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2020 Combined 3-Year Education Plan and Annual Education Results Report (AERR)
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Table of Contents Message from the Board Chair ...... 4 Accountability Statement ...... 5 Webber Academy’s Mission and Values Statement ...... 6 A Profile of the School Authority ...... 7 Summary of Accomplishments ...... 8 2019-2020 Webber Academy Graduates ...... 8 Where our graduates were accepted ...... 8 Major Scholarships ($10,000 or more) ...... 8 President’s Breakfast Club-ATB Financial Speakers Series ...... 11 Terry Fox Fundraiser ...... 14 Grade 5 Heritage Fair ...... 15 Science ...... 16 Webber Academy Science Fair ...... 16 Elementary WA Grade 6 Science Fair ...... 16 Calgary Youth Science Fair ...... 18 Senior School WA Senior School Science Fair ...... 18 InspoScience Canada ...... 18 Student Achievement - Science Canadian Light Source Experiment ...... 20 Designer Genes Club ...... 20 Mathematics ...... 20 Math Club...... 20 Programming/Coding Club ...... 20 Grade 5 Club ...... 20 Junior High Club ...... 20 The James Robertson Memorial Programming Competition ...... 20 Computing Challenge ...... 20 Senior School Robotics ...... 21 Model United Nations (MUN) ...... 22 Canadian Geographic Challenge ...... 22 Senior School Debate ...... 22 Junior High Debate...... 22 Senior High Debate ...... 22 Federal Election All Candidates’ Forum ...... 22 Speech ...... 23 Optimist Oratorical Contest ...... 24 Poetry-in-Voice ...... 24 Junior High Student Council Essay Contest ...... 24 Voices-Art & Literacy Magazine ...... 25 Student Achievement - Writing ...... 25
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Reach for the Top ...... 25 Senior School ...... 25 Elementary ...... 25 Senior School Bands (Junior High & Senior High Wind Ensemble) ...... 25 Student Achievements Junior High Band Members ...... 27 Guest Clinician - Senior High Wind Ensemble ...... 27 Band Director’s Award ...... 27 Elementary Choir ...... 27 Division I ...... 27 Division II ...... 28 Senior School Drama ...... 28 Junior High ...... 28 Senior High ...... 29 Loose Moose Theatre Sports Tournament ...... 30 The Legacy Project ...... 30 Food Bank Drive ...... 30 Party Program ...... 31 Health Canada Presentation ...... 31 High School Spirit Week ...... 31 Athletics ...... 31 Student Achievement-Athletics ...... 34 Field Trips ...... 34 Elementary ...... 34 Senior School ...... 35 Chess Club ...... 35 Ballet Club ...... 36 Dance Explosion Club ...... 36 Grade 6 Air Band Performance ...... 36 Authors ...... 37 Storyteller ...... 37 Parent Council Guest Speaker ...... 37 Grade 4 Safe4Life Event ...... 37 COMBINED 2019 ACCOUNTABILITY PILLAR OVERALL SUMMARY ...... 39 Provincial Achievement Test (PAT) Results ...... 42 Diploma Examination Results ...... 43 Summary of Financial Results ...... 51 Budget Summary ...... 51 Parental Involvement ...... 54 Timelines & Communication ...... 54 Whistleblower Protection ...... 54 APPENDIX - Performance Measure Details ...... 55
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Message from the Board Chair
This document is a testament to the outstanding effort made by our students to meet high expectations they have set for themselves. All are to be commended for the exceptional results outlined in the pages that follow.
It is inspiring to see so many young individuals truly strive to attain their best. The students are not only remarkable by their scholastic achievements but their performance in a wide range of extra-curricular activities. Many students have also earned our respect for the contributions they have made to better our school community, as well as, Calgary and globally. It is heartwarming to see so many young and caring individuals do their part to better the lives of others.
Success in school is also the result of determination and commitment to core values that are embraced by a purposeful parent community. Ongoing support is essential to the development, achievements and happiness of their children. The efforts made by parents to reinforce lessons learned in the classrooms are critical to the positive growth of all children.
Sincere thanks goes to Webber Academy teachers and support staff who continue to have a profound impact on these results and are much appreciated for their tenacity, commitment and loyalty which are attributes they demonstrate every single day. I believe our teachers are providing Webber Academy students with first class instruction and it is truly a pleasure to work with each and every one of them.
Dr. Neil Webber President/Head of School Webber Academy
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Accountability Statement The Annual Education Results Report for the 2019-2020 school year and the Education Plan for the three years commencing September 1, 2020 for Webber Academy Foundation was prepared under the direction of the Board of Directors 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 Webber Academy Board of Directors have been provided with the Combined Annual Education Results Report for the 2019-2020 school year and the three-year Education Plan for 2020-2023. The Board approved this report in November 2020.
This combined document is showing on our school website at www.webberacademy.ca under the heading: Resources.
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Webber Academy’s Mission and Values Statement
Preparing students to thrive in university and beyond.
This mission will be accomplished by creating an environment of high expectations of achievement, behaviour and service. Our society needs citizens with strong moral and ethical values, who believe in the responsibilities of citizenship and service to others. At Webber Academy, we will actively encourage the growth and development of these traditional values in our students. Participation in, and enjoyment of school life will prepare our students for responsible involvement in their communities and our society as a whole.
Principles/Values the Webber Academy Board of Directors and the school faculty believe in:
Personal attention for each child; Creating an atmosphere where young people of many faiths and cultures feel equally at home; Providing a high calibre school whose graduates will have a positive influence in the world.
At Webber Academy, we will expect students to:
o Care for themselves; o Respect themselves and their peers; o Respect their teachers, leaders, and all adults; o Honour their parents; o Be truthful and honest; o Work hard and use their talents and abilities; o Speak well of others; o Be loyal and trustworthy; o Be courteous; o Be cooperative and work as a team member; o Honour our country’s heritage and place in the world; o Be committed to principles; o Reach their full potential.
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A Profile of the School Authority
Webber Academy, located in the southwest quadrant of Calgary, serves students from all areas of the city. We are a school for children with above average abilities from homes where it is believed there is strong parental support for a structured and all-encompassing education to properly prepare individuals to pursue and meet with success in post-secondary pursuits.
The 2020 school year ended with a total of 953 students from Junior Kindergarten to Grade 12 who all successfully completed their program of studies. The total the year previous was 941 students. Enrollment in September 2020 was 964 students. June 2020 also saw the sixteenth Webber Academy graduating class with a total of 60 Grade 12 students moving on to University. This class of 2020 brings our student alumni count to 760 and several of them still take part in Webber Academy activities when they find some free time away from post- secondary studies.
As we strive to meet the needs of every child and provide enriched academic and extra-curricular programs, the school is committed to providing outstanding educators. All children are viewed as remarkable individuals with great potential who must be challenged in a multitude of areas by inspiring teachers who endeavour to promote a love of learning.
Staff members regularly review curriculum and assessment objectives and contribute new ideas that are incorporated into Webber Academy practices that tie in well with the Alberta Programs of Studies. The Webber Academy curriculum will continue to reflect the needs, skills and abilities of our high achieving students.
The Board of Directors consists of Calgary residents with varied and valuable backgrounds who strongly believe in the Mission and Vision of Webber Academy and we are truly grateful for their expertise, service and loyalty.
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Summary of Accomplishments 2019-2020 Webber Academy Graduates Number of Grade 12 graduates: 60 Number Accepted to University: 60 (100%) Number who were eligible Rutherford Scholarship: 60 (100%) (Based on criteria of having an average of over 75% in five courses, including ELA)
Value of scholarships earned (not including Rutherford, or a number of other academic entrance scholarships) = $1,305,572.
Where our graduates were accepted: Canada: Carleton University, Centre for Arts and Technology, Dalhousie University, McGill University, McMaster University, Mount Royal University, Mowhawk College, Queen's University, Simon Fraser University, University of Alberta, University of British Columbia, University of Calgary. University of New Brunswick, University of Ottawa, University of Saskatchewan, University of Toronto, University of Victoria, University of Waterloo, Western University, York University United States: Baylor University, California Institute of Technology, Columbia University, Cornell University, Duke University, Georgetown University, Harvard University, Purdue University, Stanford University, Swarthmore College, UNC Chapel Hill, University of California – Berkeley, University of California - Los Angeles, University of California - San Diego, University of Illinois at Urbana–Champaign, University of Notre Dame, University of Pennsylvania, University of Texas at Dallas, University of Virginia, Villanova University, Yale University Other: Imperial College London, Oxford University, Queen's University Belfast, Royal College of Surgeons in Ireland, St Andrews, University of Aberdeen. University of Birmingham, University of Bristol, University of Buckingham, University of Central Lancashire
Major scholarships ($10,000 or more): Baylor College – Academic Scholarship - $64,000 California Institute of Technology - $116,430 Harvard – Charles S. Nobel Scholarship - $10,000 McGill University – Schulich Scholarship - $80,000 Queen’s University – Chancellor’s Scholarship - $36,000 University of Alberta – Athletic Scholarship - $10,000 o President’s Centenary Entrance Citation - $50,000 University of British Columbia – CK Choi Scholarship - $20,000 o Presidential Scholarship - $60,000 o Presidential Scholarship - $40,000 o Schulich Scholarship - $80,000 University of Pennsylvania - $101,140 University of Toronto – National Scholarship - $100,000 o Presidential Scholarship - $10,000 University of Victoria – Entrance Scholarship - $24,000 Yale NUS – NUS Study Award - $207,000
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Commencement Speaker for the Graduating Class of 2020, former Prime Minister of Canada: Mr. Stephen Harper
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President’s Breakfast
President’s Breakfast Club-ATB Financial Speakers Series
The President’s Breakfast Club was created in 2005, with a mandate to provide Webber Academy students and staff with opportunities to learn from community and business leaders. Over the years we have welcomed distinguished political leaders, astronauts, rock stars, and alumni members. To date, more than 20 speakers have presented at our campus. ATB Financial became involved in 2006, providing additional resources to enhance the speaker series.
The number of speakers for the 2020-21 academic year, was cut short due to the pandemic and move to online-learning for a portion of the year. However, the speakers we did have at the school prior to that time were outstanding. These events take place in the Theatre of Webber Academy’s Performing Arts Centre.
On September 24, 2019, Webber Academy held their first President’s Breakfast in the ATB Financial Speaker Series for the 2019-20 school year. We proudly welcomed keynote speaker, Jonathan Manthorpe, who spoke to our senior school students. Mr. Manthorpe is the author of three books on international relations, politics, and history. Over his fifty-year career as a journalist, he has been the foreign correspondent in Asia, Africa, and Europe for Southam News, the European Bureau Chief for the Toronto Star, and the national political reporter for The Globe and Mail. His most recent book “Claws of the Panda”, examines Canada-China relations and Beijing’s Campaign of Influence and Intimidation in Canada.
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Our Head of School, Dr. Neil Webber, wecomed Dr. Trish Stadnyk as his guest speaker for the December 18, 2019, ATB Financial Speaker’s Series President’s Breakfast. Dr. Stadnyk is an Associate Professor with the Department of Geography at the University of Calgary and a professional engineer. Applications of her work include analysis of changing Pan-Arctic water supplies under climate change and associated impacts on Freshwater-Artic marine interfaces. Internationally, she is the Chief Scientific Investigator on a Coordinated Research Project to improve global water balance estimation; and the Vice President of the International Association for Hydrological Sciences Tracer Commission. Nationally, she is the lead investigator responsible for several projects contributing to the development of new tools for simulating continental Canadian water supply. Her research looks at continental scale water supply under climate change.
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On March 10, 2020, Webber Academy hosted another speaker at a President’s Breakfast Club event for students in Grades 6 to 12. We were honored to welcome Mr. Preston Manning, PC CC AOE, founder of the Manning Foundation for Democratic Education and the Manning Centre for Building Democracy. These organizations were established to strengthen the knowledge, skills, principles, and ethical foundations of participants in Canada’s political process. Mr. Manning served as a member of parliament from 1993 to 2001. He founded two political parties - the Reform Party of Canada and the Canadian Reform Conservative Alliance - both of which became the Official Opposition in the Canadian Parliament, and laid the foundation for the Conservative Party of Canada. Mr. Manning served as the leader of the Opposition from 1997 to 2000, and was also his party’s science and technology critic. In 2007, he was made a Companion of the Order of Canada and in 2013 was appointed to the Privy Council.
