Dapp School, Sunniebend School and Hillman School Three Year Education Plan 2013-2016 8/30/2013

(Version Date: 2013-11-25)

Table of Contents

Section 1: School Context: History, Geography, Demographics and Foundation Statements ...... 3 Section 2: Provincial, Jurisdictional and School Goals, Outcomes, Measures, and Strategies ...... 8 Outline of Goals and Outcomes for 2012-2014 ...... 8 Goal 1: An Excellent Start to Learning ...... 9 Goal 2: Success for Every Student ...... 9 Goal 3: Quality Teaching and School Leadership ...... 12 Goal 4: Engaged and Effective Governance ...... 15 Appendix 1: Measurement Data (Tables and Graphs) ...... 18 Goal 1: An Excellent Start to Learning ...... 18 Goal 2: Success for Every Student ...... 18 Goal 3: Quality Teaching and School Leadership ...... 21 Goal 4: Engaged and Effective Governance ...... 23 Professional Learning Community Focus 2013-2014 ...... 27

Section 1: School Context: History, Geography, Demographics and Foundation Statements

Historical Background The original two classroom school was completed in 1957 with an addition constructed in 1959. In 1965 a separate structure consisting of two classroom, office, library, and storage rooms was constructed. In 1990 the school was modernized and had a large addition built. The new addition had four classrooms, a special education rooms, administration areas, gymnasium, stage, and library. The school community was very pleased with the modernization and new construction as it was, and continues to be, a beautiful facility. In 2001 the office area was renovated in an effort to make more meeting/work space. Also, walls were erected in the music room that reached the ceiling. This created a quiet work space for music, the stage, and the gym. The community built a new skating building during the spring and summer of 2006.

Demographics Dapp School is a K-6 school located in the hamlet of Dapp. It provides education to students north of the Sunniebend Road and extending through Jarvie. In the 2009-10 school year, Dapp School had 123 students enrolled. There were 6.9 FTE certificated staff (teachers) and 7 support staff members. In 2012-2013 school year enrolment had decreased to 111 students (excluding PUF students) with 65.95 FTE certified staff and 6 support staff (not all fulltime). Student enrolment is found below:

Early Entry (PUF) 3 Kindergarten 15 Grade 1 13 Grade 2 12 Grade 3 20 Grade 4 19 Grade 5 13 Grade 6 19

Students entering grade 7 typically move to Jarvie School for their junior high school education and then to R.F. Staples Secondary School in Westlock for high school. Since the late nineteen eighties, Dapp and Jarvie schools have worked with a unified school council. Hillman School is a K-6 school located. on the Pibroch Hutterite Colony. The Pibroch Colony is situated south east of Dapp along Highway 44. Typically the Pibroch Colony does not send their children to kindergarten. Plans are in place for the Pibroch Colony divide as they are establishing a new colony in northeastern Alberta. This will result in lower enrollments in the next 4 to 10 years. Hillman School had 26 students enrolled in the 2012-2013 school year. There were 1.57 FTE certificated staff (teachers and principal) and 2 support staff members (not all fulltime). Student enrolment is found below: Early Entry (PUF) 0 Kindergarten 0 Grade 1 4 Grade 2 4 Grade 3 3 Grade 4 5 Grade 5 1 Grade 6 2 Grade 7 5 Grade 8 0 Grade 9 2

Sunniebend School is a K-6 school located. on the Sunniebend Hutterite Colony. The Sunniebend Colony is situated north west of Dapp. Unlike the Pibroch Colony, Sunniebend parents send their children to kindergarten. Sunniebend School had 16 students enrolled in the 2012-2013 school year. Sunniebend’s enrollment will see modest growth over the next few years. There were 1.10 FTE certificated staff (teachers including principal) and 2 support staff members (not all fulltime). Student enrolment is found below: Early Entry (PUF) 0 Kindergarten 0 Grade 1 3 Grade 2 1 Grade 3 2 Grade 4 4 Grade 5 1 Grade 6 2 Grade 7 0 Grade 8 3 Grade 9 0

Issues Facing Dapp School Like many other rural schools in Alberta, Dapp School, over time has experienced a slow decline in student numbers. Declining student enrolment, distance between the three schools north of Westlock along Highway 44, Dapp, Jarvie and W.R. Frose (Fawcett/Flatbush communities) combined with current funding levels, place increased pressures on the future operation of these schools. Over the years, the administrations of these schools have adjusted their site budgets in response to the economic realities lower enrolments bring. Pembina Hills Regional School Board (PHRD) has been monitoring enrolments in these three schools. Seeking input from the communities, on April 18, 2012 PHRD held a Community Consultation in Jarvie to explore future alternatives aimed at maximizing educational opportunities for students in the Dapp, Jarvie. Fawcett/Flatbush areas. After examining the information gathered from the Community Consultation, the PHRD Board of Trustees, at the May 9, 2012 Regular Board Meeting passed a motion to establish the Westlock North Task Force for the purpose of providing advice to the Board regarding the long range plan for educating students in the communities served by Dapp, Jarvie and W.R. Frose Schools. The 10 member Westlock North Task Force, consisting of representatives of each school council, community members, and the three school principals plus an independent facilitator (a non decision making role) was organized in June of 2012. A work plan was established by the Task Force for the fall of 2012. The work of the Westlock North Task Force concluded on December 4, 2012 with a recommendation for the PHRD Board to consider consolidating the educational services for students served by the Dapp, Jarvie and W.R. Frose Schools to Dapp. At the February 27, 2013 Board meeting, the Board of Trustees accepted this recommendation. In the months to follow, plans were put into place to begin the transition to this new consolidated northern school. The Westlock North Transition Team was established by the Board of Trustees to begin planning for the new school. A complete overview of this process can be found at http://www.phrd.ab.ca/Westlock%20North.php

Key Focus Areas of the 2013-14 Dapp, Sunniebend and Hillman Education Plan At the June 12, 2013 Board Meeting, the Board of Trustees accepted a recommendation from the Westlock North Transition Team to name the new consolidated school Pembina North Community School (PNCS). Under the Board’s authorization, the Westlock North Transition Team and PHRD Regional Office officials are working towards PNCS to begin operation as a K-9 school in the fall of 2014. Dapp School, Hillman School and Sunniebend School will be working with the staffs of Jarvie School and W.R. Frose School in an effort to harmonize school operations and establish and effective Professional Learn Community which centers upon Differentiated Instruction through Universal Design for Learning. As such the 2013-14 Priorities of the Dapp, Sunniebend and Hillman Educaton Plan will reflect this focus.

