bassano school 2018 - 2019 aerr & 3 year education plan school... · 2018. 11. 30. · science...

School: 6702 Bassano School

Bassano School 2018 - 2019 AERR

& 3 Year Education Plan


STATEMENT OF ACCOUNTABILITY

The Annual Educa�on Results Report for the 2018-19 school year and the Educa�on Plan for the three years commencing September 1, 2018 for Bassano School were prepared under the direc�on of the Board in accordance with its responsibili�es under the School Act and the Fiscal Planning and Transparency Act. The School Council has been provided opportuni�es for input into the Educa�on Plan and has been made aware of the AERR. The school staff have used the results reported in the document, to the best of its abili�es, to develop the Educa�on Plan and is commi�ed to implemen�ng the strategies contained within the Educa�on Plan to improve student learning and results.

(to be signed when available)

_____________________________ ____________________________

Principal School Council Chair/Co-Chair

Date: November 30, 2018


Combined 2018 Accountability Pillar Overall Summary

Measure Category Measure

Bassano School Alberta Measure Evaluation Current Result Prev Year

Result Prev 3 Year Average Current

Result Prev Year Result Prev 3 Year

Average Achievement Improvement Overall Safe and Caring Schools

Safe and Caring 85.0 91.4 93.3 89.0 89.5 89.4 High Declined Acceptable

Student Learning Opportunities

Program of Studies 81.3 86.1 80.3 81.8 81.9 81.7 High Maintained Good Education Quality 88.9 96.2 95.2 90.0 90.1 89.9 High Declined Acceptable Drop Out Rate 2.5 0.9 0.8 2.3 3.0 3.3 Very High Maintained Excellent High School Completion Rate (3 yr) 87.0 87.0 88.0 78.0 78.0 77.0 Very High Maintained Excellent

Student Learning Achievement (Grades K-9)

PAT: Acceptable 73.1 70.9 65.9 73.6 73.4 73.3 Intermediate Maintained Acceptable PAT: Excellence 19.8 25.0 23.4 19.9 19.5 19.2 High Maintained Good

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable 70.4 81.6 74.2 83.7 83.0 83.0 Very Low Maintained Concern Diploma: Excellence 7.4 10.3 12.1 24.2 22.2 21.7 Very Low Maintained Concern Diploma Exam Participation Rate (4+ Exams)

56.5 43.5 45.8 55.7 54.9 54.7 High Maintained Good

Rutherford Scholarship Eligibility Rate 73.9 46.2 48.1 63.4 62.3 61.5 n/a Improved n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) 60.3 61.9 56.5 58.7 57.9 59.0 High Maintained Good Work Preparation 77.8 81.8 82.1 82.4 82.7 82.4 High Maintained Good Citizenship 78.6 87.1 86.8 83.0 83.7 83.7 High Declined Acceptable

Parental Involvement Parental

Involvement 69.7 84.8 82.1 81.2 81.2 81.0 Very Low Maintained Concern Continuous Improvement School

Improvement 72.3 79.1 82.7 80.3 81.4 80.7 Intermediate Declined Issue Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents. 4. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From

Me) survey tool. 5. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in

each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE); Français (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

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

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

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

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

10. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time.

11. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available.

12. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.


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 - 71.45 71.45 - 78.34 78.34 - 84.76 84.76 - 87.95 87.95 - 100.00 Diploma: Excellence 0.00 - 9.55 9.55 - 12.59 12.59 - 19.38 19.38 - 23.20 23.20 - 100.00 Diploma Exam Participation Rate (4+ Exams)

0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00

Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00 Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00 Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00 Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00 School Improvement 0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00 Notes: 1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower

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

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

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


Outcome One: Alberta’s students are successful

Performance Measure Results (in percentages) Target Evaluation Targets

2014 2015 2016 2017 2018 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

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

75.0 70.3 56.5 70.9 73.1

Intermediate

Maintained

Acceptable

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

27.5 29.7 15.5 25.0 19.8

High Maintained Good

Comment on Results (an assessment of progress toward achieving the target)

The data for 2017-2018 shows an increase in the percentage of students reaching both the Acceptable and Excellence standard on Provincial assessments. The percentage of students scoring in the Acceptable range has increased by 16.6% over the previous 3 years. We are, however, s�ll below the provincial average by .5%. The percentage of students reaching Excellence increased by 9.5% over the previous year and dropped by 5.% this past year. We are pleased with our improved results, but would like to strive for a greater percentage of our students reaching Acceptable standard.

Strategies

Bassano school con�nues to u�lize the Collabora�ve Response Model where teachers, learning support and administra�on meet monthly to discuss where students are in their achievement and brainstorm on ways to address the learning of those who may be struggling academically, socially or emo�onally. This model lends itself well to the structure of our junior high where students have more than one teacher and there is a sense of shared responsibility. The structure of our elementary where there is, essen�ally, one teacher for each grade makes it more challenging in terms of collabora�on. A goal for our elementary is to create a collabora�on and interven�on model where groupings are less rigidly defined by grade and students are receiving interven�ons based on skill level, not grade level. So this year we have scheduled full day mee�ngs with the morning to discuss the elementary students, and the a�ernoon to discuss the Jr. and Sr. high students. Further to this, we have decided to have a Learning Support Teacher for the Elementary and another separate Learning Support Teacher for the Jr. and Sr. High. At this point, it is working very well and we are addressing more student concerns. This brings us to the implementa�on of our Literacy Blitz which we started last year. Because of its success, we have con�nued with this program. Students are assessed on their individual literacy skills (more specific than just reading level) and grouped for short term interven�on where they go to the literacy room every day for one period and visit 3 literacy centers that are designed to target those specific skills that they need to improve upon - for example, phonemic awareness, knowledge of sight words, fluency, comprehension, etc. The long term goal is to enable students to reach grade level in reading by giving them targeted interven�ons in specific literacy skills. Fountas and Pinnell Levelled Literacy Interven�on will s�ll be available to small groups of students who are working at similar reading levels. We con�nue to use the Jump Math program from Grade 1 - 6. Teachers believe the program is working well. The students are showing high levels of engagement. Our focus is to create a 3 year base of data from the Grade 6 PAT’s star�ng from 2017 and look at overall growth according to student's’ report cards.

In our Junior High, we are con�nuing with the RRI block where students are given scheduled �me to access their teachers for help in concepts they may be struggling with or assignments they are having trouble comple�ng. Teachers, during this block, are providing repe��on and extra prac�ce, re-teaching where necessary and assis�ng students with their organiza�onal and study skills.


When it comes to assessment prac�ces, it is vital that teachers communicate to students and parents the knowledge, skills and a�tudes that require mastery in order to reach the next level of learning and communicate clearly the criteria for mastery. Our work will con�nue development of assessment rubrics that will increase the consistency of that criteria.

We believe it is essen�al to prac�ce the principle of “Learn, Unlearn, Relearn,” which means we need to ensure that our focus does not shi� away from teaching students how to learn. With results being published, there is a great deal of pressure on teachers to perform and get good results. We are resolved to focus on learning.

One gap we are no�cing is the literacy skills of some students, par�cularly when they get to the Jr and Sr High level. So we are bringing in a speaker from the SAPDC to speak to all teachers about implemen�ng a variety of reading strategies cross curricularly at all grade levels to ensure greater success for all learners.

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



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


2014 2015 2016 2017 2018 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

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

84.8 74.0 67.1 81.6 70.4

Very Low

Maintained

Concern

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

16.2 14.0 11.8 10.3 7.4

Very Low

Maintained

Concern


2013 2014 2015 2016 2017 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

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

73.0 88.9 88.2 87.0 87.0

Very High

Maintained

Excellent

Drop Out Rate - annual dropout rate of students aged 14 to 18 1.5 1.6 0.0 0.9 2.5 Very

High Mainta

ined Excell

ent

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

66.7 56.2 51.2 61.9 60.3


Percentage of Grade 12 students eligible for a Rutherford Scholarship.

n/a n/a 50.0 46.2 73.9

n/a Improved n/a

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

41.7 48.1 45.8 43.5 56.5




Our results vary from year to year but our teaching staff remains fairly constant. Our challenge with the results is that we have a fairly small popula�on of students, and it doesn’t take much for results to vary greatly from year to year. While we don’t want to place the results squarely on students, it does play a significant role as to why we see such differences from year to year. We con�nue to analyze Diploma results and teachers are looking at key areas of focus for instruc�onal improvement as well as looking at ways to help students be more successful in their academic courses through RTI, re-writes and re-teaching of concepts.. We con�nue to aspire to have 100% reach an Acceptable Standard as a minimum.

