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Sample Format for Combined 3-Year Education Plan and Annual Education Results Report (AERR)

Sample Format for Combined 3-Year Education Plan and Annual Education Results Report (AERR) for School Authorities

The following pages contain a sample format for School Authority Combined 3-Year Education Plan and AERR, populated with the latest Accountability Pillar results.  School Authorities may use this format or a format of their own design to prepare their Combined 3-Year Education Plan and AERR.  

Please note that the components and requirements for Combined 3-Year Education Plan and AERR are different for Public/Separate/Francophone Authorities, Charter School Authorities and Accredited Funded Private School Authorities.  

· The specific components and requirements for the various authorities are specified in the Policy and Requirements for Planning and Results Reporting documents (see below).  

· In using this sample format, authorities must modify it to fully meet the components and requirements for Combined 3-Year Education Plan and AERR of each type of school authority (e.g., Charter Schools need to add the Charter Goals, Outcomes and Performance Measures).

Components and Requirements for Combined 3-Year Education Plan and AERR, November 2018

Public/Separate/Francophone Authorities:

Components and requirements of Combined 3-year Education Plan and AERR for Public, Separate and Francophone School Authorities are available in the Policy and Requirements for School Board Planning and Results Reporting.

https://education.alberta.ca/school-authority-planning-resources/current-requirements/

Charter School Authorities:

Components and requirements of Combined 3-year Education Plan and AERR for Charter School Authorities are available in the Policy and Requirements for Charter School Planning and Results Reporting.

https://education.alberta.ca/school-authority-planning-resources/current-requirements/

 

Accredited Funded Private School Authorities:

Components and Requirements of Combined 3-year Education Plan and AERR for Accredited Funded Private School Authorities are available in the Policy and Requirements for Accredited Funded Private School Authority Planning and Results Reporting.

https://education.alberta.ca/school-authority-planning-resources/current-requirements/


Message from the Board Chair (optional)


Accountability Statement

The Annual Education Results Report for the 2018/2019 school year and the Education Plan for the three years commencing September 1, 2018 for International School of Qiushi were prepared under the direction of the Board in accordance with its responsibilities under the Private Schools Regulation and the Education Grants Regulation. 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 2018/2019 school year and the three-year Education Plan for 2018/ 2021 on November 28, 2018.

Signature :____________________

Sabrina Weiwei Han, school owner

Public/Separate/Francophone Authorities:

Please refer to Appendix C of the Policy and Requirements for School Board Planning and Results Reporting for the wording of accountability statement

https://education.alberta.ca/school-authority-planning-resources/current-requirements/

Charter School Authorities:

Please refer to Appendix C of Policy and Requirements for Charter School Planning and Results Reporting for the wording of accountability statement

https://education.alberta.ca/school-authority-planning-resources/current-requirements/

Accredited Funded Private School Authorities:

Please refer to Appendix C of Policy and Requirements for Accredited Funded Private School Authority Planning and Results Reporting for the wording of accountability statement

https://education.alberta.ca/school-authority-planning-resources/current-requirements/


Foundation Statements (optional)

The goal of ISQS is to mix the best of East and West education and help the students to prepare well as global citizenship before going to study abroad. The International School of Qiushi is well known for a focus on shaping the personality of our students. ISQS students will “Love Their Life and Live” first. We believe that students need to be a good person first, then pursue being a good student.


A Profile of the School Authority (optional)

The Alberta accredited international School program is designed to offer educational choice to Chinese students interested in expanding and opening their educational horizons. Enhancement of English language development, as well as instruction in the Alberta Curriculum, using Alberta certified teachers, will help students become capable of viewing and understanding the world from a western, as well as a Chinese perspective.

Using an organized set of learning activities based on the Alberta Curriculum, we enable students to develop individual potential and to acquire the knowledge, skills and attitudes required in a modern industrial society.

Our further intent is to prepare our students to be able to successfully enter western universities and colleges by having them complete a certified Alberta program and be issued with an Alberta Certificate of Graduation.

ISQS has three different campuses. The high school program is Canadian, and the elementary and the middle school are Chinese.  All students are English as a Second Language (ESL) learners, mostly Chinese, although a few are from other Asian countries.  All of our International teachers, regardless of subject or grade level, are ESL teachers FIRST and should plan all lessons with language development in mind.  

When students graduate from our Alberta accredited high school, the goal is for them to attend universities in Canada or abroad.  Therefore the focus of the foreign staff is to teach classes in English using western methods and strategies.  We encourage the students to speak English as much as possible in ESL classes, and English Only in academic courses. It is intended to help students transition to living and learning abroad.  As you can imagine, vocabulary development is a massive part of each subject area.  As a teacher, it is your responsibility to devise techniques to help with vocabulary development in your subject area.