School Council Involvement in Education Plan Development The jurisdiction planning process involves school council representatives from each school as well as community stakeholders. These groups are encouraged to contribute to education plan development by responding to a series of questions during a stakeholder meeting. At this meeting, held in this year in January, stakeholders have input into the identification of priorities for the next school year. The Board of Trustees then sets the goals, priorities and outcomes based on this information. These are then provided to the schools. At Dapp School, School Council was invited to join the Dapp staff for the Planning Day. The Chairperson attended and participated in all activities. Dapp School’s Education Plan is shared with parents through discussions at School Council Meetings, Newsletters and Web postings.

Education Plan Distribution This Education Plan will be posted on the School website at: www.phrd.ab.ca where a ‘pdf’ version will be available for download. In addition, copies of this plan will be available in the school library and at the office. The Education Plan will be updated in the fall of 2013 after receiving additional results from Provincial Achievement tests, Provincial Diploma Exams and other sources. The updated version will be posted on the website and submitted to the superintendent of Pembina Hills Regional Division.

Inclusion of Sunnibend and Hillman Colony Schools in the School – Professional Learning Community Focus Section The 2012-2015 Dapp School Education Plan saw the inclusion of the Sunnibend and Hillman Colony Schools in the Professional Learning Community Focus Section of this education plan. The three reasons for this: 1. the Principal of Dapp School is also the Principal of Sunnibend and Hillman Colony Schools and as such is responsible for growth, supervision and evaluation of colony staff 2. enhance collaboration with colony staff and Dapp staff in terms of Professional Learning Communities 3. create professional growth opportunities which focus on the unique aspects of colony education It is important to note the context in which schools operate within the Hutterite culture. For example:  gathering hard data is difficult in a colony school dues to a number of reasons such as: o school surveys do not take place in colony schools o the numbers of students writing PATs is small and does not give and accurate base from which to draw statistical conclusions  because of cultural beliefs, the use of technology to enhance learning is limited in colony schools  essentially Hutterite students enter kindergarten or grade 1 as English as a Second Language students. Formal teaching of English begins in school  colony schools often suffer from external preconceptions such as: o Hutterites do not value education, however like most parents, Hutterite parents, want their children to have strong literacy and numeracy skills as well as good behavior. o I individuals (teachers and support staff) who work at colony schools do so under duress or because they have to. The fact is that staff at Hillman and Sunniebend school choose to work in a colony environment because they want to PHRD Foundation Statements Mandate Pembina Hills School Division shall deliver an education program consistent with the Alberta School Act.

Purpose Our purpose is to ensure the delivery of an excellent education to our students so they become good citizens who contribute to society.

Motto "Together We Learn"

School Foundation Statements Dapp Elementary School’s values and vision: Learning – We understand that children have unique learning styles and they need to be actively engaged in their learning.  We will support and nurture “every” child in ways that will engage them in their learning and will allow them to be successful Teaching –Dapp staff is committed to student learning and as such, is active in furthering their own learning.  We will engage in activities that will enhance the ability of all staff to continuously improve their ability to respond to the learning needs of all students. Environment – Our school environment will enhance self-esteem, develop character, and promote the daily practicing of virtues.  We will provide a safe and caring environment in which positive character is developed and practiced. Children – We believe that children need to be loved, praised, and to work within an environment consisting of rules and structure.  We will work with our students in a loving, caring and disciplined environment that values daily rules and structure.  High Standards – We set high standards and clear expectations for students and staff.  We will provide an environment that models our high standards and offers a wide range of opportunities for students and staff to practice the skills necessary for success. Parents/Guardians/Community – We believe parents and the community are an integral part of their child’s education and need to be involved, valued, and respected.  We will engage in practices that keep parents and the community informed, welcomed, and actively involved. Dapp Elementary School’s Purpose Dapp School is committed to wellness and success for all.

We Believe... With regards to students we believe  Our students are the best and strive to be there  All students need to have the basics at home to be able to do their best – food, clothing shelter, love, security  All students have value  We want the students to achieve to their potential  The quality of education and programming is provided for each student to meet the individual needs and develop their skills  Students need to be loved, appreciated and respected  All students want to learn  All students learn best in structured environments with guidance  They should be our number one priority  They have a right to feel safe  We believe we need to invest in children when they are young  We need to increase support for children at risk With regards to Parents/ Guardians we believe  We believe that we will provide opportunities for them to be involved in their child’s education on a daily basis and encourage their parental input and support, with regards to their child’s education.  We believe they are partners in learning  We believe they are the children’s primary teachers and role models  We need to take into account the parents backgrounds, beliefs and situations.  That they believe that education is important 6

With regards to communities we believe:  They provide a broader spectrum for learning  That communities provide a support  That schools are the life of a small community  It takes a community to raise a child  We need to work with community agencies to provide support to children  Community unifies a school  That schools need to be open to the community  It is important to keep the community informed of school activities  Communities are an integral part of the education system  We courage their involvement  We give our support to various community event With regards to learning we believe:  Learning is multi faceted and takes many forms: enjoyable, forever, continuous, occur everywhere in and out of school,  It happens more readily in a supportive environment  Requires a variety of learning tools  Important to all  Everyone is learning … not just the students  Students are willing to learn as much now as in another generation  Learning needs to be instilled so students will continue in post secondary education  It is important for staff to be actively involved in professional development and thereby provide current and valuable instruction  There is diversity in learning styles  Learning needs to be individualized With regards to our school system we believe  We think we have an excellent school system  It is supportive  It promotes PD  It provides and encourages up to date programs  It is progressive  That all parties involved: trustees, regional office staff, teachers, etc. strive to do their best and make policies they believe is best for students  It is large enough and shouldn’t be made any larger  Each member of the system is be involved in actively promoting and celebrating our many achievements and take a part in making decisions that enhance our students’ learning  Provides structure for learning for all students  Supports community values and needs  Students benefit when schools work together  Works hard to promote district wide communication among colleagues

Section 2: Provincial, Jurisdictional and School Goals, Outcomes, Measures, and Strategies Outline of Goals and Outcomes for 2012-2014 Bold, black text usually represents Goals and Outcomes defined by Alberta Education. Blue text represents Outcomes, Measures, Priorities and Strategies defined by the Jurisdiction Goal 1: An Excellent Start to Learning Engaged Learners Success for ALL Students

Outcome 1.1 This is a new goal in 2013-2014 (There are no required performance measures for this goal. School authorities are encouraged to incorporate early development data available at the local level.)

