. Provide ongoing support to students who have aged out of the school as they navigate their way through

High School through the use of frequent ‘check-ins’ and other liaison strategies (Pizza lunches at the local high school, inviting former MECCS students to in-school events, etc.)

Strategies

We will introduce a focused literacy program aimed at teaching all students to read at grade level.

All teachers and support staff will be provided with appropriate training and resources.

Teachers will incorporate daily strategies to increase student confidence and readiness in preparation for PAT’s/SLA’s.

Teachers will prepare students for taking exams by using practice exams and the online assessment practices now available from Alberta Education.

Teachers in grade 3, 6 & 9 will introduce students to Quest A + to familiarize them with test formats.

We will incorporate traditional teachings into assessment and learning approaches.

We will provide a broad range of educational experiences to engage students and foster individual interests and areas of strength.

Highlight the benefits of Aboriginal Traditional Spirituality; providing additional support to students throughout the school year and especially at times of angst during exams. (Traditional Ceremonies of Smudge, Tobacco (as the first medicine) and Prayer)

We will provide a safe, caring and respectful school community environment.

We will integrate culturally rich and meaningful educational experiences for students.

Students, teachers and family members will be kept informed as to student progress on an ongoing basis.

Teachers will employ a wide range of assessment techniques and will communicate results


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Outcome: Students demonstrate citizenship and entrepreneurship.


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

65.3 73.5 68.2 70.2 66.3 83.0 Low Maintained Issue 85.0 87.0 88.0

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.


Strategies

Ensure that students have access to positive adult role models.

Create opportunities for students to participate in school/community leadership, citizenship and/or cultural activities.

Reinforce respect for all living things, as taught in the traditional teachings, will be the basis for all activities.

Invite Elders to speak to students about morals, values and traditions (relationships, life issues, etc.)

Provide traditional Sweats and smudge Ceremonies for students as well as staff for better understanding of how to connect to Traditional Spirituality

Strengthen awareness of our cultural foundation by creating a dedicated smudge area at the entrance to the school.

Staff received Tribes Training and will implement strategies with students.

Focus on increasing life skills for all students by providing them with additional support from our Educational Assistants (EA’s) and other community members.

Implement transferable skills in classroom settings (ie: time management, organization and budgeting).

Support students in stabilizing attendance by phone calls home, parent meetings, student-admin meetings, and counseling opportunities.

Strengthen life-long learning skills by organizing Aboriginal guest speakers to role model positive behaviour and decisions for future employment.

Staff will document any formal or informal parent insights and conversations that reflect this performance measure.

Address individual student interests and areas of strength, providing a broad range of educational experiences.

Provide extra guidance and support for students with special needs and students at risk.

Expect high quality work, punctuality and self-discipline from each student and create situations each school day to provide opportunities to practice these skills.

Host a culturally-connected social work practicum student through a partnership with Yellowhead Tribal College thus enabling our students to have even more access to culturally-sensitive counselling.

Outcome: Students demonstrate citizenship and entrepreneurship. (continued)


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning

36.4 55.1 46.3 62.0 57.1 68.0 n/a n/a n/a 70.0 72.0 74.0


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Strategies

Continue focus on the Seven Sacred Teachings – Humility, Love, Trust, Honesty, Respect, Wisdom and Courage. These teachings help to ground our students so they can live each day to the fullest while creating hope for a brighter future.

Create opportunities to increase employability skills.

Provide resources and means to build career exploration portfolios.

Create and maintain a productive partnership with some (or all) of the high schools that our students might transition to.

Create opportunities for our students to visit these high schools to familiarize themselves with the facility, courses, and expectations.

Coordinate meaningful field trip experiences.

Create mentorship opportunities.

Expose students to extracurricular activities such as The Arts and Athletics.

Provide students with access to community resources such as; Elders and other Cultural Guides in order to enhance their knowledge skills and/or attributes when it comes to their Traditions and Culture.

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

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


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


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



2009 2010 2011 2012 2013 2014 Achievement Improvement Overall 2015 2016 2017

Strategies

Support and coach teachers to provide cultural infusion in curriculum.

Share success stories among teachers, and with the greater community.

Build strong relationships with our expanded communities.

Utilize counselor support services.