The students at ISQS are truly delightful.  They are respectful, kind, enthusiastic and eager to please.  In middle school and primary school where foreign teachers are more of an anomaly, students are curious about ‘foreigners’ and excited to practice their English in fun and different ways.  The high school students are generally much better behaved than similarly aged students in Canada and other countries.  The learning curve in the high school is steep, and teachers need to use all their skills to create classroom learning experiences that will not only build language skills but will meet the learning outcomes of the provincial curriculum.  At ISQS, teachers will build strong personal connections with their students who will admire them for their teaching skills, respect their wisdom, and love their enthusiasm and energy!

Students in the Alberta Program must take 3 Canadian classes and 1 Chinese class each semester of grade 10 and 11. In grade 12, they usually have sciences or few options.  The Chinese class is a blend of Physical Education, IELTS test preparation, Mandarin, and Chinese history/geography.  There are four 85 minute classes each day.  International teachers teach three classes each day with one preparation block.

Enrolment by grade

Grade 10

Grade 11

Grade 12

2018-2019

59

48

54


Trends and Issues (optional)

The of the school is working hard to develop strategies to improve language acquisition. Students are progressing well during the three years of high school to achieve the high school diploma requirements.

Technology in China can bring some challenges. A power outage is part of the reality, and the Wi-Fi network can be unreliable ate certain time.

Access to resources and professional development can be a challenge in China. Being isolated is probably the leading cause. Although, the staff is working as a team to help each other and professional development schedule address the main issues teachers are facing. The principal is also part of this issue as he cannot benefit from a colleague or some mentorship program. Although, we are trying to develop a structure that will help the principal, to be in contact with other AAIS in China.

In June 2018, eight students were caught cheating during a diploma exam. When the inspectors informed us about the situation, we developed our plagiarism policy, and we address this situation on a daily basis. The culture and the perspective of cheating are different here in China than in Canada.

Recruitment is still a big challenge. This year, we started the school year with one math teacher short. Although, recruitment strategies brought us a math teacher for November to complete the team for the first semester. In January, a social studies teacher will also move to Kaifeng to finish the staff for the second semester.


Summary of Accomplishments (optional)

The year of 2018-2019 is the first year where all the teachers returned to school in September.The only new staff in September was the principal. This stability shows that teachers felt part of the school. The new principal is also planning to stay for more than one year. It will probably help to stabilize the recruitment.

To ensure leadership in our team, we decided to determine a head teacher who will act as a school counsellor for the school year. Miss Joanna McWhirter accepted the challenge, and she is excited to work as a school counsellor as well as helping with different files such as assisting students with online courses and ensuring the library is updated on a regular basis. This leadership opportunity might create a sparkle that could be beneficial for the school in the future.

On October 24th, ISQS held is first International education fair. More than 16 institutions attended the meet and parents, students and the community was invited to join us for the event.

In October, we develop our technology policy to serve the students better. The first step was to make sure students were able to connect to a reliable network. We did contact the Internet provider to ask for a plan to make our connectivity more reliable. We should see improvements and to develop the technology policy, we worked with the administration team, teachers and students to better create the guidelines to suit our needs. Parents and homeroom teachers were also informed of the policy.

 




Combined 2018 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools)

Measure Category

Measure

International School of QiuShi

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

n/a

98.8

99.1

89.0

89.5

89.4

n/a

n/a

n/a

Student Learning Opportunities

Program of Studies

n/a

98.4

98.5

81.8

81.9

81.7

n/a

n/a

n/a

Education Quality

n/a

99.4

98.7

90.0

90.1

89.9

n/a

n/a

n/a

Drop Out Rate

n/a

n/a

n/a

2.3

3.0

3.3

n/a

n/a

n/a

High School Completion Rate (3 yr)

n/a

n/a

n/a

78.0

78.0

77.0

n/a

n/a

n/a

Student Learning Achievement (Grades K-9)

PAT: Acceptable

n/a

n/a

n/a

73.6

73.4

73.3

n/a

n/a

n/a

PAT: Excellence

n/a

n/a

n/a

19.9

19.5

19.2

n/a

n/a

n/a

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable

40.3

29.7

29.7

83.7

83.0

83.0

Very Low

Improved

Issue

Diploma: Excellence

7.3

0.0

0.0

24.2

22.2

21.7

Very Low

Improved

Issue

Diploma Exam Participation Rate (4+ Exams)

n/a

n/a

n/a

55.7

54.9

54.7

n/a

n/a

n/a

Rutherford Scholarship Eligibility Rate

n/a

n/a

n/a

63.4

62.3

61.5

n/a

n/a

n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr)

n/a

n/a

n/a

58.7

57.9

59.0

n/a

n/a

n/a

Work Preparation

n/a

n/a

n/a

82.4

82.7

82.4

n/a

n/a

n/a

Citizenship

n/a

98.8

99.4

83.0

83.7

83.7

n/a

n/a

n/a

Parental Involvement

Parental Involvement

n/a

n/a

n/a

81.2

81.2

81.0

n/a

n/a

n/a

Continuous Improvement

School Improvement

n/a

99.2

99.2

80.3

81.4

80.7

n/a

n/a

n/a

Notes:

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

2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents.