Goal 2: Success for Every Student Engaged Learners Success for ALL Students Universal Design for Learning / Differentiated Instruction

Outcome 2.1 Students achieve student learning outcomes. (Previously Outcome 1.2)

Outcome 2.2 Students demonstrate proficiency in literacy and numeracy. (Previously Outcome 1.1) Outcome 2.3 Students demonstrate citizenship and entrepreneurship. (Previously Outcome 1.3) Outcome 2.4 The Achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated. (Previously Outcome 3.1)

Goal 3: Quality Teaching and School Leadership Engaged Learners Success for ALL Students Outcome 3.1 Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership. (Previously Outcome 2.1) Outcome 3.2 Classroom assessment is balanced between assessment for learning and assessment of learning. (Previously Outcome 1.4)

Goal 4: Engaged and Effective Governance Engaged Learners Success for ALL Students

Outcome 4.1 The education system demonstrates collaboration and engagement. (Previously Outcome 2.1) Outcome 4.2 Students and Communities have access to safe and healthy learning environments. (Previously Outcome 2.2) Outcome 4.3 The jurisdiction demonstrates sound fiscal management, considering the needs of the community. (Previously Outcome 2.3)

Please Note: This is a combined document, and it has been structured to align with the 2013/2014 – 2015/2016 Alberta Education 3 year plan template. Reporting elements referencing the 2012/2013 Education plan are integrated and identified with blue highlighting

Goal 1: An Excellent Start to Learning

Outcome 1.1 There are not required performance measures for this goal. School authorities are encouraged to incorporate early development data available at the local level.

Goal 2: Success for Every Student

Outcome 2.1 Students achieve student learning outcomes. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 1.2: “Students achieve student learning outcomes”.

Jurisdiction Measures (View Measurement data in Section 3) 2.1j Percentage of Full Time Equivalent assigned by each school to address a guidance program that includes career, educational and personal counseling. 2.1l Percentage of students with Individual Program Plans (I.P.P).

Commentary on Results (July, 2013) Dapp School and the Colony Schools remain committed to ensuring the needs of individual students are met. At Dapp school, staff increased the time for ERI, using the school’s budget to supplement PHRD Co-op ERI funds. As a result four students in grade 1-3 benefited from ERI. Sunniebend was not able to have an ERI program because personnel did not have ERI training. Plans are underway for this training to take place in the 2013-2014 school year. Hillman School was able to maintain its ERI Program. Working with PHRD Student Services, strides were made in the increased inclusion of severe special needs students. Challenges encountered include use of technology to enhance student learning within the Hutterite context and working the medically fragile. Recognizing the ESL difficulties Hutterite students face up entering into grade 1, Hillman staff worked with PHRD Student Services and was able to add a partial speech program assistant. This addition greatly enhanced the ability for grade 1 students in English language development.

Key School Level Strategies This was an area of maintenance and not on the list of priorities. Past practices were reviewed and updated appropriate.

Goal 2: Success for Every Student

Outcome 2.2 Students demonstrate proficiency in literacy and numeracy. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 1.1: “Students demonstrate proficiency in literacy and numeracy”.

Accountability Pillar Measures: PAT Acceptable and Excellence 2.2 a Overall percentage of students in Grades 3, 6 and 9 who achieved the acceptable standard, and the percentage who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). Jurisdiction Measures (View Measurement data in Section 3) 2.2b Grade 3 writer results at the acceptable standard in English Language Arts reading and writing.

Commentary on Results (July 30, 2013) Students at Dapp School continue to perform well on Provincial Achievement Tests (PATs). The staff at Dapp school view PATs as means to reflect upon effective curriculum coverage. Historically, the whole staff of Dapp School annually reviews the PAT results, looking for trends then adjusting programing in all grade to ensure outcomes are effectively taught. After the trends have been identified, each teacher despite the grade level works to improve that instruction in the identified area. New to this year’s report is inclusion of Sunniebend and Hillman School’s work on PAT analysis and planning. There are two mitigating features to PAT writing and analysis which need to be taken into consideration: 1. The nature of the Hutterite Culture has an impact on their PAT results. Hutterite students are essentially English as a Second Language Students. German is their mother tongue. Further context dealing with technology and popular culture which are not within the realm of most Hutterite students have the potential to adversely impact Hutterite PAT achievement. 2. The numbers of Hutterite students writing a particular exam is very small and thus it is difficult to obtain an appropriate sample for analysis. Given these considerations, both Sunniebend and Hillman School’s examined their PAT results together and implemented an action plan for improvement. A sample of this plan of action follows: Grade 3 Language Arts Area of growth identified….Difficulty in areas of non-fiction and recognizing the main idea in both fiction and non-fiction, as well as determining meaning of a word using contextual clues.

Plan of Action… In grade three we will work through a variety of comprehension.

1. Identifying and summarizing facts together through reading daily read- a- loud. Strategies a) Using self-talk during teacher reading to the students. b) Stop and reflect on what has happened in various stories. c) Predict and create ideas about what might happen next in the story. 2. Paired Reading. a) Have students stop, share, and discuss what is happening in their stories. B Have students write, draw, or act out summaries of reading. c) Assess students’ work to identify if they are able to summarize and draw conclusions about the story. 3. Do Reading comprehension checks weekly to assess if students are growing in their ability to summarize and comprehend passages.

Key School Level Strategies This was an area of maintenance and not on the list of priorities. Past practices were reviewed and updated appropriate.

Goal 2: Success for Every Student

Outcome 2.3 Students demonstrate citizenship and entrepreneurship. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 1.3: “Students develop competencies for success as engaged thinkers and ethical citizens with an entrepreneurial spirit”.

