“As we thoughtfully plan the way forward, we are ... · 2015 - 2016 for Strathcona-Tweedsmuir School “As we thoughtfully plan the way forward, we are constantly guided by the

Authority: 9072 Strathcona-Tweedsmuir School

Page 1

Combined Three-Year Education Plan

2016 – 2019

and

Annual Education Results Report (AERR)

2015 - 2016

for

Strathcona-Tweedsmuir School

“As we thoughtfully plan the way forward, we are constantly guided by the strong values,

traditions, mission and values that have shaped the School and prepared its graduates so well over

more than four decades.”

– Dr. William Jones, STS Head of School, 2016


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Accountability Statement

The Annual Education Results Report for the 2015/2016 school year and the Education Plan for the three years

commencing September 1, 2016 for Strathcona-Tweedsmuir School were prepared under the direction of the

Board of Governors 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 Education

Plan to improve student learning and results.

The Board approved this combined Annual Education Results Report for the 2015/2016 school year and the

Three-Year Education Plan for 2016/ 2019 on November 23, 2016.

.


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Foundation Statements

School Mission

To develop well-balanced students for a life of purpose by inspiring excellence in scholarship,

leadership and character.

School Vision

A leading educator recognized nationally and internationally for delivering exceptional

programs in a unique setting, with an enduring sense of community.

Core Values

Integrity

Kindness

Respect

Responsibility

Safety

Service

Our Guiding Principles

We believe in developing well-balanced individuals in an environment that emphasizes

academic rigour, leadership, character development, self-expression, physical fitness, service

and a global perspective;

We value and uphold the basic principles of integrity and truthfulness, kindness, consideration,

compassion, responsibility, respect and service – to oneself and to others;

We stimulate a collaborative learning environment while empowering our students through the

development of critical and independent thinking by means of a challenging and balanced

curriculum built on a foundation of core knowledge and subjects and an appropriate use of

technology;

We provide opportunities to explore and develop an appreciation of outdoor pursuits, the arts

and speech and debate;

We promote physical fitness, health and well-being;

We appreciate and foster diversity;

We foster strong inter-personal relationships between parents, students, faculty/staff and

alumni in a safe and nurturing community;

We treasure our strong sense of family and community, and;

We believe the safety of our students is paramount.


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A Profile of the School Authority

Strathcona-Tweedsmuir School (STS) is more than a great school – STS inspires journeys that lead our

students beyond anything they could have imagined.

Our school has a storied history of more than 100 years in southern Alberta. Over time, STS has

developed a set of rich traditions and shared values that strengthen our sense of community and

provide an enriched learning environment for all our students in Grades 1 through 12. Students benefit

from highly-qualified, dedicated faculty, and a learning environment with a small student-teacher ratio,

allowing them to build supportive relationships, while maximizing their full potential.

Our school motto, Nil Nisi Optimum, compels all members of the STS community to do “nothing but

our best”. The school’s mission is “to develop well-balanced students for a life of purpose by inspiring

excellence in scholarship, leadership and character”. We strive to achieve this mission and live up our

motto through our rigorous academic and diverse co-curricular programs, preparing our students to

succeed in a rapidly changing world and increasingly global economy.

A cornerstone of an STS education is integrated programming – meaning that students benefit from a

holistic, balanced education. Students gain a deeper understanding of the connections around us,

which enhances their understanding of concepts. We celebrate diversity and inspire students to seek

opportunities to connect their learning to a broader global perspective. It’s a big picture approach to

learning that encourages critical thinking and prepares students for a life of purpose.

Unique to STS, we offer enriched learning opportunities on our 220-acre country campus, where

students enjoy hands-on learning, physical activity, fresh air, and natural beauty. Outdoor activities

develop curiosity, independence, and an appreciation for our environment, while building lasting

friendships and memories.

STS students of all ages love coming to school. Our campus houses three school divisions:

Elementary, Middle and Senior School. All students benefit from continuity, a strong sense of

community, and mentorship opportunities amongst different age groups. Academic offerings in all

Grade levels include Alberta Learning curriculum supplemented by the International Baccalaureate

(IB) Programme.

Being both an IB World School and a Round Square School, STS embraces the philosophy, values and

ideals we share with these organizations such as internationalism, service and intercultural

understanding. Together they enable us to instill in our students the knowledge, values and qualities of

character that will enable them to live purposeful lives and be the leaders of tomorrow.

Students graduate from STS driven to be their best and inspired to make a difference. Our School

community and the opportunities we provide ensure they are prepared to do so.


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Summary of Accomplishments

STS WINS INTERNATIONAL SCHOOLSNEXT AWARD OF EXCELLENCE

In October 2015, Matthew Schneider ’20, Rex Armor ’20, Zaki Lakhani ’20 and Alex Robins ’20

competed at the international SchoolsNEXT competition, sponsored by the Association for

Learning Environments at their annual conference in San Diego, CA. Their project – an innovative

school building designed to meet the needs of a small community in Canada’s North – represented

a year-long process which began in Grade 7 Design class in the fall of 2014. In San Diego, the

team presented their project at a local architectural firm in front of a panel of judges, including

architects, designers, consultants and planners. The hour-long session included almost 30 minutes

of Q & A, where the students were engaged in high level professional dialogue with industry

experts. Following their presentation, one judge remarked that “[this project] was one of the

greatest demonstrations of learning that I have ever witnessed.” The following morning, each of the

finalist teams presented their work once more to a crowd of almost 600 professionals. With

confidence and poise, the team from STS brought the audience to their feet with their insightful,

well-researched design and polished public speaking skills. During the awards ceremony that

followed, the chair of the organization noted that it was “with great humility” that the Award of

Excellence – the highest honours available – be presented to STS.


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STUDENTS BUILD ON GLOBAL PERSPECTIVE

The Round Square International Conference 2015 delegation of ten Senior School students and two

teachers were in Bali and Singapore this school year. A week long program at the Green Camp in

Bali, with activities and workshops on environmental sustainability set amongst organic farming

and bamboo structures started the trip. Then, the group moved on to Singapore for a Round Square

conference on the theme of “Act Today, Change Tomorrow.” The keynote speakers’ addresses

ranged from topics on leadership through following your passion and helping others. Some of the

students who attended the conference came back and started the Environmental Sustainability Club

which then started the “Litter-less Lunch” initiative. They worked over the course of a month to

promote recycling and proper disposal of lunch waste on Wednesdays. From week one to week

four, they reduced non-recyclable waste from a three-square foot box to less than a shoe box in

size.

SEA TURTLE CONSERVATION IN COSTA RICA

During spring break, a group of 12 Senior School students travelled to Costa Rica on a global

service trip with an emphasis on sea turtle conservation. Students volunteered with Quelonios del

Caribe, a conservation organization that works to enhance community involvement in the

preservation of nature in Costa Rica. The activities and itinerary of global service trips are

purposefully designed to inculcate mature, compassionate leaders who are able to understand and

articulate their place in the world. While on this trip, students began to comprehend what it means

to be a global citizen through cultural immersion, rugged travel and meaningful conservation

service work.


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UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS AND TAKE ACTION 2015

STS hosted Senator Scott Tannas and two representatives from SOS Children’s Villages. The

Senator presented the new United Nations Sustainable Development Goals (SDGs) to a group of

Middle and Senior School Round Square students. These global goals aim to make our planet fair,

healthy and sustainable by 2030. SOS Children’s Villages is working with the Department of

Foreign Affairs and Trade, as well as the Canadian Senate, to motivate students to become

informed and involved in the implementation of the goals in Canada with the introduction of the

Take Action 2015 initiative. After the presentations, students were invited to outline which of the

SDGs, in their opinion, is the most important, and why. We had a number of submissions to pass on

to SOS Children’s Villages and two Grade 7 students, Jake Baverstock and Kyle Patry, were

awarded a certificate of recognition from the Take Action 2015 committee. The students’ works

were also published and mounted in the hallways of the Department of Foreign Affairs and Trade

in Ottawa.

