École Edwards Elementary School · 2015-01-13 · 2 MESSAGE FROM SCHOOL PRINCIPAL École Edwards is a GREAT learning community.We are a Leader in Me dual track French Immersion school

École Edwards Elementary School 2013-2014 Annual Report

October 15, 2014

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MESSAGE FROM SCHOOL PRINCIPAL

École Edwards is a GREAT learning community. We are a Leader in Me dual track French Immersion school. Our purposeful focus on empowering each learner to be a leader is felt everywhere in the school. We pride ourselves on being a large school with a real sense of small-town community. Working “together” is something we strive for daily and this focus allows each of us to support the other to excel and achieve the greatness within. We know that having strong literacy skills is paramount to a solid foundation for all learning. Our school wide use of the Daily 5 framework and CAFE strategies in guided reading help each learner meet with success as a reader. As we continue to focus on flexible learning spaces and opportunities to best meet the needs of each learner, we also make sure that the JOY of learning is alive and well.

Reviewing, analyzing and reflecting on the data provided by our students, parents and staff continues to tell us a lot about who we are as learners and leaders. Deepening our understanding of our learning community and beginning with the end in mind by developing a plan to take the necessary steps in order to continue on our path towards excellence is critical to our success as a learning and leading community.

Being a Leader in Me school and living the principles of the 7 Habits of Highly Effective People helps keep our vision focused on empowering each learner to truly know him or herself as a leader. By looking at the data we know that our students, parents and staff feel that we are a welcoming and safe school where people feel valued, heard and know they belong. As we continue on our path of excellence, we will continue to work with the feedback provided through the different surveys to tweak, change and add to our community. We are excited to be able to work with all stakeholders to continue making École Edwards a GREAT place to be. Through all the changes we know that:

Together we… learn, succeed, lead

Ensemble nous… apprenons, réussissons, dirigeons!

Quotes from Parent Advocates

“Our family has been a part of the École Edwards learning community for the past 5 years, and during that time we have seen an amazing transformation occur in our school. It has grown to be this incredibly bright and welcoming place, where communication between parents, teachers and administrators is always welcomed. Not only do our children enjoy attending École Edwards, but they have learned many valuable leadership skills through the Leader In Me program. As parents it gives us the utmost peace of mind knowing that our children are surrounded by caring, invested professionals that are dedicated to meet their academic and social needs.” - Laurie R. "This is our second year at École Edwards; our 2 boys are thriving! We have witnessed them grow on all levels as learners. We have found Edwards Elementary School to be a vibrant community of students, educators and parents working together to develop tomorrow's leaders. Edwards Elementary offers a modern facility with a strong emphasis on promoting a passion for learning and equipping leaders to succeed. We believe that Edwards offers outstanding preparation and quality education with regular exposure to technology to allow our children to excel in the 21st Century." -Sarah C.

“École Edwards is...Sharing, Caring, Laughing and Learning. It is a safe and positive environment that allows our

children to become independent and successful leaders. Our little leaders at École Edwards don't tell us... they SHOW

us how it's done” -Shari K

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SCHOOL PROFILE

School Name: École Edwards Elementary School

Principal: Ms. Sharon Cronin Assistant Principals: Ms. Lindsay Adams; Ms. Dawn Rife Address: 241 Jensen Drive, Airdrie, Alberta T4B 0G2 Phone: (403) 948-5922 Fax: (403) 948-6061 Email: [email protected] Website: http://edwards.rockyview.ab.ca/

Grade Configuration: Kindergarten to Grade 4 Student Population: 879 No. of Teachers: 43 No. of Support Staff: 25

Foundation Statements:

Logo with Vision:

Mission:

At École Edwards we develop and empower leaders and learners. Together we recognize and celebrate the success of

everyone. Our learners are prepared to be leaders for life.

Beliefs/Principles:

Come to Edwards to find the leader in you. Leave with the tools to be a leader for life.