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

5. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE); Fran?ais (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

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

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

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

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

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

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

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


Combined 2018 Accountability Pillar First Nations, Métis and Inuit Summary 

(Required for Public/Separate/Francophone School Authorities)


[No Data for Overall Summary - FNMI]

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); Fran?ais (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 fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

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; Fran?ais 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 fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

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.

11. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.




Measure Evaluation Reference (Optional)

Achievement Evaluation

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

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

Measure

Very Low

Low

Intermediate

High

Very High

Safe and Caring

0.00 - 77.62

77.62 - 81.05

81.05 - 84.50

84.50 - 88.03

88.03 - 100.00

Program of Studies

0.00 - 66.31

66.31 - 72.65

72.65 - 78.43

78.43 - 81.59

81.59 - 100.00

Education Quality

0.00 - 80.94

80.94 - 84.23

84.23 - 87.23

87.23 - 89.60

89.60 - 100.00

Drop Out Rate

100.00 - 9.40

9.40 - 6.90

6.90 - 4.27

4.27 - 2.79

2.79 - 0.00

High School Completion Rate (3 yr)

0.00 - 57.03

57.03 - 62.36

62.36 - 73.88

73.88 - 81.79

81.79 - 100.00

PAT: Acceptable

0.00 - 66.07

66.07 - 70.32

70.32 - 79.81

79.81 - 84.64

84.64 - 100.00

PAT: Excellence

0.00 - 9.97

9.97 - 13.44

13.44 - 19.56

19.56 - 25.83

25.83 - 100.00

Diploma: Acceptable

0.00 - 71.45

71.45 - 78.34

78.34 - 84.76

84.76 - 87.95

87.95 - 100.00

Diploma: Excellence

0.00 - 9.55

9.55 - 12.59

12.59 - 19.38

19.38 - 23.20

23.20 - 100.00

Diploma Exam Participation Rate (4+ Exams)

0.00 - 31.10

31.10 - 44.11

44.11 - 55.78

55.78 - 65.99

65.99 - 100.00

Transition Rate (6 yr)

0.00 - 39.80

39.80 - 46.94

46.94 - 56.15

56.15 - 68.34

68.34 - 100.00

Work Preparation

0.00 - 66.92

66.92 - 72.78

72.78 - 77.78

77.78 - 86.13

86.13 - 100.00

Citizenship

0.00 - 66.30

66.30 - 71.63

71.63 - 77.50

77.50 - 81.08

81.08 - 100.00

Parental Involvement

0.00 - 70.76

70.76 - 74.58

74.58 - 78.50

78.50 - 82.30

82.30 - 100.00

School Improvement

0.00 - 65.25

65.25 - 70.85

70.85 - 76.28

76.28 - 80.41

80.41 - 100.00

Notes:

1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%.

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

Improvement Table

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

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

Evaluation Category

Chi-Square Range

Declined Significantly

3.84 +  (current < previous 3-year average)

Declined

1.00 - 3.83 (current < previous 3-year average)

Maintained

less than 1.00

Improved

1.00 - 3.83 (current > previous 3-year average)

Improved Significantly

3.84 + (current > previous 3-year average)

Overall Evaluation Table

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

Achievement

Improvement

Very High

High

Intermediate

Low

Very Low

Improved Significantly

Excellent

Good

Good

Good

Acceptable

Improved

Excellent

Good

Good

Acceptable

Issue

Maintained

Excellent

Good

Acceptable

Issue

Concern

Declined

Good

Acceptable

Issue

Issue

Concern

Declined Significantly

Acceptable

Issue

Issue

Concern

Concern

Category Evaluation

The category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the calculation, consider an Overall Evaluation of Excellent to be 2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2. The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value. This is converted back to a colour using the same scale above (e.g. 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern)

Outcome One:  Alberta’s students are successful

Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2014

2015

2016

2017

2018

2018

Achievement

Improvement

Overall

2019

2020

2021

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

n/a

n/a

n/a

29.7

40.3

Very Low

Improved

Issue

55%

65%

70%

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

n/a

n/a

n/a

0.0

7.3

Very Low

Improved

Issue

10%

12%

14%

Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2013

2014

2015

2016

2017

2018

Achievement

Improvement

Overall

2019

2020

2021

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

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

85%

90%

95%

Drop Out Rate - annual dropout rate of students aged 14 to 18

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

5%

3%

2%

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

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

85%

90%

95%

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

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

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

85%

90%

95%

Comment on Results (OPTIONAL)

Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included.