MARTI MCKAY WEEK

This year marked STS’ 31st Annual Marti McKay week, a celebration of the literary arts. A

beautiful feature wall was displayed where Marti McKay can be seen through images of all our

STS students. We were fortunate to have award winning authors engaging with students throughout

the week, including Daniel Wallace, author of Big Fish, Edward Bloor author of Tangerine, and

Trudy Ludwig, a character education and bullying prevention author.

STS “LIFERS” GRADUATING THIS YEAR

Students who have attended STS their entire 12-year school career graduated in June 2016. These

long-time members of our STS community have deep educational roots at STS: Nicola Abbott,

Sarah Cooper, Paul Crichton, Harrison Hart, Ethan Kemp, Sarah Kirker, Sareena Lakhu, Savita

McRae, Austin Oginski, Liam Ostlund, Halle Shopperly, Nicholas Wynne and Vasia Zakos.


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SENIOR GIRLS FIELD HOCKEY

The Senior Girls Field Hockey team travelled to Victoria for a spring training weekend to

participate in a clinic with a national team coach and compete in games at the University of

Victoria against St. Michaels University School. The team then came back to Calgary to compete in

four consecutive tournaments, placing silver in the University of Calgary tournament and gold in

the Calgary Ladies High School tournament.

UNIVERSITIES TOUR

Twenty-four Grade 11 students went on an Eastern Universities Tour to Ontario, Quebec, and Nova

Scotia this year, visiting 16 universities in seven days! This opportunity gives STS students the

chance to consider factors such as environment, institution size, and residence options in their

university planning decisions. Retired faculty member Ms. Helen Harper joined the tour group, just

like old times.

STS DRAMA DEPARTMENT WINS THE PROVINCIAL THEATRE BANNER

The STS Drama students showcased their production of Monster by Daniel McIvor at the Alberta

High School One Act Play Festival and won two awards of distinction, along with a first-time

provincial theatre banner.

BOYS PROVINCIAL VOLLEYBALL CHAMPIONSHIPS

STS had the privilege of hosting the Alberta 2A High School Senior Boys Volleyball Finals

from Wednesday, November 25 to Saturday, November 28, 2015. STS hosted over a dozen teams

during the competition. Each of the athletes demonstrated their training, self-discipline and

commitment and put forward his personal best. Members of the STS community rallied together to

ensure that the tournament was a resounding success.

SENIOR CROSS-COUNTRY 2A PROVINCIAL CHAMPIONS

After a strong showing at the South Central Zone meet in Sundre, AB on October 6, 2015, the STS

Cross-Country team amassed a school record of 1,496 points to win the 2A Provincial Banner. This

win resulted in a sixth consecutive title for STS!


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2016 EXPERTS IN EDUCATION SPEAKER – MICHAEL HORN.

The 2016 speaker, Michael Horn, author of the Amazon bestseller, Blended: Using Disruptive Innovation

to Improve Schools, spoke on the future of education at an evening presentation to a diverse crowd of

almost two hundred educators from a wide-variety of local schools, parents and alumni. Focusing on the

opportunities afforded by blended learning to provide more personalized instruction for learners, Horn

shared four different models schools can adopt that leverage the combined power of online and direct

instruction. Following his evening presentation,

Michael Horn spent the next day engaging STS faculty from all three divisions in a purposeful process of

design thinking around specific teaching and learning issues that could be addressed through the

implementation of a blended learning model. Working in division and department teams, faculty

considered the practical benefits and advantages of drawing on students’ increased comfort and

familiarity with technology to promote authentic learning opportunities, the potential challenges of

implementation and the means by which to address these challenges.

The annual Experts in Education Speaker Series represents a significant donor-funded investment in

faculty professional development by the entire Strathcona-Tweedsmuir community through the creation

of an environment that welcomes exceptional thinkers and leaders in education to the School. With the

larger aim of enhancing the experiences of students through engaging and effective learning experiences

grounded in research-based pedagogy, the Speaker Series serves to inspire and promote teaching

excellence.


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2016 NIL NISI OPTIMUM NOTABLE ALUMNI

Nil Nisi Optimum (NNO) Notable Alumni are selected from a multitude of decades and professions

and have brought great honour and pride to their alma mater. This year, two more alumni who have

demonstrated notable accomplishments in leadership, service and dedication to their profession and

community joined this prestigious group.

Dr. Susan Elliott ’89

Susan attended STS in Grades 5 – 12. She was an avid athlete and discovered a passion for science

which led to her future career. After graduation, Susan went on to receive her BSc (Physiology)

from McGill University, a PhD (Gastrointestinal Sciences), at the University of Calgary, post-

doctoral research fellowships from the University of Texas Medical Branch and the University of

Virginia, and an MBA (with a specialization in marketing and financing new ventures) from

Queen’s University.

She has applied her education and experience to become known as a specialist in a variety of

disciplines including strategic planning and commercialization, market research and analysis,

strategic communications, and Electronic Data Capture (EDC) for Life Sciences. Susan has directly

aided numerous start-up organizations reach financial milestones, including seed funding and large

government grants to facilitate commercialization. She also played an integral role in the

establishment of Axiom Real-time Metrics as a multi-million-dollar organization, was the primary

author on continuing medical education content and presentation development for over 50

international physician audiences, and was the author on 13 peer-reviewed scientific publications.

Susan is currently the Principal and Co-Founder of Virtus Insights Inc., in Toronto, Ontario, which

delivers strategic management services to small-to-medium sized organizations, with particular

expertise in biopharma and the healthcare industry. Susan also dedicates much of her time to giving

back to her community through activities such as athletic coaching, mentoring and guest lecturing.


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Dr. Robert-Falcon Ouellette ’95

"When I started at STS, I was certain I did not belong, but while the teachers always challenged and pushed me, it was with

love and care. My moment of awakening was in Grade 9 with the realization that success is not determined by birth, but by

hard work and your contribution to those around you. I learned that I could compete with the best of them. STS helped create

my sense of personal power.”

Coming from Red Pheasant First Nation in Saskatchewan, Robert was raised in Calgary and

attended STS Grade 8 – 12. Growing up from humble circumstances, he attributes much of his

personal growth and future successes to his years at STS.

After moving to Winnipeg in 2010 he quickly earned a reputation as a diligent community advocate

working to bridge racial and economic divides. After earning much respect and admiration during

his 2014 Winnipeg mayoral campaign, Robert is working to bring real change to his community as

the Member of Parliament for Winnipeg Centre. His riding has one of the highest poverty rates in

Canada. Robert has been a vocal advocate about the need to eliminate child poverty and address

inner-city issues, city planning, and transit. Robert is also a member of the Finance Committee in the

House of Commons and is the first Indigenous person to sit on the committee.

Robert-Falcon spent 19 years with the Canadian Armed Forces, and still works as a part-time

reservist. He also worked as a professional musician with La Fanfarniente della Strada Gypsy Band

in Quebec City, and has also performed with the Quebec and Winnipeg Symphonies. His love of

music is a direct gift from the mentoring and guidance of his STS music teacher Mr. Hendricks who

pushed Robert to reach for excellence through discipline and looking deep within himself for the

meaning of life.

Robert-Falcon earned a Bachelor’s degree in secondary music education from the University of

Calgary, then went on to receive two Master’s degrees and a PhD from Université Laval, where he

published his thesis, “Evaluating Aboriginal Curricula Using a Cree-Métis Perspective With a

Regard Towards Indigenous Knowledge.”


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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 which remain consistent over time. The Standards are

calculated by taking the 3-year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th and 95th

percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure.

Measure Very Low Low Intermediate High Very High Safe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00 Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00 Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00 Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00 High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00 PAT: Acceptable 0.00 - 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 - 73.77 73.77 - 80.97 80.97 - 86.66 86.66 - 90.29 90.29 - 100.00 Diploma: Excellence 0.00 - 7.14 7.14 - 13.15 13.15 - 19.74 19.74 - 24.05 24.05 - 100.00 Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00 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.