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Terry Fox Fundraiser
Since 1998, Webber Academy has participated in the Terry Fox Run fundraiser, an event close to our hearts. For the past several years, students enrolled in Grade 12 Physical Education have been organizing most aspects of the run. In September 2019, we were honored to have Terry Fox’s brother, Darrell Fox, as our guest speaker. We had beautiful weather for our traditional memorial walk, which was followed by our senior school students and staff taking part in a 3 km run, while the entire elementary school ran the track. A total of $28,359.52 was raised for the Terry Fox Foundation. This significant contribution once again placed Webber Academy among the top fundraising school in Alberta, NWT, and Nunavut. To date, Webber Academy has raised $638,811.54 for the Terry Fox Foundation and cancer research.
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Grade 5 Heritage Fair
The annual Webber Academy Grade 5 Heritage Fair took place again this year; however, it looked a little different. After much in-depth research and hard work, started in school - finished at home, our Grade 5 students were ready to share their information on a famous Canadian historical personality. In April 2020, what was normally displayed and presented in the Performing Arts Centre at the school, was instead done so from the comforts of their homes via an on-line format with Elementary staff and other Grade 5 families. The Heritage Fair is the culmination of the students’ interest in the topic, efforts in their research, and preparation of their report and tri-fold of information.
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Science
Webber Academy Science Fair Every year our Grade 6 and Senior School students put forth considerable time and effort into their Science Fair projects that are showcased during an on-campus event, this year held on February 19, 2020. These projects are a result of the students’ hard work on learning the scientific method and execution of an experiment. These experiments were put on display for the student body, teachers, administration and parents; judged by a number of invitees.
Elementary: Grade 6 Science Fair The Grade 6 students dedicated months to formulating hypotheses, conducting research, performing experiments, collecting data, and synthesizing their findings in preparation for the Webber Academy Science Fair. There were a total of 60 projects by our Grade 6 students, all of which were unique, enlightening, and captivating; evidence of their hard work. The overall Grade 6 winner for the 2020 Webber Academy Science Fair was awarded the Hripko Trophy for her project, "Nature’s Remedies". The following four projects, along with the overall winner, qualified to compete at the city-wide Science Fair: “Kick the Can”, “The Sweet Test: Strawberry DNA Extraction”, “The Ultimate Restroom Showdown”, and “Greater than Just Folds: Math and Origami”. In addition, there were a fourteen Honorable Mention awards presented to students for their projects; ranging in all areas including Excellence in Environmental Science to Vision for the Future.
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Calgary Youth Science Fair (April) and APEGA Science Olympics (May) Due to COVID-19, the Calgary Youth Science Fair and the APEGA Science Olympics, had to be cancelled. Both events are annually represented by a number of Webber Academy students, who routinely earn medal accolades for their project and presentation efforts.
Senior School:
Senior School Science Fair A total of 30 students from Grades 7 to 12 took part in the Webber Academy Senior School Science Fair. The judges were very impressed by the quality of the research projects presented by our students, and each participate demonstrated their passion for science.
Six Gold Medals, nine Silver Medals, five Bronze Medals were awarded. The Canada Wide Science Fair took place online. Webber Academy had two junior high students and four senior high students compete. From those entries, one of our junior high students and two senior high students received ribbons of recognition.
InspoScience Canada
InspoScience Canada is an organization that offers Canadian youths aspiring in the area of science, a place to feature their science projects at research and innovation fairs at a global level. This past summer, one of our senior high student entered the InspoScience Canada online Science Fair and he earned the Top Bioinformatics Project Award.
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Student Achievement - Science
Canadian Light Source Experiment - Field Trip to Saskatoon For several weeks, a group of our students in Grades 10-12 dedicated hours of self-driven research to a project where they set out to determine the relative concentration of toxic pollutants in rice from around the world. Their project was selected to be part of the Students on the Beamline program at the only Synchrotron in Canada. Our committed researchers took part in the Canadian Light Source event held in Saskatoon to carry out their experiment.
Designer Genes Club
A club for students in Grades 10 to 12, where they are exposed to an introductory undergraduate course in genetic engineering, molecular biology, biotechnology or recombinant DNA technology such as Genomic and plasmid DNA isolation, PCR, Gel Electrophoresis, among other techniques; as they extract, amplify, clone, and sequence a housekeeping gene from a plant of their choosing. Both hands-on and theoretical knowledge is experienced.
Mathematics Math Club Our students in Grades 7 to 12 met weekly for to learn more advanced mathematical concepts, exploring the history and personalities of mathematics, or preparing for math contests (local, provincial, and national).
Programming/Coding Club Grade 5 Club As a part of our initiative to raise our student's attainment of computer coding skills, we offered an opportunity for our Grade 5 and 6 students to learn coding basics from a very young age. Students learn coding basics by utilizing a visual programming language, Scratch. By the end of the course, they are able to easily create animations, games, etc. and this also serves as a stepping stone to the more advanced world of computer programming, as some of them are already exploring other computer languages. The club also helps the students improve their critical and logical thinking. Junior High Club Our Junior High students had an opportunity to be a part of a Programming Club, which met weekly to develop their technology skills. They looked at the basics of programming such as variables, operations, and loops.
The James Robertson Memorial Programming Competition Students in Grades 10 to 12 made up teams created to compete against other teams of student from across the country in a variety of programming challenges.
Computing Challenge
Students in Grades 7 to 10, interested in coding, had an opportunity to enter the Beaver Computing Challenge. This contest posed questions based around computer programming concepts.
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Senior School Robotics
The 2019-20 school year was our fourth year running the Robotics Club and we had 45 student members from our senior school (30 members from junior high and 15 from senior high). The students prepared for the First Lego League (FLL) Challenge, which took place at the end of February. Under the guidance their coaches, Shane Ziemmer and Jason Huang, the students began their season doing some basic training and then move on to preparing for the challenge Lego League Challenge; preparing a research project, building a robot capable of tackling the challenge course, and programming that robot to complete as many of the assigned tasks as possible in 2.5 minutes.
Six teams from our Junior High Robotics Club and five teams consisting of students in our High School Robotics courses competed in an in-school event on January 30, 2020.
In February 2020, the Webber Academy FIRST Tech Challenge (FTC) Robotics Team took to the field at Joane Cardinal Schubert High School for its inaugural FTC competition. Our school team, along with their coaches Shane Ziemmer and Jason Huang, enjoyed a strong start winning their first round. Despite encountering some bad luck in a couple of rounds, the team performed admirably and demonstrated excellent growth, finishing with one of the highest scores of the day.
The Webber FTC Robotics team took part in the second Alberta qualifying tournament at Nelson Mandela High School on February 7, 2020. After a disappointing loss in the first round, the team went on to win their next four matches causing heads to turn with some great driving and an amazingly fast and capable robot. The Webber team managed a 2nd finish and sufficient points to guarantee placement at the Provincial Championship being held in Edmonton in March.
Two Webber Academy Junior High FLL Robotics teams took part in the Southern Alberta Championships at SAIT on February 22, 2020. The teams performed well and the Wildcats 1 team won the Research Award.
Our Senior High FTC team attended William Aberhart High School as part of the final Southern Alberta Qualifier Tournament. The team went undefeated with five strong victories to claim first place and the tournament banner. This team went on to compete in the Provincial Championship tournament in March 2020, at the Telus World of Science in Edmonton. The team went into the competition on a strong note, being ranked first in Southern Alberta League. Supervising teachers: Jason Huang, Megan Moggach, David Rose, and Shane Ziemmer.
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Model United Nations (MUN)
From September 2019 to March 2020, Webber Academy students participated in the William Aberhart MUN Conference, the Sir Winston Churchill MUN Conference, and the University of Calgary MUN conference. Over the course of the 2019-2020 school year, Webber Academy’s 40 delegates, leadership team members, and press corps members engaged in a variety of ways before the COVID- 19 lockdowns occurred. Outstanding Webber Academy delegations received both verbal commendations and Best Delegate awards.
Canadian Geographic Challenge
Students in Grades 7 through 10 participated in the 25th Annual Canadian Geographic Challenge, in March 2020, which covered a diverse area of topics. This is a competition our students have been participating in for the past four years. Winners at each grade level then competed to represent Webber Academy at provincial competition. Recognition to four of our participating students who all wrote a second, and even more challenging examination, to identify the top geographer in the school. From the results, one impressive Grade 10 student went on to represent Webber Academy in Provincials.
Senior School Debate
Junior High Debate On February 7, 2020, Webber Academy hosted a Junior High Debate tournament. Forty teams from fifteen different schools from Calgary participated. One of our students earned a Silver medal in the Beginner Individual Speaker category.
JH Regional Debate Tournament On February 29, 2020, fourteen Webber Academy Junior High debaters competed at the Junior High Regional Debate Tournament held at Westmount Charter School. Based on their results at the regional tournament, four teams, each of two students, qualified for the provincial tournament that was to be held on March 14, 2020. Unfortunately, the provincial and national tournaments were cancelled due to COVID-19.
Senior High Debate The Senior High Debate Team worked hard to develop their argumentation and presentation skills, and came close to completing the season. Five teams secured spots and competed in Regionals before the cancellation of the Provincial and National tournaments. A highlight of the year came in October, when students from our Debate Club hosted an All Candidates' Forum for the Calgary Signal Hill riding. Throughout the season, experienced and novice debaters stepped up to the challenge and participated in a wide range of debate opportunities.
Federal Election All Candidates’ Forum On October 20, 2019, students from our Debate Club hosted an All Candidates’ Forum for the Calgary Signal Hill riding, in our Performing Arts Centre. Candidates running in the Christian Heritage, Conservative, NDP, and Rhino parties were all in attendance at the forum. The evening
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was moderated by a Webber Academy Grade 12 student, with questions posed by a panel comprised of three other senior high Debate Club members.
SH National Canadian British Parliamentary Debate Championship On October 26, 2019, Webber Academy had four teams competing in a parliamentary-style Debate tournament at the University of Alberta. This event is a qualifier tournament for the Canadian British Parliamentary Debate Championship. The competitors debated resolutions on topics that included: “Proportional representation in our electoral system” and “Methods to achieve equitable representation on corporate boards”.
SH Regional Debate Tournament On February 29, 2020, six teams from our Senior High Debate Club competed at the Senior High Regional Debate Tournament held at E.P. Scarlett High School. This is the qualifying tournament for Provincial Debate Championship.
Speech
Webber Academy Speech Club comprises of students in Junior and Senior High. The first inter-school tournament of the year was held on October 2019. This started the season of tournaments and events continued on through to February 2020.
Students competed throughout the season in a number of categories: Solo Acting, Duet Acting, Impromptu, Original Oratory, Oral Interpretation of Prose, Prose, Oral Interpretation of Poetry, and Poetry. Webber Academy students consistently placed in the top three of each category throughout the season at all events attended.
Trilingual Speech Competition Adding to the command of the art of Speech, both Junior and Senior High Speech Club members participated at a trilingual speech competition hosted by Webber Academy on November 22, 2019. Forty-seven students from seven Calgary schools competed in various categories showcasing their French, Spanish, and Mandarin skills at this speech tournament. Our students earned top medals for their performances in the following categories:
Junior Spanish Poetry Junior Spanish Original Oratory Senior Spanish Poetry Junior Mandarin Poetry Junior Mandarin Original Oratory Senior Mandarin Poetry Senior Mandarin Original Oratory Junior French Poetry
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Speech Regionals On December 7, 2019, thirty-two Webber Academy senior school Speech Club members participated in the Regional Speech Championship. This is tough competition, but our school had tremendous representation resulting in seventeen students qualifying for provincials.