Accountability Pillar Measures: Citizenship 2.3a Overall teacher, parent and student agreement that students model the characteristics of active citizenship. Accountability Pillar Measures: Work Preparation 2.3b Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. Jurisdiction Measures (View Measurement data in Section 3) 2.3c PHRD Satisfaction survey: Percentage of parents satisfied with behavior expectations at their children’s school. 2.3d Number of service projects/groups facilitated by the school in which students participated. 2.3e Number and Percentage of students involved with or who participated in service projects.

Commentary on Results (July, 2013) After examining the results of student surveys, Dapp staff felt it was important to find a way to enhance the recognition of students and reinforce positive behavior and good citizenship. STARS of the WEEK was created in an effort to recognize the uniqueness of each student and to reinforce positive behavior. By the end of the school year, each student was recognized formally for their individual efforts. Student recognition took place on a weekly basis through announcements, while group recognition took place at assemblies held throughout the year. Anecdotal feedback indicated the STARS of the WEEK program was well received by students, parents and staff. Surveys indicate that students satisfied with the recognition they receive for their accomplishments increased from 87.5% in 2012 to 95.20 % in 2013. Traditionally Dapp staff has been very involved in promoting and supporting unified code of student conduct. Kelso strategies were infused into daily activities. Throughout the year, the language of the Kelso Program could be heard throughout the school as it was used by students and staff alike. Parent, teacher and student surveys continue to indicate that Dapp School is a safe and caring school with high expectations for behavior. Near the end of the 2012-2013 school year under the direction of Miss Montgomery and her Grade 1 and 2 students, Dapp School entered a safety contest sponsored by Fortis Alberta. A student led safety video high lighting elements of Dapp’s safe and caring environment was produced. This resulted in a prize of $2 300.00 being awarded the school and recognition of a safe environment. New iPads will be purchased with the money. The Hillman school used a modified Kelso Program. Relations between the Hillman school and the Pibroch Colony in general continue to strengthen. An example of this was the colony support of an impromptu school picnic, ball game and other festive activities where students, parents and staff came together in celebration of the year end. Hillman staff enhanced junior high student’s exposure to Career and Technology studies through a series of hand on projects ranging from sewing to the construction of the Colony’s new produce store. These commendable endeavors in the practical arts forged strong bonds between the school, the students, the parents and the colony as a whole. In addition to a modified Kelso Program, Sunniebend school successfully chose to use a customized Heroes program where students were recognized for appropriate behavior. Parents and students indicated appreciation. Hillman, Sunniebend and Dapp students were more exchange visitations between schools during the 2013- 2014 school year. Examples of this increased participation included:  Christmas concerts where Dapp students visited the Colonies and Colony students visited Dapp  Colony students, parents and staff joining Dapp students, parents and staff in family groups to build blue bird houses. Hillman junior high students prefabbed over 140 blue bird houses.  Dapp grade 5’s visiting Hillman for a softball game.

 Hillman parents and students visiting Dapp for their annual May Open House where each school presented their published books.

Key School Level Strategies In many ways this was an area of maintenance as Dapp School and the Colonies have a fine reputation for engaged, well behaved learners. Past practices were reviewed and updated appropriate  Continue to use and reinforce the Kelso Problem Solving Skills introduced in the 2011-212 school year.  All staff will use Kelso Language when discussing student problems.  During the month of September, 2012, all teachers will review Kelso Strategies with their classes.  Weekly reminders will come during morning announcements.

Goal 2: Success for Every Student

Outcome 2.4 The achievement gap between First Nation, Métis and Inuit (FNMI) students and all other students is eliminated. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Goal 3, Outcome 3.1: “FNMI students are engaged in learning”.

Commentary on Results (July, 2013) Because of unexpected personnel changes at PHRD Student Service with respect to Native Liaison Workers, specific strategies to support FNMI understand have been postponed until the 2013-2014 school year. Staff still remains committed to enhancing understanding of FNMI.

Focused School Strategies Include:  Using the principles of UDL, teachers will develop Balance Literacy Units based upon FNMI Legends read by Native Liaison Worker  The principal and staff will observe the development of Balanced Literacy Units and resulting lessons based upon the above noted strategies.  Dapp School will promote awareness of FNMI people through celebrating a Heritage Week or during the Spring Open House  The principal will be report observations and analysis of Balanced Literacy lessons which have integrated FNMI Legends on these in the spring of 2013  The principal will report on Heritage Week and spring open house activities in the spring of 2013

Goal 3: Quality Teaching and School Leadership

Outcome 3.1 Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 2.1: “Effective learning and teaching within caring, respectful, safe and healthy environments”.

Accountability Pillar Measures: Program of Studies 3.1a Overall teacher, parent and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, and health and physical education.

3.1b (ACOL Measure – In-service Jurisdiction Needs) Percentages of teachers reporting that in the past 3-5 years the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth. 3.1c PHRD Satisfaction survey: Percentage of parents satisfied with the range of programs classes offered at the school. 3.1d PHRD Satisfaction survey: Percentage of students satisfied with opportunities to choose high school courses and programs. 3.1e PHRD Satisfaction survey: Percentage of parents, teachers and students satisfied that teachers challenge students to do their best. 3.1f PHRD Satisfaction survey: Percentage of parents and students satisfied with their teachers. 3.1g PHRD Satisfaction survey: Percentage of parents, teachers and students satisfied with the performance of their school administrators. 3.1h PHRD Satisfaction survey: Percentage of parents, teachers and students surveyed who are satisfied with the opportunity to use computers for learning. 3.1i Number and percentage of certificated staff acting in a leadership role. 3.1j Professional Growth, supervision and evaluation measures: Principal’s summary of the professional growth plan discussions and reviews describing process and effect on teacher practice and student achievement. (Amended in May 2012) 3.1k The number of teachers accessing resources and services through Learning Technology Services as monitored by the LTS department. (Number of service and resource requests met) 3.1l Annual student to computer ratio overall, and by jurisdiction, of computers within each school. 3.1m Average age of computers in schools.

Commentary on Results (July, 2013) Over the years, survey results from parents, students and teachers indicate that Dapp School has a safe and orderly environment. The staffs of Dapp, Hillman and Suniebend Schools staff are committed to ongoing maintenance and enhancement of a safe and orderly environment. All staff realize that without a safe orderly environment, learning cannot take place. Earlier comments found on pages 12 and 13 of this report under Goal 1, Success for Every Student, Outcome 1.3 Students are Prepared for 21 Century Learning apply here.