The results shows an improvement from 2017-2018. Last year was the first year of complete high school Alberta program. We should see some improvements in the upcoming years.

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.

- For the first semester, we divided the grade 12 students into two groups to have 30-1 and 30-2. For the second semester, students will be able to move from 30-2 to 30-1. We also have a club to work individually on the English diploma exam preparation.

- Teachers receive professional development in English second language to ensure that students use English consistently within the school setting. Strategies are adapted to our context to serve the students better.

- Teachers will use the material from the general information bulletin to prepare students for diploma exams. Teachers also have access to resources from LearnAlberta and the school now has an account with Alberta exam bank.

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; Fran?ais 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 fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

7. 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.

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

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

Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2014

2015

2016

2017

2018

2018

Achievement

Improvement

Overall

2019

2020

2021

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

n/a

n/a

100.0

98.8

n/a

n/a

n/a

n/a

100%

100%

100%

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

n/a

n/a

n/a

n/a

n/a

n/a

100%

100%

100%

Comment on Results (OPTIONAL)

Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included.

Our students are always willing to help teachers with daily classroom tasks, translating when needed, sharing resources with others, and being friendly to everyone. Many students reported very positive associations with the school climate and feeling a sense of belonging from the whole community.

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.

- Teachers, parents and students will engage in increasing emphasis in discussions with students about positive character values.  

- Grade 12 and grade 10 students are paired to develop a mentor-mentee program. The grade 12 students will discuss about different subjects like study skills and behaviours to succeed in high school.  

- Chinese homeroom teachers additionally have daily morning meetings to encourage students in positive character behaviours and attitudes.  

Notes:

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

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


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

Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2014

2015

2016

2017

2018

2018

Achievement

Improvement

Overall

2019

2020

2021

Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning.(This measure is required for charter and private school authorities with only K-9 schools)

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

85%

90%

95%

Comment on Results (OPTIONAL)

Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included.

Strategies

- Once a week, our career counsellor is meeting with the grade 12 students to address subjects such as plagiarism, use of technology, oriented, self-study blocks, coaching, career counselling.

- Every two weeks, homeroom teachers, accordingly with teachers, complete a report to the parents on different behaviors, attitudes and observations that occurred during the week.

Notes:

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

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


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

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


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

Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2014

2015

2016

2017

2018

2018

Achievement

Improvement

Overall

2019

2020

2021

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

n/a

n/a

99.4

98.8

n/a

n/a

n/a

n/a

95%

96%

97%

Comment on Results (OPTIONAL)

Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included.

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.

- Teachers approach conflicts as an opportunity to teach why students actions were hurtful or offensive and prevent future problems as opposed to focusing on punishment.

- A school-wide focus on positive relationships requires that teachers and students communicate successfully and respectfully.   

- To improve communication strategies among the team, the principal and the dean coordinate meetings and communication with foreigners, homeroom teacher, the school owner, parents and students.

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


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

Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2014

2015

2016

2017

2018

2018

Achievement

Improvement

Overall

2019

2020

2021

Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education.

n/a

n/a

98.7

98.4

n/a

n/a

n/a

n/a

95%

96%

97%

Comment on Results (OPTIONAL)

Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included.

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.

- For the first semester, grade 12 students were offered four career and technology studies (CTS) courses including construction, tourism, health and immunity and mentorship. We also provide five CTS courses (information processing) and physical education to grade 11 students. Next semester, we will offer a drama class as an option for grade 12.

Notes:

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

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


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

Performance Measure

Results (in percentages)

Target

Evaluation

Targets

2014

2015

2016

2017

2018

2018

Achievement

Improvement

Overall

2019

2020

2021

Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.

n/a

n/a

99.2

99.2

n/a

n/a

n/a

n/a

100%

100%

100%

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

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

95%

96%

97%

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

n/a

n/a

98.0

99.4

n/a

n/a

n/a

n/a

100%

100%

100%

Comment on Results (OPTIONAL)

Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of “Improved” or “Improved significantly” on Accountability Pillar measures, may be included.

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.

- A flexible career counselling program provides all students information about the courses needed to graduate in the Alberta program.  Students can meet with the career counsellor upon request or once a week for grade 12.