Speech Provincials On February 1, 2020, eighteen qualifying Webber Academy Senior School students competed in Speech Provincials held at Sir Winston Churchill High School. Over 140 Junior and Senior High students from around the province competed in six categories. Every student needed to rank high at regional competitions to qualify for this competition. Webber Academy provincial competition medalists were awarded in the following categories: Gold in Junior Poetry Silver in Junior Prose Silver in Junior Poetry Bronze in Junior Oratory Bronze in Senior Impromptu
Optimist Oratorical Contest
Webber Academy had three students participate in a regional Optimist Club Oratorical Contest on March 7, 2020. The organization’s theme for 2019-20 was “Imagine”; the topic for the competition was, “Just Imagine a World without Boundaries”. One of Webber Academy’s talented students finished in 1st place, advancing him to the next level of the competition. Unfortunately, due to COVID- 19, the provincial competition, which is normally held in May, was cancelled.
Poetry-in-Voice
In December 2019, Poetry-in-Voice grade level winners were named. These talented students advanced to the Webber Academy Championship where they presented at the Senior High Assembly in February 2020. During the assembly, a Grade 11 student was acknowledged as our school’s Poetry- in-Voice champion. She moved on to compete in the online semi-finals.
In March 2020, Webber Academy’s Poetry-in-Voice team represented themselves and our school in the Team Regional Competition. The competition entailed recitation of challenging poems, the efforts earned won them the 1st place trophy, as well as, cash prizes. This all occurred just before COVID-19 lockdown.
Junior High Student Council Essay Contest
In March 2020, the Junior High Student Council organized the 5th Annual Junior High Webber Academy Essay Contest. Students in Grades 7 to 9 participated in writing an essay on how the school has positively impacted them: “How has Webber Academy helped you grow as a person?" The top three essays received a monetary prize and Webber Academy Spirit Gear in June. The winning essays demonstrated a tremendous amount of school pride.
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Voices - Art & Literacy Magazine
Webber Academy students created an Art and Literacy Magazine called Voices. This is a full-color magazine which is entirely student-run and features the art, photography, and writing of our Grade 7 to 12 students, with the layout and editing done by the Senior High students, under the direction of one of our English teacher, Ms. Leanne Shirtliffe. The entire school community enjoys the results of this publication.
Student Achievement-Writing Four of Webber Academy’s Grade 5 students were invited to publish their written works through Polar Expressions Publishing. Each of the students entered the Polar Expressions national student writing contests and moved on to compete in the final round to be considered for one of the three prizes for their grade level.
Reach for the Top
Senior School: Webber Academy students continued their interest and success by way of a tremendous registration this year from Senior School students for the Reach for the Top Team.
The participants kept busy partaking in tournaments throughout the season, including the annual Winter Celebration tournament, a fun "take on the Webber Academy teaching staff" tournament and a variety of other hosted and invitational tournaments.
Regional Championship Webber Academy teams were very successful at the Calgary Regional Tournament, held March 8, 2020, just prior to the COVID break. Our junior team (Grade 7 and 8) captured 1st place while the senior (Grade 11 and 12) and intermediate (Grade 9 and 10) teams placed 2nd, Webber Academy claimed 5 berths to the provincial tournament. Unfortunately, this was the final event of the school year.
Elementary: Forty-eight interested Grade 6 students signed up for Reach for the Top club, which exposes them to the opportunities that await them in Junior High. The teams began playing in early February and they were able to get 5 games in before the COVID break. Although their experience was cut short, the player gained valuable experience and many spoke of joining Reach for the Top in Grade 7.
Senior School Bands
Our Junior and Senior High Bands held regular performances throughout the school year in the Theatre of our Performing Arts Centre, including: Autumn ‘Pops’ Concert (October 23, 2019), Winter Jazz Concert (December 4, 2019), Senior School Winter Band Concert (December 18, 2019).
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In addition, the Band students also enjoyed opportunities to perform off campus, as detailed below:
Junior High Music Retreat The Junior High Band students participated in the annual three-day music retreat at Camp Caroline in February 2020. In addition to practice sessions with a variety of guest clinicians, students have the opportunity to enjoy tobogganing, swimming, and other activates. Camp Caroline staff, teachers and parents act as chaperones throughout this retreat.
Alberta International Band Festival Junior High Band On February 20, 2020, our Grades 8/9 Concert Band performed under the direction of Mr. Diego Bechthold at the University of Calgary Rozsa Centre as part of the Southern Alberta International Band Festival. For the second year in a row, the band received the highest award of Gold and was named The Most Outstanding Junior High Concert Band at the festival, receiving the Floyd Williamson trophy. This group of musicians put on a special performance at the Rozsa Centre, as the official Honor Band for the Alberta International Band Festival Showcase evening event. Senior High Wind Ensemble Our Senior High Wind Ensemble and our Senior High Jazz Band both performed at the Alberta International Band Festival in February 2020. They were awarded the top award of Gold for their outstanding performances.
Alberta International Beginner Band Festival In April 2019, our Grade 7 Concert Band was scheduled to perform at the Alberta International Beginner Band Festival in Calgary, but this was cancelled due to COVID-19.
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MusicFest Canada From their Superior rating performances at the Alberta Band Association Provincial Festival of Bands during the 2018-19 school year, our Junior High Concert Bands (Grade 7 and Grade 8/9) along with the Senior High Wind Ensemble had received official invitations to perform in May 2020, at the National Musical Festival (MusicFest Canada), which is Canada’s national band competition. However, due to COVID-19 this festival had to be cancelled.
Student Achievements - Junior High Band Members Five of Webber Academy’s Grade 9 Band students were nominated and selected by the Alberta Band Association to be a part of the Southern Alberta Junior Honour Band. These talented musicians represented Webber Academy in exemplary fashion, and joined the best of all middle school and Junior High Band students from Southern Alberta in two rigorous days of rehearsals, culminating with their performance at the Boyce Theatre in Calgary on February 14, 2020.
Guest Clinician - Senior High Wind Ensemble Students in our Senior High Wind Ensemble participated in a clinic on campus on March 1, 2020, with guest clinician, Mr. Gareth Jones, from the University of Calgary.
Band Director’s Award Our Senior High Band teacher was awarded the 2019 Keith Mann Young Band Director’s Award. This award is presented to an outstanding new band director with less than six years of teaching experience in the province of Alberta, who demonstrates enthusiasm and dedication to band music.
Elementary Choir
Our Division I and II Choirs, under the direction of their Music teachers: Miss Sarah Knapp and Ms. Patricia Clattenburg, were thrilled to perform both on and off campus for their parents. Our Choirs are always impressive with their phrasing, expression, and unique selection of songs that showcase their pleasing voices. The Choirs performed on a number of occasions in the Theatre of the Webber Academy Performing Arts Centre throughout the start of the school year before the school closure, including: Remembrance Day Ceremonies and the Winter Concert.
Division I Comprised of 110 students in Grades 1, 2, and 3. Unfortunately, due to COVID-19 and the subsequent school closure, this choir was unable to attend and perform at any festivals or competitions.
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Division II This choir comprised of 135 students in Grades 4, 5 and 6. The group was able to attend their annual Camp Caroline Music Retreat; a two-day music retreat at Camp Caroline in February 2020. In addition to Camp Caroline staff, teachers and parents acted as chaperones throughout this retreat.
Winter Concert The Division II Winter Concert on December 12, 2019, comprised of the efforts of the Grades 4, 5, and 6 students along with the Division II Choir took on singing and acting roles in the musical production based on the classic story Sound of Music. This performance was held in the Theatre of our Performing Arts Centre. Under the tutelage and direction of Ms. Patricia Clattenburg for the music, and Mrs. Jennifer Leong for the acting and directing, the show was a tremendous hit with the audience.
Senior School Drama
Junior High On November 21, 2019, the Junior High Drama Club presented The Day the Internet Died. How many times do you check your phone per day? 10? 20? 30? Could you imagine living a day without receiving any notifications? What would happen if you had no access to the internet for a day? This presentation from the Junior High Drama Club gave us a night of laughter as they shared some coping methods on life without internet.
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Senior High Our Senior High Advanced Acting and Technical Theatre students put on a production of Vintage Hitchcock: A Live Radio Play, a highly entertaining rendition on February 5 and 6, 2020, in our Performing Arts Theatre.
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Loose Moose Theatre Sports Tournament In February 2020, Webber Academy sent a team of two senior high drama club members to the Loose Moose Theatre Sports Tournament. The team, ‘Proscenium Pals’, had an incredible experience and did outstandingly well winning both matches, but unfortunately did not make it to the finals.
The Legacy Project A team of 89 senior high students was responsible for collecting refundable cans and bottles from our Junior Kindergarten to Grade 12 campuses. At the direction of student participants, the funds earned were used to make microloans globally and donations globally.
In the 2019-2020 academic year, students issued 62 loans totaling $24,640 through the organization, KIVA. These loans spanned 28 countries. While the average loan was about $400, many loans had a value of $25. Webber Academy is ranked in the 99th percentile of all KIVA donors based on the number of loans. Students enjoy the symmetry of using recyclable bottles and cans to issue loans whose repayment is then recycled to offer additional loans.
In addition to loans, students also directed $2000 to the Canadian Red Cross during a specific campaign that offered a matching donation by a private donor. The executive team of the Legacy Project appreciated the multiplicative effect of their donation.
Occasionally, recipients of microloans send notes expressing their gratitude and explaining the impact the funds had on their lives and venture. Such notes are shared with the Legacy Project participants who are palpably motivated and inspired as a result.
The 2019-2020 Legacy Project included a four-member student executive team that was skillfully led by Grade 12 student, Gloria Klein.
Food Bank Drive
In November-December 2019, the school kicked off its annual 12 Days of Giving Campaign. Every student was asked to generously consider bringing in non-perishable food items towards the cause. The campaign was a tremendous success, filling 136 food bank boxes with over 10,000 pounds of
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food and collecting cash contributions to support Calgarians in need. The donations were gathered by members of the Canadian military, with the assistance of student volunteers coordinated by WASSU (Webber Academy Senior Student Union) collaboratively with our Junior High Student Council.
Party Program
On February 25, 2020, all Grade 9 students participated in an in-school program, once referred to as the PARTY Program (Preventing Alcohol and Risk-Related Trauma in Youth). This program was organized in order to better prepare our students for the responsibilities associated with operating a motor vehicle, and good decision-making as it relates to alcohol use later in life. This includes a CHOICES presentation offered by the EMS (Emergency Medical Services) Foundation. The EMS Foundation is a non-profit organization offering community-based programs.
Health Canada Presentation
In February 2020, junior high students took part in an interactive presentation given by Health Canada on the topic, Consider the Consequences of Vaping.
High School Spirit Week
From December 16 to 20, 2019, the senior high cafeteria was the centre of a number of winter- related events during lunchtimes organized by our WASSU for Spirit Week. From listening to the Senior High Wind Ensemble playing live music, creating a festive atmosphere, to gingerbread cookie decorating competition, to a friendly Kahoot trivia battle, the senior school students were wrapped in spirit. The goal being to celebrate our Senior High Webber Community by having teachers join with students to participate in a variety of fun-filled events.
Athletics Division I & II Throughout the school year, in addition to our regular physical education curriculum, our students in Grades 1-6 are involved in a variety of additional programs. Intramurals are offered at different times in the year: basketball, soccer, floor hockey, volleyball, badminton and handball.
As well, we give students an opportunity to sign up for different clubs: Division I and II Cross-Country Running Club (fall); Division II Soccer Club (fall); D-League Grade 6 Volleyball Club (fall); and Division I & II D-League Basketball Club (May-June). Although some events had to be cancelled due to COVID, our Elementary students were able to enjoy many clubs prior.
Senior School Athletic Achievements Calgary Independent School Athletics Association (CISAA) Championship Banner Teams: o Jr. High Cross Country Running o Grade 8/9 Boys Volleyball o Senior Varsity Boys Volleyball o Grade 7 Boys Basketball
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Athlete/Team Highlight Achievements
Cross Country As a result of outstanding performances during local Cross Country competitions, during which they maintained a positive attitude and several runners consistently placing in the top three at all meets, our Junior High Cross Country team earned the league banner. After a strong first race, our Senior High team took part in a close final meet where they ended up second overall.