Key School Strategies This was an area of maintenance. Past practices were reviewed and updated appropriate.

Goal 3: Quality Teaching and School Leadership

Outcome 3.2 Classroom assessment is balanced between assessment for learning and assessment of learning. (Added in July 2013: Implementation of UDL practices and principles). The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 1.4: “Classroom assessment is balanced between assessment for learning and assessment of learning”.

Commentary on Results (July 30, 2013) The staff of Dapp, Sunniebend and Hillman Schools began the 2012-2013 school year with a full day professional development session which examined Universal Design for Learning (UDL) as it relates to supporting the Inclusive Classroom. The purpose of the session was to reflect on the question What could be observed in our classrooms when elements of Universal Design for Learning are being implemented? Areas explored included:  Where are we now? ◦ A review of the Inclusion Rubric  Where are we going? ◦ An analysis of the interconnected networks in the brain that support learning

◦ An overview the Universal Design for Learning Guidelines ◦ How these two align to support learning for Every child  How are we going to get there? ◦ What parts of this are we doing already ? ◦ When we are doing this more effectively and consistently, what will be different in our classrooms? What will our students be doing? Historically Dapp school has been an inclusive learning environment. Inclusion began with programing for special needs students. Over time staff began individualizing programs for all students. This does not mean that expectations were simply lowered. Rather a movement to diagnostically find out where individual students were academically and then thoughtfully program to build upon strengths and weaknesses developed. Over time inclusive strategies such as Balanced Literacy, Reading Recovery, and Student Goal Setting Meeting were used at Dapp School. Hillman and Sunniebend Schools followed a similar inclusive path. Effective Hutterite Colony Schools have by nature highly individualized inclusive programs. Over all the 2012-2013 school year was one of exploration and building a stronger understanding of Individualized Programming and UDL as related each school and PHRD as a whole. School Focused Strategies were modified as staff began to explore UDL. The book study did not happen. Rather staff decided to tap into the expertise of the PHRD AISI team as well as individual staff members to gain skills which would assist with UDL. Dapp staff chose to use most of their monthly PLC time to build technical skills which would assist them in designing and building more individualized programs. Where appropriate the colony staff joined in. Colony staff collaboratively worked on revamping their report cards to reflect a more individualized nature. As well Hillman teacher and PHRD Learning Leader, Mr. B. Seatter, worked with PHRD AISI personnel to create UDL math activities. Mr. Seatter shared this project with staff members at a regular scheduled PLC. The lofty goal of creating a science unit which would be shared did not materialize….. perhaps next year it will. Dapp teachers began experimenting with the 6 iPads which were ordered. This experimentation spawned more and more requests from kindergarten and grade one teachers to use the 6 iPads in planned center activities. By the end of the school term it was decided planned iPad use had educational value in assisting students meet their individual needs. As noted previously, more iPads will be ordered with the prize money from Fortis Alberta. Each teacher at all three schools received a new lap top to enhance their work. At Dapp, a mobile netbook lab was purchased. As the year progressed use of the lab increased as students used the technology to further their learning. Evidence of multiple means of representation could be found as the students chose to write reports, do PowerPoints to represent learning. In the second half of the year, the grade 5 class was registered in SuccessMaker through ADLC. The intent was to build individual basic math and reading comprehension skills through and individualized program. This program will continue in grade 6 until January 2014 when it will be re-evaluated. Initial response was positive. Basic Balanced Literacy resources were evergreened subject to budget allotments. This evergreening will continue as the three northern schools consolidate in the coming year. Staff did have the opportunity to upgrade their understanding of Balanced Literacy through a PHRD sponsored session with Jan Hoffart. Six teachers attended. Unfortunately in class coaching did not occur dues to a claw back of AISI discretionary funds. This was due to the provincial government cancelling AISI funding in the spring 2013 provincial budget.

UDL Where to From Here As the spring of 2013 progressed and certainty of the new consolidated school, Pembina North Community School (PNCS), gathered momentum. The staffs of Jarive School, W.R. Frose School, Dapp School , Sunniebend School and Hillman School, began meeting to plan for the coming year. It was agreed that the main focus of each of the school’s individual Education Plan would center upon building an common understanding of UDL based upon the work of Jennifer Katz.

Key School Level Strategies  All staff will engage in a Book Study – during school PLC. Possible choices include: Differentiation In Action for by Judith Dodge (Grades 4-8), Managing a Differentiated Classroom: A Practical Guide by Carol Ann Tomlinson (grades K-3),  The staff will enhance student learning with use of technology: ◦ establish and use of 6 iPads for student learning centres ◦ establish and use a mobile netbook lab ◦ During regular classroom visits, the principal will observe use of iPads in learning centre applications and in class use of notebooks in Dapp School classrooms thought the year.  Dapp/Colony teachers will work with AISI coaches to enhance of Inclusive Education and Universal Design for Learning (UDL). Funds from AISI budget will be available to provide sub coverage for meeting time.  Dapp staff will use Discovery Education as a focus to bridge divisional PD and Dapp/Colony PLCs by building common grade level units/lessons in Science using the principles of UDL (Note digital for Dapp and print for Sunnibend and Hillman Colony Schools.)  Working with (ADLC), teachers will use SuccessMaker with grade 5 math and balanced literacy students as well as selected students across Dapp School. Teachers will provide adaptive, personalized paths for mastery of essential math concepts and reading levels. This outcome based data will allow teachers to make informed programming choices for students. (*Note this is a pilot project.)  We will begin the transition of the Dapp library to a Leaning Commons (This will be a long term goal with the 2012-2013 school term being a discovery /gathering of information stage.)

Goal 4: Engaged and Effective Governance

Outcome 4.1 The education system demonstrates collaboration and engagement. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 2.1: “Effective learning and teaching within caring, respectful, safe and healthy environments” and 2.2: “The education system demonstrates leadership and collaboration”.