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.

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)

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

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


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Combined 2016 Accountability Pillar Overall Summary

Measure Category Measure Category

Evaluation Measure

Strathcona Tweedsmuir Sch Alberta Measure Evaluation

Current

Result

Prev

Year

Result

Prev 3

Year

Average

Current

Result

Prev

Year

Result

Prev 3

Year

Average Achievement Improvement Overall

Safe and Caring Schools Excellent Safe and Caring 96.3 96.5 96.1 89.5 89.2 89.1 Very High Maintained Excellent

Student Learning

Opportunities Excellent

Program of Studies 90.7 91.9 91.1 81.9 81.3 81.4 Very High Maintained Excellent

Education Quality 97.6 97.4 96.9 90.1 89.5 89.5 Very High Maintained Excellent

Drop Out Rate 1.0 0.3 0.9 3.2 3.5 3.5 Very High Maintained Excellent

High School Completion Rate

(3 yr) 96.9 91.4 94.4 76.5 76.5 75.5 Very High Maintained Excellent

Student Learning

Achievement (Grades K-9) Excellent

PAT: Acceptable 98.7 95.7 95.6 73.6 72.9 73.4 Very High Improved Excellent

PAT: Excellence 61.3 49.2 53.7 19.4 18.8 18.6 Very High Improved Excellent

Student Learning

Achievement (Grades 10-12) n/a

Diploma: Acceptable 96.7 96.2 96.7 85.0 85.2 85.1 Very High Maintained Excellent

Diploma: Excellence 39.3 49.7 47.9 21.0 21.0 20.5 Very High Declined Good

Diploma Exam Participation

Rate (4+ Exams) 89.6 90.0 88.6 54.6 54.4 53.5 Very High Maintained Excellent

Rutherford Scholarship

Eligibility Rate 98.7 n/a n/a 60.8 n/a n/a n/a n/a n/a

Preparation for Lifelong

Learning, World of Work,

Citizenship Good

Work Preparation 98.1 94.4 94.0 82.6 82.0 81.1 Very High Improved

Significantly Excellent

Citizenship 95.5 96.0 95.5 83.9 83.5 83.4 Very High Maintained Excellent

Parental Involvement Excellent Parental Involvement 91.2 92.2 88.5 80.9 80.7 80.5 Very High Improved Excellent

Continuous Improvement Excellent School Improvement 91.7 91.1 88.6 81.2 79.6 80.0 Very High Improved

Significantly Excellent

Notes:

1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI).

2. 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.

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 (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).

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, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.

5. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

6. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents.

7. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and 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 these events.

8. Participation in Diploma Examinations was impacted by the flooding in June 2013 and 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

these events.

9. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.

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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Outcome One: Alberta’s students are successful

Performance Measure Results (in percentages) Target Evaluation Targets

2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 Overall percentage of students in Grades 6

and 9 who achieved the acceptable standard

on Provincial Achievement Tests (overall cohort results).

100.0 99.5 95.6 95.7 98.7 100 Very High Improved Excellent 100 100 100

Overall percentage of students in Grades 6

and 9 who achieved the standard of

excellence on Provincial Achievement Tests (overall cohort results).

65.9 61.6 58.2 49.2 61.3 55 Very High Improved Excellent 55 55 55

Strategies

Teachers of grades where PATs are written have studied their results from last year and they

have set goals for improving results in 2016-2017. More attention and time in class will be

given to the outcomes with which students struggled in June 2016. Specifically, there will be a

focus on:

o Text analysis to help students recognize main ideas and authorial intent

o Vocabulary development in order enhance comprehension

o Use of graphic organizers and templates to assist students in developing stronger

synthesizing skills

o Allowing students to work digitally on math tests to prepare them for the PATs

o Developing and utilizing formative classroom exercises/assignments that model PAT

skill-based questions

o Utilizing and reviewing test-taking / exam-writing strategies

o Continuing the spiral method of introducing and reinforcing math concepts

o Reinforcing appropriate conventions in all subject areas

o Ensuring students have the opportunity to write functional and narrative pieces

throughout the year

o Providing students with the opportunity to practice analysis of issues and purposefully

integrating synthesis opportunities when reviewing key concepts

The Elementary Learning Strategist and Early Literacy Teachers meets regularly with

homeroom and specialist teachers to support their work and to provide one-on-one assistance

with students. Similarly, the Primary Years Programme Coordinator helps homeroom teachers

to promote inquiry and enhance their units through weekly meetings.

Weekly progress meetings in the Elementary, Middle, and Senior Schools bring teachers

together in the mornings to discuss students who need additional support. At these meetings,

teachers share strategies on how to best support these students. These strategies are then

implemented, often with the support of parents and the learning strategist. The STS Pyramid of

Intervention is used to guide decision making in this process.

Many students access the Student Success Centre where the learning strategist supports

individual students. The Student Success Centre offers eight carrels where students can write

tests in an alternate setting with a goal of increasing achievement. A Peer Tutoring program in

the Middle and Senior School is another way that students’ academic achievement is supported.

Monthly meetings involving Curriculum Leaders, IB Program Coordinators and the Academic

Leadership Team take place to review academic issues including progress against school-wide

goals, Professional Development and the levering of technology to enhance effective teaching

and learning.


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In addition to funding teachers to attend subject-specific workshops, STS continues to invest in

teacher professional development through the provision of specialized grants for various PD

initiatives.

Students in the Middle/Senior School volunteer their time as tutors for Elementary students.

Elementary students in need of peer tutoring are identified by homeroom teachers or may ask

for help themselves. Students requiring assistance are matched with tutors in their specific

areas of need.

Notes:


2. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students

enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics

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

3. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and 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 these events.

4. 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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Outcome One: Alberta’s students are successful (continued)


2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 Overall percentage of students who achieved

the acceptable standard on diploma

examinations (overall results). 93.9 96.1 97.2 96.2 96.7 100 Very High Maintained Excellent 100 100 100

Overall percentage of students who achieved

the standard of excellence on diploma

examinations (overall results). 44.3 32.6 46.2 49.7 39.3 50 Very High Declined Good 50 50 50


2011 2012 2013 2014 2015 2016 Achievement Improvement Overall 2017 2018 2019 High School Completion Rate - Percentage

of students who completed high school

within three years of entering Grade 10. 96.5 95.5 96.5 91.4 96.9 100 Very High Maintained Excellent 100 100 100

Drop Out Rate - annual dropout rate of

students aged 14 to 18 1.4 1.0 1.3 0.3 1.0 0.0 Very High Maintained Excellent 0.0 0.0 0.0

Percentage of students writing four or more

diploma exams within three years of entering

Grade 10. 85.6 87.2 7.7 90.0 89.6 90 Very High Maintained Excellent 90 90 90

Comment on Results

The percentage of students who write four or more diploma exams fluctuates from year to year as

many of our students take multiple IB exams that are accepted for entrance to universities. As a result,

some students write fewer Alberta Education Diploma Exams.

For the Class of 2016, we are pleased to report the following university destinations and programs of

study:

Class of 2016

University Destinations

Canadian Universities

Acadia 1 Huron 1 Mount Royal 2 Toronto 3

Alberta 2 Lethbridge 2 Queen's 5 UBC 7

Brock 1 McGill 1 Saint Mary's 1 Victoria 1

Calgary 13 McMaster 1 St. Francis Xavier 3 Western 14

Dalhousie 2 Gap Year 5

American Universities

West Texas A&M 1

European Universities

East Anglia 1 Edinburgh Napier 1 Central Lancashire 1

City University

London 1

Programs of Study

Medicine, Nursing, Health Sciences, Nutrition, Arts (Economics, Political Studies, Philosophy, International Relations, History, Psychology,

Creative and Cultural Industries), Fine Arts (Acting, Vocal Performance, Piano, Interior Design), Business/Commerce, Engineering , Education, Sciences (Biology, Biochemistry, Biomedical, Chemistry, Computer, Environmental, Kinesiology, Medical, Molecular,

Psychology)


Page 17

Strategies

For the past three years, all academic departments have set goals to increase academic

achievement in their subject areas. Goals for this year were revised based on progress from last

year. Goals are developed using the SMART framework and professional development time is

provided for faculty to plan and implement the goals and the goals are frequently aligned with

Teacher Professional Growth Plans.