We recognize a strong posi�ve correla�on between high school comple�on and a�ri�on rate. We strive to provide the necessary services to assist students who may for a variety of reasons be considering dropping out of school. We provide counselling services to to address the mental health issues. We contact various support services to aid with students who may be leaving on their own or have minimal supports at home . Most importantly, we encourage all staff to build rela�onship with our students, which we believe is the basis for any good educa�on program. In support of this focus, our latest survey from students resulted in 94% of our high school students saying that they believe that our teachers care about them.

We also recognize a strong posi�ve correla�on between post-secondary transi�on rates and students wri�ng four or more diplomas. Many of our students succeed in high school and graduate because of their success in 30 level subjects such as Physical Educa�on, Art, Psychology, Choral, CTS op�ons, etc. While these courses do not incorporate diploma exams, they are proving highly valuable in encouraging students to stay in school and eventually graduate. We also believe that as a rural school it is important to provide a wide variety of course offerings to ensure students get the opportuni�es they would in an urban school.

Strategies

Sr High Teachers meet monthly to discuss specific academic and a�endance concerns for students. This mainly is achieved through the con�nued priority to use the Collabora�ve Response Model (CRM) for interven�on combined with regularly scheduled CRM mee�ngs to discuss strategies to support struggling students combined with RRI (Bassano’s Response to Interven�on program) �me. A renewed focus on coming up with interven�ons and tracking their success rate will be put in place as a means to determine how effec�ve the interven�ons are that we using with students. Because we are a smaller school, we know most of our students, and some�mes we agonize about what we can do for our students during our CRM sessions. We want all of our students to succeed, and we make conscien�ous efforts to ensure that all students succeed despite their learning challenges or personal struggles.

Sr High Teachers are inves�ng considerable �me and energy through PLCs in learning about research-proven teaching strategies that will help them become more effec�ve with more of their students more of the �me. Our teachers con�nue to work on integra�ng teaching strategies that are more globally effec�ve for student learning. Forma�ve assessment is a greater focus throughout the school that guides instruc�on and interven�on strategies. As a school, teachers take very serious the need to assist students to achieve success in their learning, so much so, that they examine and reflect on their own prac�ces regularly to see how they may reach a student, who is struggling to with learning. We s�ll have some challenges in moving away from the textbook, and drawing from addi�onal resources. Last year we are made a few changes in High School Math when we started using StudyForge for a more Blended or Flipped model of learning. We piloted a few classes with great success. This year we expanded this to all classes in high school. We purchased a class set of touchscreen Chromebooks to ensure this learning experience had the maximum trac�on for students. In addi�on, we will be offering AP Calculus to a few students in the 2nd semester as well.

Bassano School con�nues to employ a High School Comple�on Facilitator. Her role is to work closely with those students from grade 10-12 who need addi�onal supports to complete assignments. Teachers are providing consistent posi�ve feedback about this strategy. This strategy has been highly effec�ve in reducing the number of late or missing assignments, and is proving influen�al in keeping our most at-risk students organized and successful with their course work.

We con�nue to work collabora�vely with parents to ensure that their children are aspiring to achieve success based on individual variables. For some, this may mean entering the workforce following high school with a set of func�onal life skills. For others, this may mean the development of independent study skills that will promote their success at the post-secondary level. One thing we are trying to improve is the tracking of student progress a�er high school and celebrate high school graduate success in the workforce.

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are

tracked over time. 4. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of

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





8. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available.

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

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


2014 2015 2016 2017 2018 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

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

90.1 87.7 85.8 87.1 78.6

High Declined

Acceptable

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.

86.7 76.9 87.5 81.8 77.8



There has been a slight decrease in the the percentage of parents, teachers and students who agree that students model characteris�cs of ac�ve ci�zenship and are taught a�tudes and behaviors that prepare them for success a�er school. The levels are both high for both measures and have been consistently for the past 5 years. We are reluctant to place too much emphasis on this slight decrease due to the small number of parents, students and teachers who responded to the survey.

Strategies

Ci�zenship: At Bassano School, we con�nue to emphasize the cornerstones of our school mo�o - Respect, Responsibility and Involvement. Teachers and administra�on consistently guide their conversa�ons with students based on those behaviors and a�tudes. It guides the ques�ons that we ask students with the goal making that language an automa�c part of our culture. Both the elementary and secondary divisions hold monthly assemblies that emphasize those cornerstones and recognize students who model them. Students at Bassano School are heavily invested in their sports teams and volunteer their �me with SRC, yearbook,helping seniors in the community and volunteering their �me in the canteen. Students also volunteer their �me in lower grades - when �me permits - which builds their confidence and can lead to mentorship roles with individual students. However with all the work we have done to stress the importance of ci�zenship, we’ve no�ced the students can give the appearance of Respect, Responsibility, and Involvement without the character quality of Kindness. So this year we have added the Be Kind mo�o to everything we do around the school. Already, we are no�cing a change in the school environment. Work prepara�on: With the increase in automa�on, some of the jobs for which we have prepared students no longer exist or will not exist when they leave high school. The skills and behaviors that our students will need to survive in the work world cannot be learned by focussing on pure content. They will need to have the ability to search out informa�on that is current and to discriminate as to which informa�on is from trustworthy sources. Our goal is to reduce our reliance on textbooks so that learning outcomes can be taught using a variety of online resources. The increase in the number of chromebooks in our school allows students the opportunity to access those resources. Addi�onally, the work we are doing as a school on assessment is also focussed on ensuring that those learning outcomes which require higher level thinking are priori�zed, communicated clearly to students, assessed with consistency (common assessments and rubric development), with an emphasis on forma�ve assessment. Another vital part of that work is having well ar�culated plans for re-teaching and interven�on when students are not mastering those outcomes.

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

Me) survey tool.


Outcome Two: Alberta’s education system supports First Nations, Métis, and Inuit students’ success

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


2014 2015 2016 2017 2018 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

Overall percentage of self-identified First Nations, Metis, and Inuit students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

45.0 40.9 33.3 36.7 19.2

Very Low

Declined

Concern

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

5.0 6.8 2.4 5.0 0.0

Very Low

Maintained

Concern

Overall percentage of self-identified First Nations, Metis, and Inuit students who achieved the acceptable standard on diploma examinations (overall results).

86.4 64.3 54.5 76.5 *

* * *

Overall percentage of self-identified First Nations, Metis, and Inuit students who achieved the standard of excellence on diploma examinations (overall results).

4.5 0.0 9.1 0.0 *

* * *


First of all, we take excep�on to data being collected for our First Na�on students and other ethnic groups being excluded from a similar process. O�en, from past experience, the exercise of publishing First Na�ons data is primarily for determining if exis�ng funding is producing posi�ve results. When the posi�ve results are not present, the publishing of this data has more of shaming effect on our First Na�on popula�on than a posi�ve effect of how do we assist our students. We hesitate to comment about the First Na�ons, Me�s, and Inuit Diploma results in an effort to avoid laying blame on students’ lack of success being a direct result of where they live or their social economic situa�on. We provide supports to all students no ma�er where they come from and wish to address the results as a whole rather than poin�ng to one isolated group.

In addi�on, we con�nue to strive to build a ever growing and posi�ve rela�onship with Siksika First Na�on, as well as First Na�ons, Me�s, and Inuit families off-reserve.

Strategies

Data for our First Na�ons, Me�s, and Inuit students varies from year to year based on the enrolment of students from the Siksika Na�on, because we do not select students based upon prior academic performance. The only criteria that we look at for selec�on is prior a�endance pa�erns, because our funding we receive from Siksika First Na�on is directly �ed to the student's’ a�endance. It is difficult to forecast specific targets without the con�nuity of enrolment from year to year. That being said, Bassano School strives to achieve the highest level of success for all our First Na�ons, Me�s, and Inuit students. Our Educa�onal Services Agreement with Siksika Na�on has expired, but we con�nue to operate as if the agreement was in place. The hope is to nego�ate another 3 year agreement this year. This agreement will con�nue to allow us to have con�nuity for our programming for the students and is suppor�ve of the importance of communica�on between parents, teachers, students and the


community. As a part of the Agreement, Bassano School has a Siksika Liaison Counsellor who is hired by the Grasslands School Board. In the fall of 2014, we hired a liaison, who has been with us since then to work in Bassano School. This con�nuity has been an asset to our programming within the school. A variety of ac�vi�es, such as, healing circles, daily smudging, Blackfoot culture classes, and Elder happen on a regular basis for all of our students, and not just the Siksika students. We offer Sweetgrass and Sage smudges daily, and we have a number of non-First Na�ons par�cipa�ng in this ac�vity. We believe that it is important for all students to learn about our First Na�ons, Me�s and Inuit culture.