Expand daily cultural programming (Stoney and Cree instruction, traditional arts and games, history, Sacred Ceremonies.

Focus on key success factors including: student learning needs; attendance and transition concerns, parent and community relations and address major impediments to school completion.

Develop strategies and tailor programs to meet the unique learning needs of Aboriginal students relative to key success factors (ie: celebrate unique Aboriginal culture and student accomplishments; use Assessment for Learning, implement differentiated instruction, acknowledge learning styles, provide literacy instruction, and accommodate instructional intelligences to increase student achievement).

Set high expectations for all students in regards to attendance, behavior, and achievement


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Set high expectations for all teachers and other academic staff in regards to the Teaching Quality Standards.

Identify and utilize supporting materials and culturally sensitive processes and activities that build a sense of identity and belonging with students.

Provide professional development and in-service designed to support effective program implementation and increase staff awareness and sensitivity to Aboriginal culture and histories. Ensure staff and volunteers new to the school or existing staff that have not received training in the past three years are given priority.

Provide opportunities for teachers to develop the skills, knowledge, and attributes necessary to support the learning needs of Aboriginal students.

Encourage the ongoing development of strong core subject teaching strategies.

Ensure student engagement is a priority for teachers and other staff by; providing staff and students with the appropriate tools they need to do their jobs, creating a safe and caring environment in which they can work, promoting innovative approaches to the curriculum and by maintaining a high standard of personal interaction.

Goal Three: Quality teaching and school leadership

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


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education.

61.7 79.0 65.2 65.3 57.4 84.0 Very Low Declined Concern 85.0 86.0 86.0

Strategies

Inform parents about the programs provided to our students.

Introduce a broader range of programs.

Increase the amount of cultural activities, enabling students to take part in culturally relevant Arts.

Increase the involvement of Elders in planning and providing culturally appropriate activities.

Expand our programming to include extended field trips, which connect to real-world learning (eg; travel to Ottawa).

At least once a month, provide students with the opportunity to engage in a whole-school activity, which draws on special talents and skills of staff members. (eg: music, drama, sewing, etc.)

Provide individual student program plans for each at risk child and provide supports to address student needs.

Encourage and support professional development opportunities for staff that assist them in becoming more effective at delivering culturally appropriate programs.

Encourage and support professional development opportunities for staff to assist them in becoming more effective at delivering programming in all subject areas. (SMART board training courses, music instruction PD, training in the use of other technologies, such as iPads, etc.)

Introduce a variety of project based, culturally relevant learning experiences.

Create enhanced communication with the parents as to how some of these subjects have been embedded into day-to-day programming.

Work with parents to enable them to understand the surveys.


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Goal Four: Engaged and effective governance

Outcome: The education system demonstrates collaboration and engagement.


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

67.3 80.2 67.5 74.4 54.5 82.0 Very Low Declined Concern 85.0 85.0 88.0

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

85.9 84.0 82.5 87.2 92.1 87.0 Very High Improved Excellent 89.0 90.0 90.0

Strategies

Inform parents about the programs provided to our students.

Continue to provide a broad range of opportunities for parental involvement (fundraising, parent meetings, invitations for specific events or functions, both at the school and beyond)

Expand on the use of social media to connect to parents. (Facebook, Twitter, etc.)

Assist teachers to create and maintain positive communication with parents. (Provide time for them to make “good news” phone calls during the day)

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


2010 2011 2012 2013 2014 2014 Achievement Improvement Overall 2015 2016 2017 Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school.


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

84.4 77.4 68.3 76.3 83.9 82.0 Very High Improved Excellent 85.0 86.0 87.0

Strategies

Increase the amount of cultural activities, enabling students to take part in culturally relevant Art and music opportunities.

Increase the involvement of Elders in planning and providing culturally appropriate activities.

Provide individual student program plans for each at risk child and provide supports to address student needs.

Provide a safe, caring, respectful school community environment, using TRIBES as a school wide strategy to work towards this.

A MECCS staff member has been trained as a Tribes Trainer to ensure all staff have Tribes training.

Establish and maintain community partnerships that enhance and support student needs through the hot lunch program, sports events and back-packs for learning.

Encourage and support professional development opportunities for staff that assist them in becoming more effective at delivering culturally appropriate programs.