• We believe that reading is the foundation for successful life-long learning • We believe that students’ needs differ and it is our responsibility to help each learner reach his or her own personal excellence. • We believe that through our Leader in Me initiative, which teaches our learners the 7 Habits of highly effective people, we will succeed in empowering each student to be a leader in their own way.

mailto:[email protected]

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OVERVIEW OF ACHIEVEMENTS

École Edwards has much to celebrate as we have witnessed a high degree of satisfaction amongst all of our stakeholders over the course of this 3 Year Plan (3YP). Areas requiring an increased focus fall under goal 4: Learning environments enable the acquisition of 21

st century competencies. Further attention is required in accelerating

innovation, research and organizational development to achieve operational efficiencies and building leadership capacity across the division.

Goal One – Learners have their individual needs met École Edwards is a large learning community with a small-town feel. Despite our size, our adult leaders have done a tremendous job in meeting the social/emotional and academic needs of each and every child. Of the 28 items contained in the student survey, 25 were ranked higher than the Rocky View Schools (RVS) average.

The survey data tells us that 92% of our students feel that teachers use a variety of ways to help them learn. Moreover, 96% feel that teachers help them when they need it.

Our focus around goal one has been the creation of Universal Learning Environments (ULE’s) and the ubiquitous use of technology. Enhancing ULEs and allowing students to learn and demonstrate their knowledge in different ways has contributed to greater student success.

An increased emphasis on the use of technology has also assisted our students in reaching their fullest potential. 88% of our students make use of the classroom’s online resources (i.e., blogs, websites, etc.) after school in order to enhance their learning. Teachers have committed a significant amount of time to create these digital resources and we are proud to see many of them sharing their best practices at the 2014 French Immersion National conference in Halifax, Nova Scotia.

Goal Two – Learners are self-directed, innovative, ecologically intelligent and entrepreneurial. The introduction of the new report card or Communication of Student Learning (CoSL) has placed an increased importance on the acquisition of 21

st century competencies. As part of the implementation year, École Edwards staff

engaged in many professional learning opportunities to deepen understanding surrounding the competencies and how they are demonstrated by young learners. Continuums detailing the progression in competency development are posted in all classrooms. We have also worked collaboratively as grade teams in order to effectively communicate with our parents what the competencies look like within the context of an elementary school. Global stewardship has continued to play an integral role in the life of Edwards leaders. Our students are active citizens through the participation in initiatives such as the Candy Bag Drive and Yellow Fish Road. These projects allow our learners to give back to the community of Airdrie. As a result, 94% of our parents report that they are satisfied that the school provides students with activities that promote responsible citizenship, volunteerism, and community service and that the school models practices that contribute to environmental sustainability. Moreover, 92% of our parents believe that the school staff is helping their children to become better citizens.

Facilitating the acquisition of 21st century competencies continues to be a focus for professional learning as does

creating a culture of academic excellence.

Goal Three – Instructional design challenges and engages each learner. We are proud of the work that all of our leaders do in relation to instructional design. Our RVS survey tells us that we maintain our momentum in this area and our three year average remains stable. The area of “Instructional practices empower learners” continues to be an area of success for us in relation to the whole division. Our priority with this goal had been to focus on establishing Universal Learning Environments at École Edwards. We continue our focus on learning more about ways to differentiate for our learners; to provide multiple entry points and multiple means for our students to represent their learning, in order to see our classrooms transform into Universal Learning Environments, which is a flexible learning space where learning is truly accessible for each learner. In our

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APORI data, our parent community shared that 88% of them are satisfied with the quality of education, up from 76% the previous year. This is a clear indication that parents appreciate how teachers are approaching teaching and learning. The RVS survey data also tells us that 88% of students feel that they are able to learn at any pace, any place or any time. This ability to extend the learning beyond the school day helps to empower and engage our students to be self-directed learners. Our work since the previous year with our Professional Learning model is evidenced in the classroom setting. Approximately 90% of our staff understand and use the principles of UDL(Universal Design for Learning), which is an approach to teaching and learning that supports each learner as he or she needs. We continue to find forums for our staff to share their excellent practices particularly focused around ULE’s. Staff were invited to present, on behalf of RVS, how a ULE plays out in an elementary setting. Our staff continued to share their expertise outside of the school, presenting in forums such as the national French Immersion conference (ACPI), Rocky Talks, and the ULE pilot celebration. We have much to be proud of our adult learners, and can see the benefits in classroom practice.

