COMBINED THREE YEAR EDUCATION PLAN AND REPORT TO OUR COMMUNITY November 2018 Our Board of Trustees Glenys Edwards Chair Stanley Haroun Vice Chair Kim Armstrong Trustee Cheryl Dumont Trustee Sheri Wright Trustee

District Administration Office 60 Sir Winston Churchill Ave. Phone: 780.460.3712 Fax: 780.460.7686 www.spschools.org TABLE OF CONTENTS

MESSAGE FROM THE BOARD 4

DISTRICT PRIORITY AREAS AND OUTCOMES 5 Outcome 1: The diverse needs of our students are met in inclusive learning environments 6 Outcome 2: Students demonstrate growth in literacy and numeracy skills 10 Outcome 3: Students are resilient and have the skills to succeed when faced with opportunities and challenges 14 Outcome 4: Staff wellness and resiliency are supported through culture, collaboration and professional learning 18 Outcome 5: District growth is supported and managed by governance, public engagement and partnerships 22

REPORT TO OUR COMMUNITY 27

FOUNDATION STATEMENTS 28

DISTRICT SCHOOLS 29

PROFILE 30

DISTRICT HIGHLIGHTS, TRENDS AND CHALLENGES 32

OUR 2017-2018 ACCOUNTABILITY PILLAR RESULTS 39

RECONCILIATION AND FIRST NATIONS, MÉTIS AND INUIT EDUCATION 43

PROGRAMMING 47

SUMMARY REMARKS 52

FINANCIALS 53 MESSAGE FROM THE BOARD

The trustees of the St. Albert Public School Board are dedicated to excellence in public education. Our district is working hard to provide the opportunity for each of our students to acquire the knowledge, skills and attitudes needed to be a self-reliant, responsible, caring and contributing member of society.

The purpose of this report is to share clear and concise information: program highlights, priority areas, issues and trends, the results of the Provincial Achievement Tests and Diploma Exams, as well as local performance measures. The Board is incredibly proud of the amazing work of our staff which is reflected in this report.

A significant highlight for the district is our continued, unprecedented enrollment growth. We have experienced an increase of approximately 30% in our Kindergarten to Grade 9 enrollment in the last 5 years. We are addressing this need for additional space with the opening in September 2019 of Joseph M Demko School which is Kindergarten to Grade 9. We are also pleased to announce that a replacement Paul Kane High School with increased capacity will open in 2022, ready for our current Grade 6 students to enroll there as Grade 10 students. Our capital plan requests going forward include a K-9 school in the new Riverside subdivision, a modernization and expansion of Bellerose Composite High School, and a third high school for our district within 10 years. The future is very bright for St. Albert Public Schools!

The provision of high quality programs delivered in welcoming classrooms is our number one priority. The trustees thank our staff, parents and community for their tireless commitment to providing our students with the best educational journey possible. Together we are realizing our educational goals as a district.

Sincerely, Glenys Edwards Board Chair

4 DISTRICT PRIORITY AREAS Through a consultation process involving staff, students, parents, community and business partners, and school and student councils, the following district priorities were reaffirmed for inclusion in the Three Year Education Plan for St. Albert Public Schools.

St. Albert Public School District No.5565 has five priority areas:

• Provide high quality teaching that recognizes and values diversity in student learning, while supporting the academic success and personal growth of all students; • Prepare all students for participation in the global community through active citizenship and lifelong learning; • Promote inclusive, healthy, safe and vibrant learning communities in our schools; • Foster collegial relationships and collaborative working environments; and, • Increase literacy and numeracy skills of students in Preschool to Grade 12 through a district Enhancing Instructional Practice project. Progress on the achievement of our priorities is supported through district outcomes, strategies and performance indicators. The development of outcomes and strategies helps to focus attention and target resources. Our major performance indicators including Provincial Achievement Test and Diploma Examination results, District Satisfaction and Our School Survey results, and the Provincial Accountability Pillar data are used to assess district progress.

DISTRICT OUTCOMES 2018-2021

TCOME TCOME TCOME OU 1 OU 2 OU 3

The diverse needs of our Students demonstrate growth in Students are resilient and students are met in inclusive literacy and numeracy skills. have the skills to succeed learning environments. when faced with opportunities and challenges.

O TCOME UTC ME OU 4 O 5 DISTRICT PRIORITY AREAS AND OUTCOMES

Staff wellness and resiliency District growth is supported and are supported through managed by governance, public culture, collaboration and engagement and partnerships. professional learning.