Provide an information session for Board Trustees and Staff to further understand the importance of respecting local Aboriginal Communities collection, storing and sharing of data; including Traditional Knowledge, Traditions and Ceremonies.

Review and revise as necessary the safety and security plan and procedures for the facility.


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Develop a crisis response plan.

Provide adequate supervision in and around the school at all times.

Teach respect for all living things, as taught in the traditional teachings, as a basis for all activities and daily living.

Begin each day, all meetings, circles and events with Smudge and Prayer.

Use Talking Circles, which can be called by staff, students, parents, Elders, or Board members, as a means of addressing issues and concerns.

Provide boys and girls Sharing Circles, Pipe Ceremonies and Sweat Lodges.

Staff, Elders, parents and all adult school community members model kind, respectful and caring behavior at all times.

Create a traditional and culturally rich learning environment through curriculum and every day experiences.

Maintain small class sizes within budget limitations and reinforce the importance of building relationships.

Encourage family support of student learning through home visits.

Continue to address bullying and implement proactive respectful strategies for students.

Continue to provide opportunities for students to receive guidance counseling and support. Develop a parental involvement agenda/ strategy that reflect and promote Indigenous values and practices

regarding family and community involvement and support. Maintain an “Open door” and welcoming policy at MECCS at all times.

Summary of Financial Results MECCS Audited Financial Statement for 2013 – 2014 can be viewed on the website. Additional information on charter school funding can be found at www.education.alberta.ca/admin/funding/audited.aspx The Board of Mother Earth’s Children’s Charter School Society finished the 2013 - 2014 school year with a deficit of $195,246. This left the school with an Accumulated Operating Surplus of $416,490, and a Capital Reserve of $241,241 for Total Net Assets of $169,035. The Board received a total of $1,813,353 in order to operate the school for the year. Of that amount, $800,423 or 44% came directly from the Government of Alberta. The remaining $1,012.930 came from the Government of Canada, donations, investment Income and School Generated Funds. The Board spent $2,008,599 to operate the school. The largest expenditure was spent on salaries and benefits, which were $1,277,473 or 64%. Total Instructional costs were $1,149,259 or 57%. Total Plant Operations and Maintenance costs were $471,437 or 23%. The total costs for Board and System Governance were $201,117 or 10% (included costs for Board expenses, Superintendent, Secretary Treasurer, Auditor and Legal Fees, bank charges, insurance costs and supplies.) Transportation costs were $203,877 or 10%.

STATEMENT OF REVENUES & EXPENSES

Revenues Expenses Net Surplus/Deficit

Instruction $1,171,830 $1,149,259 $22,571

Operations & Maintenance $391,561 $471,437 ($79,876)

Transportation $48,845 $203,877 ($155,032)

Board & System Governance $201,117 $184,026 $17,091 For further information contact: Anita LeMoignan, Secretary-Treasurer (780) 702-7531 x307 or [email protected]

http://www.meccs.org/site/admin/financial-statements

http://www.education.alberta.ca/admin/funding/audited.aspx

mailto:[email protected]


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Budget Summary The budget for the Mother Earth’s Children’s Charter School continues to be developed with the primary objective of actualizing the Vision and Mission of the School’s Charter. The number one Board priority remains the development and delivery of cultural based programming which is intended to embed the Alberta Program of Studies into an Indigenous pedagogy highlighting essential cultural knowledge, teachings, understandings, perspectives, values and beliefs identified by our Elders. In terms of budget implications this dictates the allocation of funds for teaching and support staff, which will allow for the: a) delivery of special needs programming for children with identified needs; b) application of Indigenous Teachings, in both programming and educational environment. In addition, the budget is developed to allow for enhanced intellectual, physical, recreational, cultural and spiritual programming and activities, both on site and off site, as stated in the Charter. In preparing the budget, the Board takes a fiscally conservative approach in order to ensure the continuing financial viability of the school. This is a responsibility that will be ongoing but takes on added significance as the Board prepares for the costs involved in expanding the program. The budget reflects the Board’s challenge of developing and achieving cultural curricular integration. Funds to support cultural infusion remain in place within the budget. In addition, funds have been allocated to hire staff to support cultural infusion into the mandated Provincial Program of Studies. The Budget Report Form will be made available on the school website. Funds are being managed and allocated accordingly to support specific outcomes identified in the Three Year Education Plan. The most significant operational difficulty with the Board’s budget relates to its transportation program. Daily transportation to and from school, is extremely expensive and problematic. It is imperative that ongoing dialogue continue with the federal and provincial governments to address MECCS transportation anomaly. Optimally, MECCS would like to enhance transportation in order to widen the area to effectively draw students from. In the upcoming three years, the Board will work more closely with the authorities from local First Nation Metis and Inuit communities to ensure that there will be a clear and mutual understanding of the arrangements when children from these communities attend Mother Earth's Children's Charter School. The principal will strive to enhance ongoing community relations the reserves and provide opportunities for ongoing relationship building between schools.