- A key strategy is an emphasis on frequent communication that happens between bilingual homeroom teachers and parents.  The Chinese homeroom teachers serve as active liaisons, regularly communicate parental and student needs and concerns with the Alberta teaching staff.   

- Translators are available to ensure that parents have consistent communication with the teaching staff and administration.

Notes:

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

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


Note:

Future Challenges (Optional)

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

For the upcoming years, recruitment will stay a big challenge. It is hard to have Alberta certified teachers to travel all the way to China. Also, competition might be an upcoming challenge for the next years. Right now, in Kaifeng, ISQS is the only school offering an international high school program.

Summary of Financial Results

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

Budget Summary

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

Capital and Facilities Projects

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

Summary of Facility and Capital Plans

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

Parental  Involvement

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

At ISQS, parents are involved in their kids' education in several ways. First of all, communication is probably one of the strength. On a daily basis, parents can communicate with the homeroom teacher, the Dean and even the owner of the school. There are several groups on WeChat for regular updates. The homeroom teacher will provide information about activities, grades, behaviour, reminders, pictures, articles and information about the school. We also send report cards, work habits report and bi-weekly reports to inform parents about several areas. On their end, parents can ask questions, submit requests or get involved through the group.

Also, parents are invited to some school event like the education fair. For the occasion, parents were able to meet with more than 16 institutions for the whole afternoon. There were groups of presentations and individual meetings planned for this event. Also, before and after the fair, our career counsellor will meet with the students and parents to assist with the research of programs and help with the application process.  

Finally, the owner of the school also tries to do some networking with different business and companies. They will try to work together to serve the students and the school better. There are also community events such as Mrs. Globe to help the community to be together in a more informal way.

Timelines and Communication

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

The approved AERR 2018/2019 will be posted on the school website at : www.fansco-elec.com

It will be accessible with this direct link and parents will be informed when the report will be available online. The hyperlink will also be send to parents.

Whistleblower Protection

· For details please refer to the appropriate policy and requirements for planning and results reporting guide.

Not applicable




APPENDIX – Measure Details (OPTIONAL)

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

Diploma Examination Results – Measure Details (OPTIONAL)

Diploma Exam Course by Course Results by Students Writing.

Results (in percentages)

Target

2014

2015

2016

2017

2018

2018

A

E

A

E

A

E

A

E

A

E

A

E

English Lang Arts 30-1

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

8.5

0.0

50

5

Province

87.6

11.8

86.5

11.4

86.8

10.7

86.5

11.7

87.5

13.2

English Lang Arts 30-2

Authority

n/a

n/a

n/a

n/a

n/a

n/a

29.7

0.0

0.0

0.0

50

5

Province

89.8

13.1

88.6

11.2

89.1

12.3

89.5

11.4

88.0

13.1

French Lang Arts 30-1

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Province

96.6

14.6

95.5

9.9

93.8

8.7

94.7

9.4

93.8

11.0

Fran?ais 30-1

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Province

99.3

29.2

95.3

17.1

99.3

20.3

98.1

18.6

97.4

23.0

Mathematics 30-1

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

72.2

25.9

70

30

Province

75.1

27.9

76.1

31.6

70.7

25.9

73.1

30.7

77.8

35.3

Mathematics 30-2

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Province

71.3

15.0

73.9

15.5

75.4

16.8

74.7

15.9

74.2

16.4

Social Studies 30-1

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

8.9

0.0

20

5

Province

85.6

14.2

87.1

16.2

84.9

14.3

86.0

14.8

86.2

17.7

Social Studies 30-2

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

12.5

0.0

20

5

Province

83.9

14.8

81.3

12.5

81.1

13.1

80.6

12.6

78.8

12.2

Biology 30

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Province

85.2

31.8

85.8

33.0

85.1

32.4

84.2

32.3

86.6

36.6

Chemistry 30

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

85.7

7.1

90

10

Province

81.5

35.2

82.1

34.2

81.5

34.5

83.1

38.6

83.6

38.3

Physics 30

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

66.7

3.0

75

10

Province

83.2

34.3

83.9

35.8

85.8

39.8

85.7

41.8

86.2

43.6

Science 30

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Province

85.0

25.4

83.9

26.6

84.4

27.6

84.9

28.4

85.4

31.5

Notes:

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

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

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

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


Graph of Diploma Examination Results – Overall (optional)

Notes:

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

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

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


Diploma Examination Results by Course (optional)


[No Data for French Lang Arts 30-1]


[No Data for Fran?ais 30]

 


[No Data for Mathematics 30-2]

 

Notes:

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

2. 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.

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

4. 