5 Outcome One The diverse needs of our students are met in inclusive learning environments

Strategies

• Continue the roll-out of, and support for, the • Leverage the staffing complement of educational implementation of the new provincial curriculum. assistants by clarifying their role and increasing • Continue to build a common understanding of what the supports, resources and professional learning is meant by inclusive learning environments in St. opportunities available. Albert Public Schools. • Implement a proactive approach that focuses on An inclusive education system is a way of thinking building inclusive learning environments for Lesbian, and acting that demonstrates acceptance of, Gay, Bisexual, Transgender and Queer (LGBTQ+) and belonging for, all students - regardless students. of their backgrounds, needs or abilities. It is • Build district capacity in the area of First Nations, founded on the belief that all children can learn Métis and Inuit Education, focusing on embedding and reach their full potential given opportunity, indigenous perspectives in schools’ daily activities. effective teaching and appropriate resources. • Offer parent/community reconciliation events. Inclusive learning is more than just placement of • Continue with the district’s Enhancing Instructional a student - it is about participating, belonging, Practice project, focusing on comprehensive literacy being engaged in the learning process, and being strategies within a Response to Intervention (RTI) welcomed and embraced in the classroom. framework. • Continue to build alignment in programming in our • Continue the district’s Enhancing Instructional special education classroom settings. Practice project, focusing on building a • Maintain commitment to choice for families with comprehensive approach to numeracy within a children with special needs. Response to Intervention (RTI) framework. • Continue with the re-visioning of programming for • Broaden the district’s Enhancing Instructional students with mild, moderate and severe cognitive Practice project to include building a common disabilities. understanding of student engagement. • Provide increased elbow-to-elbow classroom support • Build capacity in the areas of programming and for staff in district special education programs. services for English Language Learners (ELL). • Increase collaboration among schools to assist in the transition from elementary to junior high, junior high to high school, and high school to the workplace or post-secondary education. DISTRICT PRIORITY AREAS AND OUTCOMES

6 2017-18 Performance Indicators

Student, Parent and Staff Survey Results

Survey Measure (Students*, Parents** and Staff**) 2013-14 2014-15 2015-16 2016-17 2017-18 Students Percentage of students who agree that they feel safe at school 90 89 89 88 87 (Grades 4-6). Percentage of students who agree that they feel safe at school 85 85 86 85 83 (Grades 7-9). Percentage of students who agree that they feel safe at school 89 89 82 90 88 (Grades 10-12). Percentage of students who agree they are treated fairly by adults at 86 84 83 84 82 school (Grades 4-6). Percentage of students who agree they are treated fairly by adults at 77 80 80 80 79 school (Grades 7-9). Percentage of students who agree they are treated fairly by adults at 85 84 82 86 85 school (Grades 10-12). Percentage of students who agree that their teachers care about 93 90 90 89 87 them (Grades 4-6). Percentage of students who agree that their teachers care about 79 81 82 82 78 them (Grades 7-9). Percentage of students who agree that their teachers care about 82 81 78 87 80 them (Grades 10-12). Parents Percentage of parents who are satisfied with the support and New measure 81 84 resources available to meet the diverse needs of students. 2016-17 Percentage of parents who are satisfied that their child’s learning n/a 94 n/a 84 87 needs are being met. Percentage of parents who are satisfied that their child’s school is a n/a 99 n/a 92 92 positive, caring and welcoming place. Staff Percentage of staff who are satisfied that they are provided the New measure support and resources needed to meet the diverse needs of 88 85.5 2016-17 students. Percentage of staff who are satisfied that their child’s school is a n/a 99 n/a 97 95.4 positive, caring and welcoming place.

* Based on provincial Accountability Pillar Student Survey ** Based on district-administered satisfaction survey to teachers and support staff. Methodology changed in 2016-17. Caution needed when comparing 2016-2017 with previous years’ results.

7 Outcome One: Reporting on our Progress

Planning for the Implementation of the the programming model for students with moderate New Curriculum to severe cognitive disabilities include: revisions to the The revision to the provincial curriculum will impact program eligibility criteria, increased stability to the every student and teacher in our district. Meeting staffing model, and built-in professional learning and the needs of all students in inclusive learning collaboration for the 2018-2019 school year. The environments necessitates a focus on preparing for revised model is being piloted at Keenooshayo and Sir the implementation of the new curriculum. George Simpson.

As Alberta Education continues to build and revise the In terms of alignment in our programming for students new curriculum, our work in 2017-2018 focused on with special needs, in 2017-2018, Curricular Services building the foundation for successful implementation. worked collaboratively with Student Services to select essential outcomes from the curriculum for the Highlights for the 2017-2018 school year students with mild and moderate cognitive disabilities. include: Furthermore, we introduced a report card based on the -- Participation in a multi-district Curriculum Individual Program Plan (IPP) for students with severe Implementation conversation group to enhance cognitive disabilities who are working on outcomes that readiness for new curriculum and explore are developmentally appropriate and outside the scope possibilities of connection, sharing and of the curriculum. Teachers and parents provided collaboration. very positive feedback about this revised model of -- Several teachers participated in the development communicating student progress. phase of curriculum to develop a deeper In response to the increasing diversity in our student understanding of the process used to create the population and an increase in the number of families framework. choosing programming within a regular classroom -- Recruitment of school-based members for the setting, we increased the availability of inclusive Curriculum Implementation Committee. education elbow-to-elbow support in the 2017-2018 Additional Information school year. A part-time position became a full-time Inclusive Education Coordinator. In 2017-2018, we continued to explore various software platforms that would provide an integrated Several professional learning and collaboration data management system. In the selection process, opportunities were offered in 2017-2018. The we considered the integration with PowerSchool, ease Inclusive Learning Team (ILT) continued to offer their of use for staff as well as the technical service level after-school professional learning Tool Box Series for provided. We anticipate a pilot roll-out in 2018-2019. teachers and educational assistants. The Power of Core Language, assistive technology and behavioural Programming for Students with Diverse strategies were three key learning opportunities. Learning Needs Finally, teachers in our specialized classroom settings continued to gather for collaboration and learning,