Although we are s�ll on the path towards greater student engagement, our con�nued focus on building rela�onships with students and parents has been beneficial and we are seeing gains as a result of this. Each student is being counselled about his or her educa�on plans, and the school counsellor assists the students in the selec�on of courses to ensure success. Staff members con�nue to take an interest in students, not only in the classrooms, but also through coaching, in the community, and with ac�vi�es the students and their families are involved in. Teachers and administrators of Bassano School enjoy par�cipa�ng in special events such as powwows and award ceremonies that are held on the Siksika Reserve. The gradua�on rate of First Na�on students in Bassano School is increasing and more Bassano School students are winning awards at the Academic, Cultural and Sports Awards Ceremonies held in November on Siksika..

As a school, we are very much in favour of the new TQS that supports and promotes First Na�on educa�on. We begin all of our events in the school with an acknowledgement to the Blackfoot Territory. It is important that this is taught to all our students. There is a great deal of miseduca�on about First Na�on history and issues.

We con�nue to have weekly Jr. Drum Troupe prac�ce at the school. Siksika con�nues to cover the costs of having a First Na�on drummer come to the school and lead the Troupe, while we cover the mileage. Interest is growing from the students to par�cipate. We even have a couple of non-First Na�ons students in the drum troupe.

For the fi�h year in a row, we take our teachers and parent-teacher interviews to Siksika, so that parents do not have to make the drive to Bassano. In addi�on, we believe that it promotes posi�ve rela�ons with the Siksika parents, when teachers come to them. Once again this year, we had higher par�cipa�on from our First Na�ons parents mee�ng with teachers, than we did from our local parents in Bassano..

For the fourth year, we offer Aboriginal Studies 10 and 20 to our students. This year we have added Aboriginal Studies 30 for 5 credits. We have had a total of 10 students take the 10 and 20 course and another 2 taking the 30 level this year. These courses are being taken by both First Na�ons and non-First Na�ons. We believe it is important to promote Aboriginal Studies within our school, and encourage all students to consider taking at least Aboriginal Studies 10.

We con�nue to do daily smudging for the students who wish to par�cipate in this cultural ac�vity. In addi�on, we invite elders and guest speakers to come and speak to the students about contemporary issues. We believe it is important that though our Siksika students are studying off reserve, they need to be provided the opportunity to access important teachings relevant to their culture.

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



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



8. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time .


Outcome Two: Alberta’s education system supports First Nations, Métis, and Inuit students’ success (continued)


2013 2014 2015 2016 2017 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

High School Completion Rate - Percentage of self-identified First Nations, Metis, and Inuit students who completed high school within three years of entering Grade 10.

50.0 75.0 86.3 81.8 *

* * *

Drop Out Rate - annual dropout rate of self-identified First Nations, Metis, and Inuit students aged 14 to 18

0.0 2.5 0.0 0.0 2.5 Very

High Mainta

ined Excell

ent

High school to post-secondary transition rate of self-identified First Nations, Metis, and Inuit students within six years of entering Grade 10.

* 55.2 * 20.9 61.2


Percentage of Grade 12 self-identified First Nations, Metis, and Inuit students eligible for a Rutherford Scholarship.

n/a n/a 42.9 30.8 33.3

n/a Maintained n/a

Percentage of self-identified First Nations, Metis, and Inuit students writing four or more diploma exams within three years of entering Grade 10.

0.0 25.0 31.4 27.3 *

* * *


Much of the data in previous years has been suppressed because there are o�en fewer than six First Na�on students in each par�cular grade in Bassano School. Grasslands administrators have highlighted data to show that, since 2008, Bassano School A�ri�on Rate for First Na�on students has been significantly reduced. It was 23.7% in 2008, 0.0% in 2015, and 2.5 in 2017. Previously, our largest First Na�on gradua�ng class was in 2015, but this year we will surpass this with 13 First Na�on graduates in a class of 35 students and are pleased that more First Na�on students are gradua�ng from Bassano School than in the past. We are con�nuing that trend.

Strategies

Gradua�on success for First Na�ons, Me�s, and Inuit students in Bassano is due to the programming available to the students and to strong rela�onships with staff. There are excellent art, music, media, photography, and video opportuni�es as course choices. Welding and construc�on programs are also available to all students. Many of these op�ons are hands-on and prac�cal, and we know these experien�al opportuni�es provide successful learning experiences for our First Na�ons, Me�s, and Inuit students. We con�nue to have great interest in video produc�on with our First Na�ons, Me�s, and Inuit students, with at least three who have gone to post-secondary to pursue a career in filmmaking and video produc�on.

Bassano School’s career counsellor is networking with post-secondary ins�tu�ons such as the University of Lethbridge, Medicine Hat College, SAIT, the University of Calgary and Chief Old Sun College for entrance opportuni�es for First Na�ons students. First Na�ons, Me�s, and Inuit students are encouraged to par�cipate in field trip opportuni�es to post-secondary ins�tu�ons. Alumni students and other Siksika adults who are a�ending or have completed post-secondary courses have presented informa�on and discussed post-secondary opportuni�es with grades 7-12 students. In 2016, of the 10 First Na�ons, Me�s, and Inuit graduates, 5 went to post-secondary, with three registered to a�end in the upcoming year. In 2017, all 3 of the graduates went to post-secondary.


Local school ini�a�ves for a�endance, effort and success will be con�nued. As well, local sponsorship for scholarships that specifically iden�fy and celebrate achievements of our Siksika students will be accessed and First Na�ons, Me�s, and Inuit students will be encouraged and supported in applying for scholarships .

Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are

tracked over time. 4. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over

time. 5. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015

are not available. 6. Student demographic data used when calculating Student Outcome Measures and Provincial Achievement Tests results was updated in October 2016. This impacted

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

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

Outcome Three: Alberta’s education system respects diversity and promotes inclusion


2014 2015 2016 2017 2018 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school.

95.2 95.4 92.9 91.4 85.0

High Declin

ed Accept

able


We dropped this year to 85% sa�sfac�on in the area of safe and caring schools, but s�ll remain high. Bassano school takes pride in the diversity that exists in our building. We have a number of students that belong to different cultural, racial, religious, and secular groups. We recognize there are differences between these groups and celebrate those differences. There is something to be appreciated and learned from all peoples, tradi�ons, beliefs etc. We encourage our students and staff to be accep�ng of those differences and to treat each other with respect in all their dealings with each other. We con�nue to encourage a caring environment where everyone feels like they will be treated fairly. While we have not had any requests for a LGBT youth group, we certainly support our students in every way possible.

Strategies

In 2013, we were selected to par�cipate in a Alberta Teen Mentoring pilot. It was very successful, and we have expanded this program since 2013 to include more students and more ac�vi�es that promote a safe and caring school environment. In addi�on, we started the Leadership Resiliency Program (LRP) last year with the Grade 8 students. This program works closely with the community and working with the seniors lodge now they are in Grade 9, but we will be adding another group of Grade 8’s. Our theme this school year is “TEAM.” We are promo�ng the concept of mutual respect and accountability between students, parents, and teachers alike. We believe that is takes a community to educate a child and that we need each other to accomplish this goal. Parent teacher interviews are held both at the school and on Siksika First Na�on where many of our students live, in order to reach out to our First Na�ons parents. These off-campus interviews are a means of improving the access of our Siksika Parent Community to our teaching staff. Bassano School, due to its small size, also lends itself well to inclusive educa�onal prac�ces. Students who face challenges with learning, behavior or peer interac�ons are integrated fully into all classrooms. We believe this helps to promote the ideal of mutual respect and accountability among our students and staff. Our school mo�o - Respec�ul, Responsible and Involved - permeates everything that we do and we believe this is why sa�sfac�on is so high in this area. In addi�on, we have added Be Kind to the overall mo�o.



Me) survey tool.

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


2014 2015 2016 2017 2018 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

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.

83.7 75.0 79.9 86.1 81.3



A�er a dip in sa�sfac�on levels, we are pleased that our numbers are s�ll in the high. However, because of the small number of respondents of parents, we cannot get complacent. We must con�nue to adjust our programming based on current student interest and need. Remaining cognizant of the rapid change consistently occurring in society in terms of employability and even forms of crea�ve expression will be important in guiding our programming. We must prepare students for a digital society.