Accountability Pillar Measures: Parental Involvement 4.1a Overall teacher and parent satisfaction with parental involvement in decisions about their child’s education. Accountability Pillar Measures: Education Quality 4.1b Overall teacher, parent and student satisfaction with the overall quality of basic education. 4.1c (ACOL Measure – Satisfaction with Program Access) Percentage of teachers, parents and students satisfied with the accessibility, effectiveness and efficiency of programs and services for students in their community. 4.1d PHRD Satisfaction survey: Percentage of parents, teachers and students satisfied with the overall quality of education the school provides. 4.1e PHRD Satisfaction survey: Percentage of parents, teachers and students who give their school of “excellent”, “proficient” or “acceptable” (Revised 2012). A, B or C… 4.1f PHRD Satisfaction survey: Percentage of parents and teachers that are satisfied that the school council at their school has a meaningful role. 4.1g PHRD Satisfaction survey: Percentage of teachers (and students) who are satisfied with opportunities to be involved in decisions affecting the school (and students). 4.1h PHRD Satisfaction survey: Percentage of parents, teachers and students who are satisfied that their school is making a positive contribution to the community.

4.1i Amount of money acquired from third parties in support of community schools. (revised July,2013) for projects like Forestry and Alberta Student Health Initiative Partnership. 4.1j Number of parent/community volunteers in schools. 4.1k Number of school activities/events taking place in the community. Commentary on Results (July, 2013) The 2012-2013 school year was not an easy one for the Dapp School Community. Uncertainty and change are not easy to deal with. To their credit, the staffs of Dapp School, Hillman School and Sunniebend School focused upon providing quality education to their students despite uncertainty and impending change. Research consistently shows how school culture directly influences both student achievement and job satisfaction ... (Gary Philips and Christopher Wagner). Historically Dapp School has had a strong school culture which has been committed to Wellness and Success for All. Even in an unsettling school year as 2012-2013 was, survey results continue to indicate that parents see Dapp school as their school, a school which they have opportunities to be involved in. Staff leadership is very much a part of this school culture as such it was important to keep Dapp’s School culture intact through a time of change and transition while building an inclusive culture within the Dapp/Colony extended campuses. As the year progressed and the reality of the new northern consolidated school, Pembina North Community School (PNCS), began to take shape, Dapp staff stepped forward volunteering and supporting efforts through participation in the Westlock North Transitions Team or one of the many Ad Hoc Committees. It has been said that the Hillman, Sunniebend and Dapp Staff are “doers”. They get things done! Examples of staff leadership include:  facilitation of monthly PLCs  improvements to Dapp School’s website  all staff despite grade level supporting events such as: ◦ volunteering for the Basketball Tournament ◦ assisting in the Grade 6 Farewell  mentoring fellow staff  nominating staff for PHRD Staff recognition  Hillman and Sunniebend staff volunteering: ◦ to host and organize a Central Alberta fall Hutterite Educators Conference in the fall of 2013 ◦ building a Hutterite Educator’s Blog to share best practices  generally being exceptive and receptive to the needs of fellow staff members Hillman teacher, Brett Seatter, became a PHRD Learning Leader during the 2012-2013 school term. In this capacity, Brett was able to facilitate the following:  revamping of the Colony report cards  PLC sessions relevant to the Colony learning environment  mentorship of a new staff at Sunniebend Colony  work with PHRD AISI on UDL math project  attend professional development with Jennifer Katz on her Three Block Model of UDL Key School Level Strategies  Continue to support teacher efficacy through ownership, shared decision making, joint problem solving and combined wisdom to create new approaches  Create a Colony Coordinator Leadership position to facilitate professional development and work plans that are Colony specific ◦ Work to include Colonies in areas benefiting the three campuses such as Artist in Residence Program ◦ Linking with other colonies (Aspen View, Sturgeon) ◦ Possible practical high school program ◦ Swimming Program for Hillman ◦ Revamping Colony Report Card

Goal 4: Engaged and Effective Governance

Outcome 4.2 Students and communities have access to safe and healthy learning environments. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 2.1: “Effective learning and teaching within caring, respectful, safe and healthy environments” and 2.2: “The education system demonstrates leadership and collaboration”.

Accountability Pillar Measures: Safe and Caring 4.2a Overall teacher, parent and student agreement that students are safe at school, learning the importance of caring for others, learning respect for others and are treated fairly at school. Accountability Pillar Measures: Continuous Improvement 4.2b Overall 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. Jurisdiction Measures (View Measurement data in Section 3) 4.2c PHRD Satisfaction survey: Percentages of parents and students satisfied with opportunities to participate in extra-curricular activities. 4.2d PHRD Satisfaction survey: Rate at which parents, students and teachers were satisfied that their school is safe and caring. 4.2e PHRD Satisfaction survey: Rate at which parents, students and teachers responded positively on the group of Character Education questions. 4.2f PHRD Satisfaction survey: Percentage of teachers and students satisfied with the recognition they receive for their accomplishments.

School Strategies Include: This was an area of maintenance. Past practices were reviewed and updated appropriate.

Goal 4: Engaged and Effective Governance

Outcome 4.3 The jurisdiction demonstrates sound fiscal management, considering the needs of the community. The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 2.3: “The jurisdiction demonstrates sound fiscal management, considering the needs of the community”.

Commentary on Results (July, 2013) Enrollment projections matched the proposed budget. No major changes were made to programming. In view of the pending work of the Westlock North Task Force, cycling of subjects was kept to a minimum.

Examples of School Level Strategies This was an area of maintenance and not on the list of priorities. Dapp school will continue to be fiscally responsible in the management of school funds

Appendix 1: Measurement Data (Tables and Graphs)

Goal 1: An Excellent Start to Learning

Outcome 1.1 There are not required performance measures for this goal. School authorities are encouraged to incorporate early development data available at the local level.

