Annual Education Results Report
Domain - Student Growth and Achievement
The ongoing progress of students’ learning, relative to identified provincial learning outcomes that enable them to engage intellectually, grow continuously as learners, and demonstrate citizenship
Measures - Student Learning Engagement
The Alberta Education Survey indicates an 84.8% measurement of student learning engagement and our local student survey indicates an 82% authentic learning experience.
*Source: Alberta Education Survey.
Our small schools and low Student/Teacher ratio (1:14) continues to make it possible for this measure to be a strength in our system.
The Alberta Education Survey includes parents and teachers in the measurement. Our local survey, the Adventist School Climate & Value Inventory (ASCVI) was first administered in the Spring of 2021 and was administered to students only. We are in the process of broadening our scope to include parents and teachers. This survey was administered again in the Spring of 2022, with minor updates and will continue to be reviewed and administered on an annual basis.
Measures - Citizenship
Outreach and spiritual growth activities have been affected due to COVID resulting in a decline in our overall citizenship scores. These aspects are a large part of our schools’ culture impacting overall student community. A reduction from 89% to 84.7% may be minor, but still remains a focus of our division through the return of internal character development, outreach activies and the continuement of spirutal growth plan strategies. Our division’s focus on the intentional integration of faith and learning permeates all aspects of education from lesson planning to teacher and school evaluations.
*Source: Alberta Education Survey
Our schools’ intentional internal character development, outreach activies and spirutal growth plan strategies are well documented, evaluated and reported at the district level.
Daily active citizenship is intentionally planned and modelled across the curriculum focusing on high standards of equity, diversity and inclusivity.
An awareness and knowledge regarding honouring cultural diversity and promoting intercultural understanding remains at the forefront of our schools’ programming.
Cyber Citizenship and the skills, knowledge, and responsibilities required to participate meaningfully and safely in the 21st century is being integrated across pedagogy.
Measures - High School Completion
Our 3 year completion rate for High School is at 56%. The decline is a major concern for the district and our High School Task Force Strategic Plan continues to be revised on a regular basis.
Approximately 25% of our district high school students attend a school where the student transfer rate tends to be higher than the provincial norms. We are engaged with the local community’s programs to help support student retention and high school completion. New programs are being developed to increase student attendance and engagement that are relevant to this particular population.
Our district is proud to support secondary and post-secondary scholarships to encourage high school completion and further education.
Four of our five high schools have a combined average graduation rate of 85.5%.
The district has initiated a High School Task Force to give study to and formulate recommendations/strategies to improve the overall 3, 4, and 5 year completion rates.
Measures - PAT Grade 6 & Grade 9 / Diploma Examination
Our district continues PAT training for principals and teachers in all schools.
PAT test results indicate improvement compared to our 2019 results. Our overall averages increased with a maintained focus on increasing overall scores.
Diploma Examination were cancelled due to COVID for the initial part of the 2021-2022 school year. Our June results consistently place our students in the “Acceptable standard” range with a 100% course completion success rate.
Our district is actively working on PAT training for principals and teachers in all schools.
Student success continues to be our focus.
District wide participation in PAT testing is a focus. Requiring and accomodating all students in the completion of PAT testing will increase overall district scores.
We continue to encourage our HS students to enroll in Diploma courses.
Domain - Teaching and Leading
Teachers and leaders apply appropriate knowledge and abilities to make decisions that demonstrate professional practice standards, which result in quality teaching, leading, and optimum learning for all students.
Measures - Education Quality
In a local district-wide student survey, almost 80% of our students indicate their appreciation for their teachers’ use of a variety of learning techniques with approximately 81% of students indicating their teachers use and provision of timely feedback on assessments in an effective manner.
Results from the Alberta Education Survey indicate that teachers, parents and students are satisfied with the overall quality of education in our district giving us a level of 88.7%. Our target of 92.5% for 2022-2023 is still in our sights understanding that our overall scores are still in a very acceptable range.
88.7% of students, parents, and teachers are satisfied with the overall quality of education in our district. Regarding purposeful assessment and effective lesson structure, students indicated positive responses.
Excellence in quality education is something we continuously strive for as we aim to meet and potentially exceed our target of 92.5%.
Domain - Learning Supports
Using resources to create optimal learning environments where diversity is embraced, a sense of belonging is emphasized and all students are welcomed, cared for, respected and safe.
Measures - Welcoming, Caring, Respectful & Safe Learning Environments
According to the Alberta Education Survey, 87.9% of our teachers, parents and students agree that the learning environment is welcoming, caring, respectful and safe.
Results from our local student survey indicate a positive outcome of 78.5% for Respect for Equity and Diversity. This includes an awareness of First Nations, Metis, and Inuit culture in the classroom in a respectful and inclusive manner.
Results show that schools in our district have a learning environment that is welcoming, caring, respectful, and safe. The district also holds in high regard respect for equity and diversity including an awareness of First Nations, Metis, and Inuit culture in the classroom intentionally creating an inclusive environment.