Curriculum departments completed an item analysis from the Diploma Exam results that was

used to inform instruction and assessment strategies with a focus on increasing achievement on

Diploma exams, including, but not limited to, the use of formative classroom exercises and/or

assignments that model Diploma exam skill-based assessment items.

STS teachers participate in field-testing of questions for Diploma Exams and work as Diploma

Exam markers and IB Examiners to enhance their own understandings of the requirements for

these examinations.

There has been a focus on improving formative assessments to ensure that students are receiving

timely feedback during units of study prior to summative assessments. Faculty participate in

internal standardization practices to ensure consistency of assessment against both IB and

provincial assessment criteria.

Weekly progress meetings in both the Middle and Senior School bring teachers together in the

mornings to discuss students who require additional support. At these meetings, teachers share

strategies on how to best support these students. These strategies are then implemented, often

with the support of parents and the learning strategist.

Many students access the Student Success Centre where the learning strategist supports

individual students. The Student Success Centre offers eight carrels where students can write

tests in an alternate setting with a goal of increasing achievement. A Peer Tutoring program in

the Middle and Senior School is another way that students’ academic achievement is supported.

Monthly meetings involving Curriculum Leaders, IB Program Coordinators and the Academic

Leadership Team take place to review academic issues including progress against school-wide

goals, professional development and the levering of technology to enhance effective teaching

and learning.

Each department within the Middle/Senior Schools has dedicated Professional Learning

Community (PLC) time within the timetable. This time is used to discuss cross-curricular

competencies, work on unit planners, and to discuss assessment tasks, both formative and

summative.

In addition to funding teachers to attend subject-specific workshops, STS continues to invest in

teacher professional development through the provision of specialized grants for various PD

initiatives.

Middle/Senior School Departments continue to utilize technology to promote effective teaching

and learning. Examples include: developing of blended learning opportunities to meet the needs

of all students and to assist students with absences due to co-curricular activities; using the

Camtasia Studio for e-learning training to provide resources for students; incorporating IXL use

to provide student with opportunities to develop curriculum-specific skills.


Page 18

Each year, our Student Services Department offers Learning Skills Workshops for students in

order to help them develop their organizational skills as well as those affective skills necessary

for success.

During the 2015-2016 year, we began to offer Mindfulness sessions to our Senior School

students leading up to their IB Diploma Programme examinations and Alberta Diploma

examinations. These sessions will continue this year, as will a new Mindfulness Club for

Middle School students.

Students in the Middle/Senior School volunteer their time as peer tutors. Peer tutors identify

their subject specialities and are matched with students who require assistance in those areas.

Students in need of peer tutoring are identified by subject teachers or may ask for help

themselves.

Notes:


2. 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.

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, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.

4. 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.

5. Participation in Diploma Examinations was impacted by the flooding in June 2013 and 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 these events.



Page 19



2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 Percentage of teachers, parents and

students who are satisfied that students

model the characteristics of active citizenship.

94.0 95.1 95.2 96.0 95.5 90 Very High Maintained Excellent 90 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.

93.3 93.3 94.4 94.4 98.1 90 Very High Improved

Significantly Excellent 90 90 90

Comment on Results

Strathcona-Tweedsmuir School places a strong emphasis on the development of character and

leadership in its students and this is emphasized in our mission and vision. Many of our

curricular and co-curricular programs develop these characteristics.

As a World IB School, the IB Learner Profile underpins the mission of Strathcona-Tweedsmuir

School. The IB calls upon learners to strive to be:

- inquirers

- knowledgeable

- thinkers

- communicators

- principled

- open-minded

- caring

- courageous

- balanced

- reflective

STS strives to instill the IB Learner Profile characteristics in both its curricular and co-curricular

programming.

Strategies

Many strategies are used to develop character and these include Round Square programming

which provides many opportunities for students to develop character, often through leading or

participating in service activities; students in the Elementary participate in the Humanitarian

Outreach Program (HOP); students in the Middle and Senior School can participate in student

exchanges where they have the opportunity to develop character and intercultural understanding;

the Mutual Respect Policy provides guidance on appropriate behavior; weekly student

assemblies support high expectations for student conduct; events such as interactions with the

Kerby Centre in the Elementary give younger students the opportunity to interact with senior

citizens; the Agencies program in the Senior School gives Grade 11 students the opportunity to

interact with people in need; services requirements are in place for students in Grades 7-12.

Students are given many opportunities to develop leadership such as the Grade 12 Prefects; the

Grade 6 leadership program gives all Grade 6 students an opportunity to develop leadership in

formal roles; the Grade 9 trip leader program allows Grade 9 students to lead younger students

on outdoor education trips; HOP and Round Square give students opportunities to lead service

initiatives; the Elementary Environment Club allows students to lead environmental initiatives;

the Global Scholar Diploma program encourages students to develop their own initiatives, take

part in service, undertake environmental conservation activities and consider the consequences

of their actions in a local and global context while modeling global citizenship traits.


Page 20

Entrepreneurship is encouraged through programs such as the Mini-Mall Micro Credit where

Grade 5 students develop small businesses; Senior School students can enter the business case

competition at the University of Calgary and the University of Western Ontario, frequently

winning it.

Student-led and student-run initiatives such as For the Love of Reading (a fundraiser to collect

books for a Calgary school) or the STS Model United Nations (to which other schools are

invited to attend) promote character development and provide students with the opportunity to

serve their community.

IB capstone projects such as the PYP Exhibition and the MYP Personal Project allow students to

share their learning, practice their skills, reflect on their experiences and take part in principled

action, Students extend learning beyond knowledge and understanding. The PYP and MYP

Exhibitions allow many students a venue in which to share their new ideas and insights with the

greater community.

Students in Grades 7-9 take a MYP Design Course. This course helps students to understand the

design cycle and to develop solutions for real-world problems. Students in Grade 10 have the

option of taking Design 10 to further their learning and skill development.

Events with our Alumni Association give our current students opportunities to be mentored in

and discuss different careers such as business; through Model UN, students work collaboratively

with students from other schools to develop authentic solutions to a host of global issues; many

of our programs encourage personal responsibility and initiative from students; IB Economics

students learn about business concepts.

Notes:

1. Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell

THEM From ME survey tool in 2014.



Page 21



2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 Percentage of teacher and parent satisfaction

that students demonstrate the knowledge,

skills and attitudes necessary for lifelong learning.

89.5 89.0 91.3 93.5 93.8 90 n/a n/a n/a 90 90 90

Comment on Results

In recent years, we have been emphasizing how we teach and assess skills such as problem-solving,

creativity, and critical thinking. We have also put increased emphasis on communication. We believe

that this has given our parents and teachers confidence that our students will be lifelong learners.

We strive to provide a well-rounded education at STS and we put much emphasis on what occurs

outside of the classroom through the Fine Arts, Athletics, Outdoor Education, Round Square, Speech

and Debate, and Model United Nations, among other programs. The excellence of these programs

helps promote the knowledge, skills, and attitudes necessary for lifelong learning.

Strategies

Invest in faculty and resources in our programs to ensure that they remain high quality and to

ensure they continue to encourage skills that will enable students to be successful. To this end,

we will continue to support professional development in areas such as Universal Design for

Learning, IB Approaches to Teaching and Learning and Blended Learning. Our work with an

educational consultant from Fielding Nair International continues to help us promote inquiry in

our PYP units in the Elementary.

