Outcome One: Alberta’s students are successfuluplands.grasslands.ab.ca/documents/general/AERR 3 ye… · Web viewThis test takes into account the size of the jurisdiction in the

School: 1773 Uplands Elementary School

Uplands School

2017/2018

Our School VisionAt Uplands School, we strive to empower our students to be successful as independent, lifelong

learners and responsible citizens.Our School Beliefs

We believe an optimal learning environment is safe, empathetic and welcoming where individuality is respected and celebrated.

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Combined 2017 Accountability Pillar Overall Summary

Measure Category Measure

Uplands 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 88.9 86.7 86.8 89.5 89.5 89.3 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 88.7 86.0 85.6 81.9 81.9 81.5 Very High Maintained Excellent

Education Quality 94.4 99.1 96.4 90.1 90.1 89.6 Very High Maintained Excellent

Drop Out Rate n/a n/a n/a 3.0 3.2 3.3 n/a n/a n/a

High School Completion Rate (3 yr) n/a n/a n/a 77.9 76.5 76.1 n/a n/a n/a

Student Learning Achievement (Grades K-9)

PAT: Acceptable 75.9 77.0 74.7 73.4 73.6 73.2 Intermediate Maintained Acceptable

PAT: Excellence 13.2 6.3 6.9 19.5 19.4 18.8 Low Improved Acceptable

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable n/a n/a n/a 83.0 82.7 83.1 n/a n/a n/a

Diploma: Excellence n/a n/a n/a 22.2 21.2 21.5 n/a n/a n/a

Diploma Exam Participation Rate (4+ Exams)

n/a n/a n/a 54.9 54.6 53.1 n/a n/a n/a

Rutherford Scholarship Eligibility Rate n/a n/a n/a 62.3 60.8 60.8 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 57.9 59.4 59.3 n/a n/a n/a

Work Preparation 79.8 88.9 85.5 82.7 82.6 81.9 High Maintained Good

Citizenship 76.5 79.8 79.6 83.7 83.9 83.6 Intermediate Maintained Acceptable

Parental Involvement Parental Involvement 81.4 95.5 92.0 81.2 80.9 80.7 High Declined Acceptable

Continuous Improvement School Improvement 84.3 87.0 77.7 81.4 81.2 80.2 Very High Improved 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. 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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Measure Evaluation Reference Achievement EvaluationAchievement 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 HighSafe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00PAT: Acceptable 0.00 - 66.07 66.07 - 70.32 70.32 - 79.81 79.81 - 84.64 84.64 - 100.00PAT: Excellence 0.00 - 9.97 9.97 - 13.44 13.44 - 19.56 19.56 - 25.83 25.83 - 100.00Diploma: Acceptable 0.00 - 71.45 71.45 - 78.34 78.34 - 84.76 84.76 - 87.95 87.95 - 100.00Diploma: Excellence 0.00 - 9.55 9.55 - 12.59 12.59 - 19.38 19.38 - 23.20 23.20 - 100.00Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00School 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 TableFor 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 RangeDeclined Significantly 3.84 + (current < previous 3-year average)Declined 1.00 - 3.83 (current < previous 3-year average)Maintained less than 1.00Improved 1.00 - 3.83 (current > previous 3-year average)Improved Significantly 3.84 + (current > previous 3-year average)

Overall Evaluation TableThe 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.

AchievementImprovement Very High High Intermediate Low Very LowImproved Significantly Excellent Good Good Good AcceptableImproved Excellent Good Good Acceptable IssueMaintained Excellent Good Acceptable Issue ConcernDeclined Good Acceptable Issue Issue ConcernDeclined Significantly Acceptable Issue Issue Concern Concern

Category EvaluationThe 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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Outcome One: Alberta’s students are successful

Performance Measure

Results (in percentages) Target

Evaluation Targets

2013

2014

2015

2016

2017

2017

Achievement

Improvement

Overall 2018

2019

2020

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

n/a

n/a

72.5

77.0

75.9

80 Intermediate Maintained Accepta

ble

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

n/a

n/a

7.5

6.3

13.2

20 Low Improved Acceptable

Comment on Results

The percentage of students who achieved the acceptable standard on the Provincial Achievement Tests has been maintained within two percent from the previous year. Our school has increased the percentage of students achieving the standard of excellence; however, this continues to be an area we will address with specific strategies. Our target is to meet the provincial result in this area.