Budget Revenue 2014 – 2015

Provincial Funding 846,040

AANDC Funding – Instruction 947,222

Fees 15,000

Gifts & Donations 87,100

Other Revenue 6,500

Total 1,901,862

Budget Expenses 2014 – 2015

Instruction 1,243,397

Plant Operations & Maintenance 494,677

Transportation 226,933

Board & System Administration 181,117

Total 2,146,124

Projected Deficit 244,262

http://www.meccs.org/site/admin/financial-statements


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Capital and Facilities Projects In January 2012 Friends of MECCS Education Foundation secured funding sufficient to put a sizable down payment on the former St. John’s School of Alberta where MECCS has been renting since 2009. This school has the necessary land available that will allow MECCS to realize its vision for the school with more regular ‘on the land’ experiences built directly into daily programming. The school is located on 141 acres situated near the south banks of the North Saskatchewan River, 27 km south of Highway 16 and the turnoff to Highway 43. The location and amenities are a natural fit to support and enhance MECCS vision, mission and philosophy. The Board remains hopeful that Alberta Education and Alberta Infrastructure will find means to support the sustainability of MECCS infrastructure change with the additional operations and maintenance costs that accompany it. The current regulations do not provide much leeway and would not necessarily lead to the preferred future we envision. MECCS now has permanency, with access to the land, which will enhance the cultural program and provide the means and resources to fulfill the mandate of the Charter on a much larger scale. Our need was to provide a First Nation Metis and Inuit education system grounded in the wisdom of Indigenous knowledge, that respects the vision of parents and Elders and reinforces the teaching of language and culture which will measure its success through the development of caring and respectful people who are valued contributors to their communities and live in harmony with their environment. We need to acknowledge that the current system is simply not working for our Aboriginal children and in order for a paradigm shift to successfully occur; we need their help Aboriginal leaders, Elders, families and governments). The needs of Alberta’s student majority are different than the needs of our students.

Parental Involvement

Regular, school-wide field trips, in-house events, and other engaging activities (eg: whole-school trip to the Edmonton Corn Maze)

Regular communication from teachers/school to parents. (“good-news” phone calls, text messages and Facebook posts)

Parent/volunteer recognition in newsletter

Regular parent volunteers tasked with meaningful assignments make them feel part of the instructional team.

Provide engaging activities to bring parents and families into the school.

Despite repeated efforts over the last several years MECCS has been unable to maintain an active School Council. Our parents do not value the formalized meeting format expected by Alberta Education. For many of them, school is not a place of warm memories and they do not have positive experiences with school involvement. That is not to say that they are not supportive and do not want to see the best for their children; it’s just that they do not have a history of participating in things like School Council. MECCS is committed to exploring alternative approaches to engage parents.

Timelines and Communication Communication remains to be a key factor given the schools development.

The Three year Education Plan will be available on the website, print copies can be obtained from the office and parents will be advised in the newsletter that these are available.

MECCS successful and innovative practices will be disseminated within the Alberta education community by MECCS involvement with TAAPCS (The Alberta Association of Public Charter Schools).

MECCS is committed to an “Open Door Policy”. Families and community members are encouraged and invited to volunteer their time, knowledge, and skills to enhance the program.

Monthly school newsletters and calendars will be sent home with students with extra copies available at the school and on the website.

Regular telephone contact with parents will continue. Contact with parents and community members are logged and tracked.

Personal contact with families who have no telephone will continue to be addressed during the


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times that parents drop off and pick up their children and through occasional home visits by our Home Liaison and/or staff members.