DISTRICT PRIORITY AREAS AND OUTCOMES In 2017-2018, Student Services, in conjunction including sessions focused on literacy and numeracy with principals, teachers and senior administration, as well as a session with Shelley Moore, an inclusive continued to reconsider how we program for students education consultant who provided an introduction to with moderate to severe cognitive disabilities within creating inclusive environments for all. a specialized classroom setting. The following principles guided the changes: philosophy of inclusion; philosophy of choice in programming; philosophy of Sexual Orientation and Gender Identity (SOGI) presumed competence and high expectations for all; As part of our efforts to support our Lesbian, Gay, beginning with the end in mind; and, the importance Bisexual, Transgender and Queer (LGBTQ+) students, of high quality programming for all. The changes to St. Albert Public Schools, along with two other Alberta

8 school districts, joined a Sexual Orientation and Inuit foundational knowledge. We held four parent/ Gender Identity (SOGI) pilot partnership with the British community sessions which included the blanket Columbia-based ARC foundation. exercise and two film screenings.

The SOGI pilot project offered support and professional learning to teachers identified as safe Literacy and Numeracy contacts at their school sites. In 2017-2018, a SOGI As the number of students identified as English Steering Committee was formed, each school identified Language Learners continues to grow, the Enhancing a lead teacher, three professional collaboration Instructional Practice team continues to offer sessions were held (including a session focused opportunities for staff to build capacity in teachers’ on student voice) and district SOGI representatives understanding of two components of language attended five Alberta network sessions. This important development - basic interpersonal communicative skills work will continue in 2018-2019 with the addition of (BICS) and cognitive academic language proficiency more school districts in the network and a focus on (CALP). A promising professional development developing more Alberta-based resources. opportunity offered in 2017-2018 was the Sheltered Instruction Observation Protocol (SIOP) model. The SIOP model is a research-based and validated Supporting Reconciliation and First Nations, instructional model that has proven effective in Métis and Inuit Education addressing the academic needs of English learners. St. Albert Public Schools continued to support The model’s eight interrelated components (lesson reconciliation and First Nations, Métis and Inuit preparation, building background, comprehensible Education in 2017-2018. Highlights include district- input, strategies, interaction, practice/application, wide acknowledgement of Orange Shirt Day, Métis lesson delivery and review & assessment) offers a week and National Indigenous Peoples’ Day. School- promising holistic approach. (Additional literacy and identified lead teachers (Walking Together Leads) numeracy initiatives are detailed in Outcome 2, p.12 and they participated in four professional learning and 13.) sessions focused on building First Nations, Métis and

9 Outcome Two Students demonstrate growth in literacy and numeracy skills

Strategies

• Continue the rollout of, and support for, the implementation of the new provincial curriculum. • Enhance capacity in literacy with teachers in Kindergarten to Grade 12 through the work of the District Coordinator, Enhancing Instructional Practice – Literacy. • Continue to host lead teacher collaboration sessions and continue to promote collaboration among schools. • Increase professional learning opportunities in literacy and numeracy for teachers and educational assistants. • Enhance capacity in numeracy with teachers in Kindergarten to Grade 12 through the work of the District Coordinator, Enhancing Instructional Practice – Numeracy. • Continue to participate in the Alberta Teachers’ Association’s Agile Schools Project. • Leverage appropriate literacy and numeracy screening, diagnostic and intervention tools. • Provide targeted support for students needing support in areas of numeracy and literacy. • Develop a variety of classroom assessments that elicit evidence of student learning. • Offer parent sessions to increase their understanding of literacy and numeracy progressions. • Offer parent/family sessions that focus on computational thinking and coding. • Continue to develop a culture that identifies all teachers as responsible for literacy and numeracy competencies regardless of subject area. • Build an integrated data system that provides access and capacity to analyze and interpret both school-collected data and provincial exam results to inform our teaching practices. • Participate in Alberta Education’s Curriculum Development projects. • Build a common reporting system at the junior high level. • Leverage digital tools that support literacy and numeracy. • Continue to build a common understanding of student engagement. • Continue to support frameworks that support differentiation and purposeful approaches to numeracy and literacy. • Continue to support on-site technical support and professional learning in the area of emerging classroom technologies. DISTRICT PRIORITY AREAS AND OUTCOMES