Conduct exit interviews for families who leave the school to try and learn how we can further

improve the education for all of our students.

The Design program in Grades 7-9 and the Design option in Grade 10 develop innovative

thinking skills through a design cycle that supports entrepreneurialism.

The Learning Skills Rubric focuses on cross-curricular competencies to assess and report on

attitudes necessary for lifelong learning. The explicit focus on the development of

communication, collaboration, organizational, research, creative thinking and affective skills is

central to unit planning in the Middle School.

Notes:





Page 22

Outcome Two: The achievement gap between First Nations, Métis, and Inuit students

and all other students is eliminated

Strategies

Grade 7 Social Studies students create First Nations tools in their classes.

Round Square and HOP examine issues such as poverty and nutrition and First Nations issues are

frequently examined.

We are in partnership with a school in Fort Providence in the Northwest Territories where our

student teleconference weekly with First Nations students and work collaboratively on projects.

Grade 7 students are learning about challenges in the North.

Units of Inquiry in Grades 4 and 5 focus on relationships to the land and identity. As part of these

units, students focus on First Nations communities in Alberta and Canada, considering stories,

storytelling and legends.


Page 23

Outcome Three: Alberta’s education system is inclusive


2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 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.


Comment on Results

Safety is one of STS’s core values and we work very hard to provide a safe environment for our

employees. Our Board of Governors has a published commitment to safety and we have many

procedures and programs in place to ensure our students’ safety.

During the 2015-2016 year, STS established a Safe and Caring Schools Committee to review the

Guidelines for Best Practices: Creating Learning Environments that Respect Diverse Sexual

Orientations, Gender Identities and Gender Expressions in order to make recommendations to

the School to:

o Identify any gaps between [STS’s] current practice and the indicators of best practice;

o Consider, which, if any, of these gaps should be addressed given the STS context and

make specific recommendations to the Senior Leadership Team as to what changes

should be made;

o Make recommendations regarding any communication/education that would be required

with [STS] constituent groups (faculty, staff, parents, students) in order to implement the

recommendations

Strathcona-Tweedsmuir School continues to maintain its accreditation with the Association for

Experiential Learning (AEE) by submitting an annual review of it programs.

Strategies

Strathcona-Tweedsmuir School has earned its Certificate of Recognition for its safety program

which was issued by the Alberta Construction Safety Association after an extensive application

and audit process.

Over 95% of our employees have current first aid certification.

Employees undergo annual Health and Safety Training. Health and Safety remains as a standing

agenda item for Senior Leadership Team meetings, Academic Leadership Team meetings, and

division meetings. The School’s Health and Safety Committee is comprised of members of the

Senior Leadership Team, faculty and staff.

Employees attend Health and Safety training at conferences outside of the school.

Senior level coaches are required to take concussion training to enable them to identify and

manage student concussion issues.

STS held student-organized Anti-Bullying Week, Diversity Week, and a Pink Shirt Day to help

ensure a safe and inclusive school.

Guest speakers are frequently brought to STS to discuss issues relating to student safety such as


Page 24

the DARE program, the PARTY Program, speakers from Calgary Sexual Health, and speakers to

promote online safety.

A full time counselor works to meet the social and emotional needs of our students and the

school also employs a psychologist.

A parent committee and a consultant revised the menu for the Black Watch Bistro (cafeteria) to

ensure healthy choices are available for students.

Division Principals work with their faculty and students to enforce the Mutual Respect Policy,

remind them of the School’s motto, Nil Nisi Optimum, and to promote the attributes of the IB

Learner Profile.

The Head of School and Executive Directors will work with the Safe and Caring Schools

Committee to prioritize and implement the recommendations made in the Committee’s report.

Notes:





Page 25

DIVERSITY

While STS has always promoted itself as a safe place for all students, an awareness of diversity and a

proactive approach to ensure our students are safe and cared for has come ever increasingly into the

spotlight. For the past three years, student initiatives such as Diversity Week and Pink Shirt Day, as well

as a school-wide Bully Awareness Week have shed light on the different experiences our students have on

campus and in their day-to-day lives. With the passing of Bill 10 in the Legislature, amending the Alberta

Bill of Rights to Protect Our Children in order to “…promote a welcoming, caring, respectful and safe

learning environment that respects diversity and fosters a sense of belonging,” the School also convened

the Safe and Caring Schools Committee tasked with reviewing Alberta Education’s Guidelines for Best

Practices: Creating Learning Environments that Respect Diverse Sexual Orientations, Gender Identities,

and Gender Expressions, and making recommendations to the Senior Leadership Team in line with the

mission, vision, and traditions of the School. At the same time, several students came forward and have

begun the process of creating a club with goals similar to a Gay-Straight Alliance (GSA) to help ensure

students with diverse sexual orientations, gender identities, and gender expressions, and their allies, have a

safe space to connect with each other and resources such as Calgary Sexual Health Centre. As a school

community, we are excited to be taking this next step in ensuring STS remains a safe and caring learning

environment for all.


Page 26

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


2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 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.


Comment on Results

The School continues to value and provide a broad-based educational program that allows students to

participate in physical education across grade levels.

The School provides excellent opportunities to students to pursue the fine arts through its Art, Band,

Drama, Film Studies and Choir programs, as well as through the presentation of an annual musical at

the high school level and a biennial musical at the Elementary level.

Students are able to utilize the extensive grounds of the School for activities such as the Annual Terry

Fox Run, canoeing, hiking and cross-country skiing.

In addition to their homeroom instruction in the Elementary School, students receive instruction from

specialist teachers in Art, French, Music and Physical Education.

Outside of core courses, Middle School students attend daily Physical Education classes, are enrolled

in a Design class in Grades 7 through 9 and have choice amongst several fine arts course options.

Students have a variety of course options to choose from in Grade 10, including Outdoor Education,

Design, two modern languages, Band, Art, Drama, Film Studies, International Politics and Sports

Medicine.

Students in Grades 11 and 12 have the option of enrolling in Alberta Education or International

Baccalaureate courses, or a mix of both.

Strategies

Teachers in the Elementary and Middle School are visiting each other’s classes with a goal of

improving teaching and learning.

We are currently in a consideration phase for online offerings of IB courses.

Explore high quality professional development opportunities through the IB and CAIS

professional development networks.

.

We recently completed a revision of the Teacher and Professional Growth Plan and Evaluation

process to more closely align our plan with effective instructional and assessment practices

identified by the School in the Model for Teaching Excellence.

Support the School’s Mentorship Program in the induction and professional development of new

faculty.


Page 27

Regularly scheduled PLC meetings in the Elementary, Middle and Senior Schools support

collaborative planning and program delivery in the Primary Years Programme and the Middle

Years Programme.

We will continue to offer students the opportunity to select Outdoor Education and Sports

Medicine courses within the timetable. Course selection options will continue to be

communicated to parents and students to inform their decision-making.

Conduct exit interviews with all families in order to determine levels of satisfaction with and

quality of programs offered to students.

Notes:




SENIOR BAND PERFORMS AT DISNEYLAND

The Senior Band, made up of 49 students, had the opportunity to travel to Los Angeles, California and

perform at Disneyland. The band also performed at public high school in Santa Monica and they

participated in two master classes during their California band trip.


Page 28

Outcome Five: The education system is well governed and managed


2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 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.

88.4 86.6 88.2 91.1 91.7 95 Very High Improved

Significantly Excellent 95 95 95

Percentage of teachers and parents satisfied

with parental involvement in decisions

about their child's education. 89.1 87.1 86.3 92.2 91.2 90 Very High Improved Excellent 90 90 90

Percentage of teachers, parents and

students satisfied with the overall quality of

basic education. 96.1 96.7 96.4 97.4 97.6 95 Very High Maintained Excellent 95 95 95

Comment on Results

We include our parents in decisions surrounding their son or daughter’s education. There are many

examples of this including Meet the Teacher, Parent Teacher Interviews, parent information nights,

course selection meetings, trip briefings for curricular and co-curricular activities, round table

discussions, and the involvement of parent volunteers in many school programs.