MECCS will host four seasonal celebrations to ensure families and community members have an opportunity to connect.

MECCS will continue to connect with local and regional media to ensure MECCS is linked to other local and regional communities.

MECCS is committed to developing video footage with students and community Elders as a means of preserving the stories, the language and the culture while respecting local Aboriginal communities protections and rights regarding data collection.

Staff meetings will be held regularly and internal staff memos are distributed regularly.

Staff and Student-Parent handbooks have been developed and are updated annually.

Written information in the form of a school brochure disseminated.

MECCS will share their successes and innovative practices with the broader education community in a variety of ways including:

a. Participating at TAAPCS meetings and participation in At Risk Conference. b. Increased media relationships resulting in local newspaper coverage of school events. c. New promotional materials will be produced for distribution in nearby communities,

provincially and nationally to increase MECCS public awareness.

Provincial Achievement Test Results – Measure Details (OPTIONAL)

PAT Course by Course Results by Number Enrolled.

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

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

English Language Arts 3* Authority 11.8 0.0 25.0 0.0 66.7 11.1 100.0 0.0 77.8 0.0

Province 81.6 19.5 81.8 17.5 81.9 20.4 81.5 17.8 78.0 15.3

Mathematics 3* Authority n/a n/a 12.5 0.0 66.7 11.1 * * 66.7 0.0

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

English Language Arts 6 Authority 33.3 0.0 40.0 0.0 57.1 0.0 38.9 5.6 * *

Province 83.3 18.9 83.0 18.5 82.7 17.8 82.5 16.3 81.9 17.6

Mathematics 6 Authority n/a n/a 30.0 0.0 71.4 0.0 50.0 5.6 * *

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

Science 6 Authority 0.0 0.0 * * 28.6 0.0 22.2 5.6 * *

Province 76.8 26.4 76.2 25.0 77.8 28.2 77.5 25.9 75.9 24.9

Social Studies 6 Authority 0.0 0.0 0.0 0.0 28.6 0.0 44.4 0.0 * *

Province 71.0 16.4 71.1 18.5 73.2 19.5 72.7 19.0 70.4 16.6

English Language Arts 9 Authority * * * * * * 40.0 0.0 33.3 0.0

Province 79.3 15.0 79.1 16.3 77.4 16.4 76.7 14.8 76.3 15.1

Mathematics 9 Authority n/a n/a 0.0 0.0 * * 30.0 0.0 0.0 0.0

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

Science 9 Authority * * 0.0 0.0 n/a n/a 10.0 0.0 11.1 0.0

Province 73.6 17.7 74.9 20.8 74.2 22.4 73.0 20.0 73.2 22.1

Social Studies 9 Authority * * 22.2 0.0 * * 30.0 0.0 11.1 0.0

Province 68.9 18.8 67.2 19.0 68.9 19.1 65.6 18.8 65.5 19.9

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

Mother Earth's Children's Chtr Alberta Achievement Improvement Overall 2014 Prev 3 Yr Avg 2014 Prev 3 Yr Avg

Course Measure N % N % N % N %

English Language Arts 3* Acceptable Standard Low Maintained Issue 9 77.8 8 63.9 16,235 78.0 44,576 81.7

Standard of Excellence Very Low Maintained Concern 9 0.0 8 3.7 16,235 15.3 44,576 18.6 Mathematics 3* Acceptable Standard Low Improved Acceptable 9 66.7 9 39.6 16,202 74.0 44,562 76.9


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Standard of Excellence Very Low Maintained Concern 9 0.0 9 5.6 16,202 25.1 44,562 25.7

English Language Arts 6 Acceptable Standard * * * 6 * 12 45.3 45,704 81.9 43,581 82.7

Standard of Excellence * * * 6 * 12 1.9 45,704 17.6 43,581 17.5

Mathematics 6 Acceptable Standard * * * 6 * 12 50.5 45,617 73.5 43,599 73.8


Science 6 Acceptable Standard * * * 6 * 13 25.4 45,608 75.9 43,551 77.2


Social Studies 6 Acceptable Standard * * * 6 * 12 24.3 45,593 70.4 43,540 72.3


English Language Arts 9 Acceptable Standard Very Low Maintained Concern 9 33.3 10 40.0 43,760 76.3 37,776 77.8


