Combined Three Year Education Plan (2017/18 to 2019/20) and Annual Education Results Report (AERR)
Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Contents Message from the Board Chair ……………………………………………………………………
2
Accountability Statement ………………………………………………………………………………………
3
Our Vision ……………………………………………………………………………………………………… .
3
Guiding Principles for Decision-Making ……………………………………………………………………..
4
A Profile of the School Authority ……………………………………………………………………………..
5
Trends and Issues ……………………………………………………………………………………………..
6
Summary of Accomplishments ……………………………………………………………………………….
7
Combined 2017 Accountability Pillar Overall Summary …………………………………………………...
8
Combined 2017 Accountability Pillar First Nations, Métis and Inuit Summary ………………………….
9
Measure Evaluation Reference ……………………………………………………………………………….
10
Outcome One: Alberta’s students are successful ………………………………………………………….
11
Outcome Two: The systemic education achievement gap between First Nations, Métis and Inuit students and all other students is eliminated ………………………………………………………….
16
Outcome Three: Alberta’s education system is inclusive …………………………………………………
18
Outcome Four: Alberta has excellent teachers, and school authority leaders ………………………….
19
Outcome Five: Alberta’s education system is well governed and managed …………………………….
20
Local Outcome Six: Positive safety attitudes ……………………………………………………………….
21
2016-2017 Summary of Financial Results …………………………………………………………………..
22
Actual Revenues 2016-2017 Audited Financial Statements ………………………………………………
22
2017-2018 Summary Budget …………………………………………………………………………………
24
Capital and Facilities Projects (Fall 2017) …………………………………………………………………..
26
Summary of Facility and Capital Plans ………………………………………………………………………
27
Parental Involvement ………………………………………………………………………………………….
28
Timelines and Communication ……………………………………………………………………………….
28
Whistleblower Protection ……………………………………………………………………………………..
28
Page 1
Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Message from the Board Chair On behalf of the Peace River School Division (PRSD) it is my pleasure to present the 2016-2017 Annual Education Results Report/2017-2020 Three Year Education Plan. The combined report describes the division’s goals and initiatives, and informs of the division’s performance in relation to these goals and initiatives. We are very pleased to report that the division has experienced an increased rating of ‘Improved Significantly’ or ‘Improved’ in 3 of 16 measures on the 2016-2017 Accountability Pillar Report, and 10 measures have been maintained in percentage value over last years’ results. The Accountability Pillar is PRSD’s ―report card‖ provided by Alberta Education. It is based on educational scores and information compiled from student data (Diploma and Provincial Achievement Exams, Drop Out Rates, Scholarship Eligibility) as well as survey results obtained from students, staff and parents. This document illustrates the division’s goals, strategies and initiatives moving forward. These strategies reflect the voice of our students, parents, staff, and community members through face to face conversations, school and student council organizations, meetings with our municipal partners, analyzing annual survey results, and strategic planning sessions. PRSD is committed to providing students with the best education possible through engaging and inclusive learning environments and by providing supports and services that foster student well-being. We truly believe in our mission statement ―Learning Together – Success for All‖ and will continue to provide our staff with focused and relevant professional development as well as mentorship support through the division’s Mentorship Program and the support of our highly qualified staff. PRSD extends gratitude to the entire school community for your hard work and dedication which gives us all many reasons to celebrate. Your commitment to student learning and success has resulted in improved results and the collaborative development of innovative strategies. Most of all we thank you for your support, participation and partnership in the education of our youth. Darren Kuester PRSD Board Chair
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Accountability Statement The Annual Education Results Report for the 2016-2017 school year and the Education Plan for the three years commencing September 1, 2017 for Peace River School Division was prepared under the direction of the Board in accordance with its responsibilities under the School Act and the Government Accountability Act. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and results. The Board approved this combined Annual Education Results Report for the 2016-2017 school year and the three year Education Plan for 20172020 on November 28, 2017.
Our Vision FIRST CHOICE FOR STUDENTS: WE ARE A DYNAMIC LEARNING COMMUNITY FOCUSED ON STUDENT SUCCESS
Our Mission LEARNING TOGETHER; SUCCESS FOR ALL
Our Motto PRIDE IN PUBLIC EDUCATION RESPECT, RESPONSIBILITY AND INTEGRITY STUDENT-CENTERED; PROMOTING SUCCESS AND SAFETY DIVERSITY CELEBRATED; DIFFERENCES EMBRACED
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Guiding Principles for Decision- Making The following are principles developed by the Board of Trustees and management of the Peace River School Division that, as a whole, are guiding principles in making best decisions for students in our communities. No principle is prioritized or weighted, and none of the principles are in isolation to another. The purpose is that all principles work together to be successful.
We will ensure resources will be used to maximize student learning.
We will be transparent and open when communicating information; we will provide all budget facts.
We will ensure respectful relationships through effective communication.
We will honour our site-based decision making model.
We will continuously examine our initiatives, practices, and procedures to ensure they support our goals.
We will continuously strive to achieve efficiencies as a school division.
We will make data-driven decisions, which will include consultation with those affected where appropriate.
We will ensure student success through attraction, development and retention of quality people.
We will ensure health and safety for our students and staff.