Golf At the CISAA tournament, the Webber Academy Wildcats Golf Teams did exceptional job representing our school. Our Junior High Golf team, with twelve participants, had an outstanding performance at the CISAA Tournament in October 2019, with the following placements: 7/8 Boys: 2nd place 7/8 Girls: 3rd place One of our athlete’s placed 2nd overall, while another placed 1st overall based on individual scores. Our Senior High Golf team, with eight participants, placed 3rd in the 2A Girls Division.
Volleyball CISAA Championships: Grade 8/9 Boys - Banner winners Senior Varsity Boys - Banner winners On November 29, 2019, CISAA held the Senior Varsity Volleyball All-Star Game. Five of our Senior Varsity Girls and two of our Senior Varsity Boys were named CISAA All-Stars and took part in this friendly competition.
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Basketball CISAA Championships: Grade 7 Boys - Banner winners
It was a strong year for all of our senior school teams; steadily winning first or in the top three at tournaments throughout the season.
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Year-End Awards
At the year-end ceremonies, Webber Academy proudly recognized our student athletes and volunteer coaches. Individuals who participated in the Wildcats Athletics Program are eligible to nominate a Coach of the Year and Team of the Year. Due to COVID-19 and the change to online learning, we adjusted our requirements to 2 sport pin recipients. The multi-sport recipients are comprised of student athletes who participated in 3 or more sports.
Athletic Highlights recognized at the ceremony include: o Wildcat Pin Recipients (who participate in 3 or more sports, this year 2 or more sports) o Multi-Sport Award Recipients (who participate in 5 or more sports, this year 3 or more sports) o Wildcat Honour Pins (who participate on 3 or more sports from Grades 7 to 12) o Coach of the Year: Mr. David Rose (Grade 8/9 Boys Volleyball, Banner Winners) o Team of the Year: Senior Varsity Boys Volleyball, Banner Winners, coached by Mr. David Kha. o Junior High Female Athlete of the Year (one per grade) o Junior High Male Athlete of the Year (one per grade) o Senior High Female Athlete of the Year (one per grade) o Senior High Male Athlete of the Year (one per grade)
CISAA Award Recipient: Our Grade 12 Senior High Female Athlete of the Year was also named the Calgary Independent Schools Athletics Association Senior High Female Athlete of the Year. This award came with a $1000 scholarship that she can put towards enhancing her athletic or academic career. This was the second consecutive year a Webber Academy female athlete won this prestigious award!
Student Achievements - Athletics In August 2019, a Grade 10 student won the Alberta Bantam Golf Championship held in Red Deer, Alberta. We are proud of her truly impressive accomplishment.
In October 2019, a Grade 7 student and his water polo team won 1st in their category at a provincial competition; the result of commitment and hard work.
In December 2019, a Grade 8 student finished in 1st place in Bouldering at a Provincial competition. This same student further went on, in January 2020, to earn 1st place in his age category at the Western Canada Climbing Championship held in Calgary. These impressive competitions require significant strength, endurance, and mental focus.
Field Trips
Elementary: Every class from Grade 1 to Grade 6 go off-campus for field trips three times annually; and there are a number of in-class field trips as well. The field trips are aligned with curriculum and learning outcomes. Included in the off-campus yearly field trips are the anticipated Grade 6 trip to Ottawa, Ontario (Supreme Court of Canada, Parliament Hill and Museums) in October, and our Grade 5 trip to Edmonton, Alberta (Alberta Legislature) in April.
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Ottawa Every year our Grade 6 students travel to Ottawa, Ontario, for four days in October, to enrich their Geography/History study of Canadian government. Students have enjoyed the opportunity to immerse themselves in the atmosphere that the nation’s capital represents; they have experienced Parliament, and other venues such as the National Gallery of Canada, Canadian Museum of History, and the Canadian War Museum. These world-class institutions offered our students the chance to expand their knowledge of Canadian history, arts, and politics.
Landfill and Composting In October 2019, our Grade 4 students attended the Shepard Landfill and Composting Facility where they took part in a formal tour given by Waste Educators.
Studio Bell On January 17, 2020, our Grade 3 students participated in a field trip to Studio Bell as part of their Science unit entitled, Hearing & Sound.
Senior School: In Senior School, there are numerous and varied excursions for students to enjoy including overnight orientation camps that occur at the start of every school year.
Chess Club
There was tremendous interest and participation in our year-long Chess Club for Elementary students, under the direction of chess master, Mr. Roy Yearwood. This is always a popular club with a high number of students who signing up to learn and compete.
We also had a Chess Club running, under the guidance of Webber Academy teacher, Deepika Dalal. This club comprised of students in both Junior and Senior High. Meeting for inter-school lunchtime games and tournaments, the members were given the chance to learn and improve their skills in this strategic game. League matches were developed, with players participating in four preliminary placement matches. The results divided the students into categories: beginner, intermediate and advanced. Group matches ran throughout the semester to determine playoff contenders in each category.
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Ballet Club
A club that started in the 2015-16 school year, has become an overwhelming popular club of interest for our Division I students. The fourth year of the Ballet Club, lead under the direction of two of Webber Academy teachers, focused on learning the intricacies of dance in a fun, relaxed atmosphere. There were between 30-40 students who participated in the program throughout the year, with a performance at the school’s Spring Showcase.
Dance Explosion Club
Dance Explosion is a fun after school club for Division II students, established for the purpose of allowing students to express themselves through different varieties of dance. This club is inclusive to all, with no need for previous dance experience. We push our students to be brave and foster a strong love for dance. Running during the first two terms, with 30 members in each group, the club wowed us with wonderful productions at elementary assemblies.
Grade 6 Air Band Performance
An end of each school year, the Grade 6 students put on an Air Band Concert. This year, due to pandemic, the performances were all submitted and viewed during an Elementary online assembly. The Grade 6’s performed Air Band skits/renditions of songs: emotional, groovy, comedic - each group brought something different to the audience. It was evident that the students put significant effort into preparing for this event. An Air Band goodbye has become a farewell tradition at Webber Academy, and somewhat of a privilege for our Grade 6 students to engage in as they move on to Junior High education. The performances are always well received by the younger students.
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Authors
On October 22, 2019, Webber Academy welcomed award-winning Alberta author, Mr. Sigmund Brouwer. Mr. Brouwer is author of both children and adult books. Our students in Grades 4 to 8 were riveted by Mr. Brouwer’s fun, compelling presentation of his most current book, “Moon Mission: The Epic 400-Year Journey to Apollo 11”; written from the second-person perspective of an Apollo 11 astronaut’s point of view travelling on the mission.
Storyteller On October 28, 2019, as a part of the Young Alberta Book Society’s Author Month, Webber Academy welcomed Tololwa Mollel, an Alberta storyteller, dramatist, and award-winning author visited with our Junior Kindergarten to Grade 3 students. Mr. Mollel entertained the students with his engaging storytelling performance of tales from his African Heritage.
On November 4, 2019, Webber Academy hosted Calgary storytellers and musicians, Doreen Vanderstoop and Mary Hays, in a presentation they partnered together in to share the history of their families’ time overseas during WWII: Ms. Vanderstoop’s parents grew up in the Netherlands, and Ms. Hays’ family served in the army medical corps. This was a moving and memorable program in honour of Remembrance Day, enjoyed by our students in Grades 3 to 6.
Parent Council Guest Speaker On January 23, 2020, Mr. Paul Davis, a social networking and online safety expert, spoke to our staff and students in Grades 4 to 12 during school hours on the importance of online safety and how to manage social networking safely. Mr. Davis gave a further evening presentation to our parent community, allowing time for questions and answers. This was a great opportunity for our parents to also learn more and understand the importance of onlisne safety.
Grade 4 Safe4Life Event In January 2020, our Grade 4 students participated in a two-hour Safe4Life training session. This is a popular and highly interactive self-defence class which each student thoroughly enjoyed engaging in.
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Combined 2019 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools) Webber Academy Alberta Measure Evaluation Measure Category Measure Current Prev Year Prev 3 Year Current Prev Year Prev 3 Year Achievement Improvement Overall Result Result Average Result Result Average Safe and Caring Schools Safe and Caring 95.4 95.2 94.8 89.0 89.0 89.3 Very High Maintained Excellent Program of Studies 91.8 91.9 90.5 82.2 81.8 81.9 Very High Maintained Excellent Education Quality 96.8 96.9 96.7 90.2 90.0 90.1 Very High Maintained Excellent Student Learning Opportunities Drop Out Rate 1.4 0.0 0.5 2.6 2.3 2.9 Very High Maintained Excellent High School Completion Rate (3 yr) 90.7 93.5 95.1 79.1 78.0 77.5 Very High Maintained Excellent Student Learning Achievement PAT: Acceptable 100.0 100.0 99.8 73.8 73.6 73.6 Very High Maintained Excellent (Grades K-9) PAT: Excellence 84.1 86.1 84.2 20.6 19.9 19.6 Very High Maintained Excellent Diploma: Acceptable 100.0 99.7 99.6 83.6 83.7 83.1 Very High Maintained Excellent Diploma: Excellence 80.2 79.7 70.9 24.0 24.2 22.5 Very High Improved Excellent Student Learning Achievement Diploma Exam Participation Rate (4+ (Grades 10-12) 89.2 91.7 93.8 56.3 55.7 55.1 Very High Maintained Excellent Exams) Rutherford Scholarship Eligibility Rate 100.0 100.0 100.0 64.8 63.4 62.2 Very High Maintained Excellent Transition Rate (6 yr) 40.6 47.0 49.3 59.0 58.7 58.7 Low Maintained Issue Preparation for Lifelong Learning, Work Preparation 96.5 98.2 96.6 83.0 82.4 82.6 Very High Maintained Excellent World of Work, Citizenship Citizenship 93.1 93.0 91.9 82.9 83.0 83.5 Very High Maintained Excellent Parental Involvement Parental Involvement 84.7 86.1 84.8 81.3 81.2 81.1 Very High Maintained Excellent Continuous Improvement School Improvement 86.7 90.4 87.9 81.0 80.3 81.0 Very High Maintained Excellent
Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents. 4. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool. 5. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE); Français (6e et 9e année); French Language Arts (6e et 9e année); Mathematics (Grades 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 and May to June 2019. 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 fires in May to June 2016 and May to June 2019. 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 2015/16 school year. Caution should be used when interpreting trends over time. 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.
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Combined 2019 Accountability Pillar First Nations, Métis and Inuit Summary (Required for Public/Separate/Francophone School Authorities) Webber Academy (FNMI) Alberta (FNMI) Measure Evaluation Measure Category Measure Current Prev Year Prev 3 Year Current Prev Year Prev 3 Year Achievement Improvement Overall Result Result Average Result Result Average Safe and Caring Schools Safe and Caring n/a n/a n/a n/a n/a n/a n/a n/a n/a Program of Studies n/a n/a n/a n/a n/a n/a n/a n/a n/a Education Quality n/a n/a n/a n/a n/a n/a n/a n/a n/a Student Learning Opportunities Drop Out Rate * n/a n/a 5.4 4.8 5.6 * * * High School Completion Rate (3 yr) n/a n/a n/a 56.6 53.3 52.4 n/a n/a n/a Student Learning Achievement PAT: Acceptable n/a n/a n/a 54.0 51.7 51.9 n/a n/a n/a (Grades K-9) PAT: Excellence n/a n/a n/a 7.4 6.6 6.5 n/a n/a n/a Diploma: Acceptable n/a * n/a 77.2 77.1 76.7 n/a n/a n/a Diploma: Excellence n/a * n/a 11.4 11.0 10.6 n/a n/a n/a Student Learning Achievement Diploma Exam Participation Rate (4+ (Grades 10-12) n/a n/a n/a 24.6 24.4 22.3 n/a n/a n/a Exams) Rutherford Scholarship Eligibility Rate n/a n/a n/a 37.1 35.9 34.0 n/a n/a n/a Transition Rate (6 yr) n/a n/a n/a 34.2 33.0 32.8 n/a n/a n/a Preparation for Lifelong Learning, Work Preparation n/a n/a n/a n/a n/a n/a n/a n/a n/a World of Work, Citizenship Citizenship n/a n/a n/a n/a n/a n/a n/a n/a n/a Parental Involvement Parental Involvement n/a n/a n/a n/a n/a n/a n/a n/a n/a Continuous Improvement School Improvement n/a n/a n/a n/a n/a n/a n/a n/a n/a
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 (6e et 9e année); French Language Arts (6e et 9e année); Mathematics (Grades 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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 5. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1; English Language Arts 30-2; French Language Arts 30-1; Français 30-1; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2. 6. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data. 7. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 8. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time. 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.