Mathematics 9 Acceptable Standard Very Low Declined Concern 9 0.0 10 15.0 43,279 67.1 37,487 66.5


Science 9 Acceptable Standard Very Low Maintained Concern 9 11.1 10 5.0 43,769 73.2 37,974 74.0


Social Studies 9 Acceptable Standard Very Low Maintained Concern 9 11.1 10 26.1 43,773 65.5 38,159 67.2


Citizenship – Measure Details (OPTIONAL)

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 65.3 73.5 68.2 70.2 66.3 81.4 81.9 82.5 83.4 83.4 Teacher 72.7 86.7 80.0 73.4 68.6 93.0 92.7 93.1 93.6 93.8 Parent * 75.4 74.6 81.0 n/a 78.5 78.6 79.4 80.3 81.9 Student 57.9 58.5 49.9 56.1 64.0 72.7 74.5 75.0 76.2 74.5

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. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 63.6 76.7 75.7 84.6 71.4 79.9 80.1 79.7 80.3 81.2 Teacher 63.6 77.8 80.0 92.3 71.4 90.0 89.6 89.5 89.4 89.3 Parent * 75.7 71.4 76.9 n/a 69.8 70.6 69.9 71.1 73.1

Lifelong Learning – Measure Details (OPTIONAL)

Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 36.4 55.1 46.3 62.0 57.1 67.6 67.9 68.0 68.5 69.5 Teacher 36.4 52.9 50.0 60.0 57.1 75.4 75.3 75.8 75.7 76.0 Parent * 57.3 42.5 64.0 n/a 59.8 60.6 60.2 61.2 63.0

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. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 61.7 79.0 65.2 65.3 57.4 80.5 80.9 80.7 81.5 81.3 Teacher 65.9 86.1 68.4 68.9 48.1 87.7 87.6 87.3 87.9 87.5


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Parent * 74.1 75.0 67.8 n/a 78.0 78.3 78.1 78.9 79.9 Student 57.4 76.7 52.1 59.2 66.7 75.9 76.9 76.9 77.8 76.6

Parental Involvement – Measure Details (OPTIONAL)

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 67.3 80.2 67.5 74.4 54.5 80.0 79.9 79.7 80.3 80.6 Teacher 67.3 73.3 44.9 68.8 54.5 88.6 88.1 88.0 88.5 88.0 Parent * 87.1 90.2 80.1 n/a 71.3 71.7 71.4 72.2 73.1

Education Quality – Measure Details (OPTIONAL)

Percentage of teachers, parents and students satisfied with the overall quality of basic education. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 85.9 84.0 82.5 87.2 92.1 89.2 89.4 89.4 89.8 89.2 Teacher 86.4 87.0 82.8 87.2 90.5 95.6 95.5 95.4 95.7 95.5 Parent * 79.1 81.3 85.2 n/a 83.9 84.2 84.2 84.9 84.7 Student 85.5 85.8 83.4 89.0 93.6 88.2 88.5 88.6 88.7 87.3

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. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 75.9 78.9 80.1 83.1 80.6 87.6 88.1 88.6 89.0 89.1 Teacher 87.3 88.9 84.0 89.2 82.9 94.4 94.5 94.8 95.0 95.3 Parent * 76.4 89.3 86.5 n/a 86.1 86.6 87.4 87.8 88.9 Student 64.6 71.4 67.0 73.5 78.4 82.2 83.3 83.7 84.2 83.1

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. Authority Province 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Overall 84.4 77.4 68.3 76.3 83.9 79.9 80.1 80.0 80.6 79.8 Teacher 90.0 87.5 55.6 69.2 85.7 80.8 80.1 81.1 80.9 81.3 Parent * 69.2 76.2 78.6 n/a 77.0 77.3 76.2 77.9 77.0 Student 78.8 75.5 73.0 81.2 82.0 81.8 82.9 82.7 82.9 81.2


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Appendix A 2013/2014 Class Size Averages by Jurisdiction for All Subjects

K-3 4-6 7-9 10-12

Mother Earth’s Children’s Charter School Society 15.5 18.5 20.0 n/a

Documents

Mother Earth’s Children’s Charter School Year Education Plan... · Current Result Prev Result Prev 3 Average Current Result Prev Result Prev 3 Year Average Achievement Improvement