Bassano School offers Art and Music to all students in grade 1-6 classes. Our junior high classes take woodworking and art as part of their educa�on programs. Art and Anima�on 10/20/30 area popular Fine Arts op�on. High school French was reintroduced last year and s�ll con�nues as an op�on. Art is Bassano School’s most popular op�on amongst students, and par�cularly well-respected by our Siksika First Na�ons students and community members.

Bassano School conducts annual student surveys to collect feedback regarding our op�ons courses. We seek student feedback regarding the quality of exis�ng op�ons as well as sugges�ons/recommenda�ons for courses currently not offered. By accessing student voices every year, Bassano School is constantly scru�nizing the relevance and quality of exis�ng programs, as well as exploring new programming possibili�es. To this extent, we are confident that we will con�nue to meet the educa�onal needs of our students and our community.

Once again, this year, Bassano School is offering more teacher-led op�ons and classes than ever before. Students and parents have welcomed the addi�on of our Anima�on and French courses as well as more courses within the Health, Recrea�on, and Human Services program. As well, parents and students are happy about our strategic shi� away from distance learning op�ons. Students and parents are commonly indica�ng that our new high school program structure is more relatable to exis�ng post-secondary programs, and is be�er mee�ng the variety of learning needs within our diverse high school student popula�on.

Bassano School’s Career/guidance Counselor and Principal stay current with trends and changes at the post-secondary level by par�cipa�ng in the ELAA conference every year. At this conference, most post-secondary ins�tu�ons in western Canada provide updates to entrance requirements, trends in employment, and program changes within their respec�ve ins�tu�ons. A�ending this conference every year has proven most effec�ve in staying current, at the school level, of changes occurring at the post-secondary level throughout the province and western Canada. Our Career/guidance Counselor has �me scheduled into her work week to meet individually with parents and students to track credits, develop gradua�on plans, apply for scholarships, and register with post-secondary ins�tu�ons.

Our Photography, Anima�on and TV/Video Produc�on programs are increasingly popular student choices. In the past six years, Bassano School students have earned 21 awards at Regional Skills Compe��ons, and 20 of our students have competed at Provincial Skills compe��ons . Several of our graduates are pursuing careers in these technology-driven fields and are experiencing considerable success at the post-secondary level. Bassano School provides dedicated Career Counseling �me throughout the school year to ensure that high school students graduate with sufficient credits, course selec�ons, and are adequately prepared for success at the post-secondary level.

All Bassano School students a�ain the technology outcomes at every grade level. Grade 1-6 students apply technologies to their mathema�cs and literacy programs, including desktop computers in the labs, laptops, iPads, and Chromebooks in the classrooms. Bassano School con�nues to offer Computer Studies and Informa�on Processing courses at the junior and senior high school levels. The technologies (industry standard hardware and so�ware) associated within our Fine Arts programs such as TV/Video Produc�on and


Photography have been important in Bassano School’s well-documented successes at Regional and Provincial Skills compe��ons. Currently, Bassano School has 175 Chromebooks, 31 Mac Computers, and 35 PC Computers in the school giving us a 1.5 to 1 student to device ra�o.

All students from ECS to Grade 9 enjoy daily physical educa�on classes. Bassano School has teamed with the Town of Bassano to offer swimming lessons to all students grade 1-6 each spring. We offer Fitness op�ons to our Junior and Senior high school students, who make daily use of our cardio and weight room facili�es. Physical Educa�on op�ons are offered to all high school students, and Physical Educa�on 10 is a requirement to graduate in the province of Alberta. Bassano School fields Junior, Intermediate, and Senior teams for Volleyball and Basketball, in addi�on to Cross Country Running, Golf, Curling, Badminton, and Track and Field.

Strategies

Bassano School places considerable emphasis on Goal 3, as it is central to our performance in every measurable area of school func�oning. Bassano School teachers and administrators appreciate that effec�ve teaching is the most important variable in determining the success of its students. The staff maximizes its poten�al to create a student-centered culture by aligning administrator-led Professional Learning Communi�es, Teacher Professional Growth Plans, Data-Informed Decision-Making, and extensive Professional Development opportuni�es that all focus on improving teacher effec�veness. In addi�on, the Grasslands Division professional development goals are targe�ng how to improve teacher planning, instruc�on and assessment. Our teachers will use PLCs (Professional Learning Communi�es) to focus on the following ques�ons 1. What do we want students to know? 2. How will we know they have learned it? 3. How do we respond when they haven’t learned? 4. How will we enrich and extend the learning? 5. How will we increase instruc�onal exper�se and 6. How will we coordinate our efforts as a school? This year with the new list of cross-curricular competencies, teachers are developing strategies on how to incorporate more effec�vely these competencies. Bassano teachers will u�lize 28 hours of PLC �me this year to focus on improving assessment prac�ces aligned with our 4 point scale from Grades 1-9 and to focus on making our assessment prac�ces in high school meaningful for students while adhering to a provincially-imposed percentage scale. Again, teachers are strongly encouraged to rely heavily on their ongoing forma�ve assessment as driving factor in determining how we answer ques�ons #3.

Bassano School administrators have established a robust school-based budget for the professional development of teachers and administrators. In addi�on, Grasslands Division provides two sub days for collabora�on with other teachers in or outside the Division.

Bassano School con�nues to offer more teacher-led CTS courses than ever. Audio Engineering, Promo�on and Print Adver�sing, Sports and Society, Teen Mentoring, and Leadership and Stewardship. Photo 10/20/30, TV/Video 10/20/30, HRH 10/20 (2 sec�ons), Art/Anima�on 10/20/30, Leadership 10/20/30 and Physical Educa�on 10/20/30 are offered in Terms One and Two. Bassano School will also host the district CTS trailer for Term One. Students will be able to take a variety of courses rela�ng to machining and welding this fall.

Over the past four years, we have been purchasing Chromebooks for the classrooms. We are happy to announce that we are currently one-to-one in our school with access to devices. We believe that with the aid of technology, our students have access to more informa�on to assist them in their learning.

Our Food Studies 10/20/30 program is offered in Terms One and Two.

Bassano School will con�nue to partner with Medicine Hat College in the Grade 9 Industrial Arts project in Semester 2 where students will be able to access modules in both Electrical and Carpentry. This will require travel to MHC Brooks Campus. The students who went last year spoke of this being a highlight.

Our Health, Recrea�on, and Human Services pathway program offers a wide variety of health-related high school courses to choose from, helping ensure that Bassano School’s programming can shi� when needed to best match any trends occurring at the post-secondary and employment levels. Our simulated ICU facility has the flexibility to accommodate even more branches of high school courses that we do not currently offer . Medicine Hat College offered the health-care aide cer�ficate program at Bassano School, with a gradua�on commencing in May 2017 with 8 graduates.

We are also partnering with a local welding company to provide authen�c work experience opportuni�es for our high school students. Our Food Studies program is connec�ng with local event organizers to provide food at special events held at the Community Hall. By promo�ng Bassano School as a hub of learning throughout the County, and by developing collabora�ve partnerships throughout our community, we feel that we can further improve our ability to increase the percentage of stakeholders who are sa�sfied with the opportunity to receive a broad spectrum of educa�onal opportuni�es at Bassano School.

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


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

Outcome Five: Alberta’s education system is well governed and managed


2014 2015 2016 2017 2018 2018 Achieveme

nt Improveme

nt Overa

ll 2019 2020 2021

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.

95.8 92.3 76.8 79.1 72.3

Intermediate

Declined Issue

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

87.6 89.2 72.1 84.8 69.7

Very Low

Maintained

Concern

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

95.7 96.2 93.2 96.2 88.9

High Declined

Acceptable


Once again, a perfect example of how data gets skewed. When the data gets broken down, we had 73% of parents say the school has improved or stayed the same in the last 3 years. 89% of students between Grade 7-9 would recommend our school to their friends. 75% of Grade 10-12 would recommend our school to their friends. However, the teacher data included really skews the numbers. The problem comes into play when 18 teachers do the survey and 6 teacher responded they did not know if the school have improved or stayed the same over the past 3 years, because they were not present over the last 3 years to comment. Yet, these 6 non-responses are coun�ng against the overall percentage average. If you remove the 6 nonrespondents, 91% of the teachers feel good about the school as opposed to the 61.1% showing in the report. Only 1 teacher said it had declined over the three years. We believe it is important to highlight what our parents and students are saying about the school. They love our school. While we feel we have made considerable improvements in our communica�on with parents and other stakeholders through our webpage, Twi�er, Facebook page and newsle�er, we are s�ll not sa�sfied with the status quo of parental involvement at Bassano School. Despite exis�ng efforts to encourage our parents to engage in the educa�ons of their children, key events such as Meet the Teacher, Parent/Teacher interviews, and Parent Council ac�vi�es are s�ll impacted by low parent turnout.