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Measure Evaluation Reference (Optional) Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards that 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 Rutherford Scholarship Eligibility Rate 0.00 - 47.98 47.98 - 55.78 55.78 - 68.95 68.95 - 74.96 74.96 - 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)
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Outcome One: Alberta’s students are successful
Results (in percentages) Target Evaluation Targets Performance Measure 2015 2016 2017 2018 2019 2019 Achievement Improvement Overall 2020 2021 2022 Overall percentage of students in Grades 6 and 9 who achieved the acceptable 99.4 100.0 99.4 100.0 100.0 Very High Maintained Excellent standard on Provincial Achievement Tests (overall cohort results). Overall percentage of students in Grades 6 and 9 who achieved the standard of 76.1 84.2 82.3 86.1 84.1 Very High Maintained Excellent excellence on Provincial Achievement Tests (overall cohort results).
Strategies For the first half of the school year, the school provided chess instruction to students in Grades 3, 4, 5 & 6 under the tutelage of an Alberta Chess Master. Chess Master, Mr. Roy Yearwood, has over thirty years of experience with the Alberta chess community, and has been a member of the Calgary Chess Club executive for fifteen years and serves on the Alberta Chess Association executive representing Calgary at the provincial level. Teaching teams will continue to meet each Fall for the purpose of conducting a focused reflection review on PAT results, examine program content and delivery, and identify the successful elements with along areas for growth. Several core subject teachers in Grades 6 to 12 adopted an action plan that includes power hour instruction to students who are struggling with aspects of the curriculum to ensure they improve upon learning outcomes. School Language Arts teachers continue to participate in local marking of the ELA exams resulting in an enhanced understanding of provincial expectations. Teacher work hard to ensure class time is meaningful with specific objectives to meet and additional instructional time is available for students who may require extra assistance in order to master the mathematical concepts being taught. Webber Academy will continue to maintain a strong focus on early literacy and numeracy by providing staff with clear expectations and ongoing opportunities for professional development. A key component to the ongoing success of our programs is the focus that is put on improving the writing skills, literacy and basic Math skills of young learners.
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Outcome One: Alberta’s students are successful (continued)
Results (in percentages) Target Evaluation Targets Performance Measure 2015 2016 2017 2018 2019 2019 Achievement Improvement Overall 2020 2021 2022 Overall percentage of students who achieved the acceptable 99.6 99.0 100.0 99.7 100.0 Very High Maintained Excellent standard on diploma examinations (overall results). Overall percentage of students who achieved the standard of 68.2 64.5 68.4 79.7 80.2 Very High Improved Excellent excellence on diploma examinations (overall results).
Comment on Results Webber Academy teachers are committed to providing a meaningful delivery, comprehensive review, and timely assessment of the Alberta curriculum.
Strategies
To continue with our program of studies and provide support to our students in areas they consider to be challenging.
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Outcome One: Alberta’s students are successful (continued)
Results (in percentages) Target Evaluation Targets Performance Measure 2014 2015 2016 2017 2018 2019 Achievement Improvement Overall 2020 2021 2022 High School Completion Rate – Percentage of students who completed high school within 98.9 98.8 93.0 93.5 90.7 Very High Maintained Excellent three years of entering Grade 10. Percentage of students writing four or more diploma exams 98.9 96.7 93.0 91.7 89.2 Very High Maintained Excellent within three years of entering Grade 10. Drop Out Rate - annual dropout rate of students aged 1.0 1.2 0.4 0.0 1.4 Very High Maintained Excellent 14 to 18 High school to post-secondary transition rate of students 48.0 53.4 47.6 47.0 40.6 Low Maintained Issue within six years of entering Grade 10. Percentage of Grade 12 students eligible for a n/a 100.0 100.0 100.0 100.0 Very High Maintained Excellent Rutherford Scholarship.
Comment on Results The Performance Measure Results showing above pertaining to High School to Post Secondary Transition and High School Completion Rate are simply inaccurate and misleading. The above noted result for High School to Post Secondary Transition rate only tracks those students who pursue their post-secondary education at Universities located within the province of Alberta. The reality for our school is that almost 100% of our Grade 12 graduates go on to post-secondary education. A multitude of Webber Academy graduates attend a variety of Universities that exist beyond our provincial boundaries. Other factors exist that contribute to misleading outcomes showing above. For example, expatriate families are oftentimes itinerant. As such, many of our students must complete their High School education out of the province. Once again, the noted results under High School Completion Rate do not reflect the actual outcome as it only tracks those who remain within the province of Alberta. Our itinerant students do indeed complete High School within three years of entering Grade 10. We have made previous requests for the Ministry of Education to resolve these aspects of this combined report, a required document for all School Authorities receiving provincial funding. Unfortunately, no changes have been made to correct the inaccuracies reflected in this performance measure. What is accurately showing above is that 100% of our graduates consistently achieve eligibility for the Rutherford Scholarship. We are pleased once again, by the percentage of students who achieved the standard of excellence on diploma examinations.
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Outcome One: Alberta’s students are successful (continued)
Results (in percentages) Target Evaluation Targets Performance Measure 2015 2016 2017 2018 2019 2019 Achievement Improvement Overall 2020 2021 2022 Percentage of teachers, parents and students who are satisfied that students model the 91.3 91.5 91.3 93.0 93.1 Very High Maintained Excellent characteristics of active citizenship.
Comment on Results The results of the Performance Measures showing above continue to be of great importance to the Board members and staff of Webber Academy. In addition to providing an environment that strives to have every student reach their potential, it is also essential for us to provide ongoing guidance and instruction which supports the development of characteristics such as; integrity, determination, compassion, communication skills, flexibility, teamwork and others. An integral component of planning for every school year encompasses methods to build on ways for our students to become caring, contributing members of society who are pleasant people to interact with and work alongside. We believe these results truly reflect the outstanding effort of each and every employee who is committed to the values and principles upon which the school was founded. The consistent excellent results reinforce the need to staunchly support those clearly identified values, practices and policies.
Strategies Continue to prioritize the Virtues program for students in Kindergarten to Grade 6 and follow-up at regular intervals with staff to ensure the program is unfolding as intended. Most importantly, it is essential for staff members to acknowledge these virtues when demonstrated by students. This has been an effective strategy in the past, and we remain committed to building upon this strategy by communicating this expectation. Presentations at monthly Elementary assemblies focus on our Virtue of the Month program. We do continue to introduce new ways to supplement and support the values, attitudes, attributes and behaviours taught at Webber Academy, specifically during elementary Health lessons. Teachers will continue to be encouraged to take a creative approach to the delivery of curriculum. Support the continuance of proven programs such as: Junior High and Senior High Student Councils, the Legacy Project, Math, Reach for the Top, Speech and Debate Clubs, and an array of sports teams. Model United Nations was introduced as an extra-curricular club for our students during the 2012-2013 school year, and is a popular club for a large group of High School students. Promote good citizenship and community involvement through various charitable organizations such as: Terry Fox Foundation, KIVA Foundation, and Annual Food Bank. We will continue to encourage participation in Debate and Speech clubs and offer regular opportunities at every grade level for students to engage in public speaking. Provide challenging regular stream and Advanced Placement courses and ensure the students are provided with exceptional instruction in music, languages, drama, sports and art.
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Outcome Two: First Nations, Métis, and Inuit students in Alberta are successful
(Results and evaluations for First Nations, Métis and Inuit measures are required for Public/Separate/Francophone School Authorities only)
Results (in percentages) Target Evaluation Targets Performance Measure 2015 2016 2017 2018 2019 2019 Achievement Improvement Overall 2020 2021 2022 Overall percentage of self- identified FNMI students in Grades 6 and 9 who achieved the n/a n/a n/a n/a n/a n/a n/a n/a acceptable standard on Provincial Achievement Tests (overall cohort results). Overall percentage of self- identified FNMI students in Grades 6 and 9 who achieved the standard n/a n/a n/a n/a n/a n/a n/a n/a of excellence on Provincial Achievement Tests (overall cohort results). Overall percentage of self- identified FNMI students who achieved the acceptable standard n/a n/a n/a * n/a n/a n/a n/a on diploma examinations (overall results). Overall percentage of self- identified FNMI students who achieved the standard of n/a n/a n/a * n/a n/a n/a n/a excellence on diploma examinations (overall results).
Strategies Although our school is not required to report on this outcome, Webber Academy is committed to infusing Aboriginal perspectives by ensuring the curriculum includes a Program of Studies that celebrates the culture and rich history of our First Nations, Metis, and Inuit communities. This is a key component of the curriculum at various grade levels. As early as Grade Two, in Community Studies lessons, the children are exposed to an in depth examination of the communities of Iqaluit in the Canadian North, Saskatoon on the Prairies, and Meteghan on the East Coast. Students complete multiple assignments and are tested on a wide range of facts involving these communities and its people. The Aboriginal culture curriculum content is enhanced as the children proceed through the various grades.
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Outcome Two: First Nations, Métis, and Inuit students in Alberta are successful (continued)
Results (in percentages) Target Evaluation Targets Performance Measure 2014 2015 2016 2017 2018 2019 Achievement Improvement Overall 2020 2021 2022 High School Completion Rate – Percentage of self-identified FNMI students who completed high n/a n/a n/a n/a n/a n/a n/a n/a school within three years of entering Grade 10. Percentage of self-identified FNMI students writing four or more n/a n/a n/a n/a n/a n/a n/a n/a diploma exams within three years of entering Grade 10. Drop Out Rate - annual dropout rate of self-identified FNMI n/a n/a n/a n/a * * * * students aged 14 to 18 High school to post-secondary transition rate of self-identified n/a n/a n/a n/a n/a n/a n/a n/a FNMI students within six years of entering Grade 10. Percentage of Grade 12 self- identified FNMI students eligible n/a n/a n/a n/a n/a n/a n/a n/a for a Rutherford Scholarship.
Strategies
Webber Academy is a place for all ethical people who strive to better themselves and the world. The school community itself is comprised of people from a multitude of nations, cultures and religious backgrounds. The school strives to have all students feel equally important and valued. Webber Academy will continue to encourage every student to take pride in his or her own culture and belief system and to respect and be tolerant of the beliefs and cultures of others.
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Outcome Three: Alberta has excellent teachers, school leaders, and school authority leaders
Results (in percentages) Target Evaluation Targets Performance Measure 2015 2016 2017 2018 2019 2019 Achievement Improvement Overall 2020 2021 2022 Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of 87.9 90.7 89.0 91.9 91.8 Very High Maintained Excellent studies including fine arts, career, technology, and health and physical education.
Comment on Results The school is proud of the VERY HIGH achievement on this performance measure that relates to providing our students with a broad program of studies. It is believed that the results reflect the expertise and knowledge of those who are employed at the school and the strategies that have evolved are worthy of retention. Drama productions continue to provide our students with rewarding opportunities to develop and demonstrate abilities in the performing arts. A record number of students are attempting to gain positions on our school teams in a variety of sports. Our athletes compete in an Independent School League and regularly partake in organized tournaments both on and off campus. Our Music program continues to garner much success throughout the Elementary and Senior School grades. These and a multitude of other initiatives, which have a clear connection to our very intentional broad program of students, contributes to providing an environment and addresses the need to develop well- rounded individuals rather than just the academic potential of our student population.