The high quality of our educational program is evident by the many different high quality universities

that our students gain admittance to and the strong results that our students achieve on external exams

such as the International Baccalaureate and Alberta Diploma Examinations.

The success of our graduates in university and beyond is another reason why our teachers, parents, and

students are satisfied with the overall quality of basic education.

Last year, 30% of parents and 90% employees contributed the Annual Giving Campaign which is a

strong indication of their engagement with STS.

Strategies

We strive to ensure effective communication, collaboration, and engagement with our parents

and faculty and this is accomplished in many different ways on an ongoing basis.

POSTS is our parent volunteer organization which engages many parents during the year in

volunteering in classrooms, organizing events, and running the school uniform store and the lost

and found.

Parents are invited to the school for presentations for events such as course selection, trip

briefings, curricular information evenings, and student presentations.

The Head of School holds roundtable discussions with parents and alumni to discuss the future

direction of the school.

The Advancement Office publishes several publications each year which keep our parents

informed about the strategic direction of the school. They also frequently use social media

platforms like Facebook and Twitter to share information.


Page 29

Parents and teachers are surveyed or asked for feedback on issues that will impact the school.

Grade level parent socials have been organized for every grade over the past fall. These have

engaged parents and connected them with the school and other parents.

Notes:





Page 30

Summary of Financial Results

Allocation of Actual Revenues and Expenses to Programs

For the Year Ending August 31, 2016

Actual Budget

Revenues:

Instruction 17,983,843 17,062,758

Operations & Maintenance 732,340 652,242

Transportation 1,344,100 1,372,000

Board & System Administration 1,112,497 991,700

21,172,780 20,078,700

Expenses:

Instruction 11,296,620 10,472,938

Operations & Maintenance 2,982,949 2,985,108

Transportation 1,447,762 1,372,000

Board & System Administration 3,526,604 4,181,654

19,253,935 19,011,700

Surplus(deficit) of revenues over expenses 1,918,846 1,067,000

For further information please contact

David Crain

Executive Director of Finance and Operations

Telephone: 403-938-9124

Email: [email protected]

17,983,843

732,340

1,344,1001,112,497

Actual Revenues

Instruction

Operations &Maintenance

Transportation

Board & SystemAdministration

11,296,6202,982,949

1,447,762

3,526,604

Actual Expenses

Instruction


Transportation


mailto:[email protected]


Page 31

Budget Summary

Allocation of Budget Revenues and Expenses to Programs

For the Year Ending August 31, 2017

Budget

Revenues:

Instruction 17,824,639

Operations & Maintenance 711,361

Transportation 1,398,500

Board & System Administration 851,000

20,785,500

Expenses:

Instruction 10,959,181

Operations & Maintenance 2,949,479

Transportation 1,398,500

Board & System Administration 4,872,340

20,179,500

Surplus(deficit) of revenues over expenses 606,000

For further information please contact

David Crain

Executive Director of Finance and Operations

Telephone: 403-938-9124

Email: [email protected]

10,959,181

2,949,479

1,398,500

4,872,340

Expenses

Instruction


Transportation


17,824,639

711,361

1,398,500851,000

Revenues

Instruction


Transportation


mailto:[email protected]


Page 32

Capital and Facilities Projects

Rooftop Unit 12 replacement

Replaced roofing over administration, 80’s wing and Elementary Gym

Flooring replacement to common areas in the Science wing

Painting of Science wing

LED lighting replacement Elementary corridors and stairwells

Completed heating upgrade in the Anderson Wing

Summary of Facility and Capital Plans

Rooftop Unit 3 and 8 replacement

Roofing replacement over Science Wing

Continue work on LED lighting upgrade

Flooring replacement (selected areas)

Asphalt replacement in selected area

We continue to upgrade existing equipment to energy and efficiency standards to meet compliancy

with building codes.


Page 33

Parental Involvement

We strive to ensure effective communication, collaboration, and engagement with our parents and

faculty and this is accomplished in many different ways on an ongoing basis.

POSTS is our parent volunteer organization which engages many parents during the year in

volunteering in classrooms, organizing events, and running the school uniform store and the lost and

found.

Parents are invited to the school for presentations for things such as course selection, trip briefings,

curricular information evenings, and student presentations.

The Head of School holds roundtable discussions with parents and alumni to discuss the future

direction of the school.

The Advancement Office publishes several publications each year which keeps our parents informed

about the strategic direction of the school. They also frequently use social media platforms like

Facebook and Twitter to share information.

Parents and teachers are surveyed or asked for feedback on issues that will impact the school.

Grade level parent socials have been organized for every grade over the past fall. These have

engaged parents and connected them with the school and other parents.

All Board of Governors and Board sub-committee members are either current or former parents.

Timelines and Communication

The Combined Three-Year Education Plan and Annual Education Results Report (AERR) for

Strathcona-Tweedsmuir School was compiled by the Director of Curriculum and Instruction, the

Assistant Head of School and the Assistant Principal of the Senior School in collaboration with the

Academic Leadership Team. The Director of Facilities and the Executive Director of Finance and

Operations also contributed to the writing of this document.

The report was submitted for review to the Board of Governors on November 16, 2016.

The report was approved by the Board of Governors on November 23, 2016.

The report was submitted to Alberta Education by November 30, 2016 and was also posted to the

school’s website.


Page 34

Whistleblower Protection

Strathcona-Tweedsmuir School is committed to establishing and maintaining a work environment that

encourages Employees to report Wrongdoing without fear of reprisal. In support of this commitment, the

School has set in place the Protected Disclosure (Whistleblower) Policy whose purpose is to:

a. Facilitate the disclosure and investigation of significant and serious matters relating to Strathcona-

Tweedsmuir School that an Employee believes may be unlawful, dangerous to the public or injurious

to the public interest;

b. Protect Employees who make those disclosures; and

c. Promote public confidence in the administration of the School.

The policy establishes that:

a. An Employee may make a Protected Disclosure to the Designated Officer;

b. To the extent possible within the limitations of the law and this policy and the need to conduct a

competent investigation, this matter shall be kept confidential;

c. An Employee who makes a Protected Disclosure will be protected from Reprisal;

d. An Employee who alleges Wrongdoing in bad faith will be subject to appropriate disciplinary action;

e. The Chief Officer will establish and maintain procedures to manage disclosures of Wrongdoing in

accordance with this Policy and the Public Interest Disclosure Act (PIDA); and

f. The Chief Officer will report annually on all Protected Disclosures made to the Designated Officer.

The report will be provided to the Board of Governors and will be available to the public on request.

For Fiscal 2015-16, the School confirms there have be no Protected Disclosures received by the Designated

Officer or the Chief Officer.