Approved by Board Motion April 20, 2010
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
A Profile of the School Authority Welcome to Peace River School Division (PRSD)! As our vision statement indicates, we are a dynamic learning community focusing on student success. We offer high quality educational opportunities including fine arts programs, career and technology studies, second language studies as well as a broad variety of extracurricular and sports programs to 3041 students in 20 schools. PRSD currently employs over 500 staff members, which include principals, teachers, administrative staff, support staff, maintenance staff, transportation staff and bus drivers. Engaging our students, staff and public is very important to us. PRSD covers a geographical area of approximately 13,000 square kilometers and serves 12 communities in Northwestern Alberta. PRSD has Transportation Agreements in place with 3 other School Divisions and provides transportation services to approximately 3000 students daily. These students attend 24 different schools, 17 of which are PRSD schools. PRSD School Bus Drivers are all professionally trained and travel approximately 12,500 kilometers per day on 77 separate bus routes. All of our Bus Drivers play a vital role in student education and are an important part of the Peace River School Division family. We take great pride in the level of support from our school communities. Parental engagement, partnerships with learning institutions, neighboring school divisions, local businesses and the support of our communities’ locally elected officials are some of many examples of the reason we call ourselves the Peace River School Division family.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Trends and Issues Peace River School Division (PRSD) has been experiencing an approximate 2% annual student enrolment decline. This year our student enrolment has increased by 1% since June 2017. Like all sectors in the province of Alberta in 2017, PRSD has been dealing with the impacts of the economic downturn on the families and communities we serve. For Average Class Size Report please visit the following link: https://drive.google.com/open?id=1YZ2MIJozCxVC9I5_a3LKQv_u43Ma4Tmh
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Summary of Accomplishments
Grimshaw Shared School Project Completion and Opening September 20, 2017
Menno Simons School Modernization Project Partnership with Clear Hills County
Student from Peace River High School selected to participate on the Minister’s Youth Council
Highest number of First Nation Metis and Inuit graduates
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Combined 2017 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools) Peace River School Div No. 10 Measure Category
Measure
Alberta
Measure Evaluation
Current Result
Prev Year Result
Prev 3 Year Average
Current Result
Prev Year Result
Prev 3 Year Average
Achievement
Improvement
Safe and Caring
86.9
89.5
89.1
89.5
89.5
89.3
High
Declined Significantly
Issue
Program of Studies
78.6
80.4
78.3
81.9
81.9
81.5
High
Maintained
Good
Education Quality
87.9
90.0
89.0
90.1
90.1
89.6
High
Declined
Acceptable
Drop Out Rate
3.3
4.4
4.6
3.0
3.2
3.3
High
Improved
Good
High School Completion Rate (3 yr)
71.1
69.7
68.8
77.9
76.5
76.1
Intermediate
Maintained
Acceptable
PAT: Acceptable
68.2
66.3
68.7
73.4
73.6
73.2
Low
Maintained
Issue
PAT: Excellence
10.6
10.6
10.6
19.5
19.4
18.8
Low
Maintained
Issue
Diploma: Acceptable
76.6
75.0
78.1
83.0
82.7
83.1
Low
Maintained
Issue
Diploma: Excellence
8.2
10.1
10.5
22.2
21.2
21.5
Very Low
Maintained
Concern
Diploma Exam Participation Rate (4+ Exams)
45.2
35.4
36.7
54.9
54.6
53.1
Intermediate
Improved
Good
Rutherford Scholarship Eligibility Rate
50.0
41.0
41.0
62.3
60.8
60.8
n/a
Improved Significantly
n/a
Transition Rate (6 yr)
46.5
55.0
61.6
57.9
59.4
59.3
Low
Declined Significantly
Concern
Work Preparation
82.7
85.6
85.0
82.7
82.6
81.9
High
Maintained
Good
Citizenship
82.0
84.3
82.4
83.7
83.9
83.6
Very High
Maintained
Excellent
Parental Involvement
Parental Involvement
83.6
86.0
84.8
81.2
80.9
80.7
Very High
Maintained
Excellent
Continuous Improvement
School Improvement
82.5
84.7
81.7
81.4
81.2
80.2
Very High
Maintained
Excellent
Safe and Caring Schools
Student Learning Opportunities
Student Learning Achievement (Grades K-9)
Student Learning Achievement (Grades 10-12)
Preparation for Lifelong Learning, World of Work, Citizenship
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. 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. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014. 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 flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 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 flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 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.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Combined 2017 Accountability Pillar First Nations, Métis and Inuit Summary (Required for Public/Separate/Francophone School Authorities) Peace River School Div No. 10 (FNMI) Measure Category
Measure
Alberta (FNMI)
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
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Program of Studies
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Education Quality
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Drop Out Rate
8.4
5.5
7.1
5.8
6.1
6.7
Low
Maintained
Issue
High School Completion Rate (3 yr)
41.6
59.7
57.6
53.6
50.2
47.8
Very Low
Declined
Concern
PAT: Acceptable
56.1
53.1
55.3
51.7
52.4
52.1
Very Low
Maintained
Concern
PAT: Excellence
6.7
6.2
5.8
6.7
6.3
6.3
Very Low
Maintained
Concern
Diploma: Acceptable
77.2
66.3
74.4
77.1
76.1
76.3
Low
Maintained
Issue
Diploma: Excellence
7.8
2.9
7.1
10.7
10.2
10.2
Very Low
Maintained
Concern
Diploma Exam Participation Rate (4+ Exams)
24.6
21.7
23.5
21.8
20.7
20.3
Very Low
Maintained
Concern
Rutherford Scholarship Eligibility Rate
30.8
24.7
24.7
34.2
31.9
31.9
n/a
Maintained
n/a
Transition Rate (6 yr)
24.6
37.2
37.8
31.8
33.5
33.3
Very Low
Declined
Concern
Work Preparation
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Citizenship
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Parental Involvement
Parental Involvement
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Continuous Improvement
School Improvement
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Safe and Caring Schools
Student Learning Opportunities
Student Learning Achievement (Grades K-9)
Student Learning Achievement (Grades 10-12)
Preparation for Lifelong Learning, World of Work, Citizenship
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 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). 4. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 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. 6. 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. 7. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 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. 9. 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. 10. 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.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
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
Good
Acceptable
Issue
Issue
Concern
Acceptable
Issue
Issue
Concern
Concern
Declined Declined Significantly
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)
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome One: Alberta’s students are successful Performance Measure Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).
Results (in percentages)
Target
Evaluation
Targets
2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020
64.3 70.2 69.6 66.3 68.2 80
Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial 9.1 Achievement Tests (overall cohort results).