With the Grasslands Collabora�ve Decision Making Model being implemented – we hope to engage the staff more in school-related decisions. We meet every three weeks to cover issues that affect the whole school.

Bassano School con�nues to make considerable efforts to keep the parent community apprised of student accomplishments, awards, scholarships, and educa�onal ac�vi�es by submi�ng pictures and ar�cles to the local newspaper, upda�ng our school website, and u�lizing our new auto-phone system. We believe that these efforts are having a posi�ve impact on the data itself.

Our school website gets updated throughout the school year to provide parents with as much current informa�on as possible. In addi�on to Twi�er, Instagram, we also now have a Facebook page that is updated on a regular basis as an alterna�ve communica�on method. In addi�on, we send out a monthly 12 - 18 page newsle�er to parents and friends of Bassano School.

Strategies

Last year, we ensured more par�cipa�on in the teacher survey by having it completed at a staff mee�ng once we receive the codes. Furthermore, we are doing the OurSCHOOL survey with parents, students and teachers. Once we have the informa�on back in report format, the staff will analyze the data and will make some improvements to address areas of concern. Collec�vely, the teachers are doing a book study with the book, School Culture Recharged:Strategies to Energize your Staff and Culture. Our focus from this is to work collec�vely on the culture of our school and make the necessary improvements. Staff PLC’s have discussed the topic of parental involvement in considerable detail, as it con�nues to be a concern for the en�re staff. The staff recognizes the importance of working collabora�vely with parents, and values the importance of communica�ng effec�vely


with parents throughout the school year. Teachers report, and direct observa�ons support, that, in addi�on to our con�nued efforts to include pictures and ar�cles for the local newspapers, teachers have increased their efforts to contact parents via personal telephone calls, autophone messages, email, in-school mee�ngs, autotext technologies such as Remind101, and le�ers sent home with students. One thing we added to our program last Spring was Bronco Night, where we invited parents and community members to join us at the school gym and watch basketball games between Bassano and Rosemary. So this year, we combined the Meet the Teacher Night and Bronco night and played volleyball games. Lots of parents came out. We hope to do this again in the Spring for basketball. Teachers and administrators will con�nue to encourage parents to work collabora�vely with the school to provide the best educa�on possible for all students. Bassano School values parental input toward the direc�on of their child’s educa�on, their educa�onal experiences, and the development of individual goals and strategies.


Me) survey tool.


APPENDIX – Measure Details

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


Diploma Examination Results – Measure Details Diploma Exam Course by Course Results by Students Writing. Results (in percentages) Target

2014 2015 2016 2017 2018 2018 A E A E A E A E A E A E

English Lang Arts 30-1

School 100.0 16.7 100.0 25.0 100.0 12.5 91.7 0.0 100.0 0.0 Authorit

y 78.8 3.8 86.9 6.6 78.4 3.4 73.5 1.5 75.2 2.4

Province 87.6 11.8 86.5 11.4 86.8 10.7 86.5 11.7 87.5 13.2

English Lang Arts 30-2

School 93.8 6.3 100.0 7.1 86.7 20.0 100.0 0.0 100.0 18.2 Authorit

y 80.5 6.8 83.5 7.2 77.0 6.0 84.5 3.1 74.0 10.6

Province 89.8 13.1 88.6 11.2 89.1 12.3 89.5 11.4 88.0 13.1

French Lang Arts 30-1

School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Authorit

y n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 96.6 14.6 95.5 9.9 93.8 8.7 94.7 9.4 93.8 11.0

Français 30-1



Province 99.3 29.2 95.3 17.1 99.3 20.3 98.1 18.6 97.4 23.0

Mathematics 30-1

School 57.1 28.6 66.7 22.2 42.9 0.0 85.7 28.6 42.9 0.0 Authorit

y 66.3 15.7 68.3 19.5 48.5 16.2 48.9 15.2 42.2 10.1

Province 75.1 27.9 76.1 31.6 70.7 25.9 73.1 30.7 77.8 35.3

Mathematics 30-2

School 85.7 14.3 11.1 0.0 42.9 0.0 50.0 0.0 * * Authorit

y 62.7 6.8 61.4 1.8 57.1 4.8 54.1 4.9 34.3 2.9

Province 71.3 15.0 73.9 15.5 75.4 16.8 74.7 15.9 74.2 16.4

Social Studies 30-1

School 90.9 18.2 92.3 7.7 * * 90.0 0.0 90.0 10.0 Authorit

y 74.3 4.6 75.7 7.0 70.1 9.3 76.7 5.0 68.5 4.9

Province 85.6 14.2 87.1 16.2 84.9 14.3 86.0 14.8 86.2 17.7

Social Studies 30-2

School 94.1 5.9 86.7 0.0 66.7 6.7 80.0 10.0 66.7 0.0 Authorit

y 70.8 4.4 73.3 4.0 66.4 2.8 71.4 5.1 56.6 2.5

Province 83.9 14.8 81.3 12.5 81.1 13.1 80.6 12.6 78.8 12.2

Biology 30

School 92.9 28.6 75.0 41.7 45.5 9.1 100.0 13.3 53.3 6.7 Authorit

y 86.7 27.6 88.9 29.6 77.7 19.6 82.1 17.9 73.5 12.9

Province 85.2 31.8 85.8 33.0 85.1 32.4 84.2 32.3 86.6 36.6

Chemistry 30

School n/a n/a 43.8 12.5 n/a n/a 58.8 23.5 n/a n/a Authorit

y 73.6 20.8 71.9 18.2 66.7 18.5 71.2 22.7 56.7 13.3

Province 81.5 35.2 82.1 34.2 81.5 34.5 83.1 38.6 83.6 38.3

Physics 30 School 53.3 20.0 n/a n/a 87.5 37.5 n/a n/a 64.7 11.8


Authority 78.3 26.7 91.7 58.3 87.5 37.5 88.6 37.1 71.3 31.3

Province 83.2 34.3 83.9 35.8 85.8 39.8 85.7 41.8 86.2 43.6

Science 30


y n/a n/a n/a n/a 57.1 0.0 n/a n/a n/a n/a

Province 85.0 25.4 83.9 26.6 84.4 27.6 84.9 28.4 85.4 31.5

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

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

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

for the province and those school authorities affected by this event.


Graph of Diploma Examination Results – Overall

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


for the province and those school authorities affected by this event. 4.


Diploma Examination Results by Course

[No Data for French Lang Arts 30-1]

[No Data for Français 30]

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




Diploma Examination Results by Course

[No Data for Science 30]

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



Diploma Examination Results Course By Course Summary With Measure Evaluation

Bassano School Alberta

Achievement Improveme

nt Overall 2018 Prev 3 Year Average 2018 Prev 3 Year Average Course Measure N % N % N % N % English

Lang Arts 30-1

Acceptable Standard Very High Maintained Excellent 8 100.0 11 97.2 30,393 87.5 29,349 86.6

Standard of Excellence Very Low Declined Concern 8 0.0 11 12.5 30,393 13.2 29,349 11.3

English Lang Arts

30-2 Acceptable Standard Very High Maintained Excellent 11 100.0 12 95.6 16,184 88.0 16,632 89.1

Standard of Excellence High Maintained Good 11 18.2 12 9.0 16,184 13.1 16,632 11.7

French Lang Arts

30-1 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,230 93.8 1,312 94.6

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 1,230 11.0 1,312 9.3

Français 30-1

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 152 97.4 146 97.6

Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 152 23.0 146 18.6

Mathematics 30-1

Acceptable Standard n/a n/a n/a 7 42.9 8 65.1 20,148 77.8 20,605 73.3

Standard of Excellence n/a n/a n/a 7 0.0 8 16.9 20,148 35.3 20,605 29.4

Mathematics 30-2

Acceptable Standard * * * 4 * 8 34.7 14,362 74.2 13,516 74.7

Standard of Excellence * * * 4 * 8 0.0 14,362 16.4 13,516 16.1

Social Studies

30-1 Acceptable Standard High Maintained Good 10 90.0 12 91.2 21,793 86.2 21,941 86.0

Standard of Excellence Intermediat

e Maintained Acceptable 10 10.0 12 3.8 21,793 17.7 21,941 15.1 Social Studies

30-2 Acceptable Standard Very Low Maintained Concern 9 66.7 13 77.8 20,391 78.8 19,847 81.0

Standard of Excellence Very Low Maintained Concern 9 0.0 13 5.6 20,391 12.2 19,847 12.7

Biology 30 Acceptable Standard Very Low Declined Concern 15 53.3 13 73.5 23,026 86.6 22,263 85.0

Standard of Excellence Very Low Declined Concern 15 6.7 13 21.4 23,026 36.6 22,263 32.6

Chemistry 30

Acceptable Standard n/a n/a n/a n/a n/a 17 51.3 18,770 83.6 19,031 82.3

Standard of Excellence n/a n/a n/a n/a n/a 17 18.0 18,770 38.3 19,031 35.8

Physics 30 Acceptable Standard Low Declined Issue 17 64.7 8 87.5 9,679 86.2 10,276 85.1

Standard of Excellence Low Declined Issue 17 11.8 8 37.5 9,679 43.6 10,276 39.1

Science 30 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 9,426 85.4 8,651 84.4



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.