Goal Four – Learning environments enable the acquisition of 21st C Competencies. École Edwards continues to progress well in relation to creating an overarching Universal Learning Environment that will enable our students to acquire 21

st Century Competencies. The intentional alignment between professional growth

plans, the School Education Plan, and the RVS 4 Year Plan continually moves us forward toward achieving our vision of teaching and learning where the learning needs of each learner are met. Our RVS survey results demonstrates that 94% of our stakeholders see that learning is generative, responsive and multi-dimensional. In today's world of learning, the complexities of our learners has increased, which means the approach to teaching and learning must shift to meet the differing needs. How proud we are that the shift is occurring and is supported by the data. We continue to build staff capacity around pedagogy and technology. As we continue to better educate our parent population, through school council meetings, school newsletters and the use of social media such as Twitter and Facebook, we will create a dynamic relationship between home and school where everyone understands that school looks different and that the learners need different approaches in order to be successful. 95% of our kindergarten parents feel that students are learning to become critical, creative and complex thinkers. As we continue to develop the 21

st Century competencies in our learners we understand more deeply the need to focus in

these areas and the importance of creating a strong foundation when the children begin their school career. 92% of the same group of stakeholders also feel that digital technologies used by the teachers, enhance learning for the children. Because of the successful approach to building capacity with our staff with regards to the use of digital tools, they are able to vary how the tools better meet the needs of the children. Student leadership remains a strong focus for all at École Edwards. 94% of our students agree that we have a caring atmosphere in our school with 96% stating that their teachers help them when they need it. We continued to build on our student leadership jobs and also established student led clubs where hundreds of our young learners were able to demonstrate strong leadership throughout the year by leading various clubs, such as Lego club, Chinese club, dance club, French club, Stuffy club, etc.

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PRIORITY AREAS FOR FUTURE SCHOOL EDUCATION PLANS Goal One – Learners have their individual needs met

In an effort to meet the individual needs of each of our students, we will continue to focus on authentic leadership opportunities through the Leader in Me. Providing opportunities for every student to succeed (whether through sports, photography, etc.) contributes to our students feeling that their strengths are valued within our learning community. Making learning universally accessible will continue to be a focus as we look through a literacy lens in the creation of Universal Learning Environments (ULEs). Our Collaborative Coaching Time (CCT) will consist of grade level teams meeting for 0.5 day once per month. During this time, we will use student assessment data to drive next steps for instruction. We will also explore various ways to differentiate research-based practices and ensure that we are creating multiple entry points for each learner.

In addition to school-wide CCTs, our learning support team will continue to play an integral role in increasing teacher capacity. An allotment of 3.0 FTE will allow for collaborative practices and mentoring of new teachers.

Participation in the ULE cohort offered through the University of Calgary also will provide teachers with the knowledge and skills to create classroom environments where learning is universally accessible.

At École Edwards, we value our parents and our community partners. Our school council continues to play an integral role in determining the school’s priorities and creating family events that bring the entire community together. In order to ensure that parents and community partners play a purposeful and sustained role we have enhanced the accessibility of school council meetings by alternating times and providing childcare. Moreover, our Child Development Advisors (CDAs) will be offering parent sessions on topics of interest in order to build positive teaming between home and school. Special attention to the NETWORKS system will also facilitate meaningful reciprocal relationships.

Lastly, an increased focus on our relationship with First Student and RVS Transportation is an absolute necessity. Given that many of our students are bussed to and from school every day, we need to ensure that our learners feel safe while riding the bus.

Goal Two – Learners are self-directed, innovative, ecologically intelligent and entrepreneurial. Ongoing collaboration and communication with our stakeholders is essential as we move through the second year of the CoSL implementation. Dedicating parts of our regular communication tools (i.e., school newsletter and website) to celebrate student and teacher achievements as they relate to 21st century competencies will help in the consolidation process.

