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Year E ducation Plan Robina Baker Elementary School

Annual Education Plan 2018 - 2021

Submitted by Katherine Kloschinsky Principal

School: 3236 Robina Baker Elementary School

RBES Education Success Plan - 2018/2019 - 2020/2021 PK – Gr. 4 school with 357 students 22 teachers 18 support staff (14 EAs) School Profile: The community of Devon owes its existence to one of the largest oil discoveries in the world, the Imperial Leduc #1 well. As a result of this monumental discovery and consequential influx of new personnel, the town of Devon was constructed by Imperial Oil and holds the distinction of being the first Canadian community to be approved by a regional planning commission. As the first school in the area, Robina Baker Elementary School has been serving students since 1949 and is named after Mrs. Robina Baker, a teacher and principal in Devon who served her students and community faithfully for 24 years. Robina Baker Elementary School is a dynamic educational institution with a well-rounded vision for student success in both their personal and educational lives. As an elementary school our mission is to contribute to the development of responsible, self-sufficient citizens who are confident, capable, and curious and who will continue with individual growth, pursue knowledge and find dignity in the differences in others as they learn about themselves, others and the world. This is accomplished within the context of a larger community by a dedicated, knowledgeable staff that provides intellectually challenging educational programs which celebrate change and consistently promote excellence through the skillful meaningful application of a comprehensive and responsive curriculum.

In working to achieve our mission a key ingredient in Robina Baker Elementary School’s enduring success can be summed up in two words: relationship building. In today’s fast-paced, ever-changing world, strong relationships remain a crucial component to ensuring meaningful communication and ultimately achieving success. Though individuals can be reached with the simple click of a button people still seek out and value the intimacy of personal connections. In this regard, Robina Baker Elementary School is a shining example of a public institution striving to develop and maintain meaningful bonds with all those individuals who pass through their doors. As a vibrant school community, Robina Baker Elementary School possesses a unique character and is a school whose classrooms and hallways resonate with heartfelt love and compassion for our students; qualities which undoubtedly spill out into the surrounding community.


Celebrations: • We are proud to provide a safe and caring environment for our school community.

One way we do this is through weekly assemblies. We celebrate our students, encourage them to be kind and respectful and incorporate many areas of the health curriculum. Our admin team leads the assembly time with engaging activities that help support the already great work our teachers do in their classrooms each day.

• Our students continue to be involved in many active citizenship projects. They have donated food and gifts to those less fortunate through the school’s annual Christmas Elves project; have participated in the Terry Fox Run to raise money for cancer research and continue to raise funds for the Canadian Heart and Stroke Foundation through participation in the jump rope for heart program.

• Early literacy is another area we celebrate as part of our school culture. We have a

common daily reading block for our grade one students. This common reading time allows for fluid groupings that our teachers regularly monitor and assess to ensure we are meeting each child at their level. Our entire teaching staff is now trained in DIBELS as their tool to help with progress monitoring and assessment of student reading.

• Our school remains committed to our Healthy Schools initiative. We continue to

focus on healthy eating, daily physical activity, and positive social environments. We continue to promote healthy living challenges such as the wristband challenge and discuss healthy living choices regularly at our weekly student assemblies. We have developed a student wellness action team (SWAT) that continues to support health initiatives and kindness. We also host a series of wellness days where students get to take an active role in strategies to promote their own wellbeing. We are continuing to offer the free before school fitness program, BOKS, to create more opportunities for student movement.


• Our student leadership team also takes an active role in the distributing of milk for

the Club Moo program, assisting in the promotion and selection of school spirit days and helping with a variety of other leadership duties – POP patrol, school ambassadors, playground buddies, hot lunch and library helpers.

• Nutrition is also an important focus of our school culture. Through the Government

of Alberta’s Nutrition grant, we have utilized funds in our school to provide any student who needs with fresh and nutritious options to eat. Whether a student does not have a lunch or is just hungry, we are able to provide fresh options. We maintain two mobile smoothie carts. These carts are stocked with fresh ingredients and a Vitamix blender which allows teachers to create smoothies for their entire class to sample. We have also worked with the parents to bring in healthier options for hot lunches and encourage healthier eating through newsletters and classroom teaching.

• The school’s physical education program continues to offer a wealth of opportunities

beyond the traditional gym activities; ice skating, downhill skiing, swimming lessons, bike safety, 5 day in school residency dance program by Sound Kreation and yoga. Our extracurricular program includes drama, art club (along with a beautiful art gala), cross country, floor hockey, track n’ field and a new outdoor education program.