10 2017-18 Performance Indicators

Student Survey Results

Survey Measures (Grades 7-12)* 2013-14 2014-15 2015-16 2016-17 2017-18 Percentage of students who are satisfied that their school work is 63 64 65 65 60 interesting (Grades 7-9). Percentage of students who are satisfied that their school work is 70 69 63 69 64 interesting (Grades 10-12). Percentage of students who are satisfied that their school work is 74 74 75 76 77 challenging (Grades 7-9). Percentage of students who are satisfied that their school work is 85 86 85 79 84 challenging (Grades 10-12). Percentage of students who are satisfied that the core subjects (math, language arts, social studies, science) I am learning at 86 86 86 85 83 school are useful to me (Grades 7-9). Percentage of students who are satisfied that the core subjects (math, language arts, social studies, science) I am learning at 84 83 79 85 80 school are useful to me (Grades 10-12).

* Based on provincial Accountability Pillar Student Survey

Results (%) Evaluation Performance Indicators 2014 2015 2016 2017 2018 Achievement Improvement Overall Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on 83.7 83.3 85.7 85.4 84.1 High Maintained Good Provincial Achievement Tests (overall cohort results). Overall percentage of students in Grades 6 and 9 who achieved the standard 26.5 25.8 27.1 29.3 26.0 Very High Maintained Excellent of excellence on Provincial Achievement Tests (overall cohort results). Overall percentage of students who achieved the acceptable standard 84.2 81.5 82.3 84.2 83.3 Intermediate Maintained Acceptable on diploma examinations (overall results). Overall percentage of students who achieved the standard of excellence 19.4 18.4 19.5 21.1 21.8 High Improved Good on diploma examinations (overall results).

11 Outcome Two: Reporting on our Progress

Literacy -- Offering distinct professional learning as The work of our Literacy Coordinator balances the requested including sessions on the following: need to offer opportunities for teachers to learn and Guided Math, Computational Thinking and collaborate as professionals with providing classroom- Computer Coding, Math Vocabulary and based elbow-to-elbow support to teachers in their Makerspace Challenges for Math, Math Writing classrooms. and Fluency, Differentiation in Math, Leaps & Bounds and First Steps in Mathematics, Math Highlights for the 2017-2018 school year Running Records and Makerspace with a include: Numeracy Focus. -- Monthly literacy lead teacher meetings using -- Collaboration with the Inclusive Education team a variety of evidence-based resources to build to provide support in planning and assessment. teacher capacity. Educational Technology -- Development of a series of short-learning bursts, the LitBit, that lead teachers can use to The work of our Numeracy/Educational Technology disseminate information to their school staff. Coordinator focuses on supporting teachers in using -- School residency visits focusing on lesson technology to support students’ learning across modelling and providing elbow-to-elbow curricular areas. Technology is integrated into the support to teachers in order to build teacher lesson as a tool for learning rather than the focus of capacity in literacy across the content areas. the lesson. -- Offering distinct professional learning as Highlights for the 2017-2018 school year requested including sessions on the following: include the following: Comprehensive Literacy, Benchmark Assessments, Words Their Way, Leveled Literacy -- Professional learning focused on computational Intervention, Using Mentor Texts to Springboard thinking and computer coding. Writing and Vocabulary Building in Math. -- Increased school and student participation in “Hour of Code” week. Numeracy -- The launch of the District Lending Library The work of our Numeracy/Educational Technology Initiative with hands-on, research-based Coordinator balances the need to offer opportunities technology to use in classrooms across the for teachers to learn and collaborate as professionals district. with providing classroom-based elbow-to-elbow -- School-based Family Coding Nights to allow support to teachers in their classrooms. families to explore computational thinking and how it relates to education. Highlights for the 2017-2018 school year -- Bi-monthly Teaching and Learning with include: Technology (TLT) teacher sessions focused -- The District Numeracy Screening Tool pilot at on sharing engaging technology lessons and the elementary, junior high and high school resources, finding resources to support teachers DISTRICT PRIORITY AREAS AND OUTCOMES levels. with the new lending library, and exploring new -- Monthly numeracy lead teacher meetings technologies. focused on building strategic competence and -- The support provided to school in relation to conceptual understanding. technology initiatives and purchases. -- School residency visits focusing on lesson -- Universal and targeted small group instruction modelling and providing elbow-to-elbow on Read & Write for Google. support to teachers in order to build teacher -- School residency visits focused on assistive capacity in guided math, running records, the technology (Read & Write for Google and integration of technology and math fluency. OSMO), My Blueprint, Computational Thinking

12 and Coding, Lending Library Orientation, Technology in Science, Technology in Makerspace, Enhancing Student Learning on iPads, Enhancing Student Learning on Chromebooks and Accessibility and Math Fluency.

French Immersion St. Albert Public Schools is intentional in extending our work in literacy and numeracy to our French Immersion Programs. The District Coordinator, French Immersion coordinates overarching language development opportunities for staff, organizes or supports cultural activities for students, and liaises in the larger French Immersion community.