Measure Evaluation Reference - Achievement Evaluation

Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th, and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure. Course Measure Very Low Low Intermediate High Very High English Lang Arts 30-1

Acceptable Standard

0.00 - 81.51 81.51 - 85.05 85.05 - 90.15 90.15 - 94.10 94.10 - 100.00 Standard of Excellence

0.00 - 2.28 2.28 - 6.43 6.43 - 11.18 11.18 - 15.71 15.71 - 100.00 English Lang Arts 30-2

Acceptable Standard


0.00 - 3.70 3.70 - 8.52 8.52 - 14.55 14.55 - 18.92 18.92 - 100.00 French Lang Arts 30-1

Acceptable Standard


0.00 - 0.00 0.00 - 5.21 5.21 - 16.67 16.67 - 23.04 23.04 - 100.00 Social Studies 30-1 Acceptable

Standard 0.00 - 69.65 69.65 - 80.38 80.38 - 87.98 87.98 - 95.79 95.79 - 100.00

Standard of Excellence

0.00 - 2.27 2.27 - 8.63 8.63 - 14.51 14.51 - 19.76 19.76 - 100.00 Social Studies 30-2 Acceptable

Standard 0.00 - 71.97 71.97 - 79.85 79.85 - 87.56 87.56 - 91.42 91.42 - 100.00


0.00 - 3.94 3.94 - 8.65 8.65 - 14.07 14.07 - 23.34 23.34 - 100.00 Biology 30 Acceptable

Standard 0.00 - 68.26 68.26 - 79.41 79.41 - 85.59 85.59 - 92.33 92.33 - 100.00


0.00 - 10.75 10.75 - 21.84 21.84 - 29.26 29.26 - 33.42 33.42 - 100.00 Chemistry 30 Acceptable

Standard 0.00 - 58.10 58.10 - 69.51 69.51 - 80.34 80.34 - 84.74 84.74 - 100.00


0.00 - 11.22 11.22 - 20.47 20.47 - 30.47 30.47 - 35.07 35.07 - 100.00 Physics 30 Acceptable

Standard 0.00 - 50.06 50.06 - 71.77 71.77 - 83.00 83.00 - 88.67 88.67 - 100.00


0.00 - 5.61 5.61 - 18.10 18.10 - 31.88 31.88 - 41.10 41.10 - 100.00 Science 30 Acceptable

Standard 0.00 - 64.19 64.19 - 77.66 77.66 - 86.33 86.33 - 98.50 98.50 - 100.00


0.00 - 0.00 0.00 - 14.69 14.69 - 25.03 25.03 - 38.93 38.93 - 100.00 Notes: 1. The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For

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

the course or because of changes in examinations. Improvement Table For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes. The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result. Evaluation Category Chi-Square Range Declined Significantly 3.84 + (current < previous 3-year average) Declined 1.00 - 3.83 (current < previous 3-year average) Maintained less than 1.00 Improved 1.00 - 3.83 (current > previous 3-year average) Improved Significantly 3.84 + (current > previous 3-year average)


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

Achievement 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


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. School Authority Province

2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 3 Year Completion

73.0 88.9 88.2 87.0 87.0 74.8 77.8 80.8 75.8 77.3 75.3 76.5 76.5 78.0 78.0

4 Year Completion

79.6 81.2 96.7 90.6 95.7 76.5 81.1 84.8 86.1 83.5 79.6 79.9 81.0 81.2 82.6

5 Year Completion

77.1 86.6 87.4 97.1 91.0 77.9 80.0 83.2 85.2 86.8 81.5 82.0 82.1 83.2 83.4

Graph of School Results



Notes:

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


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


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

2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 Drop Out Rate

1.5 1.6 0.0 0.9 2.5 3.6 3.2 2.4 3.3 3.1 3.3 3.5 3.2 3.0 2.3

Returning Rate

* * * n/a * 9.3 31.7 9.6 16.9 16.9 20.7 20.9 18.2 18.9 19.9



Notes:



High School to Post-secondary Transition Rate – Measure Details High school to post-secondary transition rate of students within four and six years of entering Grade 10. School Authority Province

2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 4 Year Rate

40.5 53.6 44.3 45.1 51.2 33.3 42.1 38.9 37.8 36.5 39.7 38.3 37.0 37.0 39.3

6 Year Rate

66.7 56.2 51.2 61.9 60.3 58.1 48.8 46.8 57.7 56.9 59.0 59.7 59.4 57.9 58.7



Notes:



Rutherford Eligibility Rate – Measure Details Percentage of Grade 12 students eligible for a Rutherford Scholarship. School Authority Province

2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 Rutherford Scholarship Eligibility Rate

n/a n/a 50.0 46.2 73.9 n/a n/a 50.0 43.7 55.9 n/a n/a 60.8 62.3 63.4

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






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 30 14 46.7 11 36.7 6 20.0 15 50.0 2016 26 10 38.5 9 34.6 6 23.1 12 46.2 2017 23 17 73.9 11 47.8 10 43.5 17 73.9


Notes:



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


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. School Authority Province

2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 % Writing 0 Exams

23.6 0.0 8.3 8.7 8.7 17.6 14.3 14.8 14.1 12.8 16.6 15.7 15.7 15.0 14.8

% Writing 1+ Exams

76.4 100.0 91.7 91.3 91.3 82.4 85.7 85.2 85.9 87.2 83.4 84.3 84.3 85.0 85.2

% Writing 2+ Exams

62.5 96.3 88.2 91.3 87.0 78.8 82.8 83.0 80.2 81.8 80.3 81.4 81.2 82.0 82.3

% Writing 3+ Exams

48.6 63.0 56.4 65.2 69.6 56.6 57.2 61.3 50.8 64.3 63.3 65.0 64.7 65.2 66.1

% Writing 4+ Exams

41.7 48.1 45.8 43.5 56.5 48.9 42.4 51.5 40.7 52.6 50.1 54.4 54.6 54.9 55.7

% Writing 5+ Exams

34.7 29.6 38.8 13.0 39.1 33.1 28.4 38.2 23.2 32.2 31.5 36.3 37.1 37.5 37.8

% Writing 6+ Exams

13.9 14.8 24.7 4.3 26.1 12.1 9.5 12.9 8.3 13.4 11.4 13.1 13.8 13.6 13.9



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

2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 English Language Arts 30-1

44.8 44.4 41.4 26.1 47.8 51.2 46.0 51.3 45.2 51.9 53.9 54.0 53.2 54.0 55.0

English Language Arts 30-2

17.2 55.6 44.8 65.2 39.1 28.6 38.7 35.1 35.2 33.6 27.1 28.0 28.7 28.7 28.8

Total of 1 or more English Diploma Exams

62.1 100.0 86.2 91.3 87.0 77.8 82.3 83.3 80.0 83.0 78.7 79.7 79.5 80.1 80.9

Social Studies 30-1

31.0 40.7 44.8 21.7 43.5 48.4 43.1 49.6 43.0 51.5 45.8 45.1 43.5 45.1 44.9

Social Studies 30-2

44.8 55.6 44.8 69.6 47.8 33.3 38.7 33.3 40.0 33.6 33.7 35.2 36.7 35.8 36.4

Total of 1 or more Social Diploma Exams

75.9 96.3 89.7 91.3 91.3 79.8 80.6 82.0 82.6 83.4 78.8 79.6 79.5 80.3 80.7

Pure Mathematics 30

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 7.2 0.1 0.0 0.0 0.0

Applied Mathematics 30

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.2 0.0 0.0 0.0 0.0

Mathematics 30-1

34.5 25.9 31.0 17.4 30.4 36.1 28.2 34.2 26.5 34.0 29.7 37.3 37.1 36.4 35.5

Mathematics 30-2

6.9 25.9 24.1 30.4 34.8 17.9 22.2 23.7 19.6 25.3 16.7 21.4 22.4 23.7 25.1

Total of 1 or more Math Diploma Exams

41.4 51.9 55.2 47.8 65.2 53.6 49.2 57.5 44.8 58.1 52.1 57.0 57.6 58.3 58.6


Biology 30 41.4 51.9 41.4 52.2 60.9 40.5 39.9 43.9 38.3 46.5 42.2 41.4 40.6 40.7 41.7 Chemistry 30 27.6 29.6 34.5 21.7 39.1 34.5 34.7 40.8 28.7 37.8 31.5 34.7 35.7 35.6 35.1 Physics 30 27.6 22.2 31.0 4.3 26.1 20.2 12.1 19.7 12.6 17.4 17.3 20.0 19.9 19.3 18.6 Science 30 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.9 0.0 3.3 9.8 12.8 14.1 15.7 16.9 Total of 1 or more Science Diploma Exams