• In an effort to embed First Nations, Metis and Inuit curriculum throughout our learning, we developed a committee that allows us to plan and collaborate with members of our Indigenous community. Our successes have included: Staff PD, literacy shared in the library, classrooms and assemblies, a parent presentation on the Metis Heritage along with some Cree traditions and a yearend celebration which included a school wide round dance. We have been fortunate to have forged a relationship with Elder Florence. Her and her husband attended our National Indigenous Peoples Day celebration along with the Ben Calf Robe drummers. Elder Florence is now a regular guest at our school wide assemblies.

• Students in all grades at RBES

have access to technology. There are SMART BOARDS or interactive projectors in all classrooms. All students have


access to Chromebooks several times per week and our library is evolving into a learning commons and has 20 iPads that can be used individually or in class sets by teachers for special projects.

• Our students participate and attend cultural events and field trips such as: Edmonton Symphony, the Earth Rangers, Alberta Art Gallery, 4 Cats Art Studio, the Ukrainian Village, U of A Gardens, Leduc No. 1 Discovery Center, Steve Harmer Motivational Magic, Celtic Traditions, Camp Warwa and our own drama production. This past year we were also extremely lucky

to have our Kinders participate in Nature School in our treasured river valley.

• Our school has excellent communication and we provide many avenues for students, parents and the community to receive information. All of our classroom teachers have blogs or websites and we also have regular weekly school blog updates that celebrate our successes and provide information on our school activities. All classrooms blogs strive to be updated weekly with curricular information. All of our parents receive the weekly update and other last minute reminders / updates via email.

• We have a parent kiosk in the office for those without access to a device that is

utilized regularly. The student agenda is an additional avenue of communication provided for both the parent and the teacher. Agendas are checked daily and our parents are encouraged to use the book or email to communicate regularly with the classroom teacher.

• We are hosting “Active Parenting” workshops to help our parents learn new

strategies and gain a larger knowledge base when supporting their children through tough times.

• We have a very supportive and hardworking School Council who have coordinated

with our Parent Fundraiser Group on a number of projects to provide “extras” for our students. Eg. Mathletics, cultural events, extra funding for art supplies for classrooms and student agendas. This year they have taken on the monstrous project of fundraising for a new playground for our school.


There is so much to celebrate at Robina Baker Elementary School. Our school has an extremely talented, dedicated, caring and professional learning team. They are collaborative in nature, passionate about learning and want what is best for each and every student. They epitomize Black Gold’s theme of “Inspiring Success”.

Challenges: • Meeting the needs of all of our special needs students is challenging. Many of our

staff have been working at improving our behavioral programming. We continue to work with Black Gold central office staff (psychologist, assistive technology, FSLW (family school liaison worker) and behavioral support staff) in order to refine our service for our students. We strive to allocate our inclusive education resources responsibly, especially for education assistant time, however, there never seems to be enough time to do all that we need to with this multi-level programming.

• First Nations, Metis and Inuit content is a new intentional focus for our school. We feel it is important to honour and respect the traditional knowledge of our First Nations, Metis and Inuit communities. We are working to add resources to our school library, attend professional development to increase our knowledge base and share these traditions with our whole student body.

• A decrease in student population has resulted in staffing and resources challenges. This has resulted in creative timetabling and allocation of teacher time to keep the same level of support that has always been provided. Staff have been incredibly flexible and creative with resources to keep the integrity of all programming consistent. There has also been less and less interest in the half day kinder program over the last few years and we will be moving to full days only for the next school year.


School Council Message:

The Robina Baker Elementary School Council’s mission is to undertake discussions and activities that will enhance student learning and foster the well-being and effectiveness of our school community. The 2017-2018 year was a busy one as we welcomed more new faces to our council. We were excited hear new perspectives and explore new ideas. We worked very closely this year with the Robina Baker Parent Fundraising Committee to provide our staff and students the extra resources needed to help create a strong, supportive learning environment. We offered support as the Fundraising Committee completed the necessary requirements to become a Society. Now they have licensing to conduct casinos and raffles. Together with the Fundraising Committee, we are now focused on a two year project to add a second large playground area to our school field. This year as a School Council, we worked closely with teachers and administrators in the school to help keep involved and in touch with things happening in our school. Teachers, administrators and parents are able to provide us with priority items and resources that they feel might make the school a better place to be. This year we have supported items and events that include special cultural programs, individual classroom budgets, supplemented field trip costs, Mathletics accounts for each student and extra art supplies. Our School Council also ran many school-wide spirit events. We hosted the Teacher’s appreciation luncheon, a family movie night, a dance, and a children’s paint day event. Marie Murray Robina Baker School Council Chair