Strategies

➢ All teachers from grades 4 through 6 met to review and discuss results for Language Arts and Mathematics. The following strategies are being used to target our school’s areas of need:

○ More targeted instruction in reading comprehension to develop higher levels of understanding and thinking.

○ Building the vocabulary of all students - teach strategies to understand meanings of words in their reading, Word of the Day instruction, focus on the comprehension within the text.

○ Specific teaching and review of subject content vocabulary throughout the year.○ Develop a common math vocabulary to be used across the grades.○ More focused instruction on figurative language within novels/ other text

throughout grades 4-6.○ Use areas of strength (Informational Articles & Cartoons) to build on areas of

need. ○ Teachers will focus on creating and reading a variety of graphs throughout the

grades and across the subjects to improve on this area in mathematics.○ Number Talks are being incorporated into more classrooms. Grade 4-6 teachers

have been instructed in their use in the classroom.○ Math PLCs – 6 hours of collaborative time has been dedicated to various

instructional strategies to teach mathematics for both teachers and educational assistants.

○ Math manipulatives – the school has established a budget to ensure all classrooms have age appropriate math manipulatives. Teachers and support staff have been working with the district’s math consultant to understand ways to use these manipulatives to enhance student learning for deeper understanding.

○ Mathology is being piloted in the younger grades. Using math literature throughout all the grades is being explored and supported through the math & library budgets.

○ More focus on developing basic facts through daily practice using technology

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and games. ○ Math areas needing attention – decimals and geometry – teachers are learning

to use manipulatives and various strategies to teach these concepts.○ Teaching staff use their collaborative time to meet with colleagues within and

beyond the school. ○ Support staff are in place to address areas of need: ESL, Literacy and Math

Support, and Student Support – These roles are flexible to meet the emerging needs of the students.

➢ Literacy is blocked into the schedule for all grades. Common language instructional times provide the avenue for teachers to work together to meet the needs of all students. Students are grouped together according to their needs. Struggling readers are grouped for small group interventions. Students just below expected grade level reading are also being targeted for small group intervention. Stronger readers will be challenged to extend their skills in their skill level groups.

➢ Teachers are provided collaboration time and common prep time to allow them to plan and prepare appropriate intervention for each child.

➢ Teachers are accessing collaboration days to meet with other teachers within the school and across the district to focus on improving their math and/or literacy instruction.

➢ Student Support teachers and administration work with classroom teachers to plan appropriate supports for each student.

➢ PLC groups address various aspects to improve strategies to teach literacy and numeracy. Various groups have been targeting areas of ESL, Math Centers, Writing.

➢ Various programs support literacy and numeracy learning: reading buddies, library program, math club, Raz-kids, reader’s theatre, Prodigy Math.

➢ The district’s Learning & Innovation Coordinator, Math Consultants and Literacy Consultant continue to be utilized to develop the planning, skills and instructional strategies of the teachers.

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).


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Outcome One: Alberta’s students are successful

Performance Measure


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.

n/a

n/a

79.3

79.8

76.5 80

Intermediate Maintained Accepta

ble

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.

n/a

n/a

82.1

88.9

79.8

85 High Maintained Good

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

Our results for this outcome have declined this year. Strategies to develop strong citizens with attitudes and behaviours to make them successful will continue. Strategies to understand the reasons behind the declines are being implemented and will help to guide further changes.

Strategies

➢ Staff meeting time is being set aside to specifically discuss the decline in this area. Strategies to address areas of need will be put in place.

➢ A student survey (grade 5 & 6) will be administered with the opportunity to comment on areas of need. This will help us to understand the reasons students may respond in a certain way, enabling us to address areas of concern more effectively.

The following strategies are currently in place to help to develop active citizenship.➢ Student council and staff encourage students to be involved in their community with

activities such as Pitch In Day, Terry Fox Walk and FCC food bank drives.➢ Our school culture is built around building relationships with our school and community.

We have 20 minutes each morning of gathering time where we get to know our kids and prepare them for the day’s activities.

➢ Individual student needs are met through a variety of programming to help them achieve successful and positive relationships.

➢ Allowing our kids to work together and build relationships with each other under the guidance of staff is showing very positive results. Allowing students to work out their issues and learn from their mistakes is also showing positive results.

➢ Extensive extracurricular and lunchtime programs are available for student participation.➢ Students have many opportunities to be active citizens in our school. Classroom

helpers, safety patrol, hall monitors, referees for intramurals, recycling, and the Wellness group are ways in which students can be part of making our school a better place.