10.9 10.3 10.6 10.6 14
Low
Maintained
Issue 80
80
80
Low
Maintained
Issue 15
17
20
Comment on Results Grade six students continue to maintain their improvement on the Accountability Pillar measure for the Acceptable Standard with 79% of students achieving an Acceptable Standard in English Language Arts; 68.1% achieving the Acceptable Standard in Mathematics; 75.6% achieving an Acceptable Standard in Science; and 68.1% achieving an Acceptable Standard in Social Studies. 11.2% of grade six students achieved the Standard of Excellence in English Language Arts, while 4.7% achieved a Standard of Excellence in Mathematics. 18.8% achieved a Standard of Excellence in grade six Science, and 17.4% achieved a Standard of Excellence in Social Studies. Participation rates remain high ranging between 94.8% and 93.4%, which is significantly higher than that of the province, which rests between 90.5% and 89.7%. This data reflects a divisional focus on Literacy through a Response to Intervention (RTI) model currently used in all divisional schools that ensures all students receive programming supports as needed, which in turn enables them to participate in the testing program. The grade nine results show 74.3% of students achieving an Acceptable Standard in English Language Arts; 61.8% of students achieving an Acceptable Standard in Mathematics; 61.0% of students achieving an Acceptable Standard in Science and, 56.8% of students achieving an Acceptable Standard in Social Studies. 6.9% of grade nine students achieved the Standard of Excellence in English Language Arts, while 8% achieved a Standard of Excellence in Mathematics. 6.3% achieved a Standard of Excellence in grade nine Science and 11.6% achieved a Standard of Excellence in Social Studies. There were significant improvements in the number of students achieving an Acceptable Standard in Grade 9 English Language Arts, Mathematics and Social Studies. Again, participation rates at the grade nine level were extremely high ranging from 94.0% to 93.2% which is significantly higher than the province which came in between 89.4% and 88.8%. Again, the strong work of the schools focusing on literacy, using a Response to Intervention (RTI) model for all students needing supports, played a major role in almost all students in the division taking part in the Achievement Testing program. Individual school results can be accessed through the Three Year Education/ AERR Report hosted on school websites after November 30, 2017.
Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results. Implement and maintain division Scope and Sequence for reading assessment in grades 1-6. Establish a numeracy committee with a focus on curriculum, assessment and instruction and subsequently develop a numeracy assessment framework. Continue local marking sessions for grades 6 and 9 divisional English Language Arts (ELA) PATs to inform teaching practice. Continue analyzing PAT results and data from the divisional literacy and numeracy tools and share best practices and strategies Using Response to Intervention research, identify and implement best practices in literacy for all students across all subject areas. Use data to inform instruction and intervention such as the Reading Assessment Framework (RAF) and other sources. Provide assistive technology and ongoing support for all students, and training for staff. Ensure equitable student access to devices, other technologies and to assistive technologies to support student learning. Keyboarding will be taught as an essential skill in grades 1-8 with grades 4-8 receiving keyboarding lessons. 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 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). 4. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome One: Alberta’s students are successful (continued) Results (in percentages)
Performance Measure
Target
Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results).
77.0 79.9 79.5 75.0 76.6 81
Overall percentage of students who achieved the standard of excellence on diploma examinations (overall results).
11.6 12.2 9.1
Performance Measure
Evaluation
Targets
2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020
10.1 8.2
Results (in percentages)
14
Low
Maintained
Very Low
Maintained
Target
84
87
Concern 15
17
20
Evaluation
2012 2013 2014 2015 2016 2017 Achievement Improvement
High School Completion Rate Percentage of students who completed high school within 70.5 69.5 67.1 69.7 71.1 75 three years of entering Grade 10.
82
Issue
Intermediate
Maintained
Targets Overall
2018 2019 2020
Acceptable 75
75
75
Drop Out Rate - annual dropout rate of students aged 14 to 18
3.1
3.4
High
Improved
Good
3.0
2.5
2.0
High school to post-secondary transition rate of students within six years of entering Grade 10.
59.1 66.5 63.3 55.0 46.5 63
Low
Declined Significantly
Concern
60
63
68
Percentage of Grade 12 students eligible for a Rutherford Scholarship.
n/a
n/a
Improved Significantly
n/a
62
63
64
Percentage of students writing four or more diploma exams within three years of entering Grade 10.
39.0 34.1 40.5 35.4 45.2 45
Intermediate
Improved
Good
46
47
48
4.9
n/a
4.5
n/a
4.4
3.3
41.0 50.0 61
Comment on Results Students wrote exams in English 30-1, English 30-2, French Language Arts 30-1, Mathematics 30-1, Mathematics 30-2, Biology 30, Physics 30, Chemistry 30, Social Studies 30-1 and Social Studies 30-2, and Science 30. Results reflect diploma exam test results for all subjects. Students in Peace River School Division continue to maintain acceptable standards in the percentage of students achieving an Acceptable Standard on diploma examinations with 76.6% passing the exams in 2016-2017. The percentage of students achieving a Standard of Excellence is reported at 8.2%. Highlights of the testing program indicate that 88.6% of students passed the Diploma Exam in English Language Arts 30-1 which is equal to the provincial average. 95.1% passed the English Language Arts 30-2 Diploma Exam, which is an increase over the previous year’s results. 83.3% of students passed the French Language Arts 30-1 exams, 43.2% passed the Mathematics 30-1 Diploma Exam, 57.1% passed the Mathematics 30-2 Diploma Exam, 79.3% of students passed the Social Studies 30-1 Diploma Exam, 78.3% of students passed the Social Studies 30-2 Diploma Exam, 73.1% of students passed the Biology Diploma Exam, 68.3% of students passed the Chemistry Diploma Exam, which was a significant increase over the previous year, and 73.3% of students passed the Physics 30 Diploma Exam. A Standard of Excellence was achieved in the following Diploma Exam tests: English Language Arts 30-1 (4.8%), English Language Arts 30-2 (7.3%), Mathematics 30-1 (4.5%), Mathematics 30-2 (2%), Biology 30 (12%), Chemistry 30 (12.7%), Social Studies 30-1 (8%), Social Studies 30-2 (7.6%), Physics 30 (20%).
KKARENK
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.
Continue to use standardized learner profiles that are accessible at a divisional level to identify student needs as a part of Response to Intervention (RTI). Analyze the following data to identify specific learner needs and instructional strategies: Provincial Achievement Test and Diploma Exam results, RTI data, Level A, B and C Assessments, Reading Assessments, and Accountability Pillar results etc., Use division-wide Professional Leaning Communities (PLCs) to focus on the development of best practices and essential outcomes in instruction and assessment. Continue to work with industry and post-secondary partners to build awareness of post-secondary training. Increase the access high school students have to post-secondary information in order to determine a divisional standard that facilitates students’ transitions to post-secondary education and explore the provision of school guidance/career counselors. Continue to collaborate with Alberta Health Services and Human Services to continue developing and expanding the Regional Collaborative Services Delivery (RCSD) Model that focuses on providing wrap around services for students. Through the office of the Deputy Superintendent continue to offer Diploma Exam Prep Courses. The Superintendent of Schools will investigate opportunities to engage with families residing in the PRSD catchment area who choose to access education outside of the division.