Diploma Examination Results by Course (optional)


[No Data for Biology 30]


[No Data for Science 30]

Notes:

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

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

3. 

Diploma Examination Results Course By Course Summary With Measure Evaluation (optional)

International School of QiuShi

Alberta

Achievement

Improvement

Overall

2018

Prev 3 Year Average

2018

Prev 3 Year Average

Course

Measure

N

%

N

%

N

%

N

%

English Lang Arts 30-1

Acceptable Standard

Very Low

n/a

n/a

47

8.5

n/a

n/a

30,393

87.5

29,349

86.6

Standard of Excellence

Very Low

n/a

n/a

47

0.0

n/a

n/a

30,393

13.2

29,349

11.3

English Lang Arts 30-2

Acceptable Standard

Very Low

Declined Significantly

Concern

18

0.0

37

29.7

16,184

88.0

16,632

89.1

Standard of Excellence

Very Low

Maintained

Concern

18

0.0

37

0.0

16,184

13.1

16,632

11.7

French Lang Arts 30-1

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

1,230

93.8

1,312

94.6

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

1,230

11.0

1,312

9.3

Fran?ais 30-1

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

152

97.4

146

97.6

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

152

23.0

146

18.6

Mathematics 30-1

Acceptable Standard

n/a

n/a

n/a

54

72.2

n/a

n/a

20,148

77.8

20,605

73.3

Standard of Excellence

n/a

n/a

n/a

54

25.9

n/a

n/a

20,148

35.3

20,605

29.4

Mathematics 30-2

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

14,362

74.2

13,516

74.7

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

14,362

16.4

13,516

16.1

Social Studies 30-1

Acceptable Standard

Very Low

n/a

n/a

45

8.9

n/a

n/a

21,793

86.2

21,941

86.0

Standard of Excellence

Very Low

n/a

n/a

45

0.0

n/a

n/a

21,793

17.7

21,941

15.1

Social Studies 30-2

Acceptable Standard

Very Low

n/a

n/a

8

12.5

n/a

n/a

20,391

78.8

19,847

81.0

Standard of Excellence

Very Low

n/a

n/a

8

0.0

n/a

n/a

20,391

12.2

19,847

12.7

Biology 30

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

23,026

86.6

22,263

85.0

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

23,026

36.6

22,263

32.6

Chemistry 30

Acceptable Standard

Very High

n/a

n/a

28

85.7

n/a

n/a

18,770

83.6

19,031

82.3

Standard of Excellence

Very Low

n/a

n/a

28

7.1

n/a

n/a

18,770

38.3

19,031

35.8

Physics 30

Acceptable Standard

Low

n/a

n/a

33

66.7

n/a

n/a

9,679

86.2

10,276

85.1

Standard of Excellence

Very Low

n/a

n/a

33

3.0

n/a

n/a

9,679

43.6

10,276

39.1

Science 30

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

9,426

85.4

8,651

84.4

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

9,426

31.5

8,651

27.6

Notes:

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

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

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

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


Measure Evaluation Reference - Achievement Evaluation

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

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

Course

Measure

Very Low

Low

Intermediate

High

Very High

English Lang Arts 30-1

Acceptable Standard

0.00 - 81.51

81.51 - 85.05

85.05 - 90.15

90.15 - 94.10

94.10 - 100.00

Standard of Excellence

0.00 - 2.28

2.28 - 6.43

6.43 - 11.18

11.18 - 15.71

15.71 - 100.00

English Lang Arts 30-2

Acceptable Standard

0.00 - 81.90

81.90 - 88.81

88.81 - 94.35

94.35 - 97.10

97.10 - 100.00

Standard of Excellence

0.00 - 3.70

3.70 - 8.52

8.52 - 14.55

14.55 - 18.92

18.92 - 100.00

French Lang Arts 30-1

Acceptable Standard

0.00 - 78.73

78.73 - 92.86

92.86 - 100.00

100.00 - 100.00

100.00 - 100.00

Standard of Excellence

0.00 - 0.00

0.00 - 5.21

5.21 - 16.67

16.67 - 23.04

23.04 - 100.00

Social Studies 30-1

Acceptable Standard

0.00 - 69.65

69.65 - 80.38

80.38 - 87.98

87.98 - 95.79

95.79 - 100.00

Standard of Excellence

0.00 - 2.27

2.27 - 8.63

8.63 - 14.51

14.51 - 19.76

19.76 - 100.00

Social Studies 30-2

Acceptable Standard

0.00 - 71.97

71.97 - 79.85

79.85 - 87.56

87.56 - 91.42

91.42 - 100.00

Standard of Excellence

0.00 - 3.94

3.94 - 8.65

8.65 - 14.07

14.07 - 23.34

23.34 - 100.00

Biology 30

Acceptable Standard

0.00 - 68.26

68.26 - 79.41

79.41 - 85.59

85.59 - 92.33

92.33 - 100.00

Standard of Excellence

0.00 - 10.75

10.75 - 21.84

21.84 - 29.26

29.26 - 33.42

33.42 - 100.00

Chemistry 30

Acceptable Standard

0.00 - 58.10

58.10 - 69.51

69.51 - 80.34

80.34 - 84.74

84.74 - 100.00

Standard of Excellence

0.00 - 11.22

11.22 - 20.47

20.47 - 30.47

30.47 - 35.07

35.07 - 100.00

Physics 30

Acceptable Standard

0.00 - 50.06

50.06 - 71.77

71.77 - 83.00

83.00 - 88.67

88.67 - 100.00

Standard of Excellence

0.00 - 5.61

5.61 - 18.10

18.10 - 31.88

31.88 - 41.10

41.10 - 100.00

Science 30

Acceptable Standard

0.00 - 64.19

64.19 - 77.66

77.66 - 86.33

86.33 - 98.50

98.50 - 100.00

Standard of Excellence

0.00 - 0.00

0.00 - 14.69

14.69 - 25.03

25.03 - 38.93

38.93 - 100.00

Notes:

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

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

Improvement Table

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

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

Evaluation Category

Chi-Square Range

Declined Significantly

3.84 +  (current < previous 3-year average)

Declined

1.00 - 3.83 (current < previous 3-year average)

Maintained

less than 1.00

Improved

1.00 - 3.83 (current > previous 3-year average)

Improved Significantly

3.84 + (current > previous 3-year average)


Overall Evaluation Table

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

Achievement

Very High

High

Intermediate

Low

Very Low

Improved Significantly

Excellent

Good

Good

Good

Acceptable

Improved

Excellent

Good

Good

Acceptable

Issue

Maintained

Excellent

Good

Acceptable

Issue

Concern

Declined

Good

Acceptable

Issue

Issue

Concern

Declined Significantly

Acceptable

Issue

Issue

Concern

Concern


High School Completion Rate – Measure Details (OPTIONAL)


[No Data for High School Completion Rate]

Graph of Authority Results (optional)


[No Data for High School Completion Rate]

Graph of Authority Results (optional)


[No Data for High School Completion Rate]

Graph of Authority Results (optional)


[No Data for High School Completion Rate]

Notes:

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

2. 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.

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


Drop Out Rate – Measure Details (OPTIONAL)


[No Data for Dropout Rate]

Graph of Authority Results (optional)


[No Data for Dropout Rate]

Graph of Authority Results (optional)


[No Data for Returning Rate]

Notes:

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


High School to Post-secondary Transition Rate – Measure Details (OPTIONAL)


[No Data for High School to Post-Secondary Transition Rate]

Graph of Authority Results (optional)


[No Data for High School to Post-Secondary Transition Rate]

Graph of Authority Results (optional)


[No Data for High School to Post-Secondary Transition Rate]

Notes:

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


Rutherford Eligibility Rate – Measure Details (OPTIONAL)


[No Data for Rutherford Eligibility Rate]


[No Data for Rutherford Eligibility Rate]

Graph of Authority Results (optional)


[No Data for Rutherford Eligibility Rate]

Notes:

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

2. 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.

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


Diploma Examination Participation Rate – Measure Details (OPTIONAL)


[No Data for Diploma Exam Participation Rate]

Graph of Authority Results (optional)


[No Data for Diploma Exam Participation Rate]


[No Data for Diploma Exam Participation Rate]

Notes:

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

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

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

4. 2016 results for 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort caused by one authority.


Citizenship – Measure Details (OPTIONAL)

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

Authority

Province

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

Overall

n/a

n/a

100.0

98.8

n/a

83.4

83.5

83.9

83.7

83.0

Teacher

n/a

n/a

*

*

n/a

93.8

94.2

94.5

94.0

93.4

Parent

n/a

n/a

n/a

n/a

n/a

81.9

82.1

82.9

82.7

81.7

Student

n/a

n/a

100.0

98.8

n/a

74.5

74.2

74.5

74.4

73.9

Graph of Overall Authority Results (optional)

Graph of Detailed Authority Results (optional)

Notes:

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

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

Work Preparation – Measure Details (OPTIONAL)


[No Data for Work Preparation]

Graph of Overall Authority Results (optional)


[No Data for Work Preparation]

Graph of Detailed Authority Results (optional)


[No Data for Work Preparation]

Notes:

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


Lifelong Learning – Measure Details (OPTIONAL)


[No Data for Lifelong Learning]

Graph of Overall Authority Results (optional)


[No Data for Lifelong Learning]

Graph of Detailed Authority Results (optional)


[No Data for Lifelong Learning]

Notes:

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


Provincial Achievement Test Results – Measure Details (OPTIONAL)


[No Data for PAT Results by Number Enrolled]

Notes:

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

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

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

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

5. 