➢ Assemblies focusing on the teaching of virtues are regularly scheduled. School rules of “Be Safe” and “Be Respectful” are reinforced. Activities to benefit our wider community are part of the assemblies such as: Remembrance Day Ceremony put on with the local Legion chapter, Christmas concert, Jump Rope for Heart, Terry Fox Walk.

➢ Assemblies are incorporating the ideas of a Growth Mindset for students. Students are taught that their hard work can make a difference in their achievement.

➢ Virtues are being taught to the students in the assemblies and reinforced in classrooms.

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The virtues are also shared with parents in the monthly school newsletter.➢ Student helpers are utilized throughout the school in a variety of capacities.➢ Inter-school sports allow the students to meet students from other schools.

Sportsmanship and teamwork is stressed. ➢ Multi-grade groups are formed and meet at various times throughout the school year to

promote positive relationships and allow for leadership from our older students.➢ Several classes also participate in ongoing reading buddy groups to help teach older

students how to be role models for younger students.

Notes:1. 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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Outcome Three: Alberta’s education system is inclusive

Performance Measure


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 importance of caring for others, are learning respect for others and are treated fairly in school.

n/a

n/a

86.8

86.7

88.9 90 Very High Maintained Excell

ent

Comment on Results

The percentage of respondents who feel Uplands School is safe, caring and respectful continues to be high. Staff, parents and students continue to work towards creating a safe and healthy learning environment with the goal of developing responsible, respectful and productive citizens.

Strategies

➢ Extracurricular and intramural activities are available in which students may participate (Sports, Drama, Guitar Club, Choir, Glee Club, Coding Club, Art Club, Cooking Club, School Spirit Days)

➢ School activities encourage students to try new things in a caring, supportive environment. These include: School Concerts, Talent Show, Grade 4-6 Track Meet, Grade K-3 Play Days, Drama Presentations, Grade 6 Student Council etc.

➢ School wide activities help to develop a sense of community and allow the students to help others within their community/ world. (Terry Fox Walk, Unicef, Brooks Animal Protection Society, Local foodbank, etc.)

➢ The Wellness Group plans and implements fun activities to promote healthy and active living. Students attended the HASS (Healthy Active Schools Symposium) conference. Students from the Wellness Group volunteer their time to prepare and serve lunches for the lunch program.

➢ Students are taught responsibility for their behaviour by following two guiding rules/ principles: Be Safe & Be Respectful.

➢ A lunch/snack program is available for all students who require or wish to access it. Students from the Wellness Group are instrumental in delivering this program.

➢ All returning staff have received Level 1 & 2 Non-Violent Crisis Intervention Training in the previous year. New staff will be trained if possible.

➢ Safety drills include: Bus evacuation, Lock Down, School Evacuation➢ Safety patrol and hall monitors assist staff with maintaining a safe and caring

environment.➢ Assemblies reinforce our guiding principles of being a caring, empathetic and

welcoming school.➢ School teams work collaboratively to develop Positive Behaviour Support Plans for at-

risk students.➢ A new VTRA (Violent Threat Risk Assessment) team has been established, including

having two new staff members trained to join the team. Several members of the team have recently renewed their Level 2 training with Kevin Cameron.

➢ Staff work hard to develop meaningful relationships with all students, but particularly students from at-risk environments to build a more positive learning and play environment.

➢ Universal programming is being explored for students to learn character skills. ➢ Playground supervision has been increased this year (outside and inside at lunch time).

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Administration continue to provide morning bus supervision to greet the students to start their day and to develop connections with the children.

➢ Whole school, multi-grade activities are planned during the year to provide the opportunity for students from different grades to get to know each other and interact.

➢ Many classes have Reading Buddies where they pair with an older/ younger class to develop reading skills and to develop relationships across grades.

➢ Partnerships with community agencies such as SPEC provide the opportunity for parents and students to communicate more easily with the school in a variety of languages.

➢ School staff work closely with the Grasslands Student Support team – SLP, OT, District Coordinators, Student Services Consultant, as well as pediatricians and other outside supports. School staff (OT & Speech assistants) provide ongoing support for students.

➢ Uplands School now has a full-time Wellness Mentor to work with students who are experiencing difficulties socially or emotionally.

➢ School assemblies target the virtues of respect, empathy, tolerance, self-control, kindness, honesty, fairness, and responsibility.