Page 35

APPENDIX – Measure Details

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 36

Diploma Examination Results – Measure Details

Diploma Exam Course by Course Results by Students Writing. Results (in percentages) Target

2012 2013 2014 2015 2016 2016 A E A E A E A E A E A E

English Lang Arts 30-1 Authority 100.0 47.1 98.5 25.8 100.0 40.3 100.0 49.3 100.0 29.9 100 50

Province 86.3 11.3 85.9 10.4 87.6 11.8 86.5 11.4 86.8 10.7

Mathematics 30-1 Authority n/a n/a 85.7 57.1 86.6 50.7 92.2 58.4 92.2 50.0 100 50

Province n/a n/a 80.9 35.9 75.1 27.9 76.1 31.6 70.7 25.9

Mathematics 30-2 Authority n/a n/a n/a n/a n/a n/a n/a n/a 100.0 33.3 100 50

Province n/a n/a 69.5 9.7 71.3 15.0 73.9 15.5 75.4 16.8

Social Studies 30-1 Authority 97.3 45.2 95.9 36.5 96.9 46.9 98.7 40.3 96.7 26.7 100 50

Province 86.3 16.7 85.4 15.2 85.6 14.2 87.1 16.2 84.9 14.3

Biology 30 Authority 100.0 59.3 94.3 40.0 100.0 56.0 95.1 48.8 100.0 53.1 100 50

Province 81.9 28.2 84.4 32.2 85.2 31.8 85.8 33.0 85.1 32.4

Chemistry 30 Authority 87.1 41.4 * * 95.5 53.7 92.4 57.6 90.0 50.0 100 50

Province 77.1 28.7 78.8 31.8 81.5 35.2 82.1 34.2 81.5 34.5

Physics 30 Authority 80.8 26.9 * * 93.1 31.0 91.4 57.1 100.0 52.2 100 50

Province 81.1 30.5 81.5 30.4 83.2 34.3 83.9 35.8 85.8 39.8

Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. “A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of

excellence. 3. Participation in Diploma Examinations was impacted by the flooding in June 2013 and 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 these events. 4. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

Graph of Diploma Examination Results – Overall

Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used



Page 37

Diploma Examination Results by Course




Page 38

Diploma Examination Results by Course



Diploma Examination Results Course By Course Summary With Measure Evaluation

Strathcona Tweedsmuir Sch Alberta

Achievement Improvement Overall 2016 Prev 3 Year Average 2016 Prev 3 Year Average Course Measure N % N % N % N %

English Lang Arts 30-1 Acceptable Standard Very High Maintained Excellent 67 100.0 66 99.5 29,730 86.8 28,663 86.7 Standard of Excellence Very High Declined Good 67 29.9 66 38.5 29,730 10.7 28,663 11.2

Mathematics 30-1 Acceptable Standard Very High Maintained Excellent 64 92.2 50 88.2 20,492 70.7 20,735 77.4 Standard of Excellence Very High Maintained Excellent 64 50.0 50 55.4 20,492 25.9 20,735 31.8

Mathematics 30-2 Acceptable Standard Very High n/a n/a 6 100.0 n/a n/a 13,631 75.4 11,425 71.6 Standard of Excellence Very High n/a n/a 6 33.3 n/a n/a 13,631 16.8 11,425 13.4

Social Studies 30-1 Acceptable Standard Very High Maintained Excellent 60 96.7 72 97.2 22,494 84.9 21,869 86.0 Standard of Excellence Very High Declined Good 60 26.7 72 41.2 22,494 14.3 21,869 15.2

Biology 30 Acceptable Standard Very High Improved Excellent 32 100.0 34 96.5 22,539 85.1 21,806 85.2 Standard of Excellence Very High Maintained Excellent 32 53.1 34 48.3 22,539 32.4 21,806 32.3

Chemistry 30 Acceptable Standard Very High Maintained Excellent 60 90.0 67 94.0 19,265 81.5 18,126 80.8 Standard of Excellence Very High Maintained Excellent 60 50.0 67 55.7 19,265 34.5 18,126 33.7

Physics 30 Acceptable Standard Very High Improved Excellent 23 100.0 32 92.3 10,291 85.8 10,126 82.9 Standard of Excellence Very High Maintained Excellent 23 52.2 32 44.1 10,291 39.8 10,126 33.5

Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 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. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used



Page 39

High School Completion Rate – Measure Details

High School Completion Rate - percentages of students who completed high school within three, four and five years of entering Grade 10. Authority Province

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 3 Year Completion 96.5 95.5 96.5 91.4 96.9 74.2 74.8 75.3 76.5 76.5 4 Year Completion 96.3 95.6 96.0 95.3 92.5 78.0 79.2 79.6 79.9 81.0 5 Year Completion 94.5 96.2 96.5 96.8 95.1 79.4 80.6 81.5 82.0 82.1

Graph of Authority Results



Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Page 40

Drop Out Rate – Measure Details

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

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Drop Out Rate 1.4 1.0 1.3 0.3 1.0 3.8 3.6 3.3 3.5 3.2 Returning Rate * 25.9 * 0.0 100.0 23.2 22.8 20.7 20.9 18.2



Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Page 41

Rutherford Eligibility Rate – Measure Details

Percentage of Grade 12 students eligible for a Rutherford Scholarship. Authority Province

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 Rutherford Scholarship Eligibility Rate n/a n/a n/a n/a 98.7 n/a n/a n/a n/a 60.8

Rutherford eligibility rate details.

Reporting School Year

Total Students

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

Percent of Students Eligible

Number of Students Eligible






2011 n/a n/a n/a n/a n/a n/a n/a n/a n/a 2012 n/a n/a n/a n/a n/a n/a n/a n/a n/a 2013 n/a n/a n/a n/a n/a n/a n/a n/a n/a 2014 n/a n/a n/a n/a n/a n/a n/a n/a n/a 2015 79 77 97.5 72 91.1 72 91.1 78 98.7


Notes: 1. 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. 2. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).


Page 42

Diploma Examination Participation Rate – Measure Details

Diploma examination participation rate: Percentage of students writing 0 to 6 or more Diploma Examinations by the end of their 3rd year of high school. Authority Province

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 % Writing 0 Exams 5.9 3.2 6.1 7.2 5.5 16.8 16.5 16.6 15.7 15.7 % Writing 1+ Exams 94.1 96.8 93.9 92.8 94.5 83.2 83.5 83.4 84.3 84.3 % Writing 2+ Exams 92.9 95.5 90.0 92.8 94.5 80.1 80.5 80.3 81.4 81.2 % Writing 3+ Exams 91.7 95.5 47.6 92.8 94.5 66.7 66.8 63.3 65.0 64.7 % Writing 4+ Exams 85.6 87.2 7.7 90.0 89.6 55.6 55.9 50.1 54.4 54.6 % Writing 5+ Exams 62.7 58.1 2.6 62.7 63.0 36.7 37.5 31.5 36.3 37.1 % Writing 6+ Exams 18.1 11.1 0.0 10.9 6.1 13.9 14.3 11.4 13.1 13.8


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

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 English Language Arts 30-1 85.9 89.0 83.8 84.0 82.4 54.5 54.7 53.9 54.0 53.2 Total of 1 or more English Diploma Exams 85.9 89.0 83.8 84.0 82.4 78.4 78.6 78.7 79.7 79.5 Social Studies 30-1 90.6 94.5 91.3 90.7 91.8 47.8 47.6 45.8 45.1 43.5 Total of 1 or more Social Diploma Exams 90.6 95.9 91.3 90.7 91.8 78.2 78.7 78.8 79.6 79.5 Mathematics 30-1 n/a n/a 10.0 90.7 89.4 n/a n/a 29.7 37.3 37.1 Mathematics 30-2 n/a n/a 0.0 4.0 1.2 n/a n/a 16.7 21.4 22.4 Total of 1 or more Math Diploma Exams 88.2 90.4 13.8 90.7 90.6 61.6 61.1 52.1 57.0 57.6 Biology 30 51.8 37.0 41.3 38.7 47.1 42.5 42.8 42.2 41.4 40.6 Chemistry 30 77.6 89.0 2.5 88.0 76.5 35.8 36.5 31.5 34.7 35.7 Physics 30 40.0 38.4 2.5 40.0 41.2 20.5 20.2 17.3 20.0 19.9 Total of 1 or more Science Diploma Exams 89.4 93.2 43.8 90.7 89.4 58.8 59.2 57.3 59.4 59.8 Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used



Page 43

Citizenship – Measure Details

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 94.0 95.1 95.2 96.0 95.5 82.5 83.4 83.4 83.5 83.9 Teacher 97.8 98.2 100.0 100.0 100.0 93.1 93.6 93.8 94.2 94.5 Parent 93.6 96.3 95.3 96.1 96.6 79.4 80.3 81.9 82.1 82.9 Student 90.5 90.9 90.3 91.9 90.0 75.0 76.2 74.5 74.2 74.5