Highlights for the 2017-2018 school year include: -- Participation in all literacy and numeracy lead teacher meetings. -- Support for language development, including a language monitor through the Odyssey Program. -- Support of staff recruitment in the French Immersion Program. -- Opportunities to liaise with professional agencies and provincial committees. -- Staff chocolate-making session ​en français. -- Participation in the French Language Arts Curriculum Development Working Group. -- Completion of a book study with school-based French Immersion Coordinators, ​​Access to Success by author Renée Bourgoin.

13 Outcome Three Students are resilient and have the skills to succeed when faced with opportunities and challenges

Strategies

• Build a common understanding and definition of resiliency. Resiliency is defined as the demonstration of positive adaptation of children and youth despite challenges, obstacles or areas of risk that they may encounter in their social contexts and living circumstances: feel appreciated and valued for their individual gifts and strengths, have an understanding of how to set realistic expectations for themselves and others, possess positive problem solving skills, apply productive coping strategies when they encounter areas of challenge or vulnerability, seek assistance from others when support is deemed necessary, experience positive support and interactions from peers and adults. – Pan Canadian Joint Consortium on School Health • Implement the Mental Health Literacy project. • Offer professional learning in programming that promotes social emotional learning. • Provide parent sessions that support building resiliency. • Reflect upon current character education practices and their ability to meet the intended student outcomes. • Empower students to seek community options and supports to enhance and foster their own resiliency. For example, BAM, youth council, student conference, The Collective, volunteer opportunities, community sport groups, 40 Assets, etc. • Build an awareness of research-based methods to build resiliency. • Assess site-based counselling needs as student enrollment increases. • Provide and/or support professional development for staff that focuses on fostering resiliency and how to support at-risk students. • Develop a proactive approach that helps students, staff and parents understand digital citizenship including the impact of social media on resiliency and mental health. • Work with the technology leads at each school and provide mini-lessons that could be delivered as part of staff meetings/school-based professional learning/lunch and after-school sessions. • Integrate informal counselling spaces (where feasible) and increase student awareness of services available in schools and the community. • Strengthen students’ and families’ understanding of the relationship between physical health and resiliency. DISTRICT PRIORITY AREAS AND OUTCOMES

14 2017-18 Performance Indicators

Student Survey Results

Survey Measures*** 2013-14 2014-15 2015-16 2016-17 2017-18 Students with a positive sense of belonging: Students who feel accepted and valued by their peers and by others at their 70 68 68 70 64 school. Students with positive relationships: Students who have friends at school they can trust and who encourage them to make 79 79 79 76 80 positive choices. Advocacy at school: Students who feel they have someone at school who consistently provides encouragement and can be turned 3.1 3.4 2.8 2.9 2.8 to for advice (out of 10). Advocacy outside of school: Students who feel they have someone at home or in their community who consistently provides 5.5 n/a 5.6 5.7 5.6 encouragement and can be turned to for advice (out of 10).

*** Based on the Our School Student Survey

15 Outcome Three: Reporting on our Progress

Promoting and Supporting Resiliency and Our Views, Our Voice Student Conference Healthy School Communities St. Albert Public Schools’ annual Our Views, Our Voice In support of resiliency and positive mental health, iLEAD student conference brings together students St. Albert Public Schools utilizes a universal design from our junior and senior highs to talk about issues for learning and the Response to Intervention (RTI) important to young people. In 2017-2018, the framework. The foundations for positive mental conference focus was mental health. The students health and resiliency include using a strength-based opened a community-wide discussion about mental approach in welcoming, caring, safe, respectful health in order to decrease stigma, to understand the and inclusive learning environments. Our district differences among mental health, mental distress, invests heavily in these foundational areas. Students mental health problems and mental illness, and develop resiliency when they feel appreciated and to raise awareness of the use of the language of valued for their individual gifts and strengths. Our mental illness in everyday conversation. During the schools promote student engagement and a sense of conference, a guest speaker shared their personal belonging through relationships, classroom instruction story of hope, students led focused conversations as well as the multitude of extracurricular activities. about mental health, and a panel shared community Within the RTI framework, our district focuses on resources and answered questions. universal and targeted supports and we partner with From the iLEAD student conference planners, community resources to offer additional targeted and individualized supports. “Our second conference was a great success. We felt that participants learned some important In 2016-2017, we received a grant from the Alberta things about mental health, that they left feeling Healthy School Communities Wellness Fund to more comfortable talking about mental health, support our work in the area of resiliency. The funding that they understand that help is available if they supported the opportunity to identify Health and or someone they know need it, that they made Resiliency Leads in each school and to bring them new connections with people, and that they left together for learning and collaboration. The second with ideas of how to take care of their own mental year of the project focused on mental health literacy. health and build resiliency.” The mental health literacy approach, developed by teenmentalhealth.org, is an evidence-based approach See more on our district youtube channel that helps develop knowledge of the difference among (https://www.youtube.com/watch?v=Fha_luSvAuM). mental health distress, mental health problems and mental health disorders/illnesses. In addition to staff training, there are junior and senior high curricular resources that address stigmas and myths, brain health, mental illness, treatment and recovery. In 2017-2018, Health and Resiliency Leads participated in two days of Go-to-Educator training with Andrew DISTRICT PRIORITY AREAS AND OUTCOMES Baxter from Alberta Health Services. Each school has a Go-to-Educator Mental Health Literacy training team consisting of a teacher, a support staff member and the school counsellor. Additional implementation is planned for the 2018-2019 school year.