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. 5. 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. 6. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 7. 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. 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.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome One: Alberta’s students are successful (continued) Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020
Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.
81.7 80.0 83.0 84.3 82.0 85.0
Very High
Maintained
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.
77.2 84.2 85.3 85.6 82.7 86.0
High
Maintained
Excellent 85.0 85.0 85.0
Good
87.0
87.0 87.0
Comment on Results The percentage of parents and teachers who are satisfied that students model the characteristics of active citizenship continues to remain high. The percentage of teachers and parents who are satisfied that students are taught attitudes and behaviors that will make them successful at work when they finish school also continues to remain high.
Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.
Provide coordinated supports for schools to explore how to shift from a traditional library environment to a learning commons by June 30, 2018.
Engaged Thinker: ensure that students are taught specific attitudes and behaviours to enable them to engage in a broad range of learning opportunities, and share best practices that promote engagement amongst schools (for example: robotics, Skills Canada, science fair/Olympics, Aboriginal hand games, athletic events, leadership groups, Student Engagement Committees, STEAM (Science Technology Engineering Arts and Math), Genius Hour.
Ethical citizen: Continue to engage students in citizenship activities and/or projects and increase communication about those initiatives to the wider community prior to the event and continue to link the event to citizenship. Continue to provide and expand mentorship opportunities for students with adults, peers, and older students within the school community and communicate those opportunities through a variety of media. Continue to educate and engage students on the principles of responsible digital citizenship. Develop a grade specific scope and sequence for use of social media and other technology based platforms. Establish community and post-secondary partnerships to assist with global digital responsibilities.
Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome One: Alberta’s students are successful (continued) Performance Measure Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning.
Results (in percentages)
Target
Evaluation
Targets
2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020
67.9 74.6 74.7 77.2 75.5
n/a 80.0
n/a
n/a 80.0 80..0 80.0
Comment on Results There continues to be a high percentage of parents and teachers who are satisfied that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning
Strategies Entrepreneurial spirit: Develop the characteristics of the entrepreneurial spirit including an innovation spirit, through a broad range of learning opportunities [for example: project-based learning, Registered Apprenticeship Program (RAP), dual credits etc. for junior high and high school students, and fundraising and student unions for Elementary students]. Division and schools will continue to help students establish relationships with industry and community.
Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome Two: The systemic education achievement gap between First Nations, Métis and Inuit students and all other students is eliminated (Results and evaluations for First Nations, Métis and Inuit measures are required for Public/Separate/Francophone School Authorities only) Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020
Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable 48.1 57.7 55.1 53.1 56.1 61.0 standard on Provincial Achievement Tests (overall cohort results).
Very Low
Maintained
Concern 65.0 67.0 71.0
Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of 2.7 excellence on Provincial Achievement Tests (overall cohort results).
Very Low
Maintained
Concern 10.0 14.0 17.0
Low
Maintained
Very Low
Maintained
6.9
4.2
6.2
6.7
9.0
Overall percentage of self-identified FNMI students who achieved the 66.4 77.1 79.6 66.3 77.2 85.0 acceptable standard on diploma examinations (overall results). Overall percentage of self-identified FNMI students who achieved the 6.4 standard of excellence on diploma examinations (overall results).
Performance Measure
11.8 6.8
2.9
7.8
Results (in percentages)
9.0
Target
85.0 87.0 87.0
Concern 10.0 10.0 15.0
Evaluation
Targets
2012 2013 2014 2015 2016 2017 Achievement Improvement Overall 2018 2019 2020
High School Completion Rate Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.
48.4 52.1 61.1 59.7 41.6 65.0
Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18
5.2
High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10.
38.9 32.8 43.3 37.2 24.6 52.0
Percentage of Grade 12 selfidentified FNMI students eligible for n/a a Rutherford Scholarship. Percentage of self-identified FNMI students writing four or more diploma exams within three years of entering Grade 10.
Issue
7.3
n/a
8.5
n/a
5.5
8.4
5.0
24.7 30.8 48.0
26.0 19.8 29.0 21.7 24.6 30.0
Very Low
Declined
Low
Maintained
Very Low
Declined
n/a
Maintained
Very Low
Maintained
Concern 65.0 65.0 65.0
Issue
5.0
4.0
3.0
Concern 52.0 53.0 53.0
n/a
50.0 50.0 50.0
Concern 31.0 35.0 37.0
Comment on Results Divisional FNMI students show a steady improvement and continue to outperform the province on a number of measures, including, PAT Acceptable (56.1) %, and Diploma Acceptable (77.2%). They continue to equal the province in the Standard of Excellence for PAT tests. Divisional FNMI students continue to improve in a number of measures, including Diploma Exam Participation Rate (24.6%) and eligibility for Rutherford Scholarship (30.8%). The Drop-out Rate which has seen steady improvement over the past few years, experienced a significant decline this year. Strategies below are being employed to address this unexpected change in the dropout rate. Peace River School Division remains committed to eliminating the achievement gap between FNMI students and others within the division. Page 16
Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.
Continue to provide wrap-around supports for FNMI students to ensure student needs are met. Ensure all schools are able to access expertise from FNMI cultures and explore opportunities through the Truth & Reconciliation center. Increase and strengthen partnerships with organizations, agencies, and bands that support FNMI student success and encourage students to participate in FNMI career Fairs and leadership conferences. Continue to focus on literacy to improve/enhance the literacy skills of FNMI students. Increase staff awareness/knowledge of patterns in Aboriginal languages to complement the teaching of a strong English skill set. Promote available literature and resources for classroom/school libraries that represent local FNMI cultures and promote the availability of these resources through the Instructional Materials Center (IMC). Develop and update a new PRSD brochure highlighting a variety of programs available to FNMI students and with student involvement, redesign the FNMI section of the divisional website to ensure it remains current and relevant. Invite divisional Instructional Materials Centre into schools to promote FNMI resources. Monitor FNMI student data to meet and/or align with RTI requirements. Provide training/resources on Aboriginal cultures, language development, learning styles, etc. to acquire greater skills in working with Aboriginal students. Continue to promote Gr. 12 FNMI Student participation in the Eagle Feather Graduation ceremony during the annual Pow Wow.