As we move forward with our focus on literacy instruction within ULEs, establishing clear, consistent benchmarks will be of paramount importance. If learners are to flourish within a culture of excellence, all members of the learning community must be aware of the goals for which we strive. A school-wide literacy handbook created in consultation with staff, students, and parents will assist in clearly articulating our beliefs around literacy instruction and achievement.

We will also continue with our leadership focus of “giving back”. Classes will be challenged to take up a cause and be the change that they want to see in the world around them.

Goal Three – Instructional design challenges and engages each learner. Being purposeful with our instructional design is a necessary component to our ongoing work with Universal learning Environments. Equipping our teachers, through focused work with inquiry based learning, targeted work with our learning coaches and continued embedded professional learning time will all be priority areas for the staff at École Edwards. As we recognize that students need multiple entry points and multiple means for accessing learning, we also know that our adult leaders need the same thing. Under the umbrella of Universal Learning Environments, we are targeting our literacy practice to ensure that reading and writing form a solid foundation for our students. Monthly collaborative coaching time, professional learning during staff meetings and school based professional learning days will also target literacy instruction. Using a school wide standard reading continuum is a first step in supporting purposeful assessment practices and increasing our communication with students and families.

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Inquiry based learning approaches in all areas of teaching, but particularly with literacy and numeracy instruction will continue. The focus with the inquiry model will support increased engagement with students and staff. With our changes to staff in our French Immersion program, all of the professional learning targeting instructional design to challenge and engage learners is particularly critical to ensure we’re meeting the needs of each person. Our continued focus with the Communication of Student Learning (year two of this new report card) is instrumental in aligning teaching with solid assessment practices. Teachers mindfully plan their assessment at the onset of teaching in order to better understand where each learner is and what he or she needs to do in order to improve.

Goal Four – Learning environments enable the acquisition of 21st C Competencies. Our overarching goal for our school is the development of Universal Learning Environments. As we continue to engage in purposeful conversations around the 21

st Century Competencies and how they can come alive in a learning setting,

teachers will be more comfortable with the necessary changes to practice to ensure that the diverse needs of learners are being met. Delving into the Alberta Learning and Technology Framework Outcomes is essential to ensuring that our staff and school community gain a deeper understanding of these competencies. We will continue to provide regular opportunities for differentiated staff professional learning around effective Universal Learning Environments. Aligned with our overarching goal is a very intentional focus on increasing our literacy instruction. Reading and writing is the foundation of what we do with children. Our monthly collaboration time will focus on increasing literacy instruction, maintaining our work with the Daily 5 Framework and solidifying our focus with the CAFE (Comprehension, Accuracy, Fluency, Expression) menu which targets comprehension, accuracy, fluency and expression when it comes to reading instruction. Woven into these goals of ULE and literacy instruction is the need to continue our work with balanced assessment practices. Time at our monthly collaboration meetings will also be dedicated to ensuring that staff have a deep understanding of balanced literacy an can share ideas for triangulation of data in order to best understand where the children are with their reading and writing and where they need to go to be successful in these areas. Communicating this information to parents (and students) is also an area of focus. Our continued work with our new divisional report card format (communication of student learning) will support parental and student understanding, along with using a standardized reading continuum across the grades to better communicate this information. Finally we will also continue our focused work within our French Immersion program to better help our parent community feel better equipped to support their children at home. This will be done through online tools on our website.