16 Working with Community Partners Additional Supports and Services St. Albert Public Schools remains committed to working In 2017-2018, St. Albert Public Schools supplemented with our community partners to promote positive its staffing complement to add positions that support mental health and resiliency, to intervene early and the emotional/behavioural needs of our students. Over to transition to intensive intervention services when the last four years, St. Albert Public Schools increased necessary. their school-based counselling full-time equivalent (FTE) by 0.4 at the high school level, 0.8 at the junior Highlights from the 2017-2018 school year high level, 0.9 at the elementary level for a combined include: total of a 2.1 increase in FTE counselling support. -- Our continued partnership with the city of St. In addition, we added the services of a contracted Albert’s Community and Social Development addictions counsellor to help address the growing (CSD) department to provide targeted group concerns regarding addictions and mental health in intervention and Family School Liaison supports. our junior and senior high schools. -- The formation of the Mental Wellness Committee to work collaboratively to provide parents, students and community members with mental wellness resources and programs, to identify gaps in community services and to develop and advocate for additional services. -- The inter-district counsellor collaboration including a tour of the residential programs offered by Alberta Health Services in the area of mental health and addictions. -- Continued family support through the Wrap- around program. In 2017-2018, 13 families received support through the wrap-around process. -- Implementation of the Violence Threat Risk Assessment (VTRA) approach through staff training, protocol development and informal application of the VTRA process when warranted. The informal VTRA process resulted in multiple agencies coming together to support students and families who were involved with serious incidents in getting the help that they need at school, home and in the community.

17 Outcome Four Staff wellness and resiliency are supported through culture, collaboration and professional learning

Strategies • Begin the roll-out of, and support for, the • Identify, support and create school and district implementation of the new provincial curriculum. initiatives designed to enhance morale and staff • Establish, promote and maintain an understanding wellness. and definition of resiliency. • Create a district list or group to informally exchange • Continue to support new teachers through the two- ideas and to promote, share or collect research year mentorship program. material that enhances a collective understanding of resiliency. • Continue to provide professional learning for school and district leaders through Leading for Learning • Begin conversations and complete a needs analysis and IDEA sessions. about the new quality practice standards. • Build leadership capacity among staff. • Continue to support professional learning opportunities for staff. • Offer more opportunities to share best practices among staff – both site based and across the district, which may include opportunities for embedded professional collaboration in work schedules. DISTRICT PRIORITY AREAS AND OUTCOMES

18 2017-18 Performance Indicators

Staff Survey Results

Survey Measures** 2013-14 2014-15 2015-16 2016-17 2017-18 Percentage of school staff who are satisfied with the support and New measure for 88 86 resources needed to meet the diverse needs of students. 2016-17 Percentage of school staff who are satisfied that the school is a n/a 99 n/a 97 95 positive, caring, and welcoming place. Percentage of district office staff who are satisfied that their n/a 91 n/a 97 88 workplace is a positive, caring, and welcoming place. Percentage of school staff who are satisfied that I feel safe in the n/a 99 n/a 98 98 school. Percentage of district office staff who are satisfied that they feel safe n/a 95 n/a 96 93 in the workplace. Percentage of school staff who are satisfied with professional n/a 90 n/a 90 90 learning opportunities that are supported by the district. Percentage of district office staff who are satisfied with professional n/a 89 n/a 81 90 learning opportunities that are supported by the district. Percentage of school staff who are satisfied that they have the New measure for 93 92 support necessary to be effective and successful in my job. 2016-17 Percentage of district office staff who are satisfied that they have the New measure for 85 90 support necessary to be effective and successful in my job. 2016-17 Percentage of school staff who are satisfied with the opportunities to 96 n/a 96 84 83 collaborate with colleagues. Percentage of district office staff who are satisfied with the 98 n/a 83 92 90 opportunities to collaborate with colleagues. Percentage of school staff who are satisfied that the professional New measure for 81 85 growth plan process helps me improve my skills. 2016-17 Percentage of school staff who are satisfied with the technology New measure for 86 89 support and training that is supported by the district. 2016-17 Percentage of district office staff who are satisfied with the New measure for 89 95 technology support and training that is supported by the district. 2016-17