Continue to provide professional development opportunities for teachers to gain more knowledge, skill, and awareness of First Nations, Metis, and Inuit culture giving them needed tools to incorporate across the curriculum.
Measures - Access to supports and services
Provincial survey results reveal that an overall average of 83% of teachers, parents and students have the appropriate access to supports and services at school. As a private school district, our access to services comes from a variety of sources including our district learning coach.
Our AISCA membership provides us with access to services that support the diverse needs of our teachers and students across the district. We also employ the services of private counsellors and medical professionals where appropriate.
Our district continues to provide access to appropriate supports and services at school to meet the needs of students. Being members of AISCA has further solidified our ability to provide the appropriate supports and services.
A full-time district-wide learning coach supports individual and classroom-wide student learning needs and resource accessibility.
Strengthening connections to local AHS personnel/private professionals for our schools is providing additional avenues of support opportunities for our students.
Our District is currently rolling out the usage of a mental health support curriculum (Open Parachute).
Domain - Governance
Processes that determine strategic direction, establish policy and manage fiscal resources.
Measures - Parental Involvement
The Alberta Education Survey result of 84.2% for parent involvement, although a decrease from 88.4% is still very encouraging. Parent Advisory Councils and Home and School Associations are back to normal operations.
On average our district has strong parental involvement which will continue with strengthening the Home and School Association (PAC).
Individual schools have Home and School Associations and Parent Advisory Councils to advise and assist in the development of school/stakeholder relationships. The commitment remains to continue to increase the implementation and activities of these programs across the district.
Domain - Local & Societal Context
Engagement practices that enable the education system to proactively respond to the learning needs and diverse circumstances of all students.
Local Survey & Foundational Statements
Measures - Integration of Faith and Learning
About 90% of the student local survey respondents indicated positive faith development and having a strong spiritual relationship with God.
Also, in the local survey, 81% of students responded that for Core Competencies of Learning, specifically, they are taught that as a Christian, their response whatever the situation, they should always be loving and respectful.
Teachers are required to display intentional integration of faith and learning in their planning documentation and it is a part of both our teacher and school evaluations. Our faculty actively work to model positive Christian values throughout their interactions and learning experiences with all stakeholders.
Our teachers and administrators will participate in a North American wide teachers’ convention focusing on the integration of faith and learning during the summer of 2023. These conventions take place every 6 years.
Measures - Spiritual leadership opportunities
Our local survey reveals that 71% of students have an opportunity for leadership and topic development in chapel and 79% in classroom worship.
As a district, our students are provided many opportunities to learn and express leadership skills. These opportunities include mission trips, school-wide assemblies and chapels, service opportunities, student democracies, classroom worships, representation on various committees, community church programming, and student-led school clubs.
A district wide focus on the intentional integration of leadership courses would create an academic opportunity to develop leadership skills within our students.
Measures - Enhance Spiritual Growth and Development Plan
88% of student respondents indicate they feel they are surrounded by Christian teachers, that behave in a caring and professional manner, who help them understand the Bible at a deeper level and that God loves them.
Teachers in our district continue to model what it means to be a Christian. Their characters reflect positive behaviour and a caring attitude in a professional manner. Students have recognized this Christian authenticity.
Incorporating student involvement in the creation and implementation of school-wide Spiritual Growth and Development Plans will ensure the program implemented is both relevant and student-focussed.
Domain - Supplemental Measures
Measures - Diploma Exam Participation Rage
Prior to COVID, our district experienced a 14.9% increase in the number of students writing 4+ diploma exams.
While this area is above the provincial norm, we strive to have students opt to enroll in more diploma courses.
Measures - Drop Out Rate
Although the annual dropout rate of students aged 14 to 18 has become an issue, we recognize that this is an anomaly for our district that has resulted from a negative COVID impact.
Pre-COVID, our dropout rate was very low. Over the past 2 years, our returning rate was at 100%.
Our high school task force strategic plan is in the developmental stages with high school retention as a major focus.
Measures - Program of Studies
Our district incorporates a wide variety of options in our programming. Annual professional development funds provided for teachers enables them to consistently explore and expand their knowledge base in a variety of areas across the curriculum.
Our district is working with our schools to continue to diversify course offerings to meet the needs of our students. The incorporation of a dual-credit program for our high school students would continue to add to our already robust program.
Measures - Rutherford Scholarship Eligibility Rate
While there is a decline in the eligibility for the Rutherford Scholarship, even though we are still in line with the provincial norm, we are striving to regain our previous recorded levels. Our district has rebounded nicely from 67.9% to 77.4%. The previous 3 year average is 74.1%.
The eligibility rate for grade 12 students in our district continues to be a significant focus.
The high school task force strategic planning process is encouraged to consider the impact of Rutherford Scholarship eligibility as it relates to general high school retention.
Measures - Safe & Caring
Teaching students how to be respectful and the importance of caring for others has created safe environments in our schools. Every student matters and they are treated fairly.
Providing a safe and caring environment for students requires ongoing awareness and training.