➢ Buddy Benches were purchased through fundraising by the Student Wellness Group. These were installed on the playground. Students from the Wellness Group prepared and presented skits to show situations in which the Buddy Benches could be used.

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


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

Performance Measure


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 broad program of studies including fine arts, career, technology, and health and physical education.

n/a

n/a

85.2

86.0

88.7

90 Very High Maintained Excellent

Comment on Results

Our results continue to be very high in overall satisfaction of the quality of teaching and the programs offered. Our teachers and support staff work hard to develop their professional skills in many areas. Collaboration amongst staff is ongoing and fluid across the grades.

Strategies

➢ Grasslands consultants are utilized regularly to improve pedagogy. ➢ Teachers use their collaboration days to work with their grade partners, cross-grade

and/or with staff from other schools. ➢ Our timetable reflects daily common non-instructional times for all staff that teach the

same grade. Collaboration time also includes an administrator and student support person.

➢ Our focus is on best practices in the classroom and small group collaboration. PLC groups target a variety of areas: ESL, Hanen strategies (ECS), Math Centers. Writing.

➢ All staff participate in PLCs focused on Math – Using manipulatives, games, Math talks.➢ All returning staff are trained in Nonviolent Crisis Intervention (Level 1 & Level 2). New

staff will be trained as possible.➢ Several staff have/will have accessed a variety of Professional Development

opportunities throughout the school year➢ Uplands School has highly skilled instructors specifically for Physical Education and for

Band/ Music.➢ Curricular and extracurricular programming addresses the whole child. These include:

intramurals, Christmas Concert, Talent Show, Alberta Opera, Field Trips, Band, Swimming, Choir, Safety Fair, Farm Safety, Drama Club, Glee Club, Guitar Club, Art Club and an extensive athletics program.

➢ Teachers work collaboratively in grade groups and teach to their teaching strengths as much as possible.

➢ Two chrome book carts are used consistently across the grades. Smaller pods of devices (Chrome Book tablets) will be purchased this school year through the school budget and from CIF funds.

➢ Two teachers are involved in an iPad/ Chrome tablet pilot. Their learning is/will be shared with other teachers.

➢ Several classes are video conferencing with national programs and schools across the country.

➢ Classroom Improvement Funds (CIF) will be used to implement STEAM & Makerspace

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opportunities for students. Funds will go to providing professional development for staff and to purchase necessary furniture, equipment and supplies.

➢ Grade 5 students participated in the “Skype a Scientist” program, where they connected with a NASA scientist. Teachers are looking to expand this to the grade 6 classes.

➢ Grade 6 teachers brought in the “Astrodrome” to help make learning about Sky Science meaningful and relevant.

Notes:



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

Performance Measure


Evaluation Targets

2013

2014

2015

2016

2017

2017

Achievement

Improvement

Overall 2018

2019

2020

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.

n/a

n/a

68.5

87.0

84.3

85Very High Improved Excellent

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

n/a

n/a

88.5

95.5

81.4

85High Declined Accepta

ble

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

n/a

n/a

93.8

99.1

94.4

100 Very High Maintained Excellent

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

Overall, parents, teachers and students are very satisfied with the quality of education provided at Uplands School. We will continue to work on ways to communicate with parents about their child’s achievement and involve them in ways to help their child to progress.

Strategies

➢ Our goal is to improve the education of our kids through targeted instruction that meets the individual needs of each child. Our daily support blocks allow us to work with small groups of students in each grade and meet their direct needs such as fluency, vocabulary, comprehension etc. Through this model of literacy support, students work with and develop relationships with a variety of staff members.

➢ Continue to focus on research-based practices and continue to explore new and better ways to do things.

➢ All decisions are made with the best interests of all kids at the forefront. School staff and parents work together for the needs of the children.

➢ Parent council and community/parent volunteers enhance our school culture and programs.

➢ Parent – Teacher communication allows school and home to work together for the student. This can be achieved through classroom and school newsletters, Dojo, agendas, email, phone calls, “open doors”, parent-teacher interviews and ongoing relationships.

➢ Field trips allow students to learn in other ways. Parents often are involved as well. ➢ Teachers use a variety of teaching strategies to meet the needs of their students. The

children are able to demonstrate their learning in a variety of ways ie. Heritage Fair, Health Fair, Use of Chromebooks, Oral reports, etc.

➢ School staff will continue to explore ways to involve parents in their child’s education. Open communication with parents will help parents to understand what is going on at school and help them to feel comfortable in voicing any concerns.