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 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). 4. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 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. 6. 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. 7. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 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. 9. 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. 10. 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. 11. 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, Métis and Inuit), exception (e.g., learning disability) and grant program codes (e.g., English as Second Language students) reported in previous years.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome Three: Alberta’s education system is inclusive Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020
Percentage of teacher, parent and student agreement that: students are safe at school, are learning the 88.0 88.2 89.5 89.5 86.9 90.0 importance of caring for others, are learning respect for others and are treated fairly in school.
High
Declined Significantly
Issue 90.0 90.0 92.0
Comment on Results Satisfaction from teachers, parents and students that schools are safe, that students are learning the importance of caring for others, and are learning respect for others and are treated fairly in school remains high. School staffs are trained in, and effectively use, anti-bullying programs. This contributes to a high degree of satisfaction with safe and healthy learning environments. Success coaches (Project Peace) and Youth Education Support workers continue to provide on-site, universal, and targeted programs for student needs. The Wellness Committee shares strategies with teachers to promote positive social and emotional school environments that involves students learning strategies to take care of themselves and others while at school.
Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.
Strive for equitable access to, and advocate for adequate, predictable and sustainable funding for programs that support safe and caring schools including collaborative wrap around services with our community partners. Schools will continue to evaluate, communicate, and respond to stakeholder satisfaction in the Safe and Caring schools measure and communicate PRSD’s key messages using common language connecting the messages back to the accountability pillar survey. Continue to promote wellness and enhance opportunities to improve wellness of students and staff. Continue to enhance welcoming, caring, and safe learning environments for students and develop and share initiatives, procedures, and processes. Continue to implement VTRA training and resulting processes.
Authorities should describe the strategies implemented to ensure that all children and students have access to meaningful and relevant learning experiences that include appropriate instructional supports to demonstrate that the jurisdiction is meeting its obligations as stated in the Inclusive Education Policy. For further information and resources, visit https://education.alberta.ca/inclusive-education/what-is-inclusion/.
Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome Four: Alberta has excellent teachers, and school authority leaders Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 2018 2019 2020
Percentage of teachers, parents and students satisfied with the opportunity for students to receive a 75.2 76.7 77.9 80.4 78.6 81.0 broad program of studies including fine arts, career, technology, and health and physical education.
High
Maintained
Good 81.0 82.0 83.0
Comment on Results The 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 continues to be high. 78.6%% indicated that they are satisfied with this measure. School Communication Plans, developed in conjunction with the divisional Communication Coordinator, have been instrumental in the improvement of stakeholder awareness and satisfaction. High School Redesign has contributed to additional courses being offered at the high school level. Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.
Continue to provide a broad range of learner-centred programming and supports to best meet learning needs. Enhance course option and instruction/learning through innovative approaches and technology to support learning. Continue to offer a broad range of Professional Development opportunities. Student centered learning is supported through a Blended Learning model that includes variations of time, place, path or pace. Create learning events and competitions to inspire students to pursue further studies and careers in the fields of science, technology and engineering. Continue to offer a Learning Technology Grant to fund projects that use technology for learning, are informed by research, and use evidence-based reasoning to advance innovation in education. Communication Coordinator will continue to meet with each administrator to develop a Communication Plan focused on building communication capacity with school staff leading to improved school results. Provide professional learning time to reflect the principles of Inspiring Education and the role of the teacher. Continue to provide collaborative supports for staff such as Mentor Coaches, Divisional Intervention Coaches, Site-Based Inclusive Education Coaches, Learning Services Teams and PLCs. The Division will develop guidelines on role descriptions and protocols for accessing Mentor coaches, Divisional Intervention Coaches, Site-Based Inclusive Education Coaches, Learning Services Teams and PLCs. Provide mentorship for school based administrators.
Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Outcome Five: Alberta’s education system is well governed and managed Performance Measure
Results (in percentages)
Target
Evaluation
2013 2014 2015 2016 2017 2017 Achievement Improvement
Targets Overall
2018 2019 2020
Percentage of teachers, parents and students indicating that their school and schools in their 81.0 78.0 82.3 84.7 82.5 85.0 jurisdiction have improved or stayed the same the last three years.
Very High
Maintained
Excellent 85.0 85.0 85.0
Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.
Very High
Maintained
Excellent 86.0 87.0 87.0
High
Declined
Acceptable 91.0 92.0 93.0
81.6 83.6 84.7 86.0 83.6 86.0
Percentage of teachers, parents and students satisfied with the 88.1 88.1 89.0 90.0 87.9 90.0 overall quality of basic education.
Comment on Results This is a strong category for Peace River School Division with all three measures receiving an overall evaluation of Excellent or Acceptable. The percentage of teachers, parents and students noting that their school, and the school jurisdiction as a whole, remains high at 82.5 % and provides the division with an overall rating of Excellent. The percentage of teachers and parents satisfied with parental involvement in decisions about their child's education also sits at 83.6% which is an overall rating of Excellent. 87.9% of teachers, parents and students are satisfied with the overall quality of basic education. This signifies a slight decrease from last year, and is reflected in an overall rating of Acceptable. With an increased focus on parent involvement and parent engagement through work with School Councils, parents have become more involved. A parent appreciation week was again hosted which celebrated parental participation and involvement. Strategies For each outcome, authorities must develop and include strategies (at least one strategy for each outcome) in the plan to address Accountability Pillar results.