Graph of Overall Provincial Achievement Test Results (optional)


[No Data for PAT Results by Number Enrolled]

Notes:

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

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


Graph of Provincial Achievement Test Results by Course (optional)


[No Data for English Language Arts 6]


[No Data for French Language Arts 6]


[No Data for Fran?ais 6]


[No Data for Mathematics 6]


[No Data for Science 6]


[No Data for Social Studies 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 fires in May to June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

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


Graph of Provincial Achievement Test Results by Course (optional)


[No Data for English Language Arts 9]


[No Data for English Lang Arts 9 KAE]


[No Data for French Language Arts 9]


[No Data for Fran?ais 9]


[No Data for Mathematics 9]


[No Data for Mathematics 9 KAE]

Notes:

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

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

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


Graph of Provincial Achievement Test Results by Course (optional)


[No Data for Science 9]


[No Data for Science 9 KAE]


[No Data for Social Studies 9]


[No Data for Social Studies 9 KAE]

Notes:

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

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


PAT Results Course By Course Summary By Enrolled With Measure Evaluation (optional)


[No Data for PAT 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. 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.  

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

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

Measure Evaluation Reference - Achievement Evaluation

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

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


[No Data for PAT Achievement Evaluation Reference]

Notes:

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

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

Improvement Table

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

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


[No Data for PAT Improvement Reference]


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.


[No Data for PAT Overall Evaluation Reference]


Program of Studies – Measure Details (OPTIONAL)

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.

Authority

Province

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

Overall

n/a

n/a

98.7

98.4

n/a

81.3

81.3

81.9

81.9

81.8

Teacher

n/a

n/a

*

*

n/a

87.5

87.2

88.1

88.0

88.4

Parent

n/a

n/a

n/a

n/a

n/a

79.9

79.9

80.1

80.1

79.9

Student

n/a

n/a

98.7

98.4

n/a

76.6

76.9

77.5

77.7

77.2

Graph of Overall Authority Results (optional)

Graph of Detailed Authority Results (optional)

Notes:

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

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

Parental Involvement – Measure Details (OPTIONAL)


[No Data for Parental Involvement]

Graph of Overall Authority Results (optional)


[No Data for Parental Involvement]

Graph of Detailed Authority Results (optional)


[No Data for Parental Involvement]

Notes:

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


Education Quality – Measure Details (OPTIONAL)

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

Authority

Province

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

Overall

n/a

n/a

98.0

99.4

n/a

89.2

89.5

90.1

90.1

90.0

Teacher

n/a

n/a

*

*

n/a

95.5

95.9

96.0

95.9

95.8

Parent

n/a

n/a

n/a

n/a

n/a

84.7

85.4

86.1

86.4

86.0

Student

n/a

n/a

98.0

99.4

n/a

87.3

87.4

88.0

88.1

88.2

Graph of Overall Authority Results (optional)

Graph of Detailed Authority Results (optional)

Notes:

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

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

Safe and Caring – Measure Details (OPTIONAL)

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.

Authority

Province

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

Overall

n/a

n/a

99.4

98.8

n/a

89.1

89.2

89.5

89.5

89.0

Teacher

n/a

n/a

*

*

n/a

95.3

95.4

95.4

95.3

95.0

Parent

n/a

n/a

n/a

n/a

n/a

88.9

89.3

89.8

89.9

89.4

Student

n/a

n/a

99.4

98.8

n/a

83.1

83.0

83.4

83.3

82.5

Graph of Overall Authority Results (optional)

Graph of Detailed Authority Results (optional)

Notes:

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

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


School Improvement – Measure Details (OPTIONAL)

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.

Authority

Province

2014

2015

2016

2017

2018

2014

2015

2016

2017

2018

Overall

n/a

n/a

99.2

99.2

n/a

79.8

79.6

81.2

81.4

80.3

Teacher

n/a

n/a

*

*

n/a

81.3

79.8

82.3

82.2

81.5

Parent

n/a

n/a

n/a

n/a

n/a

77.0

78.5

79.7

80.8

79.3

Student

n/a

n/a

99.2

99.2

n/a

81.2

80.7

81.5

81.1

80.2

Graph of Overall Authority Results (optional)

Graph of Detailed Authority Results (optional)

Notes:

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

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

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