➢ PLC work on assessment is helping our teachers to communicate student achievement more clearly. Classroom assessment to inform teaching practice and to inform student

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grades is being discussed on a regular basis. Research –based practices are being implemented based on Thomas Guskey’s pd session and other readings.

➢ Family- oriented programming has been implemented in the Pre K/EELL classroom this year. Parents are invited once/month to visit the classroom and participate in activities to help their child to progress.

➢ Parent Council members attend Kindergarten orientation to inform parents of what the group does in the school and to encourage more parents to attend meetings.

➢ Uplands Parent Council is on Facebook for communication of their events.➢ Uplands School is on Twitter to inform of some of the activities going on in the school.

Notes:



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Citizenship – Measure DetailsPercentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

School Authority Province2013

2014

2015

2016

2017

2013

2014

2015

2016

2017

2013

2014

2015

2016

2017

Overall n/a n/a 79.3 79.8 76.5 81.9 81.5 83.1 83.2 84.3 83.4 83.4 83.5 83.9 83.7Teacher n/a n/a 90.0 91.1 89.1 92.9 93.5 91.7 94.3 93.0 93.6 93.8 94.2 94.5 94.0Parent n/a n/a 82.5 * 76.0 79.1 79.2 83.3 80.1 84.0 80.3 81.9 82.1 82.9 82.7Student n/a n/a 65.4 68.5 64.3 73.6 71.7 74.3 75.3 75.8 76.2 74.5 74.2 74.5 74.4

Graph of Overall School Results Graph of Detailed School Results

Notes:



Work Preparation – Measure DetailsPercentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school.


3201

4201

52016

2017

2013

2014

2015

2016

2017

2013

2014

2015

2016

2017

Overall n/a n/a 82.1 88.9 79.8 80.6 77.7 78.5 80.0 84.3 80.3 81.2 82.0 82.6 82.7Teacher n/a n/a 78.6 88.9 81.8 89.7 86.4 84.6 89.4 89.9 89.4 89.3 89.7 90.5 90.4Parent n/a n/a 85.7 * 77.8 71.5 68.9 72.4 70.6 78.8 71.1 73.1 74.2 74.8 75.1


Notes:


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Provincial Achievement Test Results – Measure Details

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

2013 2014 2015 2016 2017 2017A E A E A E A E A E A E

English Language Arts 6

School n/a n/a n/a n/a 87.5 7.5 84.

4 7.8 85.5

14.5

Authority 90.2

18.6

86.8

17.3

81.5

13.4

78.4

10.6

79.0

12.2

Province 82.5

16.3

81.9

17.6

82.8

19.5

82.9

20.4

82.5

18.9

French Language Arts 6

School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aAuthority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 88.6

16.3

88.0

15.6

87.5

13.6

87.7

14.2

85.1

13.5

Français 6

School n/a n/a n/a n/a n/a n/a n/a n/a n/a n/aAuthority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Province 94.0

21.6

90.6

17.1

89.0

15.0

91.4

17.2

92.1

21.6

Mathematics 6


4 4.7 67.3 5.5

Authority 81.8

16.7

83.1

18.0

71.4

12.2

68.9 9.8 63.

4 5.7

Province 73.0

16.4

73.5

15.4

73.2

14.1

72.2

14.0

69.4

12.6

Science 6

School n/a n/a n/a n/a 70.0

15.0

79.7

10.9

80.0

20.0

Authority 85.6

28.4

80.9

31.9

71.0

22.4

72.4

18.8

75.4

19.6

Province 77.5

25.9

75.9

24.9

76.3

25.3

78.0

27.1

76.9

29.0

Social Studies 6


3 1.6 70.9

12.7

Authority 79.5

16.2

72.5

16.7

60.4

14.7

60.2

12.3

70.3

13.0

Province 72.7

19.0

70.4

16.6

69.8

18.1

71.4

22.0

72.9

21.7

Authority 71.4 0.0 * * 83.

3 0.0 * * 50.0

12.5

Province 64.6

13.0

61.8

10.7

57.3

11.2

58.0

11.6

56.3

12.7

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

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


Page 16


Graph of Overall Provincial Achievement Test Results

Notes:1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).2. Participation in Provincial Achievement Tests was impacted by the 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.

Page 17


Graph of Provincial Achievement Test Results by Course

[No Data for French Language Arts 6]

[No Data for Français 6]

Notes:1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).2. Participation in Provincial Achievement Tests was impacted by the 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.