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Outcome Four: Alberta’s K-12 education system is well governed and managed
Results (in percentages) Target Evaluation Targets Performance Measure 2015 2016 2017 2018 2019 2019 Achievement Improvement Overall 2020 2021 2022 Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring 92.5 94.3 94.9 95.2 95.4 Very High Maintained Excellent for others, are learning respect for others and are treated fairly in school. Percentage of teachers, parents and students satisfied with the 95.7 96.2 97.1 96.9 96.8 Very High Maintained Excellent overall quality of basic education. Percentage of teachers and parents who agree that students are taught attitudes and 94.0 94.8 96.7 98.2 96.5 Very High Maintained Excellent behaviours that will make them successful at work when they finish school. Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for 87.8 89.7 92.3 91.4 93.1 n/a n/a n/a lifelong learning.(This measure is required for charter and private school authorities that do not have grades 10-12.) Percentage of teachers and parents satisfied with parental 82.2 84.9 83.4 86.1 84.7 Very High Maintained Excellent involvement in decisions about their child's education. Percentage of teachers, parents and students indicating that their school and schools in their 84.9 85.5 87.7 90.4 86.7 Very High Maintained Excellent jurisdiction have improved or stayed the same the last three years.
Comment on Results It is of utmost importance that our students are safe at school, feel fairly treated and learn to respect others. We know that when students feel safe they are better able to concentrate on their studies and are more apt to engage fully in a range of activities. The well-being and safety of our students, staff and visitors will always be first and foremost. Even though parents do not develop curriculum or get involved in the day-to-day operations of the school, parents certainly contribute through volunteerism and supporting the academic and extra- curricular activities of their children. We rely on parental support of school values in terms of providing consistent messages and behaviours. Our parent population generally supports the decisions of the school and endorse the philosophy and the overall environment that has been created. Webber Academy has an active Parent Council who arrange for annual presentations that have included experts on topics such as anti-bullying. The results of the performance measure, showing the exceptionally high percentage of teachers, parents, and students satisfied with the overall quality of education the children receive at Webber Academy, has significant relevance to us and we are extremely proud of the efforts of our teaching staff who do their utmost to deliver high quality education.
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Strategies We will continue with monthly virtues and pursuing creative ways to instill important attributes in our students. Our coaching staff will remain committed to ensuring our student athletes understand we value good sportsmanship first. The Heart & Soul Award, for Grade 12 students, and the Citizenship Award, for two Grade 6 students, are opportunities to acknowledge students who truly possess outstanding virtues. Teachers meet to discuss learning outcomes and delivery of curriculum that best suit our student population. Traditional teaching practices are still highly valued especially in subjects such as Mathematics and Science. Variations are encouraged depending on the strengths demonstrated by our teaching staff. In the words of our Founder and Head of School, “The incredibly important profession of teaching is viewed more as an Art rather than a Science”. The school approaches the professional development of our staff as more of a personalized plan where the individual works with an administrator to determine opportunities for growth and development. Staff members are allotted an annual budget to spend on professional development programs best suited to their needs. Strategy to continue to work alongside a strong parent council advisory group. Many of the previously outlined strategies are applicable to this outcome but we have implemented additional strategies that may be relevant to this performance measure. For instance, as a result of leadership and support from the President of Webber Academy, summer Debate and Science Camps were created for students from the Calgary area and elsewhere. School staff and alumni students act as instructors, and these programs were well attended by children from around the city in years past. However, due to the COVID-19 pandemic, we were not able to host summer camps in 2020.
Extra-curricular programs that the school embraces are: o President’s Breakfasts o Science Olympics o Science Fair o Robotics Club o Reach for the Top o Speech o Debate o Applied Science Program with professional mentors o Junior High Math Club o Senior High Math Society o Law Day Mock Trial Club and participation in city-wide competition o Model United Nations Clubs and competitions
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Authority: 0015 Webber Academy Foundation
Summary of Financial Results Key Financial information about the school:
Webber Academy Foundation (WAF) completed its first second year of operations, after the reorganization, which resulted in all of the assets being divided between two charitable organizations. The second registered charity is called West Aspen Holdings Ltd. (WAHL). WAHL’s mandate is to focus on managing the cash and real property with the intention of providing assistance with the charitable activities of WAF. WAF is now leasing the school facilities from WAHL. This change in structure is common among private schools and has resulted in more efficient operations.
Capital expenditures during 2019-2020 were $373,962. This was for computer equipment, software, furniture, equipment and books. Capital projects are now funded by West Aspen Holdings Ltd.
The instructional fee revenue earned during 2019-2020 was $16,741,285. Funding from Alberta Education for the 2019-2020 school year was $4,849,405. Total revenue was $22,739,960.
Of the $22,350,815 in total expenses for 2019-2020, $13,203,183 or 59% relates to Wages and Benefits. As the long term debt was paid off in January, 2017, there was no interest expense during 2019-2020. The ‘other expenses’ category includes: advertising, cafeteria supplies, utilities, professional fees, school supplies, advertising, school functions, insurance and program activity fees.
Program expenditure information for 2019-2020 audited and 2020-2021 Budget:
Program Expenditure 2019-2020 Actual 2020-2021 Budget Excursions $28,431 $43,000 Program Activities Fees $61,406 $105,000 School Supplies $216,514 $230,000 School Functions $108,938 $105,000
Guiding principles used in financial planning: Student enrolment is the key component to the financial planning. We take into consideration past trends as well as what is happening in the economy at present.
The reader may access additional financial and budget information by: - Reviewing the Audited Financial Statements - Contacting Rhonda Burke, Director of Finance at Webber Academy 403-277-4700 - Contacting Joan Valente, Partner at RSM Canada 403-298-1517
Budget Summary Budget 2020-2021: Excess of Revenues over Expenses for August 31, 2021 - $600,000 Capital expenditures 2020-2021 - $370,000
The budgeted revenue from instructional fees is $16,400,000 which is based on student enrolment of 940 (actual enrolment at September 30 was 964 students).
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Webber Academy
$18,000,000 $16,400,000
$15,000,000
$12,000,000
$9,000,000
$6,000,000 $4,930,000
$3,000,000
$570,000 $160,000 $235,000 $105,000 $0 Instructional Government Cafeteria food Interest income Bus Other 1% fees 73% funding 21% sales 3% 1% transportation 1%
Webber Academy 2020-2021 Budget-Expense $16,000,000 $13,673,000 $14,000,000
$12,000,000
$10,000,000
$8,000,000
$6,000,000
$4,000,000 $3,345,000 $2,294,000 $1,600,000 $2,000,000 $400,000 $488,000 $0 Wages & Rent expense Donation to Amortization Bus Other 11% Benefits 62% 15% West Aspen 2% transportation Holdings Ltd. 3% 7%
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Authority: 0015 Webber Academy Foundation
Webber Academy - Revenue 2019-2020 (audited)
2% 2% 1% 0%
21%
74%
Instructional Fees $16,741,285 Government Funding $4,849,405 Cafeteria $410,893 Interest income $406,771 Bus Transportation $191,175 Other $140,431
Webber Academy - Expenses 2019-2020 (audited)
1% 2% 1% 7% 2%
15%
59% 13%
Wages & Benefits $13,203,183 Donation $2,900,000 Rent $3,343,740 Amortization $457,414 Utilities $251,046 Maintenance $359,958 Bus Transportation $318,449 Other $1,517,025
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Parental Involvement The school is proud of the many contributions made by our parent volunteers who are recognized annually at a volunteer appreciation luncheon. We look forward to ongoing positive outcomes with the assistance of our supportive parent population. PAC provides monetary support for a number of school related activities such as the High School Winter Formal and other Senior School Student Councils led activities. Parent volunteers generally make a significant contribution to the school’s annual sports days, in terms of supervision and financial support. However, due to the pandemic, the annual sports day did not take place in June 2020. Our parent population consistently demonstrates generosity and support for the greater community through school fundraisers such as the Terry Fox Run. Our school, once again, was among the top fundraisers in the Nation. It is a pleasure for staff to work with positive-minded parents, who support the teachers and administrative team at Webber Academy.
Timelines & Communication This document is submitted annually to Alberta Education in order to meet provincial requirements for ongoing funding and is posted on our school website to ensure the contents are readily available for review by interested parties.
School website link: www.webberacademy.ca
Whistleblower Protection The 2013 Public Interest Disclosure (Whistleblower Protection) Regulation requires Alberta School Authorities include whistleblower disclosures in an annual Combined Three Year Education Plan and Annual Education Results Report. There are no disclosures to report. Any employee who wishes to disclose a significant and serious wrongdoing in the workplace can have their workplace handle the matter internally or make a report to the Public Interest Commissioner. “Wrongdoing” under the Act is defined as illegal acts, an act or omission that creates a substantial and specific danger to the life, health or safety of individuals, a substantial and specific danger to the environment, gross mismanagement of public funds or counselling a person to commit a wrongdoing. The school’s Whistleblower Policy is contained in the Staff Handbook provided to employees. The policy was also discussed at length in an all-staff meeting at the commencement of the new school year.
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APPENDIX – Performance Measure Details
The following pages include tables and graphs that provide detailed data for the performance measures.
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Diploma Examination Results – Measure Details
Diploma Exam Course by Course Results by Students Writing. Results (in percentages) Target 2015 2016 2017 2018 2019 2019 A E A E A E A E A E A E Authority 100.0 55.1 100.0 56.4 100.0 53.8 100.0 61.8 100.0 65.7 English Lang Arts 30-1 Province 86.5 11.4 86.8 10.7 86.5 11.7 87.5 13.2 86.8 12.3 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a English Lang Arts 30-2 Province 88.6 11.2 89.1 12.3 89.5 11.4 88.0 13.1 87.1 12.1 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a French Lang Arts 30-1 Province 95.5 9.9 93.8 8.7 94.7 9.4 93.8 11.0 91.5 10.1 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Français 30-1 Province 95.3 17.1 99.3 20.3 98.1 18.6 97.4 23.0 98.6 29.5 Authority 98.3 77.6 100.0 71.2 100.0 83.9 98.5 88.1 100.0 88.1 Mathematics 30-1 Province 76.1 31.6 70.7 25.9 73.1 30.7 77.8 35.3 77.8 35.1 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Mathematics 30-2 Province 73.9 15.5 75.4 16.8 74.7 15.9 74.2 16.4 76.5 16.8 Authority 100.0 55.1 100.0 56.4 100.0 53.8 100.0 61.8 100.0 67.1 Social Studies 30-1 Province 87.1 16.2 84.9 14.3 86.0 14.8 86.2 17.7 86.6 17.0 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Social Studies 30-2 Province 81.3 12.5 81.1 13.1 80.6 12.6 78.8 12.2 77.8 12.2 Authority 100.0 91.7 100.0 86.0 100.0 73.5 100.0 89.6 100.0 96.4 Biology 30 Province 85.8 33.0 85.1 32.4 84.2 32.3 86.6 36.6 83.9 35.5 Authority 100.0 64.4 94.4 63.0 100.0 77.6 100.0 89.1 100.0 84.8 Chemistry 30 Province 82.1 34.2 81.5 34.5 83.1 38.6 83.6 38.3 85.7 42.5 Authority 100.0 70.0 100.0 56.1 100.0 66.7 100.0 94.5 100.0 84.3 Physics 30 Province 83.9 35.8 85.8 39.8 85.7 41.8 86.2 43.6 87.5 43.5 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Science 30 Province 83.9 26.6 84.4 27.6 84.9 28.4 85.4 31.5 85.7 31.2 Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. “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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 5. A written-response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.
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Graph of Diploma Examination Results – Overall
Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. 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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.
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Diploma Examination Results by Course
[No Data for English Lang Arts 30-2]
[No Data for French Lang Arts 30-1] [No Data for Français 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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 4. A written-response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.
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Diploma Examination Results by Course
[No Data for Social Studies 30-2]
[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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.