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Appendix A: Rocky View Schools Accountability Pillar Rocky View Schools Accountability Pillar

Goal Outcome École Edwards Rocky View Schools Measure Evaluation

Current Previous

Year 3 Year

Average Current

Previous Year

3 Year Average

Achievement Improvement Overall

Goal One:

Learners have their individual needs

met

Learners feel safe and valued within the learning community 78.68% 80.54% 78.86% 84.58% 84.86% 83.63% Below Not Significant Issue

Learning is universally accessible 80.82% 86.49% 84.27% 85.67% 85.42% 84.75% Below Not Significant Issue

Parents and community partners play a purposeful and sustained role 75.27% 81.99% 77.55% 83.82% 84.20% 82.71% Below Not Significant Issue

Goal Two:

Learners are self directed,

innovative, ecologically

intelligent, and entrepreneurial

Learners direct and feel ownership for their learning 85.99% 89.84% 88.61% 85.44% 86.67% 85.03% Intermediate Not Significant Acceptable

Learners demonstrate 21st Century competencies 76.20% 84.69% 82.53% 83.86% 84.94% 83.87% Below Significant Decline Concern

Learners demonstrate global stewardship 91.15% 93.07% 92.22% 86.36% 88.78% 86.82% Intermediate Not Significant Acceptable

Learners flourish in a culture of excellence 76.93% 86.83% 83.64% 83.95% 84.83% 83.59% Below Significant Decline Concern

Goal Three: Instructional design

challenges and engages each

learner

Learning occurs any time, any place, any path, any pace 78.78% 83.26% 80.60% 81.02% 81.33% 79.84% Intermediate Not Significant Acceptable

Instructional design engages each learner 78.13% 83.42% 81.62% 83.45% 84.85% 83.15% Below Not Significant Issue

Instructional design enriches the learning experience 91.24% 93.64% 91.85% 88.35% 89.67% 88.34% Intermediate Not Significant Acceptable

Instructional practices empower learners 85.44% 90.41% 87.45% 76.78% 78.50% 76.26% Intermediate Not Significant Acceptable

Goal Four:

Learning environments enable the acquisition

of 21st Century competencies

Learners use digital technologies to enhance learning 87.86% 93.40% 89.82% 88.74% 90.20% 88.38% Intermediate Not Significant Acceptable

Accelerate innovation, research and organizational development to

achieve operational efficiencies 65.56% 74.98% 72.18% 82.10% 84.00% 81.70% Below Not Significant Issue

Learning is generative, responsive and multi-dimensional 93.59% 90.45% 92.74% 92.44% 92.83% 92.09% Intermediate Not Significant Acceptable

Leadership capacity is built across the jurisdiction 74.11% 67.46% 76.69% 79.59% 81.25% 79.53% Below Not Significant Issue

Achievement evaluation: is based on a percentile comparison of the school’s Current Year data to other schools in Rocky View Schools. Schools below the 25th percentile are evaluated as Below; schools between the 25th and 75th percentile are evaluated as Intermediate; and schools above the 75th percentile are evaluated as Above.

Improvement evaluation: is based on comparing the school’s Current Year result to the Previous Year’s result. A hypothesis test of proportion is used to determine whether or not the change is statistically significant.

Overall evaluation: combines the Achievement evaluation and the Improvement evaluation. The table below displays how the Achievement and Improvement evaluations are combined to get an Overall evaluation.

Achievement

Improvement Above Intermediate Below

Significant Improvement Excellent Good Acceptable

Not Significant (Maintained) Excellent Acceptable Issue

Significant Decline Acceptable Issue Concern

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Appendix B: Alberta Education Accountability Pillar Overall Summary

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Appendix C: Pillar Accountability Survey – Comparative Results by Year RVS STUDENT SURVEY

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RVS PARENT SURVEY

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RVS STAFF SURVEY

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Staff Survey: Results by Position for This Year Note: Results by position are displayed only for those positions with 6 or more responses.

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Analysis of RVS Satisfaction Survey Results: Student Surveys Overall Summary

Student results overall increased from last year and in all areas except for bus issues, surpassed RVS

student averages.

Areas of Strength:

Students continue to feel welcomed, respected and cared for at our school.

Students feel that overall the school helps them be better citizens.

They feel that teachers make learning interesting.

There continues to be a high degree of satisfaction with use of technology, including online access to learning as well as with ability to be involved in volunteer opportunities and community service.

Students appreciate that teachers use real life examples for their learning.