48.3 59.3 44.8 52.2 60.9 50.8 48.8 53.9 45.7 58.1 57.3 59.4 59.8 60.5 61.2

Français 30-1 0.0 0.0 0.0 0.0 0.0 0.0 0.8 0.0 0.0 0.4 0.3 0.3 0.2 0.3 0.3 French Language Arts 30

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.7 2.7 2.8 2.8 3.0

Total of 1 or more French Diploma Exams

0.0 0.0 0.0 0.0 0.0 0.0 0.8 0.0 0.0 0.4 3.0 2.9 3.0 3.1 3.3

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

for the province and those school authorities affected by this event. 3. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when

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

Grade 10 cohort caused by one authority.

5.


Citizenship – Measure Details Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. School Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Overall 90.1 87.7 85.8 87.1 78.6 81.5 83.1 83.2 84.3 81.9 83.4 83.5 83.9 83.7 83.0 Teacher 98.9 n/a 96.7 90.0 91.1 93.5 91.7 94.3 93.0 92.6 93.8 94.2 94.5 94.0 93.4 Parent 91.4 87.7 85.0 92.7 61.3 79.2 83.3 80.1 84.0 79.9 81.9 82.1 82.9 82.7 81.7 Student 79.9 n/a 75.6 78.5 83.5 71.7 74.3 75.3 75.8 73.1 74.5 74.2 74.5 74.4 73.9

Graph of Overall School Results

Graph of Detailed School Results

Notes:


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

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. School Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Overall 86.7 76.9 87.5 81.8 77.8 77.7 78.5 80.0 84.3 79.6 81.2 82.0 82.6 82.7 82.4 Teacher 94.7 n/a 100.0 100.0 88.9 86.4 84.6 89.4 89.9 85.8 89.3 89.7 90.5 90.4 90.3 Parent 78.6 76.9 75.0 63.6 66.7 68.9 72.4 70.6 78.8 73.3 73.1 74.2 74.8 75.1 74.6




Notes:



Provincial Achievement Test Results – Measure Details PAT Course by Course Results by Number Enrolled. Results (in percentages) Target

2014 2015 2016 2017 2018 2018 A E A E A E A E A E A E

English Language Arts 6

School 87.5 31.3 73.1 30.8 61.1 5.6 84.6 26.9 87.5 25.0 Authorit

y 86.8 17.3 81.5 13.4 78.4 10.6 79.0 12.2 84.9 12.6

Province 81.9 17.6 82.8 19.5 82.9 20.4 82.5 18.9 83.5 17.9

French Language Arts 6



Province 88.0 15.6 87.5 13.6 87.7 14.2 85.1 13.5 85.2 12.3

Français 6



Province 90.6 17.1 89.0 15.0 91.4 17.2 92.1 21.6 93.3 23.1

Mathematics 6

School 75.0 12.5 80.8 30.8 38.9 11.1 69.2 19.2 70.8 4.2 Authorit

y 83.1 18.0 71.4 12.2 68.9 9.8 63.4 5.7 72.2 6.9

Province 73.5 15.4 73.2 14.1 72.2 14.0 69.4 12.6 72.9 14.0

Science 6

School 75.0 43.8 76.9 46.2 44.4 11.1 76.9 38.5 79.2 20.8 Authorit

y 80.9 31.9 71.0 22.4 72.4 18.8 75.4 19.6 73.2 20.4

Province 75.9 24.9 76.3 25.3 78.0 27.1 76.9 29.0 78.8 30.5

Social Studies 6

School 75.0 18.8 57.7 26.9 16.7 11.1 76.9 26.9 83.3 12.5 Authorit

y 72.5 16.7 60.4 14.7 60.2 12.3 70.3 13.0 68.3 15.5

Province 70.4 16.6 69.8 18.1 71.4 22.0 72.9 21.7 75.1 23.2


School 91.3 26.1 86.4 18.2 75.0 28.1 82.6 26.1 75.9 27.6 Authorit

y 78.0 9.3 77.7 11.9 80.7 13.5 77.9 13.0 71.7 9.9

Province 76.3 15.0 75.6 14.4 77.0 15.2 76.8 14.9 76.1 14.7

English Lang Arts 9 KAE

School * * n/a n/a n/a n/a n/a n/a n/a n/a Authorit

y * * 83.3 0.0 * * 37.5 0.0 * *

Province 62.8 3.5 63.0 4.5 59.8 6.2 58.8 5.9 55.7 5.9




Province 86.5 11.1 85.8 10.1 83.0 10.8 83.1 11.2 81.4 9.8

Français 9



Province 86.1 17.8 88.5 20.2 86.4 26.8 88.9 26.1 82.7 22.3

Mathematics 9 School 78.3 30.4 59.1 36.4 59.4 18.8 56.5 21.7 62.1 6.9


Authority 63.4 14.0 61.2 15.4 67.5 15.9 66.7 25.5 50.4 8.1

Province 67.1 17.3 65.3 17.9 67.8 17.5 67.2 19.0 59.2 15.0

Mathematics 9 KAE


y * * 83.3 0.0 71.4 14.3 25.0 0.0 * *

Province 63.4 14.5 60.9 14.4 61.2 13.0 57.5 13.3 57.4 13.6

Science 9

School 73.9 39.1 63.6 22.7 75.0 18.8 65.2 17.4 72.4 20.7 Authorit

y 65.6 14.3 70.5 16.5 76.6 20.5 76.2 24.2 67.0 15.5

Province 73.2 22.1 74.1 22.8 74.2 22.4 74.0 21.4 75.7 24.4

Science 9 KAE


y * * * * * * 50.0 12.5 * *

Province 64.1 14.9 64.5 15.1 63.8 14.3 63.9 13.3 64.6 12.3

Social Studies 9

School 60.9 21.7 63.6 22.7 53.1 9.4 52.2 21.7 58.6 37.9 Authorit

y 61.1 12.3 65.8 16.9 64.1 18.3 68.8 22.9 53.8 12.0

Province 65.5 19.9 65.1 19.8 64.7 18.0 67.0 20.2 66.7 21.5

Social Studies 9 KAE


y * * 83.3 0.0 * * 50.0 12.5 * *

Province 61.8 10.7 57.3 11.2 58.0 11.6 56.3 12.7 55.2 14.2


2. “A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of excellence.


4. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/2017 and Mathematics 9 in 2017/2018, respectively.


Graph of Overall Provincial Achievement Test Results

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

over time for the province and those school authorities affected by this event.


Graph of Provincial Achievement Test Results by Course

[No Data for French Language Arts 6]



over time for the province and those school authorities affected by this event. 3. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/2017

and Mathematics 9 in 2017/2018, respectively.



[No Data for English Lang Arts 9 KAE]

[No Data for French Language Arts 9]


[No Data for Mathematics 9 KAE]


over time for the province and those school authorities affected by this event. 3. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/2017

and Mathematics 9 in 2017/2018, respectively.



[No Data for Science 9 KAE]

[No Data for Social Studies 9 KAE]


over time for the province and those school authorities affected by this event.