** Based on district-administered satisfaction survey to teachers and support staff

19 Outcome Four: Reporting on our Progress

Healthy school communities necessitate a focus on Staff Recognition the health and wellness of both students and staff. St. The Welcome Back Barbeque and the Long Service Albert Public Schools values their employees and this is Awards are two district events that encapsulate the evident in our district culture. Anecdotal feedback and caring culture in our district. The Welcome Back results from the annual staff satisfaction survey indicate Barbeque takes place annually on the second that staff appreciate the caring organizational culture operational day of the school year. All staff are in our district. invited to district office to enjoy the fellowship of their colleagues while enjoying food served by trustees Mentorship and senior administration. It is an informal event Positive relationships, as well as a sense of belonging that symbolizes the values of caring, belonging and and appreciation, contribute to staff health and relationships. The Long Service Awards presentations wellness. Our mentorship program is our beginning recognize the contributions of staff who have worked teachers’ introduction to our district and the program for this district for five or more years. At the awards is symbolic of the value we place on connection and ceremony, time is taken to highlight the career and support. The two-year mentorship program is guided contributions of each recipient. As our district grows, by a steering committee with representation from we will sustain the practices that honour and celebrate diverse levels, programs and schools. The hallmark our staff. of the mentorship program is the release time that protégés are provided to collaborate with their mentor. In 2017-2018, we provided an array of supports for our beginning teachers in year one (15 teachers) and year two (20 teachers) of their careers including the addition of a ‘welcome afternoon.’ We believe our strong mentorship program contributes to our high retention rate for beginning teachers.

Collaboration St. Albert Public Schools is providing more opportunities for teachers to collaborate with one another. Our staff satisfaction results and current educational research points to the high value teachers draw from working together. In addition to promoting trust and belonging, collaboration also creates space to reflect on practice and to facilitate action on collective pedagogical initiatives. In 2017-2018, we offered collaborative sessions for the following DISTRICT PRIORITY AREAS AND OUTCOMES groups of teachers/staff: literacy lead teachers, numeracy lead teachers, special education teachers, school counsellors, technology lead teachers, Walking Together (First Nations, Métis and Inuit Education) lead teachers, Music teachers, Art teachers, Physical Education teachers, Mental Health Literacy School Based Teams, beginning teachers and French Immersion Coordinators.

20 Supporting Leadership Book studies and inter-school visitations complement The work of instructional leaders is to ensure that the range of activities being undertaken by school- every student receives the highest quality instruction based administrators. In 2017-2018, leaders each day. Doing so requires that instructional leaders participated in a book study of Caring is Everything: focus on improving the quality of teaching and for Getting to the Heart of Humanity, Leadership, and Life the improvement of student learning. St. Albert Public by David Irvine and visited three schools for a “walk- Schools is very proactive in addressing the issues of about.” leadership development and succession planning. Our senior administration team collaborates with In December 2017, district and school administration principals during yearly IDEA sessions. These provide as well as trustees participated in our bi-annual retreat. the opportunity for principals to collaborate with one The retreat included sessions on authentic leadership another and share expertise. In 2017-2018, two IDEA by David Irvine, emerging educational trends by Dr. sessions were held. The first session focused on the Phil McRae and an overview of educational issues by technology in schools and the second focused on David King. The retreat is a valuable time to connect, program accommodation. reflect and plan for the future. Our district offers a “Leading for Learning” model The administrators’ mentorship program continues which places the school administrators at the centre of to flourish. Flexibility in pairing of principals and instructional leadership and surrounds them with the assistant principals, coupled with the opportunity for support of district services and senior administration. In individuals, pairs and small groups to develop growth 2017-2018, the Leading for Learning sessions focused plans designed to meet their own specific professional on human resources, specifically on staff recruitment, needs has resulted in a program that is well received effective hiring and supervision. by all participants. In 2017-2018, three principals and Our district offers professional learning for teachers four assistant principals were new to their positions. who are interested in educational leadership. Three Administration, teachers, support staff and trustees sessions were held in 2017-2018 focusing on worked collectively to support everyone in their new discovering the leader within through the lens of values positions. and purpose.

21 Outcome Five District growth is supported and managed by governance, public engagement and partnerships

Strategies

• Continue to engage parents and community members through school councils and stakeholder engagement. • Continue to work with the Alberta Government, the municipal government and other partners to find solutions to accommodate our growing student population. • Continue to work closely with Alberta Health Services to ensure our students and families have access to services required. • Continue to proactively manage current and future facility and modular maintenance needs. • Explore alternate transportation options to alleviate growth pressures. • Work to maintain St. Albert Public Schools’ current small community feel and culture through district office, site- specific and community initiatives. • Review communication processes in relation to their effectiveness to reach a broad audience. • Continue to inform community members of Transition 10,000 plans and decisions. • Continue the student voice iLEAD project. • Implement proactive hiring strategies for specialty teachers. • Continue to seek support and direction from the Lesbian, Gay, Bisexual, Transgendered and Queer (LGBTQ) community in support of inclusive learning environments. • Investigate how we can partner with the City of St. Albert in support of The Collective. • Continue to collaborate with the Royal Canadian Mounted Police (RCMP) in community partnerships. • Work with community partners to implement the Violent Threat Risk Assessment (VTRA) protocol. • Strengthen partnerships with community partners in relation to alcohol and drug awareness, including the potential impacts of the legalization of marijuana. • Create and maintain a strong positive relationship with our First Nations, Métis and Inuit communities, particularly at the local school level. • Advocate to all levels of government on educational issues and trends by participating in activities such as the curriculum development and implementation. DISTRICT PRIORITY AREAS AND OUTCOMES