Future Priorities:

Continued focus through the Leader in Me to ensure that students show care, compassion and respect

towards one another.

Parents Surveys Overall Summary

Overall our parents show a high rate of satisfaction. The responses are typically aligned with the student

satisfaction rates. Where we see gaps, we’ll continue to work on effective communication to ensure our

parents have a deeper understanding of what is going on in their child’s day to day schooling.

Areas of Strength:

More than 90% of our parents feel welcome at the school and that this is a caring place to be. This same percentage also feels that their children are treated fairly by adults in our building and that respectful relationships overall are encouraged.

93% of our parents feel they can be involved in school activities.

Parents are pleased with the amount of outreach and service learning that occurs and are equally pleased with the focus on contributions to environmental sustainability.

85% of our parents feel that our teachers inspire their children’s learning.

Parents of École Edwards leaders feel that their children are becoming better citizens.

Future Priorities:

Continued work on effective communication regarding progress and assessment, including the new Communication of Student Learning (report card)

Communicating how the needs of all learners are being met on a daily basis.

Communicating how transitioning occurs from grade level to grade level.

Communicating how the 21st Century Competencies are used in instruction.

Ongoing work with the bus company and the department of transportation, regarding bus travel and relationships on the bus.

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Staff surveys Overall Summary:

The data shows satisfaction with many areas, however also highlights some discrepancies in staff understanding of overall elements such as UDL, PL model and Universal Learning Environments.

Areas of Strength:

96% of staff share that their professional growth plans and Communities of practice are aligned with the School Education Plan and the divisional 3 Year Plan. An increase in satisfaction was also shown with accessibility to professional learning.

An increase of 7% was shown with how staff perceive respectful relationships being encouraged amongst all learners.

Staff show increased satisfaction with both the school and the division being good places to work.

Staff feel that students are becoming better citizens and that students are treated fairly.

96% and 97% of staff are comfortable with their understanding and implementation of UDL principles as well as their use of policy HK (assessment practices)

Staff are very satisfied with how students access authentic learning as well as their ability to use inquiry based and project based learning in their practices.

Future Priorities:

Increasing staff opportunity to make decision within the school.

Staff satisfaction with modeling practices around environmental sustainability.

Increased understanding with the use of ISTE Nets.

Shared understanding around transitioning from grade level to grade level.

Purposeful focus on how student needs are met.

Appendix D: Grade Level of Achievement The chart below shows the percentage of Grade 1 – 9 students whose year-end assessment by teachers indicates they are at/above grade standards in Language Arts and Math.

GRADE STANDARDS 2013/2014 Target 2014/15 Math Language Arts French

Language Arts Math Language

Arts French

Language Arts

Results (%)

Results (%) Results (%)

Grade 1 97.7% 96% 98.4% 94% 94% 92%

Grade 2 93.6% 91% 83.9% 98% 96% 98%

Grade 3 92.6% 86.9% 85.8% 95% 92% 88%

Grade 4 95.3% 91.9% 85.9% 94% 90% 88%

Analysis of Grade Level of Achievement Results:

Teachers report that the majority of learners are achieving at or above grade level

French Immersion students are transferring language skills from French to English language in third and fourth grades.

Areas of Strength:

High level of achievement in mathematics Future Priorities:

Continue to increase teacher capacity around balanced literacy instruction and how that relates to the established Daily 5/CAFE structures.

Establishing clear benchmarks in the French Immersion program in order to close the gap between FLA and ELA achievement

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Appendix E: Provincial Achievement Test Results (COHORT)

The chart below shows the Division’s results for student achievement at both the “acceptable” standard and the “standard of excellence”. The “target” reflects the school’s best assessment of future student performance given the five-year trend and any applicable improvement initiative.

Analysis of Cohort Provincial Achievement Results:

Overall maintenance of performance over previous year in English Language Arts and Mathematics written in French.

French Language Arts experienced a dip in results.

Improvement was seen in the percentage of students achieving the acceptable standard in Mathematics written in English.

Results remain lower than the provincial average in all areas.