PAT Results Course By Course Summary By Enrolled With Measure Evaluation

Bassano School Alberta

Achievement Improveme

nt Overall 2018 Prev 3 Year Average 2018 Prev 3 Year Average Course Measure N % N % N % N % English

Language Arts 6

Acceptable Standard High Improved Good 24 87.5 23 72.9 51,540 83.5 48,248 82.7

Standard of Excellence Very High Maintained Excellent 24 25.0 23 21.1 51,540 17.9 48,248 19.6

French Language

Arts 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 3,326 85.2 3,007 86.8


Français 6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 611 93.3 528 90.8


Mathematics 6

Acceptable Standard Intermediat

e Maintained Acceptable 24 70.8 23 63.0 51,486 72.9 48,172 71.6 Standard of Excellence Very Low Declined Concern 24 4.2 23 20.4 51,486 14.0 48,172 13.6

Science 6 Acceptable Standard Intermediat

e Improved Good 24 79.2 23 66.1 51,517 78.8 48,180 77.1 Standard of Excellence Intermediat

e Maintained Acceptable 24 20.8 23 31.9 51,517 30.5 48,180 27.1

Social Studies 6

Acceptable Standard High Improved

Significantly Good 24 83.3 23 50.4 51,525 75.1 48,170 71.4 Standard of Excellence Intermediat

e Maintained Acceptable 24 12.5 23 21.7 51,525 23.2 48,170 20.6 English

Language Arts 9


e Maintained Acceptable 29 75.9 26 81.3 46,822 76.1 44,296 76.5 Standard of Excellence Very High Maintained Excellent 29 27.6 26 24.1 46,822 14.7 44,296 14.9

English Lang Arts 9

KAE Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,588 55.7 1,543 60.5


French Language

Arts 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,899 81.4 2,660 84.0


Français 9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 358 82.7 391 87.9


Mathematics 9


e Maintained Acceptable 29 62.1 26 58.3 46,603 59.2 43,851 66.8 Standard of Excellence Very Low Declined Concern 29 6.9 26 25.6 46,603 15.0 43,851 18.1

Mathematics 9 KAE

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,049 57.4 1,983 59.9


Science 9 Acceptable Standard Intermediat

e Maintained Acceptable 29 72.4 26 68.0 46,810 75.7 44,341 74.1 Standard of Excellence Very High Maintained Excellent 29 20.7 26 19.6 46,810 24.4 44,341 22.2

Science 9 KAE

Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,528 64.6 1,522 64.1


Social Studies 9

Acceptable Standard Low Maintained Issue 29 58.6 26 56.3 46,840 66.7 44,267 65.6

Standard of Excellence Very High Improved Excellent 29 37.9 26 17.9 46,840 21.5 44,267 19.4

Social Studies 9

KAE Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,501 55.2 1,493 57.2




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.


4. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/2017 and Mathematics 9 in 2017/2018, respectively.


Measure Evaluation Reference - Achievement Evaluation

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

Course Measure Very Low Low Intermediate High Very High


Acceptable Standard


0.00 - 6.83 6.83 - 11.65 11.65 - 17.36 17.36 - 22.46 22.46 - 100.00


Acceptable Standard


0.00 - 2.72 2.72 - 8.13 8.13 - 15.29 15.29 - 23.86 23.86 - 100.00

Mathematics 6 Acceptable Standard


0.00 - 8.53 8.53 - 11.31 11.31 - 18.13 18.13 - 25.17 25.17 - 100.00

Science 6 Acceptable Standard


0.00 - 11.74 11.74 - 17.42 17.42 - 25.34 25.34 - 34.31 34.31 - 100.00

Social Studies 6 Acceptable Standard


0.00 - 7.30 7.30 - 12.45 12.45 - 19.08 19.08 - 30.09 30.09 - 100.00


Acceptable Standard


0.00 - 5.96 5.96 - 9.43 9.43 - 14.72 14.72 - 20.46 20.46 - 100.00

English Lang Arts 9 KAE

Acceptable Standard


0.00 - 0.00 0.00 - 0.30 0.30 - 10.00 10.00 - 20.31 20.31 - 100.00


Acceptable Standard


0.00 - 1.67 1.67 - 6.81 6.81 - 17.11 17.11 - 28.68 28.68 - 100.00

Mathematics 9 Acceptable Standard


0.00 - 8.18 8.18 - 12.49 12.49 - 18.10 18.10 - 24.07 24.07 - 100.00

Mathematics 9 KAE Acceptable Standard


0.00 - 0.00 0.00 - 6.07 6.07 - 20.43 20.43 - 31.67 31.67 - 100.00

Science 9 Acceptable Standard


0.00 - 3.39 3.39 - 6.71 6.71 - 11.81 11.81 - 15.85 15.85 - 100.00

Science 9 KAE Acceptable Standard


0.00 - 0.00 0.00 - 7.47 7.47 - 21.41 21.41 - 40.82 40.82 - 100.00

Social Studies 9 Acceptable Standard


0.00 - 10.03 10.03 - 12.78 12.78 - 19.76 19.76 - 24.03 24.03 - 100.00

Social Studies 9 KAE

Acceptable Standard


0.00 - 0.00 0.00 - 5.71 5.71 - 17.19 17.19 - 36.26 36.26 - 100.00 Notes:


1. The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%.

2. Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in tests.

Improvement Table

For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes. The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result. Evaluation Category Chi-Square Range Declined Significantly 3.84 + (current < previous 3-year average) Declined 1.00 - 3.83 (current < previous 3-year average) Maintained less than 1.00 Improved 1.00 - 3.83 (current > previous 3-year average) Improved Significantly 3.84 + (current > previous 3-year average)


Overall Evaluation Table

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

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


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. School Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Overall 83.7 75.0 79.9 86.1 81.3 78.3 81.3 78.6 81.2 78.8 81.3 81.3 81.9 81.9 81.8 Teacher 87.7 n/a 80.2 93.8 90.9 84.3 87.8 85.0 86.8 84.3 87.5 87.2 88.1 88.0 88.4 Parent 86.5 75.0 84.2 86.6 63.2 76.9 79.3 76.0 80.8 78.8 79.9 79.9 80.1 80.1 79.9 Student 77.0 n/a 75.4 77.9 89.8 73.7 76.8 74.7 75.8 73.5 76.6 76.9 77.5 77.7 77.2



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

OurSCHOOL/TTFM (Tell Them From Me) survey tool. Parental Involvement – Measure Details Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. School Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Overall 87.6 89.2 72.1 84.8 69.7 81.6 81.2 81.0 81.0 80.8 80.6 80.7 80.9 81.2 81.2 Teacher 92.6 n/a 75.0 93.3 90.0 87.9 85.9 89.4 87.0 86.3 88.0 88.1 88.4 88.5 88.9 Parent 82.6 89.2 69.2 76.4 49.3 75.3 76.4 72.6 74.9 75.3 73.1 73.4 73.5 73.9 73.4




Education Quality – Measure Details Percentage of teachers, parents and students satisfied with the overall quality of basic education. School Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Overall 95.7 96.2 93.2 96.2 88.9 89.4 90.5 90.8 92.7 90.4 89.2 89.5 90.1 90.1 90.0 Teacher 100.0 n/a 97.2 100.0 100.0 94.9 94.7 96.7 97.6 96.8 95.5 95.9 96.0 95.9 95.8 Parent 94.0 96.2 89.6 97.0 71.9 86.0 86.8 84.6 90.1 85.8 84.7 85.4 86.1 86.4 86.0 Student 92.9 n/a 92.9 91.6 94.8 87.4 90.0 91.1 90.3 88.5 87.3 87.4 88.0 88.1 88.2




OurSCHOOL/TTFM (Tell Them From Me) survey tool. 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. School Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Overall 95.2 95.4 92.9 91.4 85.0 89.3 90.2 90.0 90.8 89.9 89.1 89.2 89.5 89.5 89.0 Teacher 100.0 n/a 96.7 96.6 93.3 97.3 95.4 97.0 97.0 96.9 95.3 95.4 95.4 95.3 95.0 Parent 98.6 95.4 95.0 94.5 72.6 88.2 90.2 88.3 91.5 90.7 88.9 89.3 89.8 89.9 89.4 Student 86.9 n/a 87.2 83.2 89.3 82.3 84.9 84.6 83.8 82.1 83.1 83.0 83.4 83.3 82.5





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


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. School Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Overall 95.8 92.3 76.8 79.1 72.3 79.7 76.8 82.5 83.7 79.4 79.8 79.6 81.2 81.4 80.3 Teacher 94.4 n/a 41.7 66.7 61.1 81.3 66.4 80.6 81.0 79.9 81.3 79.8 82.3 82.2 81.5 Parent 100.0 92.3 100.0 81.8 73.3 74.2 80.2 81.4 83.3 78.9 77.0 78.5 79.7 80.8 79.3 Student 93.1 n/a 88.8 88.7 82.5 83.7 83.9 85.6 86.7 79.4 81.2 80.7 81.5 81.1 80.2




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

bassano school 2018 - 2019 aerr & 3 year education plan school... · 2018. 11. 30. · science...

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