Page 18


PAT Results Course By Course Summary By Enrolled With Measure Evaluation

Uplands Elementary School AlbertaAchieveme

ntImproveme

nt Overall 2017 Prev 3 Year Average 2017 Prev 3 Year

Average

Course Measure N % N % N % N %


Acceptable Standard Intermediate Maintained Acceptab

le55

85.5

52 85.9 49,572

82.5

46,989 82.5

Standard of Excellence

Intermediate Improved Good 5

5

14.5

52 7.7 49,572

18.9

46,989 19.2


Acceptable Standard n/a n/a n/an/a

n/a n/a n/a 3,18

5

85.1

2,864 87.7

Standard of Excellence n/a n/a n/a

n/a

n/a n/a n/a 3,18

5

13.5

2,864 14.4

Français 6


n/a n/a n/a 542

92.1

524 90.3


n/a

n/a n/a n/a 542

21.6

524 16.5

Mathematics 6

Acceptable Standard Low Maintained Issue 55

67.3

52 73.0 49,507

69.4

46,906 73.0

Standard of Excellence Very Low Maintained Concern 5

55.5 52 3.6 49,5

07

12.6

46,906 14.5

Science 6


le55

80.0

52 74.8 49,501

76.9

46,914 76.7


Intermediate Maintained Acceptab

le55

20.0

52 13.0 49,501

29.0

46,914 25.8

Social Studies 6


le55

70.9

52 65.2 49,485

72.9

46,903 70.5


Intermediate Improved Good 5

5

12.7

52 3.3 49,485

21.7

46,903 18.9



n/a n/a n/a 45,4

87

76.8

43,746 76.3


n/a

n/a n/a n/a 45,4

87

14.9

43,746 14.9

English Lang Arts 9 KAE


n/a n/a n/a 1,42

8

58.8

1,576 61.9


n/a

n/a n/a n/a 1,42

85.9 1,576 4.8



n/a n/a n/a 2,76

3

83.1

2,625 85.1


n/a

n/a n/a n/a 2,76

3

11.2

2,625 10.7

Français 9


n/a n/a n/a 379

88.9

392 87.0


n/a

n/a n/a n/a 379

26.1

392 21.6

Mathematics 9


n/a n/a n/a 45,0

20

67.2

43,295 66.7


n/a

n/a n/a n/a 45,0

20

19.0

43,295 17.6

Mathematics 9 KAE


n/a n/a n/a 1,84

8

57.5

2,026 61.8


n/a

n/a n/a n/a 1,84

8

13.3

2,026 14.0

Science 9


n/a n/a n/a 45,4

45

74.0

43,808 73.8


n/a

n/a n/a n/a 45,4

45

21.4

43,808 22.4

Science 9 KAE Acceptable Standard n/a n/a n/a n/

n/ n/a n/a 1,44 63.

1,547 64.1

Page 19


a a 0 9


n/a

n/a n/a n/a 1,44

0

13.3

1,547 14.8

Social Studies 9


n/a n/a n/a 45,4

84

67.0

43,722 65.1


n/a

n/a n/a n/a 45,4

84

20.2

43,722 19.2

Social Studies 9 KAE


n/a n/a n/a 1,39

3

56.3

1,533 59.0


n/a

n/a n/a n/a 1,39

3

12.7

1,533 11.2

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

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


Page 20


Measure Evaluation Reference - Achievement Evaluation

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

The table below shows the range of values defining the 5 achievement evaluation levels for each measure.

Course Measure Very Low Low Intermediate High Very High

English Language Arts 6Acceptable Standard 0.00 - 67.95 67.95 - 78.40 78.40 - 86.09 86.09 - 91.37 91.37 - 100.00

Standard of Excellence 0.00 - 6.83 6.83 - 11.65 11.65 - 17.36 17.36 - 22.46 22.46 - 100.00

French Language Arts 6Acceptable Standard 0.00 - 41.69 41.69 - 73.54 73.54 - 92.32 92.32 - 97.93 97.93 - 100.00


Mathematics 6Acceptable Standard 0.00 - 63.91 63.91 - 70.73 70.73 - 79.61 79.61 - 88.67 88.67 - 100.00


Science 6Acceptable Standard 0.00 - 60.36 60.36 - 78.51 78.51 - 86.46 86.46 - 90.64 90.64 - 100.00