Areas of Strength:

Similar performance amongst English stream and French Immersion stream students writing English Language Arts test

100% of identified English as a Second Language students and 100% of the identified Special Education students achieved the acceptable standard on the English Language Arts and Mathematics (English) tests

26% of the students writing the English Language Arts test achieved the standard of excellence in reading.

Overall results in writing in both English Language Arts and French Language Arts

Future Priorities:

Establishing clear benchmarks in the French Immersion program in order to close the gap between FLA and ELA achievement

Focus on targeted instruction in vocabulary development and inferencing skills both in ELA and FLA.

Focus on integrating math strands through authentic problem solving.

Increasing Standard of Excellence in all areas

Appendix F: Provincial Achievement Test Participation Rates

The chart below shows the number of students participating in provincial achievement tests over the past five years.

GRADE 3 PARTICIPATION RATES: 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

School Prov. School Prov. School Prov. School Prov. School Prov. Target

Results (%)




Results (%)

L.A.: 97.0 91.1 97.6 91.0 94.2 91.6 98.1 91.3 90.9 91.6 98

L.A. FI: 98.6 97.3 98.5 94.6 98.9 96.3 95.2 96.2 90.7 95.3 98

MATH: 96.3 88.3 94.9 91.6 82.1 92.0 100 91.5 87 91.9 98

MATH FI: 98.6 97.7 100 98.2 100 98.6 97.6 98.2 95.3 97.4 98

Analysis of Provincial Achievement Participation Rates:

Our participation rates are slightly below the provincial averages in all test areas.

We experienced a 5% to 8% decrease in our participation rates from the 2012/2013 school year.

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Areas of Strength:

Our creation of ULEs accommodates the learning needs of our students. The majority of our students are prepared to write the Provincial Achievement Tests.

Future Priorities:

Continue to provide inclusive programming that prepares our students to be confident when undertaking written tests.

Appendix G: Overall Satisfaction Survey – Alberta Education As part of Alberta Education’s Accountability Pillar, each year it institutes a satisfaction survey with parents, students and certificated staff. The chart below reports the overall results (aggregated across respondent groups) for each accountability survey measure over the past five years.

OVERALL SATISFACTION LEVELS

2009/10 2010/11

2011/12

2012/13

2013/14

Target 2014/15

School Prov. School Prov.

School

Prov.

School

Prov.

School

Prov.

Safe and Caring Schools

89.9 87.6 89.6 88.1 86.5 88.6 85.5 89.0 86.5 89.1 88

Program of Studies 85.2 80.5 82.9 80.9 85.3 80.7 85.2 81.5 85.0 81.3 87

Education Quality 91.2 89.2 93.5 89.4 90.9 89.4 90.3 89.8 89.6 89.2 92

Access to Services 62.2 70.4* 64.3 69.7* 58.4 70.6* 58.4 70.8* 52.5 71.6* 65

Work Preparation 78.1 79.9 77.4 80.1 72.5 79.7 77.6 80.3 74.1 81.2 78

Citizenship 85.2 81.4 85.9 81.9 81.8 82.5 81.6 83.4 81.6 83.4 84

Parental Involvement 84.3 80.0 77.1 79.9 68.2 79.7 77.2 80.3 70.4 80.6 75

School Improvement 89.2 79.9 83.7 80.1 73.7 80.0 79.9 80.6 73.4 79.8 77

Professional Learning 93.0 83.1* 87.8 82.2* 83.6 81.8* 87.9 82.2* 83.3 81.0* 85

*Found under ACOL Measure in APORI Report

Analysis of Satisfaction Survey Results:

Overall student satisfaction for a safe and caring environment has increased while parental satisfaction

has decreased. Teachers overall show high satisfaction particularly with how students treat each other

and are treated by staff.

Parental and teacher satisfaction with program of studies remains steady.

Teachers and students continue to display high satisfaction with the quality of education. Parental

satisfaction has increased slightly.

15% increase in parent satisfaction with the teaching and learning of attitudes and behaviours that will

prepare students for when they leave school with teachers showing a small decline in satisfaction.