Measure Evaluation Reference Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure. Measure Very Low Low Intermediate High Very High Safe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00 Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00 Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00 Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00 High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00 PAT: Acceptable 0.00 - 66.07 66.07 - 70.32 70.32 - 79.81 79.81 - 84.64 84.64 - 100.00 PAT: Excellence 0.00 - 9.97 9.97 - 13.44 13.44 - 19.56 19.56 - 25.83 25.83 - 100.00 Diploma: Acceptable 0.00 - 73.77 73.77 - 80.97 80.97 - 86.66 86.66 - 90.29 90.29 - 100.00 Diploma: Excellence 0.00 - 7.14 7.14 - 13.15 13.15 - 19.74 19.74 - 24.05 24.05 - 100.00 Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00 Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00 Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00 Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00 Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00 School Improvement 0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00 Notes: 1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower

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

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

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

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

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


Combined 2018 Accountability Pillar Overall Summary

Measure Category Measure Robina Baker Elementary 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 92.4 88.4 87.6 89.0 89.5 89.4 Very High Maintained Excellent

Student Learning Opportunities Program of Studies 89.2 73.1 75.1 81.8 81.9 81.7 Very High Improved Excellent Education Quality 94.9 89.0 90.6 90.0 90.1 89.9 Very High Improved Excellent Drop Out Rate n/a n/a n/a 2.3 3.0 3.3 n/a n/a n/a High School Completion Rate (3 yr) n/a n/a n/a 78.0 78.0 77.0 n/a n/a n/a

Student Learning Achievement (Grades K-9)

PAT: Acceptable n/a n/a n/a 73.6 73.4 73.3 n/a n/a n/a PAT: Excellence n/a n/a n/a 19.9 19.5 19.2 n/a n/a n/a

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable n/a n/a n/a 83.7 83.0 83.0 n/a n/a n/a Diploma: Excellence n/a n/a n/a 24.2 22.2 21.7 n/a n/a n/a Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 55.7 54.9 54.7 n/a n/a n/a Rutherford Scholarship Eligibility Rate n/a n/a n/a 63.4 62.3 61.5 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 58.7 57.9 59.0 n/a n/a n/a Work Preparation 96.7 83.3 71.1 82.4 82.7 82.4 Very High Improved Significantly Excellent Citizenship 90.7 79.6 83.1 83.0 83.7 83.7 Very High Improved Excellent

Parental Involvement Parental Involvement 83.7 58.4 70.5 81.2 81.2 81.0 Very High Improved Excellent Continuous Improvement School Improvement 90.1 64.9 69.6 80.3 81.4 80.7 Very High Improved Significantly Excellent Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents. 4. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool. 5. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included:

English Language Arts (Grades 6, 9, 9 KAE); Français (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.


School Goal 1: Continuing school wide literacy focus by maintaining a reading intervention program. Alignment with Provincial Goals/Accountability Pillar: Student Learning Opportunities Alignment with Division Values: Providing quality education Timeline: 3 years Rationale: This goal was selected due to the benchmarking data that has been collected. The data has identified significant literacy gaps. Timeline Strategies Supporting Data

August 2018 • Sharing of topic related professional reading. • Familiarizing staff with standardized

benchmarking and monitoring tools. • Learning to interpret data to drive instruction. • Staff utilizing one measurement tool. • Timetables continue one common reading period

per day throughout the school to allow cross level grouping.

• Participation in University reading project on good teacher practice in early literacy intervention. (Grade 1)

• Kindergarten- Grade 4 - DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

• Grade 1 – RRST (Reading Readiness Screening Tool) • Qualitative Data- staff conversations and feedback. • Classroom walk through • Grade 1s will collect data between pilot group and control

group for U of A reading project

August 2019 • Collaborative conversations to maintain and refine current practices

• Sharing of topic related professional reading. • Grade 1 teachers will share their learning from

the reading project with the rest of the staff. Teachers will continue to learn more intentional practice for reading strategies and intervention at an early age.


• Grade 1 – RRST (Reading Readiness Screening Tool) • Qualitative Data- staff conversations and feedback. • Classroom walk through


August 2020 • Use collected data to refine intentional practice and teaching strategies.

• Utilise LST for pull out reading groups to help support students who need intervention.


• Grade 1 – RRST (Reading Readiness Screening Tool) • Qualitative Data- staff conversations and feedback. • Numbers of students requiring extensive support should

decrease

REFLECTION: This has been an incredible learning journey for the staff and the results of the grade one reading intervention have been phenomenal. Our grade one students are showing consistent regular improvements and we are able to meet them at their individual learning needs. This is being supported by data at the BGRS level as well.