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Diploma Examination Results Course By Course Summary With Measure Evaluation
Webber Academy Alberta
Achievement Improvement Overall 2019 Prev 3 Year Average 2019 Prev 3 Year Average Course Measure N % N % N % N % Acceptable Standard Very High Maintained Excellent 70 100.0 58 100.0 29,832 86.8 30,091 86.9 English Lang Arts 30-1 Standard of Excellence Very High Maintained Excellent 70 65.7 58 57.3 29,832 12.3 30,091 11.9 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 16,640 87.1 16,563 88.9 English Lang Arts 30-2 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 16,640 12.1 16,563 12.3 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,215 91.5 1,296 94.1 French Lang Arts 30-1 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 1,215 10.1 1,296 9.7 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 139 98.6 154 98.3 Français 30-1 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 139 29.5 154 20.6 Acceptable Standard n/a n/a n/a 67 100.0 63 99.5 19,389 77.8 20,337 73.9 Mathematics 30-1 Standard of Excellence n/a n/a n/a 67 88.1 63 81.0 19,389 35.1 20,337 30.6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 14,465 76.5 14,107 74.8 Mathematics 30-2 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 14,465 16.8 14,107 16.4 Acceptable Standard Very High Maintained Excellent 70 100.0 58 100.0 21,610 86.6 22,179 85.7 Social Studies 30-1 Standard of Excellence Very High Improved Excellent 70 67.1 58 57.3 21,610 17.0 22,179 15.6 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 20,758 77.8 20,078 80.2 Social Studies 30-2 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 20,758 12.2 20,078 12.6 Acceptable Standard Very High Maintained Excellent 55 100.0 42 100.0 22,442 83.9 22,853 85.3 Biology 30 Standard of Excellence Very High Improved Significantly Excellent 55 96.4 42 83.1 22,442 35.5 22,853 33.8 Acceptable Standard Very High Improved Excellent 66 100.0 56 98.1 18,525 85.7 18,929 82.7 Chemistry 30 Standard of Excellence Very High Improved Excellent 66 84.8 56 76.5 18,525 42.5 18,929 37.2 Acceptable Standard Very High Maintained Excellent 51 100.0 45 100.0 9,247 87.5 9,974 85.9 Physics 30 Standard of Excellence Very High Improved Excellent 51 84.3 45 72.4 9,247 43.5 9,974 41.7 Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 9,676 85.7 9,180 84.9 Science 30 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a 9,676 31.2 9,180 29.2 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 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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 5. A written response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.
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Measure Evaluation Reference - Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards that 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
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High School Completion Rate – Measure Details
High School Completion Rate - percentages of students who completed high school within three, four and five years of entering Grade 10. Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 3 Year Completion 98.9 98.8 93.0 93.5 90.7 76.5 76.5 78.0 78.0 79.1 4 Year Completion 86.8 97.2 98.2 93.7 95.2 79.9 81.0 81.2 82.6 82.7 5 Year Completion 91.6 86.7 96.7 98.6 93.0 82.0 82.1 83.2 83.4 84.8
Graph of Authority Results (optional) Graph of Authority Results (optional)
Graph of 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. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 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.
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Drop Out Rate – Measure Details
Drop Out Rate - annual dropout rate of students aged 14 to 18 Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Drop Out Rate 1.0 1.2 0.4 0.0 1.4 3.5 3.2 3.0 2.3 2.6 Returning Rate * * 0.0 * n/a 20.9 18.2 18.9 19.9 22.7
Graph of Authority Results (optional) Graph of 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 (*).
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High School to Post-Secondary Transition Rate – Measure Details
High school to post-secondary transition rate of students within four and six years of entering Grade 10. Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 4 Year Rate 49.1 35.2 35.0 24.7 25.2 38.3 37.0 37.0 39.3 40.1 6 Year Rate 48.0 53.4 47.6 47.0 40.6 59.7 59.4 57.9 58.7 59.0
Graph of Authority Results (optional) Graph of 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 (*).
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Rutherford Eligibility Rate – Measure Details
Percentage of Grade 12 students eligible for a Rutherford Scholarship. Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 Rutherford Scholarship Eligibility Rate n/a 100.0 100.0 100.0 100.0 n/a 60.8 62.3 63.4 64.8
Rutherford eligibility rate details. Grade 10 Rutherford Grade 11 Rutherford Grade 12 Rutherford Overall Reporting Total Number of Percent of Number of Percent of Number of Percent of Number of Percent of School Year Students Students Students Students Students Students Students Students Students Eligible Eligible Eligible Eligible Eligible Eligible Eligible Eligible 2014 n/a n/a n/a n/a n/a n/a n/a n/a n/a 2015 49 49 100.0 48 98.0 49 100.0 49 100.0 2016 54 53 98.1 53 98.1 53 98.1 54 100.0 2017 51 50 98.0 51 100.0 49 96.1 51 100.0 2018 64 61 95.3 63 98.4 64 100.0 64 100.0
Graph of 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. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 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.
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Diploma Examination Participation Rate – Measure Details
Diploma examination participation rate: Percentage of students writing 0 to 6 or more Diploma Examinations by the end of their 3rd year of high school. Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 % Writing 0 Exams 1.1 1.2 7.0 4.7 10.8 15.7 15.7 15.0 14.8 14.2 % Writing 1+ Exams 98.9 98.8 93.0 95.3 89.2 84.3 84.3 85.0 85.2 85.8 % Writing 2+ Exams 98.9 98.8 93.0 93.5 89.2 81.4 81.2 82.0 82.3 83.0 % Writing 3+ Exams 98.9 98.8 93.0 93.5 89.2 65.0 64.7 65.2 66.1 66.8 % Writing 4+ Exams 98.9 96.7 93.0 91.7 89.2 54.4 54.6 54.9 55.7 56.3 % Writing 5+ Exams 86.5 92.5 91.2 82.5 81.8 36.3 37.1 37.5 37.8 38.7 % Writing 6+ Exams 51.9 52.6 50.1 40.3 50.6 13.1 13.8 13.6 13.9 14.2
Graph of Authority Results (optional)
Percentage of students writing 1 or more Diploma Examinations by the end of their 3rd year of high school, by course and subject. Authority Province 2014 2015 2016 2017 2018 2014 2015 2016 2017 2018 English Language Arts 30-1 95.2 97.9 91.2 92.7 85.7 54.0 53.2 54.0 55.0 56.3 English Language Arts 30-2 0.0 0.0 0.0 0.0 0.0 28.0 28.7 28.7 28.8 27.8 Total of 1 or more English Diploma Exams 95.2 97.9 91.2 92.7 85.7 79.7 79.5 80.1 80.9 81.1 Social Studies 30-1 95.2 97.9 91.2 90.9 85.7 45.1 43.5 45.1 44.9 45.0 Social Studies 30-2 0.0 0.0 0.0 1.8 0.0 35.2 36.7 35.8 36.4 37.1 Total of 1 or more Social Diploma Exams 95.2 97.9 91.2 92.7 85.7 79.6 79.5 80.3 80.7 81.4 Pure Mathematics 30 0.0 0.0 0.0 0.0 0.0 0.1 0.0 0.0 0.0 0.0 Applied Mathematics 30 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Mathematics 30-1 69.0 97.9 89.5 90.9 85.7 37.3 37.1 36.4 35.5 36.5 Mathematics 30-2 0.0 0.0 0.0 0.0 0.0 21.4 22.4 23.7 25.1 24.9 Total of 1 or more Math Diploma Exams 69.0 97.9 89.5 90.9 85.7 57.0 57.6 58.3 58.6 59.3 Biology 30 88.1 70.8 71.9 58.2 64.3 41.4 40.6 40.7 41.7 42.7 Chemistry 30 90.5 89.6 89.5 87.3 80.0 34.7 35.7 35.6 35.1 35.8 Physics 30 76.2 79.2 70.2 70.9 68.6 20.0 19.9 19.3 18.6 18.7 Science 30 0.0 0.0 0.0 0.0 0.0 12.8 14.1 15.7 16.9 17.0 Total of 1 or more Science Diploma Exams 95.2 95.8 91.2 90.9 85.7 59.4 59.8 60.5 61.2 61.8 Français 30-1 0.0 0.0 0.0 0.0 0.0 0.3 0.2 0.3 0.3 0.3 French Language Arts 30 0.0 0.0 0.0 0.0 0.0 2.7 2.8 2.8 3.0 2.7 Total of 1 or more French Diploma Exams 0.0 0.0 0.0 0.0 0.0 2.9 3.0 3.1 3.3 3.0 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. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 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.
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Citizenship – Measure Details
Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 91.3 91.5 91.3 93.0 93.1 83.5 83.9 83.7 83.0 82.9 Teacher 97.1 98.5 96.6 98.0 96.8 94.2 94.5 94.0 93.4 93.2 Parent 92.5 93.1 93.5 96.0 96.1 82.1 82.9 82.7 81.7 81.9 Student 84.2 83.0 83.7 84.9 86.5 74.2 74.5 74.4 73.9 73.5
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.
Work Preparation – Measure Details
Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 94.0 94.8 96.7 98.2 96.5 82.0 82.6 82.7 82.4 83.0 Teacher 97.9 100.0 98.1 100.0 98.0 89.7 90.5 90.4 90.3 90.8 Parent 90.2 89.6 95.3 96.5 94.9 74.2 74.8 75.1 74.6 75.2
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 (*).
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Lifelong Learning – Measure Details
Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 87.8 89.7 92.3 91.4 93.1 70.0 70.7 71.0 70.9 71.4 Teacher 95.8 98.0 93.3 95.0 96.0 76.0 77.3 77.3 77.8 78.8 Parent 79.7 81.3 91.2 87.9 90.3 64.0 64.2 64.8 64.0 64.0
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 (*).
Provincial Achievement Test Results – Measure Details
PAT Course by Course Results by Number Enrolled. Results (in percentages) Target 2015 2016 2017 2018 2019 2019 A E A E A E A E A E A E Authority 98.7 81.0 100.0 75.4 100.0 89.3 100.0 81.0 100.0 74.3 English Language Arts 6 Province 82.8 19.5 82.9 20.4 82.5 18.9 83.5 17.9 83.2 17.8 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a French Language Arts 6 année Province 87.5 13.6 87.7 14.2 85.1 13.5 85.2 12.3 87.7 15.7 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Français 6 année Province 89.0 15.0 91.4 17.2 92.1 21.6 93.3 23.1 90.3 24.6 Authority 98.7 57.0 100.0 69.2 100.0 75.0 100.0 74.6 100.0 74.3 Mathematics 6 Province 73.2 14.1 72.2 14.0 69.4 12.6 72.9 14.0 72.5 15.0 Authority 98.7 67.1 100.0 95.4 100.0 94.0 100.0 96.8 100.0 84.3 Science 6 Province 76.3 25.3 78.0 27.1 76.9 29.0 78.8 30.5 77.6 28.6 Authority 98.7 72.2 100.0 80.0 100.0 72.6 100.0 88.9 100.0 87.1 Social Studies 6 Province 69.8 18.1 71.4 22.0 72.9 21.7 75.1 23.2 76.2 24.4 Authority 100.0 88.8 100.0 86.0 98.6 76.7 100.0 83.8 100.0 84.2 English Language Arts 9 Province 75.6 14.4 77.0 15.2 76.8 14.9 76.1 14.7 75.1 14.7 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a K&E English Language Arts 9 Province 63.0 4.5 59.8 6.2 58.8 5.9 55.7 5.9 57.4 5.4 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a French Language Arts 9 année Province 85.8 10.1 83.0 10.8 83.1 11.2 81.4 9.8 82.9 12.3 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Français 9 année Province 88.5 20.2 86.4 26.8 88.9 26.1 82.7 22.3 88.6 26.0 Authority 100.0 80.0 100.0 96.8 98.6 90.4 100.0 95.9 100.0 94.7 Mathematics 9 Province 65.3 17.9 67.8 17.5 67.2 19.0 59.2 15.0 60.0 19.0 Page 68
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Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a K&E Mathematics 9 Province 60.9 14.4 61.2 13.0 57.5 13.3 57.4 13.6 59.6 13.2 Authority 100.0 76.3 100.0 83.9 98.6 82.2 100.0 85.1 100.0 88.2 Science 9 Province 74.1 22.8 74.2 22.4 74.0 21.4 75.7 24.4 75.2 26.4 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a K&E Science 9 Province 64.5 15.1 63.8 14.3 63.9 13.3 64.6 12.3 61.7 10.7 Authority 100.0 86.3 100.0 81.7 98.6 78.1 100.0 82.4 100.0 84.2 Social Studies 9 Province 65.1 19.8 64.7 18.0 67.0 20.2 66.7 21.5 68.7 20.6 Authority n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a K&E Social Studies 9 Province 57.3 11.2 58.0 11.6 56.3 12.7 55.2 14.2 55.9 15.0 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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 4. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/17 and Mathematics 9 in 2017/18, respectively.