Enhance the use of a variety of communication methods to communicate key messages and the Communications Coordinator will continue to mentor a site-based communication key contact(s). Provide PD to school Councils in the area of communication strategies/key messages. Continue to host ―Parents Matter‖ appreciation week. Enhance existing community partnerships and seek new partnerships. Continue to partner with business, industry, local governments, and community service programs to enhance student learning opportunities by sharing information about career opportunities, education, training, and job preparation (ex: internships, volunteerism, RAP, Work Experience). Implement centralized staffing in the 2017-18 school year in order to improve the effectiveness of instructional leadership at the school level while encouraging flexibility to better support student learning. Continue to support parental involvement in schools by providing financial support for parents on school councils to attend the annual Alberta School Councils’ Association’s annual conference. Continue the senior high student advisory committee to the Board and explore an Elementary/Junior High student advisory committee. Trustees will attend Chamber of Commerce meetings within the division. Provide students, teachers, administrators and other education professionals with access to well-designed, safe, high-speed, reliable and sustainable networks and technology infrastructures.
Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Local Outcome Six: Positive safety attitudes Outcome:
Communicate and Celebrate the Importance of Safety to all Stakeholders
Performance Measures All Hazard Assessments for identified positions shall be completed by June 30, 2018 Percentage of Sites that show an increase in reported incidents and near misses on PSW Target of 80% of sites that successfully provided safety education/activities monthly between the months of August through June. Target of 80% of sites that successfully incorporate key safety messages into communication plan.
Result 2016 2017
2017
n/a n/a
n/a n/a
n/a n/a
Targets 2018 2019
2020
100% 100% 100% 80% 80% 80%
42.0% 92.6% 80.0% 93.0% 95.0% 95.0% 51.0% 96.0% 80.0% 96.0% 96.0% 96.0%
Comment on Results Number of sites that successfully provided safety education activities throughout the school year exceeded targets and rests at 92.6%. Number of sites that successfully incorporated key safety messages into communication plan exceeded targets and rests at 96.0%. Strategies The divisional Health and Safety Manual which includes awareness and compliance of occupational Health and Safety Legislation will be reviewed by the Safety Advisory Committee and maintained annually. Provide resources to focus and guide compliance with Occupational Health and Safety. Sites will provide meaningful, on-going education/activities for students and staff on a monthly basis with direction, support, and resources from the division that are incorporated into staff PD and align with student activities. Promote and communicate the value of Public School Works as a tool for Health and Safety. Monthly safety messages from September through June will be divisionally developed for sites. Sites will incorporate key safety messages into their communications and activities, as appropriate for their context and audience. Safety and Wellness Coordinator will meet with principals to provide support and direction on safety matters.
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
2016-2017 Summary of Financial Results Deficit The financial results of the 2016-2017 school year for the Division indicate a Net Deficit of ($2,572,734). The Deficit is allocated as follows: Instruction: Deficit ($1,983,791); Transportation: Deficit ($342,752); Administration: Deficit ($45,841); and Plant Operation and Maintenance (PO&M): Deficit ($200,350). Internally Restricted Reserves Internally Restricted Reserves are used by the Division to provide sufficient cash resources to operate and allow for contingencies ensuring minimal disruption to student learning. Based on historical transactions, cash flow needs and to address emergency conditions, a minimum threshold for Division operations has been established at four (4) million dollars. Operating Reserves At August 31, 2017 PRSD had an operating reserve balance of $5,544,817 a decrease of $1,832,819 from the previous year. The Division is dedicated to reducing the operating reserves to the minimum threshold amount indicated and has achieved its budgeted deficit for the 2016–2017 year and will continue to work towards this goal in the 2018–2019 year. Capital Reserves At year end Capital reserve is $4,903,870 an increase of $177,252 from the previous year. During the year the Board continued the program of Evergreening of significant assets such as teacherages, photocopiers, telephone, intercom systems, desktop computers & laptops, Smartboards, projectors and school buses of which some of these are operational. During the year 8 school buses were purchased at a cost of $864,889.
The following is a summary of the results of the Financial Statements for the 2016 – 2017 fiscal year:
ACTUAL REVENUES 2016 - 2017 AUDITED FINANCIAL STATEMENTS CATEGORY Alberta Education
45,298,819
93.01%
Other Government of Alberta
859,265
1.76%
Federal Government & First Nations
225,763
0.46%
Fees
241,644
0.50%
Other Revenue & Sales & Service
495,877
1.02%
Investment Income
190,978
0.39%
Gifts and Donations
146,431
0.30%
Rental of Facilities
183,206
0.38%
Fundraising SGF
752,538
1.55%
Gain on Sale
118,197
0.24%
Other revenue
192,072
0.39%
Total Revenue
48,704,790
100%
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Revenue from the PRSD August 31, 2017 Audited Financial Statements
Alberta Education Other Government of Alberta Federal Government & First Nations Fees Other Revenue & Sales & Service Investment Income Gifts and Donations Rental of Facilities Fundraising SGF
ACTUAL EXPENDITURES 2016 – 2017 AUDITED FINANCIAL STATEMENTS CATEGORY Certificated Salaries & Benefits Non-Certificated Salaries & Benefits Contracted Services Amortization of Capital Assets Interest on Supported Capital Debt Other Interest and Finance Charges
23,906,758 14,651,901 9,593,566 3,112,309 9,560 3,431 51,277,525
46.62% 28.57% 18.71% 6.07% 0.02% 0.01% 100.00%
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Certificated Salaries & Benefits Non-Certificated Salaries & Benefits Contracted Services Amortization of Capital Assets Interest on Supported Capital Debt Other Interest and Finance Charges Loss on Disposal of Capital Assets
Budget Summary
2017-2018 Summary Budget Deficit and Reserves The 2017 – 2018 Budget is projecting an overall deficit of ($1,283,552). EXPENDITURES 2017 - 2018 PRELIMINARY BUDGET CATEGORY Certificated Salaries & Benefits Non-Certificated Salaries & Benefits
AMOUNT
%
$23,647,897
47.86%
13,489,481
27.30%
Contracted Services
9,052,703
18.32%
Amortization of Capital Assets
3,195,249
6.47%
21,892
0.04%
750
0.01%
$49,407,972
100.00%
Interest on Supported Capital Debt Other Interest and Finance Charges