We have maintained overall satisfaction with regards to satisfaction that students model the

characteristics of active citizenship.

A slight increase is shown with all stakeholders with regards to preparation for lifelong learning.

Satisfaction with accessibility and efficiency of programs and services for students in our community has

remained the same.

Stakeholder satisfaction of school improvement has increased.

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Areas of Strength:

Safe and caring

Program of Studies

Quality of Education

Citizenship

School improvement

Future Priorities:

Work preparation- increase our communication around why we do what we do… beginning with the end

in mind.

Parental involvement-now that we have seen an increase (based on RVS Pillar data), we want to

maintain this momentum.

Appendix H: Provincial Achievement Test Results (COHORT)

The chart below shows the Division’s results for student achievement at both the “acceptable” standard and the “standard of excellence”. The “target” reflects the school’s best assessment of future student performance given the five-year trend and any applicable improvement initiative.

PROVINCIAL RESULTS LANGUAGE ARTS: 2009/10 2010/11 2011/12 2012/13 2013/2014 2014/15


Results (%)




Results (%) Results (%) Results (%)

L.A. GRADE 3:

Acceptable Standard: 85.8 81.6 81.7 81.8 79.0 81.9 80.1 89.2 79.4 78 85.0

Standard of Excellence: 6.7 19.5 11.1 17.5 12.7 20.4 7.3 19.4 6.3 15.3 10.0

PROVINCIAL RESULTS LANGUAGE ARTS FRENCH IMMERSION: 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15


Results (%)





L.A. GRADE 3 FI:

Acceptable Standard: 90.7 84.1 77.5 80.6 74.4 82.1 67.5 82.8 58.9 74.7 80.0


PROVINCIAL RESULTS MATHEMATICS: 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15


Results (%)





MATH GRADE 3:

Acceptable Standard: 66.7 76.4 72.9 77.4 59.7 76.8 60.0 82.8 65 80.1 70.0


PROVINCIAL RESULTS MATHEMATICS FRENCH IMMERSION:

2009/10 2010/11 2011/12 2012/13 2013/14 2014/15


Results (%)





MATH GRADE 3 FI:

Acceptable Standard: 83.1 83.8 73.1 83.9 75.6 84.2 64.6 86.2 64.2 78.2 75.0


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Analysis of Cohort Provincial Achievement Results: Overall maintenance of performance over previous year in English Language Arts as well as Mathematics.

French Language Arts as well as Mathematics written in French experienced a dip in results. Marked improvement in Standard of Excellence in Mathematics, although Standard of Excellence remains

lower than provincial average in all areas. Results remain lower than the provincial average in all areas. Areas of Strength: Similar performance amongst English stream and French Immersion stream students writing English Language

Arts test 100% of identified English as a Second Language students achieved Acceptable level on English Language

Arts and Mathematics (English) tests Overall writing in English Language Arts and French Language Arts Future Priorities:

Focus on building vocabulary skills to increase proficiency in reading, particularly in French Immersion Create desired flexibility in mathematical thinking by continuing to focus on integrating math strands through

authentic problem solving Increasing Standard of Excellence in all areas

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ANNUAL RESULTS REPORT (2012/13) APPROVAL FORM

Expectation: The plan was made in keeping with system parameters and in consultation with staff and the advice of School Council.

There has been consultation with:

Yes Date(s)

School Staff X Ongoing

School Council X Ongoing

I, Sharon Cronin, certify that the proposed School Annual Results Report was developed in consultation with staff and with advice from the School Council and according to the other parameters, guidelines and expectations outlined by Rocky View Schools.

Ongoing Principal Signature Date

Ongoing School Council Chair Signature Date Subject to monitoring and review, I approve in principle the proposed School Annual Results Report based on the certification above. Superintendent of Schools Date

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December 17, 2014

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Documents

École Edwards Elementary School · 2015-01-13 · 2 MESSAGE FROM SCHOOL PRINCIPAL École Edwards is a GREAT learning community.We are a Leader in Me dual track French Immersion school