Social Studies 6Acceptable Standard 0.00 - 58.97 58.97 - 68.15 68.15 - 76.62 76.62 - 83.55 83.55 - 100.00


English Language Arts 9Acceptable Standard 0.00 - 63.55 63.55 - 75.66 75.66 - 83.70 83.70 - 90.27 90.27 - 100.00


English Lang Arts 9 KAEAcceptable Standard 0.00 - 29.97 29.97 - 53.86 53.86 - 76.19 76.19 - 91.85 91.85 - 100.00


French Language Arts 9Acceptable Standard 0.00 - 67.59 67.59 - 81.33 81.33 - 92.06 92.06 - 97.26 97.26 - 100.00


Mathematics 9Acceptable Standard 0.00 - 52.42 52.42 - 60.73 60.73 - 73.88 73.88 - 78.00 78.00 - 100.00


Mathematics 9 KAEAcceptable Standard 0.00 - 28.14 28.14 - 53.85 53.85 - 75.83 75.83 - 94.44 94.44 - 100.00


Science 9Acceptable Standard 0.00 - 50.57 50.57 - 60.14 60.14 - 72.50 72.50 - 76.89 76.89 - 100.00


Science 9 KAEAcceptable Standard 0.00 - 38.75 38.75 - 59.30 59.30 - 78.33 78.33 - 87.58 87.58 - 100.00


Social Studies 9Acceptable Standard 0.00 - 56.26 56.26 - 62.27 62.27 - 74.04 74.04 - 79.85 79.85 - 100.00


Social Studies 9 KAEAcceptable Standard 0.00 - 38.79 38.79 - 53.82 53.82 - 72.42 72.42 - 84.88 84.88 - 100.00


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

Very High evaluation level, values range from greater than or equal to the lower value to 100%.2. 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.3. Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the

course or because of changes in tests.

Improvement Table

For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes.

The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.

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

Page 21


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.

AchievementVery High High Intermediate Low Very Low

Improved Significantly Excellent Good Good Good AcceptableImproved Excellent Good Good Acceptable IssueMaintained Excellent Good Acceptable Issue ConcernDeclined Good Acceptable Issue Issue ConcernDeclined Significantly Acceptable Issue Issue Concern Concern

Page 22


Program of Studies – Measure DetailsPercentage 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.


2014

2015

2016

2017

2013

2014

2015

2016

2017

2013

2014

2015

2016

2017

Overall n/a n/a 85.2 86.0 88.7 82.2 78.3 81.3 78.6 81.2 81.5 81.3 81.3 81.9 81.9Teacher n/a n/a 87.5 86.0 91.4 89.4 84.3 87.8 85.0 86.8 87.9 87.5 87.2 88.1 88.0Parent n/a n/a 82.8 * 85.9 78.8 76.9 79.3 76.0 80.8 78.9 79.9 79.9 80.1 80.1Student n/a n/a n/a n/a n/a 78.3 73.7 76.8 74.7 75.8 77.8 76.6 76.9 77.5 77.7


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


Parental Involvement – Measure DetailsPercentage of teachers and parents satisfied with parental involvement in decisions about their child's education.


2014

2015

2016

2017

2013

2014

2015

2016

2017

2013

2014

2015

2016

2017

Overall n/a n/a 88.5 95.5 81.4 83.1 81.6 81.2 81.0 81.0 80.3 80.6 80.7 80.9 81.2Teacher n/a n/a 91.3 95.5 86.1 90.4 87.9 85.9 89.4 87.0 88.5 88.0 88.1 88.4 88.5Parent n/a n/a 85.7 * 76.7 75.7 75.3 76.4 72.6 74.9 72.2 73.1 73.4 73.5 73.9




Page 23


Education Quality – Measure DetailsPercentage of teachers, parents and students satisfied with the overall quality of basic education.


3201

42015

2016 2017

2013

2014

2015

2016

2017

2013

2014

2015

2016

2017





Safe and Caring – Measure DetailsPercentage 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.


2014

2015

2016

2017

2013

2014

2015

2016

2017

2013

2014

2015

2016

2017





Page 24


School Improvement – Measure DetailsPercentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.


2014

2015

2016

2017

2013

2014

2015

2016

2017

2013

2014

2015

2016

2017





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Documents

Outcome One: Alberta’s students are successfuluplands.grasslands.ab.ca/documents/general/AERR 3 ye… · Web viewThis test takes into account the size of the jurisdiction in the