Graph of Overall Authority Results

Graph of Detailed Authority Results

Notes: 1. Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the

introduction of the Tell THEM From ME survey tool in 2014. 2. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

Work Preparation – Measure Details

Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 93.3 93.3 94.4 94.4 98.1 79.7 80.3 81.2 82.0 82.6 Teacher 98.4 94.5 96.7 94.8 100.0 89.5 89.4 89.3 89.7 90.5 Parent 88.2 92.1 92.2 93.9 96.3 69.9 71.1 73.1 74.2 74.8



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


Page 44

Lifelong Learning – Measure Details

Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 89.5 89.0 91.3 93.5 93.8 68.0 68.5 69.5 70.0 70.7 Teacher 97.7 94.6 96.0 98.3 98.4 75.8 75.7 76.0 76.0 77.3 Parent 81.4 83.3 86.6 88.7 89.2 60.2 61.2 63.0 64.0 64.2





Page 45

Provincial Achievement Test Results – Measure Details

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

2012 2013 2014 2015 2016 2016 A E A E A E A E A E A E

English Language Arts 6 Authority 100.0 75.0 100.0 61.4 97.7 61.4 94.5 45.5 100.0 56.3 100 50

Province 82.7 17.8 82.5 16.3 81.9 17.6 82.8 19.5 82.9 20.4

Mathematics 6 Authority 100.0 65.9 100.0 63.6 97.7 52.3 94.5 36.4 98.4 42.2 100 50

Province 74.7 16.6 73.0 16.4 73.5 15.4 73.2 14.1 72.2 14.0

Science 6 Authority 100.0 75.0 100.0 77.3 97.7 77.3 94.5 70.9 100.0 75.0 100 50

Province 77.8 28.2 77.5 25.9 75.9 24.9 76.3 25.3 78.0 27.1

Social Studies 6 Authority 100.0 54.5 100.0 65.9 97.7 61.4 94.5 52.7 98.4 75.0 100 50

Province 73.2 19.5 72.7 19.0 70.4 16.6 69.8 18.1 71.4 22.0

English Language Arts 9 Authority 100.0 69.7 100.0 60.6 97.1 59.4 97.3 52.1 98.5 71.6 100 50

Province 77.4 16.4 76.7 14.8 76.3 15.0 75.6 14.4 77.0 15.2

Mathematics 9 Authority 100.0 60.6 97.0 53.0 89.9 44.9 93.2 45.2 98.5 58.2 100 50

Province 66.4 17.8 66.8 18.3 67.1 17.3 65.3 17.9 67.8 17.5

Science 9 Authority 100.0 50.0 100.0 59.1 97.1 58.0 98.6 47.9 98.5 52.2 100 50

Province 74.1 22.4 72.9 20.0 73.2 22.1 74.1 22.8 74.2 22.4

Social Studies 9 Authority 100.0 78.8 100.0 59.1 92.8 58.0 97.3 45.2 97.0 59.7 100 50

Province 68.9 19.1 65.5 18.8 65.5 19.9 65.1 19.8 64.7 18.0

Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 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 flooding in June 2013 (Grade 9 only) and 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 these events. 4. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

Graph of Overall Provincial Achievement Test Results

Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016.



Page 46

Graph of Provincial Achievement Test Results by Course (optional)




Page 47

Graph of Provincial Achievement Test Results by Course




Page 48

PAT Results Course By Course Summary By Enrolled With Measure Evaluation

Strathcona Tweedsmuir Sch Alberta

Achievement Improvement Overall 2016 Prev 3 Year Average 2016 Prev 3 Year Average Course Measure N % N % N % N %

English Language Arts 6 Acceptable Standard Very High Improved Excellent 64 100.0 48 97.4 47,606 82.9 45,843 82.4 Standard of Excellence Very High Maintained Excellent 64 56.3 48 56.1 47,606 20.4 45,843 17.8

Mathematics 6 Acceptable Standard Very High Maintained Excellent 64 98.4 48 97.4 47,512 72.2 45,774 73.2 Standard of Excellence Very High Maintained Excellent 64 42.2 48 50.8 47,512 14.0 45,774 15.3

Science 6 Acceptable Standard Very High Improved Excellent 64 100.0 48 97.4 47,543 78.0 45,788 76.6 Standard of Excellence Very High Maintained Excellent 64 75.0 48 75.2 47,543 27.1 45,788 25.3

Social Studies 6 Acceptable Standard Very High Maintained Excellent 64 98.4 48 97.4 47,522 71.4 45,710 71.0 Standard of Excellence Very High Improved Excellent 64 75.0 48 60.0 47,522 22.0 45,710 17.9

English Language Arts 9 Acceptable Standard Very High Maintained Excellent 67 98.5 71 97.2 43,780 77.0 38,487 76.2 Standard of Excellence Very High Improved Excellent 67 71.6 71 55.7 43,780 15.2 38,487 14.8

Mathematics 9 Acceptable Standard Very High Improved Excellent 67 98.5 71 91.5 43,253 67.8 38,217 66.4 Standard of Excellence Very High Improved Excellent 67 58.2 71 45.1 43,253 17.5 38,217 17.8

Science 9 Acceptable Standard Very High Maintained Excellent 67 98.5 71 97.9 43,834 74.2 38,760 73.4 Standard of Excellence Very High Maintained Excellent 67 52.2 71 53.0 43,834 22.4 38,760 21.6

Social Studies 9 Acceptable Standard Very High Maintained Excellent 67 97.0 71 95.0 43,775 64.7 38,759 65.4 Standard of Excellence Very High Maintained Excellent 67 59.7 71 51.6 43,775 18.0 38,759 19.5

Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 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 flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016.



Page 49

Program of Studies – Measure Details

Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 92.3 91.4 89.9 91.9 90.7 80.7 81.5 81.3 81.3 81.9 Teacher 94.3 93.0 93.7 93.0 94.1 87.3 87.9 87.5 87.2 88.1 Parent 93.0 93.9 90.9 96.7 93.0 78.1 78.9 79.9 79.9 80.1 Student 89.7 87.3 85.2 86.0 85.1 76.9 77.8 76.6 76.9 77.5





Parental Involvement – Measure Details

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 89.1 87.1 86.3 92.2 91.2 79.7 80.3 80.6 80.7 80.9 Teacher 97.2 93.2 94.5 96.2 96.9 88.0 88.5 88.0 88.1 88.4 Parent 81.0 80.9 78.2 88.2 85.6 71.4 72.2 73.1 73.4 73.5





Page 50

Education Quality – Measure Details

Percentage of teachers, parents and students satisfied with the overall quality of basic education. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 96.1 96.7 96.4 97.4 97.6 89.4 89.8 89.2 89.5 90.1 Teacher 98.7 98.8 99.7 99.7 100.0 95.4 95.7 95.5 95.9 96.0 Parent 94.6 96.2 94.8 98.1 97.8 84.2 84.9 84.7 85.4 86.1 Student 94.9 95.2 94.8 94.5 95.0 88.6 88.7 87.3 87.4 88.0





Safe and Caring – Measure Details

Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 95.6 95.9 95.8 96.5 96.3 88.6 89.0 89.1 89.2 89.5 Teacher 98.4 97.5 98.7 98.3 99.4 94.8 95.0 95.3 95.4 95.4 Parent 94.6 96.4 96.0 97.8 97.6 87.4 87.8 88.9 89.3 89.8 Student 93.7 93.7 92.7 93.4 91.9 83.7 84.2 83.1 83.0 83.4



Notes:

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



Page 51

School Improvement – Measure Details

Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Overall 88.4 86.6 88.2 91.1 91.7 80.0 80.6 79.8 79.6 81.2 Teacher 83.3 82.0 89.1 89.1 92.2 81.1 80.9 81.3 79.8 82.3 Parent 89.3 85.5 84.2 91.3 93.1 76.2 77.9 77.0 78.5 79.7 Student 92.6 92.3 91.4 92.9 89.7 82.7 82.9 81.2 80.7 81.5





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