Goal 2: Success for Every Student

2.1j Percentage of Full Time Equivalent assigned by each school to address a guidance program that includes career, educational and personal counseling. Total counselling FTE in our school, 2009-2010: 0.1 Full Time Equivalent Total counselling FTE in our school, 2010-2011: 0.3 Full Time Equivalent Total counselling FTE in our school, 2011-2012: 0.3 Full Time Equivalent Total counselling FTE in our school, 2012-2013: 0.3 Full Time Equivalent 2.1l Percentage of students with Individual Program Plans (I.P.P). Recent results 2006-07 2007-08 2008-09 2009-10 2010-2011 2011-12 2012-13

Percentage of 15.7 31.0 15.9 12.3 13.5% 14.6 10.9 students with IPP’s

Outcome 2.2 Students demonstrate proficiency in literacy and numeracy The elements related to this Outcome were originally described in the 2012-2013 Education plan under Outcome 1.1: “Students demonstrate proficiency in literacy and numeracy”. Accountability Pillar Measures: PAT Acceptable and Excellence 2.2 a Overall percentage of students in Grades 3, 6 and 9 who achieved the acceptable standard, and the percentage who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). Dapp Elementary School Achievement Test Cohort Results Subject Standard 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/201 2012/201 Acceptable 95.80% 100.0% 81.3% 95.0% 100.0% 100.0% 100.0% 78.6% 100.0% 80.0% Excellence 8.30% 4.3% 18.8% 25.0% 27.8% 25.0% 25.0% 7.1% 15.8% 0.0% ELA 3 Participation 95.80% 100.0% 87.5% 100.0% 100.0% 100.0% 100.0% 85.7% 100.0% 90.0% # of Writers 18 16 20 14 19 18 Acceptable 95.80% 95.7% 75.0% 85.0% 88.9% 93.8% 85.7% 94.7% 85.0% Excellence 37.50% 17.4% 18.8% 10.0% 16.7% 68.8% 35.7% 36.8% 30.0% Math 3 (All) Participation 95.80% 100.0% 87.5% 100.0% 100.0% 100.0% 85.7% 94.7% 90.0% # of Writers 18 16 14 18 18 Acceptable 94.40% 100.0% 95.7% 100.0% 100.0% 94.4% 100.0% 100.0% 100.0% 100.0% Excellence 27.80% 21.1% 26.1% 42.9% 38.5% 55.6% 50.0% 50.0% 33.3% 38.9% ELA 6 Participation 94.40% 100.0% 95.7% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% # of Writers 26 18 18 16 12 18 Acceptable 88.90% 100.0% 95.7% 95.2% 92.3% 88.9% 93.8% 100.0% 94.4% Excellence 55.60% 42.1% 30.4% 28.6% 42.3% 50.0% 56.3% 25.0% 38.9% Math 6 (All) Participation 94.40% 100.0% 95.7% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% # of Writers 26 18 16 12 18 Acceptable 94.40% 100.0% 95.7% 100.0% 100.0% 94.4% 100.0% 100.0% 100.0% 100.0% Excellence 72.20% 84.2% 56.5% 42.9% 57.7% 55.6% 72.2% 81.3% 58.3% 66.7% Science 6 (All) Participation 94.40% 100.0% 95.7% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% # of Writers 26 18 18 16 12 18 Acceptable 94.40% 100.0% 95.7% 100.0% 100.0% Form 2 100.0% 90.0% 91.7% 100.0% Social Stu 6 Excellence 44.40% 68.4% 34.8% 52.4% 61.5% 50.0% 30.0% 58.3% 38.9% (All) Participation 94.40% 100.0% 95.7% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% # of Writers 26 18 10 12 18 Cohort pop: Aggregate Acceptable 94.0% 99.3% 89.9% 95.9% 96.9% 94.3% 100.0% 91.4% 97.7% 93.2% Excellence 41.0% 39.6% 30.9% 33.6% 40.8% 51.0% 49.3% 43.4% 37.9% 35.6%

Accountability Pillar Measures: Citizenship 2.3a Overall teacher, parent and student agreement that students model the characteristics of active citizenship. Recent results (May, 2013)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 100 91.7 85.7 78.8 93.3 93.1 94.0 Teachers n/a 98.0 97.5 100.0 97.8 97.4 100 Students Gr. 4 n/a 67.6 84.1 85.2 86.1 919 89.1 Aggregate 100 85.8 89.1 88.0 92.4 94.1 94.4 Accountability Pillar Measures: Work Preparation 2.3b Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. Recent results (May, 2013)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 100 90.0 71.4 56.3 77.8 100 90.0 Teachers n/a 100 100 100.0 88.9 87.5 87.5 Aggregate 100 95.0 85.7 78.1 83.3 93.8 88.8 2.3c PHRD Satisfaction survey: Percentage of parents satisfied with behavior expectations at their children’s school. (I am satisfied with the behavior expectations at my child(ren)’s school… My school is effective in its approach to student discipline… I think the rules in my school as fair (reworded for students in 2008-09)) Recent results 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 100 100 89.7 92.1 96.9 100 No Survey Staff 100 100 100 100 100 100 this year Students 4-6 87.5 92 79.2 100 92.3 92.9 2.3d Number of ongoing service projects/groups facilitated by the school in which students participated. 2.3e Number and Percentage of students in service projects. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Number of Service 9 8 8 9 8 8 14 Projects

Number of students involved in service 132 124 118 121 123 108 92 projects Percentage of students involved in 100 100 100 100 100 100 100 service projects

Outcome 2.4 The achievement gap between First Nation, Métis and Inuit (FNMI) students and all other Students is eliminated The elements related to this Outcome were originally described in the 2012-2013 Education plan under Goal 3, Outcome 3.1: “FNMI students are engaged in learning”.

Given the population of the school, data is not made public in this document.

Goal 3: Quality Teaching and School Leadership

Outcome 3.1 Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership. The elements related to this Outcome were originally described in the 2012- 2013 Education plan under Outcome 2.1: “Effective learning and teaching within caring, respectful, safe and healthy environments”.