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Certificated Salaries & Benefits Non-Certificated Salaries & Benefits Contracted Services Amortization of Capital Assets Interest on Supported Capital Debt Other Interest and Finance Charges
REVENUE 2017 - 2018 FALL UPDATE BUDGET CATEGORY Alberta Education
AMOUNT
%
46,194,710
95.99%
Federal Government & First Nations
256,025
0.54%
Fees
83,626
0.17%
Other Revenue & Sales & Service
426,583
0.88%
Gifts and Donations
103,638
0.22%
Fundraising
677,839
1.40%
Investment Income
103,199
0.21%
Rental of Facilities
254,800
0.54%
Gain on Disposals
24,000
0.05%
48,124,420
100.00%
Alberta Education Federal Government & First Nations Instruction Resource Fees Other Revenue & Sales & Service Gifts and Donations Fundraising SGF Investment Income Rental of Facilities Gain on Sale
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Peace River School Division #10 Learning Together; Success for All
Combined 3-Year Education Plan and Annual Education Results Report (AERR)
Instructional The projected Instructional Deficit is ($317,998). Student enrolments have increased by 1.6% for the 2017/18 year, which is the second year of increased enrolments and not the norm for PRSD. Enrolment is anticipated to be stable or show a slight decrease for the 2018/19 school year as has been the reality for PRSD. The Board has committed to maintaining certificated staffing levels consistent with student enrolment and to maintain consistent programing with the elimination of curricular related school fees. Transportation, Plant Operations & Maintenance and Administration The projected deficits are as follows: Transportation: ($608,798) deficit; Admin: ($9,443) deficit; and PO&M: ($347,353). As is the case with the Instructional budget, PRSD is working on bringing reserves in line with the established four (4) million dollar threshold. There have been no funding increases for the Transportation, Plant Operations and Maintenance and Administration for the 2017/18 fiscal year. The deficits budgeted will use reserve funds to maintain levels of service required at the division with a minimal reduction in staff. As PRSD gets close to the minimum reserve threshold maintaining the current levels of service to both Instructional and Support services will be difficult with the shortfall in funding. Additional Financial Information The Peace River School Division’s Audited Financial Statement, Unaudited Schedules and Preliminary Spring Budget can be viewed at www.prsd.ab.ca. The web link to all school jurisdiction financial reports, which provides comparative data, including a provincial roll up can be viewed at www.education.gov.ab.ca/funding/afs. Detailed information on School Generated Funds can be found by speaking directly to the Principal of the school. All Peace River School Division schools use the software program School Cash designed by Kev Software. With School Cash the schools are able to track revenues and corresponding expenditures and families have the opportunity to pay student fees electronically and to view any outstanding amounts for each student.
For further financial information or questions, please contact Rhonda Freeman, Secretary Treasurer by phone (780) 624-3601 or email:
[email protected]
Capital and Facilities Projects (Fall 2017) Current Projects Grimshaw Schools Project This project is a partnership between Peace River School Division, Holy Family Catholic Regional Division and the Town of Grimshaw. Included in this project was the construction of a new K-12 Public School with a capacity of 550 students, a new K-9 Catholic School with a capacity of 350 students along with shared and partnered areas. These areas included a Home Ec. lab, an Industrial Arts lab, a Theatre and Stage with a seating capacity of 235, a Library that is shared with the Community and a large atrium and with hallways connecting to the Mile Zero Regional Multiplex. This Design/Build project was turned over to the School Divisions August 1, 2017. School Divisions have been working with the Design/Builder to clean up the deficiencies remaining from the construction. Students and staff started the 2017-18 school year in the new facilities. Community groups have been working with the School Divisions with fundraising and installing new playground structures on the site. These playground structures are being shared between both schools and the community. School Divisions have been working on the field development and fencing of the school grounds. A Joint Use Agreement has been developed between the three partners in this project for the usage and sharing of facilities. There is also an agreement in place with the Grimshaw Municipal Library to operate in the new facility. Kennedy Elementary School Turn Over to the Town of Grimshaw As part of the Grimshaw Schools project, Kennedy Elementary School is to be turned over to the Town of Grimshaw to become their new administration building. Before the turn-over can take place the Peace River School Division is to remove eight portable classrooms and connection hallways from the main building. In addition to the removal of the portable classrooms the site needs to be reclaimed and the main school building structure will require repairs where the portables were connected. PRSD has been working with Alberta Education and Alberta Infrastructure to see if there were any school districts in the Province that might be able to make use of these portable classrooms. After several months there does not appear to be any school districts that have interest in these portables. PRSD will be conducting a public tender offering the portables for sale. Menno Simons School Addition and Modernization This project is a partnership between Peace River School Division, the Cleardale Ag Society and the Clear Hills County. The County has committed a substantial financial contribution to further enhance the building project for community use. Included in this project is a new gym and fitness centre, a commercial kitchen, renovations to the existing gym to create a new Home Ec. and I. A. lab, additional classrooms and a modernization of the remainder of the existing school building. Through this partnership the students and community will have available a facility that is larger and have more amenities to offer than would be in place without Page 26
Peace River School Division #10 Learning Together; Success for All
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the partnership. Following the tendering process a building contract was awarded to Bird Construction Group Ltd. Work began on the project in May 2017. The project is scheduled to be completed in August of 2018. Once the project is completed the school will be able to complete the transition from a K-9 school to a K-12 school. Other Projects As part of the Infrastructure Maintenance Renewal (IMR) program the Peace River School Division is also upgrading building components such as roofing, flooring, heating and ventilation systems, site improvements etc. at various schools throughout the district. In addition there are projects underway throughout the district such as the creation of ―Learning Commons‖, CTS modifications and School Beautification that are funded through ―Central Pooled Projects‖.