School Goal 2: To ensure our staff and students are knowledgeable, understanding and respectful of the rich diversity of First Nations, Métis and Inuit cultures, languages and histories; the importance of Treaties; and the legacy of residential schools. Alignment with BGRS Core Values of: Providing quality education Timeline: 3-year goal Rationale: Alberta’s Expression of Reconciliation to improve First Nations, Métis and Inuit education. This promise included mandatory content for all Alberta students on residential schools and treaties, an Alberta Kindergarten to Grade 12 curriculum development standard and Support for professional learning opportunities for teachers. Timeline Strategies Supporting Data

Year 1 (2017-2018) • Do an assessment of staff understanding of First Nations, Metis, and Inuit foundational knowledge. At the November staff meeting, deliver a survey to staff to identify needs and strengths. This data will help staff identify their own areas of knowledge and learning opportunities. This data will also help drive PD. The school will acknowledge Treaty 6 at major events.

• Teachers will identify and access various resources to increase their foundational knowledge to meet their identified areas of growth. Teachers will have the opportunity to attend targeted PD (ERLC, ATA Blanket Exercise, use the BGRD Lead Teacher’s suggestions for useful links and resources)

• The survey data will be gathered anonymously to give a school picture of needs.

• The survey data will also be used by individuals.


Year 2 (2018 – 2019) • Do a follow-up assessment of staff understanding of First Nations, Metis, and Inuit foundational knowledge. At the November staff meeting, deliver the same survey to staff to identify growth in the areas needs and strengths. This data will continue to help staff identify their own areas of knowledge and learning opportunities. This data will also continue to help drive PD.

• To grow the foundational knowledge of staff members and to utilize this knowledge within the school’s student population. We will seek out opportunities to develop school-wide First Nations, Metis and Inuit understanding and appreciation. We will accomplish this by exploring literary resources in the library, seek out presentations, and other opportunities as they become available.

• The school will acknowledge Treaty 6 at major events. • Our school community will take part in Orange Shirt

Day in September. • Our school will acknowledge National Indigenous

Peoples Day in June. • Presentations with a First Nations, Métis and Inuit

perspective will be sought out.

Year 3 (2019 – 2021) • Building upon the staff developed foundational knowledge and understanding, we will seek out opportunities to implement this knowledge within the school community.

• The school will incorporate existing resources and continue to seek out new resources and opportunities. New curriculum is expected to become available at this time and staff will work towards incorporating their foundational knowledge into their teaching as per the new Program of Studies.

• Survey data will be gathered by individuals and will show growth in areas of focus.

• Survey data will again be gathered anonymously at the school level to show growth.

REFLECTION: A number of our staff have attended outside Professional Development with a focus on First Nations, Metis and Inuit learning and have been able to share that knowledge with others. We have also started to purchase resources for our library so that the curriculum can be interwoven with ease through story and discussion. We are finding it more effective to set aside specific sharing time during staff meetings or PD days so that our intentional learning in this area doesn’t get lost in the shuffle of all of the other goals we strive to meet. This is a goal that we will extend for at least one more year.


School Goal 3: Establish learner readiness for all students. Alignment with Provincial Goals/Accountability Pillar: Safe and Caring Schools, Citizenship, School Improvement Alignment with Division Values: Relationships and Supportive Environment Timeline: 3 year goal Rationale: The goal was selected due to the feedback on the accountability results within the measure of school improvement. Timeline Strategies Supporting Data

August 2015 - October 2016

PD for all staff in: • Mind Up • Zones of Regulation • Positive Behaviour Supports • Character Education Assemblies- Small and

Large groups • Common preparation time for staff collaboration

• Staff participation in PD opportunities • Classroom environment • Office referrals • Staff morale • Accountability results • Parent/community feedback • Success of student behaviour plans

October 2016 - June 2018

• Character Education Assemblies - Small and Large group

• Common preparation time for staff collaboration • PD for Staff – Executive Functioning • Creating staff common language and behaviours • Utilize division human resources to work along

side of the creation of student behaviour plans. • Selection of common templates to guide

strategies to correct student inappropriate behaviours.

• Establish behaviour committee.

• Staff participation in PD opportunities • Classroom environment • Office referrals • Staff morale • Accountability results • Parent/community feedback • Success of student behaviour plans • Survey staff regarding behaviour mindset


September 2018 - June 2019

• Continue behaviour committee meetings to establish common student expectations.

• Create student visuals of expectations to post in building and on website.

• Review expectations with School Council and invite feedback.

• Continue to support teachers and student learning with division learning coaches and admin.