Measures - School Improvement
Over the last 3 years support for our schools have mostly improved in many areas. The extra financial assistance from our District Office has been a tremendous support in improving all schools throughout our district.
School Administrators are required to complete Continuous School Improvement plans with the input from both board and division leadership. Continued training and implentation of these plans is a district focus in our school administration training.
Measures - Transition Rate
High school to post-secondary transition rate of students within six years of entering grade 10 was 55.6% and is currently 64.8% which is above the provincial rate of 60.3%. While this is an acceptable rate, our high school taskforce is developing a strategic plan to increase these numbers.
Our district has maintained an acceptable level for students transitioning to post-secondary within six years of entering grade 10. With the High School Task Force in place, these numbers are expected to rise.
Incorporating new strategies found by the high school task force that will positively impact the transitioning rate to post-secondary within six years of entering grade 10.
Measures - Work Preparation
Teachers and parents are confident that by the time students complete high school, they would have acquired the necessary attitudes and behaviours that would make them successful in the workforce. Our Learning Coach works with our high school students to guide them to their post-secondary training through aptitude testing, guidance counselling and university/college application support.
The incorporation of intentional “life skill” elective courses in high school naturally improves student confidence in necessary skills, attitudes, and behaviours that would make them successful in the workforce after completing high school.
Measures - In-Service Jurisdiction Needs
The result of the Alberta Education Survey indicates 78.2% of teachers reporting that in the past 3-5 years the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth.
Teachers and Administrators have access to many Professional Development platforms to ensure a diverse selection of courses and learning opportunities. Professional Growth Plans are developed and evaluated yearly with our denominational certifications requiring up to 6 credits of academic and non-academic learning completed every 5 years.
Relationships development between our district and Professional Development platforms (ALC, ATLE, CARC, AISCA, PowerSchool, etc) continues to source and provide resources for professional development opportunities. Faculty have access to funds for post-graduate studies as well as access to our denominational professional growth platform which is in an ongoing process of PD course development.
Measures - Lifelong Learning
Students in our district consistently demonstrate knowledge, skills, and attitudes essential for lifelong learning. Parents and teachers are very satisfied with the acquisition of these attributes.
Both district and school motivated teacher development will focus teacher training and address the needs of both the local school and our district-wide faculty. Administration is required to include a minimum 4 days of local professional development into their 2023-2024.
Audited Financial Statement Summary
Provincial Roll Up of Audited Financial Statements Results Summary
Silent Whistle Program
Section 32 of the Public Interest Disclosure Act (2013) requires that school authorities include their annual report of disclosures in their AERR.
Stakeholder Engagement Report
The Alberta Conference Office of Seventh-Day Adventist’s Office of Education Three-Year Education Plan and the Annual Education Results Report are posted on the Division website under the ACOE Assurance Framework. Electronic copies are shared with all school stakeholders via school websites. Each school utilizes a Continuous School Improvement Plan that is reviewed by each school board and the division office throughout the school year.
Assurance Planning and Engagement – 2021/2022
This document captures the overall themes and responses from all of our engagements’ activities throughout the 2021/2022 school year.
These themes and results were shared with school administrators as well as with our School Council chairs at the Board/School Council chair annual meeting.
The most frequently mentioned priority area was Excellent Teaching, which directly influenced our priority area of Quality Teaching for the 2022/2023 school year.
Home and School Associations
Each of our 11 schools is required to have a Home and School Association. These associations are parent representation in our schools and provide support through fundraising, board representation, staff and student support, as well as other supports to ensure a robust program.
School Board Membership
Our local school boards report to and are accountable to the district K-12 board.
Each school is required to operate a School Board with representation from our constituent churches, parents, teachers and leadership. Elementary School boards are required to meet at least 6 times per school year. Senior High Schools are required to meet at least 8 times per school year. These boards help to support and guide our leadership teams gaining insight from our stakeholders vital in the decision making process.
Each Spring our students across the division complete a survey that directly informs the development of the AERR. This survey is our chance to hear the voices of our students regarding Educational improvement, school safety, integration of faith and learning and many other important aspects of our schools
We are expanding this program to include teachers and parents in the coming years.
New Teacher Orientation Session
Our New Teacher Orientation Session provides an opportunity for our new teachers to connect with us at the division, ask questions and get the support they need to be successful for their coming school year.
Seventh-Day Adventist Teachers Conventions
Our Education System provides many opportunities for teachers to develop and collaborate with other SDA teachers through Provincial, National and International Teachers Conventions.
Principal’s Professional Learning Council-Monthly
Our Principals meet together with our district leadership to connect and collaborate on district-wide decisions and future planning.
High School Task Force
Our High School Task Force is set up to address the specific needs and planning for high school students and teachers across our district.
Mental Health Task Force
The Mental Health Task Force is designed to address the concerns surrounding the increasing needs of our students and their mental health. With representation from each school this task force is another touch point for our schools to provide voice to local concerns, provide access to resources for support of staff and students.