Summary of Facility and Capital Plans PRSD 2018-2021 Capital Plan Priority # 1: New K-12 School in Manning (#7835). The Value Scoping Session that was held at the Paul Rowe Jr./Sr. High School in Manning on Feb. 25 and 26, 2016 is being used to support this capital project request. This report outlines all of the discussions and options for school facilities requirements that were compiled over the two days. As outlined in the report Option D (New K-12 School to be built on the Manning Elementary School Site) was unanimously agreed to be the best choice. Some of the key considerations for this choice included: the larger property size, proximity to other community amenities, the potential to share parking with the arena and utilizing the Manning Bus Garage for CTS space at the new school, a larger gym that would better support tournament opportunities and accommodate a spectator area, creation of more educational opportunities for the students with a larger student population and being able to maintain the existing partnership with Manning Child Care Association. The new school would have a capacity for 350 students. The estimated project costs provided by Alberta Infrastructure is $18,755,360 which includes selected demolition of Manning Elementary. Priority # 2 Removal of Portable Classrooms Kennedy Elementary School and site reclamation (#13702). This project request is to cover costs associated with the removal of the portable classrooms from Kennedy Elementary in order for PRSD to meet its obligations under the Memorandum of Understanding for the Grimshaw Schools project. Total funding requested is $400,000. If this project is approved under the surplus modular program this priority will be removed from the PRSD 2018-2021 Capital Plan. Priority # 3 Red Earth Creek School Value Scoping (#13001). The current gym (physical activity space) in Red Earth Creek School is substandard and in a location of the school that is problematic. Other deficiencies in the school include a lack of a proper administration area, no staff work room, no meeting/breakout space, no gym change rooms, no CTS space, and a lack of washroom facilities. Several of the classrooms in the school are older portables that were relocated to Red Earth from Jean Cote. These classrooms are in need of a modernization. Community partnerships should also be explored. A Value Scoping Session would assist PRSD in determining what the best options are for this facility to accommodate the delivery of educational programs to the community. Priority # 4: Fairview High School Modernization. (#10889) The last modernization of Fairview High School was completed in 1983. Some building components have been upgraded using IMR funding but due to funding shortfalls the backlog of repairs, replacements and upgrades have been growing. The modernization would address deficiencies in the school’s heating and ventilation systems, upgrade roofing and insulation values, upgrade interior and exterior finishes, replace windows and doors, upgrade electrical and lighting systems, modernize the Industrial Arts, Science and Home Ec. Labs, upgrade millwork and flooring, upgrade the fire alarm system, and modernize classroom space to better suit the educational program needs. Some classrooms may need to be resized to better accommodate the current usage. Estimated Cost: $13,818,542.85 Priority # 4 Worsley Central School Modernization (#13005). Worsley Central School was last modernized in 1989. Some facility upgrades have been completed using IMR funding but funding has not been sufficient to cover all of the required repairs and replacements. The wood floor structure in the 1956 and 1961 portions of the school require structural upgrades. Other building components upgrades required include hardware, lighting, millwork, plumbing fixtures, roofing, HVAC systems, flooring, fire alarm upgrades, interior finishes, site drainage, paving and sidewalk replacements. Several of the existing classrooms will also be resized and modified to achieve better use of existing space and better accommodate programs such as CTS and Video Conferencing. Partnerships with Community organizations and the Municipality along with determining the final project scope can better be determined following a Value Scoping Session. Estimated Cost: $5,789,676. Priority # 5 T.A. Norris Middle School Modernization (#13331). The last major modernization completed at this school was in 1990. In the summer of 2012 washroom facilities were upgraded in the east and west wings. Some building components such as sections of roofing and flooring have been upgraded over the past several years using IMR funding however funding has not been sufficient to keep up with demand. The school does not have a student drop off area and has poor access to the main entrance and administration area. Both of these issues would be addressed as part of the modernization. Other building upgrades that would be addressed through a modernization would include window replacements, hardware upgrades, flooring, lighting upgrades, HVAC and control upgrades, upgrades to interior finishes and millwork, sidewalk and asphalt replacement and upgrade classrooms to better suit programing requirements. Estimated Cost: $9,511,365. Page 27
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Priority # 6 E.E. Oliver Elementary School Modernization (#13519). The last major modernization of EE Oliver School was in 1990. This school has had community partnerships in place since 1980. Community funds were contributed to school construction projects in 1980 and 1990. This funding added additional space to the size of the gym, stage, a commercial kitchen and community storage rooms. A Joint Use Agreement has been in place since 1980 for EE Oliver School with the Town of Fairview and the M.D. of Fairview. This modernization project would address issues such as educational space alterations to meet current programing, upgrades to electrical and mechanical systems, roofing upgrades, upgrades to interior finishes, a reconfiguration of the schools bus loop and parking. Possible community partnerships should be explored for this project. Estimated cost: $10,612,880.
Parental Involvement As parents are an integral part of our school communities, PRSD schools seek ongoing parental support and involvement. School Principals review with and seek parental input on their AERR/Three Year Education Plans with School Councils at October – November School Council Meetings. Again this school year we are providing greater emphasis on parental engagement/involvement such as our fifth annual “Parents Matter Campaign.”
Timelines and Communication An important aspect of developing the divisional Three Year Education Plan/AERR report is accountability through open communication with parents, community, government and other stakeholders. The planning process was designed to be open and participatory. We have engaged our staff, students, school councils, municipal partners, with opportunities for input and feedback on this plan before it was approved by the PRSD Board of Trustees on November 28, 2016. (insert new date) PRSD’s Three Year Education Plan/AERR Report will be communicated in the following ways: Posted in the Documents section of the Peace River School Division website at www.prsd.ab.ca Published and distributed to each School Council within the Division Presented to Alberta Education Displayed and accessible to parents and other stakeholders at the Division’s central Office, 10018-101 Street, Peace River, Alberta. Made available at all Peace River School Division schools
Whistleblower Protection Peace River School Division is committed to maintaining a positive and supportive environment whereby employees are provided with clear guidance for seeking advice and, if necessary, disclosing wrongdoing without fear of reprisal, knowing that such disclosures will be taken seriously. On June 1, 2013, The Province of Alberta has enacted the Public Interest Disclosure (Whistleblower Protection) Act (―the Act‖) in order to: Facilitate the disclosure and investigation of significant and serious matters in or relating to public bodies, including school boards, which an employee believes may be unlawful, dangerous to the public, or injurious to the public interest. Protect employees who make those disclosures. Manage, investigate and make recommendations respecting disclosures of wrongdoings and reprisals. Promote public confidence in the administration of public bodies In accordance with the Act, PRSD developed and enacted Administrative Procedure 403 Public Interest Disclosure in December 2013. Page 28
Peace River School Division #10 Learning Together; Success for All
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To view Administrative Procedure 403 visit: https://drive.google.com/open?id=1uPi9SmAtAUic0Q11wedyeNv1WKvc0NM3 Peace River School Division did not receive any disclosures during the 2016-2017 school year.
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