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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 fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.
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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 fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 3. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/17 and Mathematics 9 in 2017/18, respectively.
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Graph of Provincial Achievement Test Results by Course
[No Data for English Lang Arts 9 KAE]
[No Data for French Language Arts 9] [No Data for Français 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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 3. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/17 and Mathematics 9 in 2017/18, respectively.
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Graph of Provincial Achievement Test Results by Course
[No Data for Science 9 KAE]
[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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.
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PAT Results Course By Course Summary By Enrolled With Measure Evaluation
Webber Academy Alberta Prev 3 Year Prev 3 Year Achievement Improvement Overall 2019 2019 Average Average Course Measure N % N % N % N % Acceptable Standard Very High Maintained Excellent 70 100.0 71 100.0 54,820 83.2 49,573 82.9 English Language Arts 6 Standard of Very High Declined Good 70 74.3 71 81.9 54,820 17.8 49,573 19.1 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 3,559 87.7 3,122 86.0 French Language Arts 6 Standard of année n/a n/a n/a n/a n/a n/a n/a 3,559 15.7 3,122 13.3 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 663 90.3 574 92.2 Français 6 année Standard of n/a n/a n/a n/a n/a n/a n/a 663 24.6 574 20.6 Excellence Acceptable Standard Very High Maintained Excellent 70 100.0 71 100.0 54,778 72.5 49,502 71.5 Mathematics 6 Standard of Very High Maintained Excellent 70 74.3 71 72.9 54,778 15.0 49,502 13.5 Excellence Acceptable Standard Very High Maintained Excellent 70 100.0 71 100.0 54,879 77.6 49,520 77.9 Science 6 Standard of Declined Very High Acceptable 70 84.3 71 95.4 54,879 28.6 49,520 28.9 Excellence Significantly Acceptable Standard Very High Maintained Excellent 70 100.0 71 100.0 54,802 76.2 49,511 73.1 Social Studies 6 Standard of Very High Improved Excellent 70 87.1 71 80.5 54,802 24.4 49,511 22.3 Excellence Acceptable Standard Very High Maintained Excellent 76 100.0 80 99.5 47,465 75.1 45,363 76.6 English Language Arts 9 Standard of Very High Maintained Excellent 76 84.2 80 82.2 47,465 14.7 45,363 14.9 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,569 57.4 1,551 58.1 K&E English Language Arts 9 Standard of n/a n/a n/a n/a n/a n/a n/a 1,569 5.4 1,551 6.0 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,811 82.9 2,758 82.5 French Language Arts 9 Standard of année n/a n/a n/a n/a n/a n/a n/a 2,811 12.3 2,758 10.6 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 396 88.6 380 86.0 Français 9 année Standard of n/a n/a n/a n/a n/a n/a n/a 396 26.0 380 25.1 Excellence Acceptable Standard Very High Maintained Excellent 76 100.0 80 99.5 46,764 60.0 44,959 64.7 Mathematics 9 Standard of Very High Maintained Excellent 76 94.7 80 94.4 46,764 19.0 44,959 17.1 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 2,190 59.6 2,007 58.7 K&E Mathematics 9 Standard of n/a n/a n/a n/a n/a n/a n/a 2,190 13.2 2,007 13.3 Excellence Acceptable Standard Very High Maintained Excellent 76 100.0 80 99.5 47,489 75.2 45,363 74.6 Science 9 Standard of Very High Maintained Excellent 76 88.2 80 83.7 47,489 26.4 45,363 22.7 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,536 61.7 1,520 64.1 K&E Science 9 Standard of n/a n/a n/a n/a n/a n/a n/a 1,536 10.7 1,520 13.3 Excellence Acceptable Standard Very High Maintained Excellent 76 100.0 80 99.5 47,496 68.7 45,366 66.1 Social Studies 9 Standard of Very High Maintained Excellent 76 84.2 80 80.7 47,496 20.6 45,366 19.9 Excellence Acceptable Standard n/a n/a n/a n/a n/a n/a n/a 1,466 55.9 1,501 56.5 K&E Social Studies 9 Standard of n/a n/a n/a n/a n/a n/a n/a 1,466 15.0 1,501 12.8 Excellence 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 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events. 4. Part A, which requires students to complete number-operation questions without using calculators, was added to Mathematics 6 in 2016/17 and Mathematics 9 in 2017/18, respectively.
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Authority: 0015 Webber Academy Foundation
Measure Evaluation Reference - Achievement Evaluation
Achievement evaluation is based upon a comparison of Current Year data to a set of standards that 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 Acceptable Standard 0.00 - 67.95 67.95 - 78.40 78.40 - 86.09 86.09 - 91.37 91.37 - 100.00 English Language Arts 6 Standard of Excellence 0.00 - 6.83 6.83 - 11.65 11.65 - 17.36 17.36 - 22.46 22.46 - 100.00 Acceptable Standard 0.00 - 41.69 41.69 - 73.54 73.54 - 92.32 92.32 - 97.93 97.93 - 100.00 French Language Arts 6 année Standard of Excellence 0.00 - 2.72 2.72 - 8.13 8.13 - 15.29 15.29 - 23.86 23.86 - 100.00 Acceptable Standard 0.00 - 63.91 63.91 - 70.73 70.73 - 79.61 79.61 - 88.67 88.67 - 100.00 Mathematics 6 Standard of Excellence 0.00 - 8.53 8.53 - 11.31 11.31 - 18.13 18.13 - 25.17 25.17 - 100.00 Acceptable Standard 0.00 - 60.36 60.36 - 78.51 78.51 - 86.46 86.46 - 90.64 90.64 - 100.00 Science 6 Standard of Excellence 0.00 - 11.74 11.74 - 17.42 17.42 - 25.34 25.34 - 34.31 34.31 - 100.00 Acceptable Standard 0.00 - 58.97 58.97 - 68.15 68.15 - 76.62 76.62 - 83.55 83.55 - 100.00 Social Studies 6 Standard of Excellence 0.00 - 7.30 7.30 - 12.45 12.45 - 19.08 19.08 - 30.09 30.09 - 100.00 Acceptable Standard 0.00 - 63.55 63.55 - 75.66 75.66 - 83.70 83.70 - 90.27 90.27 - 100.00 English Language Arts 9 Standard of Excellence 0.00 - 5.96 5.96 - 9.43 9.43 - 14.72 14.72 - 20.46 20.46 - 100.00 Acceptable Standard 0.00 - 29.97 29.97 - 53.86 53.86 - 76.19 76.19 - 91.85 91.85 - 100.00 K&E English Language Arts 9 Standard of Excellence 0.00 - 0.00 0.00 - 0.30 0.30 - 10.00 10.00 - 20.31 20.31 - 100.00 Acceptable Standard 0.00 - 67.59 67.59 - 81.33 81.33 - 92.06 92.06 - 97.26 97.26 - 100.00 French Language Arts 9 année Standard of Excellence 0.00 - 1.67 1.67 - 6.81 6.81 - 17.11 17.11 - 28.68 28.68 - 100.00 Acceptable Standard 0.00 - 52.42 52.42 - 60.73 60.73 - 73.88 73.88 - 78.00 78.00 - 100.00 Mathematics 9 Standard of Excellence 0.00 - 8.18 8.18 - 12.49 12.49 - 18.10 18.10 - 24.07 24.07 - 100.00 Acceptable Standard 0.00 - 28.14 28.14 - 53.85 53.85 - 75.83 75.83 - 94.44 94.44 - 100.00 K&E Mathematics 9 Standard of Excellence 0.00 - 0.00 0.00 - 6.07 6.07 - 20.43 20.43 - 31.67 31.67 - 100.00 Acceptable Standard 0.00 - 50.57 50.57 - 60.14 60.14 - 72.50 72.50 - 76.89 76.89 - 100.00 Science 9 Standard of Excellence 0.00 - 3.39 3.39 - 6.71 6.71 - 11.81 11.81 - 15.85 15.85 - 100.00 Acceptable Standard 0.00 - 38.75 38.75 - 59.30 59.30 - 78.33 78.33 - 87.58 87.58 - 100.00 K&E Science 9 Standard of Excellence 0.00 - 0.00 0.00 - 7.47 7.47 - 21.41 21.41 - 40.82 40.82 - 100.00 Acceptable Standard 0.00 - 56.26 56.26 - 62.27 62.27 - 74.04 74.04 - 79.85 79.85 - 100.00 Social Studies 9 Standard of Excellence 0.00 - 10.03 10.03 - 12.78 12.78 - 19.76 19.76 - 24.03 24.03 - 100.00 Acceptable Standard 0.00 - 38.79 38.79 - 53.82 53.82 - 72.42 72.42 - 84.88 84.88 - 100.00 K&E Social Studies 9 Standard of Excellence 0.00 - 0.00 0.00 - 5.71 5.71 - 17.19 17.19 - 36.26 36.26 - 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 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 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)
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Authority: 0015 Webber Academy Foundation
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
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Authority: 0015 Webber Academy Foundation
Program of Studies – Measure Details
Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education. Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 87.9 90.7 89.0 91.9 91.8 81.3 81.9 81.9 81.8 82.2 Teacher 95.8 97.1 96.1 97.7 97.4 87.2 88.1 88.0 88.4 89.1 Parent 88.1 92.0 89.5 95.7 93.1 79.9 80.1 80.1 79.9 80.1 Student 79.9 82.9 81.4 82.4 84.8 76.9 77.5 77.7 77.2 77.4
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
Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 82.2 84.9 83.4 86.1 84.7 80.7 80.9 81.2 81.2 81.3 Teacher 87.1 91.0 83.7 86.7 89.5 88.1 88.4 88.5 88.9 89.0 Parent 77.2 78.8 83.1 85.6 79.8 73.4 73.5 73.9 73.4 73.6
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 (*).
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Authority: 0015 Webber Academy Foundation
Education Quality – Measure Details
Percentage of teachers, parents and students satisfied with the overall quality of basic education. Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 95.7 96.2 97.1 96.9 96.8 89.5 90.1 90.1 90.0 90.2 Teacher 99.3 99.7 100.0 99.7 99.0 95.9 96.0 95.9 95.8 96.1 Parent 94.2 95.6 97.4 97.6 97.1 85.4 86.1 86.4 86.0 86.4 Student 93.5 93.2 93.8 93.5 94.2 87.4 88.0 88.1 88.2 88.1
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
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 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 92.5 94.3 94.9 95.2 95.4 89.2 89.5 89.5 89.0 89.0 Teacher 97.5 97.7 97.4 97.7 97.6 95.4 95.4 95.3 95.0 95.1 Parent 93.2 96.4 97.4 97.6 97.8 89.3 89.8 89.9 89.4 89.7 Student 86.9 88.9 89.8 90.2 90.9 83.0 83.4 83.3 82.5 82.3
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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Authority: 0015 Webber Academy Foundation
School Improvement – Measure Details
Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. Authority Province 2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 Overall 84.9 85.5 87.7 90.4 86.7 79.6 81.2 81.4 80.3 81.0 Teacher 88.6 82.7 94.4 96.7 88.0 79.8 82.3 82.2 81.5 83.4 Parent 87.4 92.2 90.1 94.1 92.0 78.5 79.7 80.8 79.3 80.3 Student 78.8 81.6 78.7 80.3 80.1 80.7 81.5 81.1 80.2 79.4
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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