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 87.5 90.0 91.1 81.9 92.8 79.2 85.0 Teachers n/a 87.3 96.8 91.7 87.9 90.5 85.7 Students Gr. 4 n/a n/a n/a n/a n/a n/a n/a Aggregate 87.5 88.7 93.9 86.8 90.3 84.8 85.4 3.1b (ACOL Measure – In-service Jurisdiction Needs) Percentages of teachers reporting that in the past 3- 5 years the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth. Recent results (May, 2013)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Teachers n/a 100.0 95.8 100.0 100 100 100 Aggregate n/a 100.0 95.8 100.0 100 100 100 3.1c PHRD Satisfaction survey: Percentage of parents satisfied with the range of programs or classes offered at the school. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 No Survey Parents 70.8 90.5 78.9 81.6 96.9 96.8 this year

3.1e PHRD Satisfaction survey: Percentage of parents, teachers and students satisfied that teachers challenge students to do their best. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 90.0 92.5 94.7 94.7 96.9 96.8 No Survey Staff 100 100 100 100 100 100 this year Students 4-6 97.9 96.1 94.2 97.4 97.5 95.2

3.1f PHRD Satisfaction survey: Percentage of parents and students satisfied with their teachers. Recent results 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Parents 96.6 98.1 94.7 92.1 No Survey 96.5 96.8 Students 4-6 96.6 96.2 88.6 92.3 this year 97.5 100 3.1g PHRD Satisfaction survey: Percentage of parents, teachers and students satisfied with the performance of their school administrators. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 96.7 96.3 87.5 78.9 93..8 100 No Survey Staff 100 100 100 94.1 100 100 this year Students 4-6 96.0 98.1 84.9 100 100 100 3.1h PHRD Satisfaction survey: Percentage of parents, teachers and students surveyed who are satisfied with the opportunity to use computers for learning. (My child (ren) is/are using computers in his/her/their learning… I infuse technology into my instruction… I am satisfied with opportunities to use computers for learning.) Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 89.7 94.3 97.5 92.1 100 100 No Survey Staff 80.0 88.9 78.5 100 100 88.9 this year Students 4-6 95.8 98.1 84.9 94.7 100 97.6 3.1i Number and percentage of certificated staff acting in a leadership role. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Percentage of certificated staff 100 100 100 100 100 100 67 acting as lead teachers 3.1j Professional Growth, supervision and evaluation measures: The percentage of teachers having personal professional growth plans that are aligned to their school’s improvement plan. (Amended in 2010-2011) All full time classroom teachers’ personal professional growth plans aligned with their schools’ improvement plans. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

% of cert. staff with n/a 100 100 100 100 100 100 aligned PPGPs 3.1k The number of teachers accessing resources and services through Learning Technology Services as monitored by the LTS department. (Number of service and resource requests met) Recent Results 2008-09 2009-10 2010-11 2011-12 2012-13 Dapp School 73 70 106 103 84

3.1l Annual student to computer ratio overall, and by jurisdiction, of computers within each school. Recent Results 2008-09 2009-10 2010-11 2011-12 2012-13 Dapp School 3.97 3.23 3.85 1.96 1.26 3.1m Average age of computers in schools. Primary User Recent Results Group 2008-09 2009-10 2010-11 2011-12 2012-13 3 4 1 1.1 1.41 Dapp School Staff 3 1 2 1.15 2.70 School 3 3.25 1.27 1.12 1.75

Our schools operates as a PLC and as such, all staff are actively involved in working together to develop and utilize new and innovative pedagogy that enhances student learning and achievement.

Goal 4: Engaged and Effective Governance

Accountability Pillar Measures: Parental Involvement 4.1a Overall teacher and parent satisfaction with parental involvement in decisions about their child’s education. Recent results (May, 2013)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 96.7 66.0 57.1 59.6 85.4 100 74.0 Teachers n/a 86.0 92.5 96.4 84.4 95.0 85.0 Aggregate 96.7 76.0 74.8 78.0 84.9 97.5 79.5 Accountability Pillar Measures: Education Quality 4.1b Overall teacher, parent and student satisfaction with the overall quality of basic education. Recent results (May, 2013)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 84.6 65.5 95.0 78.0 90.7 97.2 93.3 Teachers 84.6 100 100 100.0 100.0 100 100 Students Gr. 4 84.6 100 100 96.8 97.4 100 98.9 Aggregate 84.6 88.5 98.3 91.6 96.0 99.1 97.4

4.1c (ACOL Measure – Satisfaction with Program Access) Percentage of teachers, parents and students satisfied with the accessibility, effectiveness and efficiency of programs and services for students in their community. Recent results (May, 2013)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 80.0 65.6 68.0 48.6 72.4 63.2 47.6 Teachers n/a 76.9 62.5 88.9 74.0 85.1 66.7 Students Gr. 4 n/a 84.8 87.5 91.9 89.5 95.0 93.3 Aggregate 80.0 75.8 72.7 76.5 78.8 81.1 69.2 4.1d PHRD Satisfaction survey: Percentage of parents, staff and students satisfied with the overall quality of education the school provides. Recent results 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 96.6 96.2 97.1 70.3 100 100 No Survey Staff 100 100 100 100 100 100 this year Students 4-6 97.9 92.3 91.3 97.4 95 95.2 4.1e PHRD Satisfaction survey: Percentage of parents, teachers and students who give their school of “excellent”, “proficient” or “acceptable” (Revised 2012). A, B or C … Recent results 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 96.6 96.2 91.8 94.9 100 96.8 No Survey Staff 100 100 100 100 100 100 this year Students 4-6 97.9 98.1 x 100 100 92.9 4.1f PHRD Satisfaction survey: Percentage of parents and teachers that are satisfied that the school council at their school has a meaningful role. (The School Council at my.. child(ren)'s... school has a meaningful role…) Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 96.7 98.1 90 91.4 No Survey 90.0 93.5 Staff 100 100 100 100 this year 100 81.8 4.1g PHRD Satisfaction survey: Percentage of teachers (and students) who are satisfied with opportunities to be involved in decisions affecting the school (and students). (I am satisfied with the opportunities for involvement in decisions... affecting education at my child(ren)'s school… affecting my school… affecting students.) Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Staff 100 100 100 100 No Survey 100 100 Students 4-6 80.9 75 100 n/a this year 77.5 95.4 4.1g PHRD Satisfaction survey: Percentage of parents, teachers and students who are satisfied that their school is making a positive contribution to the community. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Parents 100 96.2 97.4 94.7 100 100 No Survey Staff 100 100 100 100 100 90.9 this year Students 4-6 100 96.2 92.4 94.9 97.5 100

4.1i Amount of money acquired from third parties in support of community schools. (revised July,2013) for projects like Forestry and Alberta Student Health Initiative Partnership. Recent results

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Total money received from third $5,060 $8,156 $9,205 $7,236 $11, 075 $4,600 $1,000 parties for projects

4.1j Number of parent/community volunteers in schools.