• Teacher feedback • Office referrals (PowerSchool logs) • Parent feedback • Student success

REFLECTION: The staff and students have been committed to using the various strategies and programs that were implemented at the beginning of this goal. At the beginning of the 2018-2019 school year, we implemented common behaviour guidelines which has helped to solidify common language and expectations in our building. The result is less office referrals and a greater focus on proactivity and kindness.


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.


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 93.2 83.8 85.8 79.6 90.7 78.9 78.6 80.6 79.4 79.3 83.4 83.5 83.9 83.7 83.0 Teacher 100.0 95.0 81.0 83.1 94.7 95.7 94.2 94.1 94.9 94.3 93.8 94.2 94.5 94.0 93.4 Parent 88.3 75.5 88.3 79.3 89.4 68.0 73.4 74.7 75.6 74.1 81.9 82.1 82.9 82.7 81.7 Student 91.2 81.0 88.0 76.4 88.0 73.0 68.1 72.9 67.9 69.4 74.5 74.2 74.5 74.4 73.9

Graph of Overall School Results

Graph of Detailed 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 (*). 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 86.4 62.5 67.4 83.3 96.7 74.5 78.0 76.8 80.8 79.9 81.2 82.0 82.6 82.7 82.4 Teacher 100.0 75.0 64.7 83.3 100.0 89.1 92.1 89.6 92.0 92.3 89.3 89.7 90.5 90.4 90.3 Parent 72.7 50.0 70.0 * 93.3 59.9 64.0 64.0 69.7 67.4 73.1 74.2 74.8 75.1 74.6



Notes:

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


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 88.1 80.1 72.2 73.1 89.2 81.8 80.3 81.3 81.7 82.3 81.3 81.3 81.9 81.9 81.8 Teacher 94.0 81.7 68.7 85.3 92.4 90.1 89.0 87.8 89.7 90.2 87.5 87.2 88.1 88.0 88.4 Parent 82.3 78.5 75.8 60.9 86.0 75.7 78.2 77.2 77.8 79.3 79.9 79.9 80.1 80.1 79.9 Student n/a n/a n/a n/a n/a 79.8 73.7 78.9 77.6 77.4 76.6 76.9 77.5 77.7 77.2




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 80.7 74.4 78.8 58.4 83.7 77.0 78.9 78.6 79.6 80.0 80.6 80.7 80.9 81.2 81.2 Teacher 100.0 91.7 84.7 81.1 93.2 91.6 90.4 89.8 90.3 90.7 88.0 88.1 88.4 88.5 88.9 Parent 61.4 57.1 72.9 35.7 74.1 62.4 67.3 67.4 68.9 69.2 73.1 73.4 73.5 73.9 73.4



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


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 95.9 90.6 92.0 89.0 94.9 86.9 87.5 87.8 88.8 88.8 89.2 89.5 90.1 90.1 90.0 Teacher 99.1 98.6 90.2 97.3 97.8 97.2 96.6 95.9 97.1 96.6 95.5 95.9 96.0 95.9 95.8 Parent 90.3 78.0 90.3 83.3 92.1 76.7 82.0 80.7 84.9 84.5 84.7 85.4 86.1 86.4 86.0 Student 98.2 95.2 95.7 86.5 94.8 86.7 84.0 86.9 84.5 85.3 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 94.8 88.4 86.1 88.4 92.4 86.9 87.2 87.5 87.7 87.4 89.1 89.2 89.5 89.5 89.0 Teacher 100.0 95.0 81.2 88.9 89.3 96.9 96.3 95.9 96.1 95.5 95.3 95.4 95.4 95.3 95.0 Parent 88.1 84.0 91.5 96.6 95.3 81.3 84.9 84.9 86.8 86.1 88.9 89.3 89.8 89.9 89.4 Student 96.1 86.2 85.7 79.7 92.5 82.4 80.5 81.8 80.1 80.5 83.1 83.0 83.4 83.3 82.5






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 93.9 77.4 66.6 64.9 90.1 76.5 75.7 79.5 78.7 79.9 79.8 79.6 81.2 81.4 80.3 Teacher 100.0 81.8 47.1 66.7 100.0 82.3 78.3 81.4 84.9 82.3 81.3 79.8 82.3 82.2 81.5 Parent 83.3 60.0 63.6 50.0 76.5 67.0 73.9 74.7 75.8 79.3 77.0 78.5 79.7 80.8 79.3 Student 98.2 90.5 89.1 77.9 93.8 80.1 75.0 82.5 75.4 78.2 81.2 80.7 81.5 81.1 80.2





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