22 2017-18 Performance Indicators

Student, Parent and Staff Survey Results

Survey Measures 2016-17 2017-18 Students Satisfied 95 95 Percentage of students who are satisfied with the overall quality of Unsatisfied 3 4 education at their school (Grades 7-9). Don’t Know 2 1 Satisfied 96 94 Percentage of students who are satisfied with the overall quality of Unsatisfied 2 3 education at their school (Grades 10-12). Don’t Know 2 3 Satisfied 90 91 Percentage of students who are satisfied with the variety of courses at Unsatisfied 8 8 their school (Grades 7-9). Don’t Know 2 2 Satisfied 94 94 Percentage of students who are satisfied with the variety of courses at Unsatisfied 5 3 their school (Grades 10-12). Don’t Know 1 3 Parents Satisfied 90.9 93.0 Percentage of parents who are satisfied with the quality of education their Unsatisfied 8.8 6.5 child is receiving. Don’t Know 0.3 0.5 Satisfied 91.6 93.8 Percentage of parents who are satisfied with the choice of courses and Unsatisfied 6.7 4.7 programs available in their school. Don’t Know 1.7 1.5 Satisfied 56.5 59.9 Percentage of parents who are satisfied that leadership at the district level Unsatisfied 6.1 5.4 effectively supports and facilitates teaching and learning. Don’t Know 37.4 34.7 Satisfied 58.7 62.4 Percentage of parents who are satisfied that St. Albert Public Schools uses Unsatisfied 9.2 7.5 its financial resources to best meet the learning needs of students. Don’t Know 32.1 30.1

Percentage of parents who are satisfied that there are opportunities for Satisfied 73.8 73.3 them to have meaningful input into decisions that affect their child’s Unsatisfied 11.8 11.4 education. Don’t Know 14.4 15.3 Satisfied 62.6 62.9 Percentage of parents who are satisfied with the St. Albert Public School Unsatisfied 6.3 6.2 Board’s policies, priorities and processes. Don’t Know 31.1 30.9 Satisfied 57.8 56.6 Percentage of parents who are satisfied that their input is considered, Unsatisfied 7 7.9 respected, and valued by the St. Albert Public School Board. Don’t Know 35.2 35.5

23 2017-18 Performance Indicators (cont’d)

Student, Parent and Staff Survey Results

Survey Measures 2016-17 2017-18 Staff Satisfied 96 96.6 Percentage of school staff who are satisfied with the quality of education Unsatisfied 3 2.4 that students are receiving in school. Don’t Know 1 1 Satisfied 95.7 97.6 Percentage of school staff who are satisfied with the choice of courses Unsatisfied 2.5 0.70 and programs available for students in the school district. Don’t Know 1.8 1.7 Satisfied 90.9 89.7 Percentage of school staff who are satisfied that leadership at the district Unsatisfied 3.1 2.9 level effectively supports and facilitates teaching and learning. Don’t Know 6 7.4 Satisfied 86.8 97.6 Percentage of district office staff who are satisfied that leadership at the Unsatisfied 11.3 2.4 district level effectively supports and facilitates teaching and learning. Don’t Know 1.9 0 Satisfied 80.7 79.1 Percentage of school staff who are satisfied that St. Albert Public Schools Unsatisfied 7 6.6 uses its financial resources to best meet the learning needs of students. Don’t Know 12.3 14.3 Percentage of district office staff who are satisfied that St. Albert Public Satisfied 82.7 85.4 Schools uses its financial resources to best meet the learning needs of Unsatisfied 13.5 4.8 students. Don’t Know 3.8 9.8 Satisfied 85.1 82.5 Percentage of school staff who are satisfied with the St. Albert Public Unsatisfied 4.3 3.9 School Board’s policies, priorities and processes. Don’t Know 10.6 13.6 Satisfied 88.7 85.4 Percentage of district office staff who are satisfied with the St. Albert Public Unsatisfied 3.8 7.3 School Board’s policies, priorities and processes. Don’t Know 7.5 7.3 Satisfied 81.8 88.4 Percentage of school staff who are satisfied that their input is considered, Unsatisfied 6.5 10 respected, and valued by the St. Albert Public School Board. Don’t Know 11.7 1.6 Satisfied 79.3 75.6 Percentage of district office staff who are satisfied that their input is Unsatisfied 11.3 9.8 considered, respected, and valued by the St. Albert Public School Board. Don’t Know 9.4 14.6 DISTRICT PRIORITY AREAS AND OUTCOMES ** Based on district-administered satisfaction survey to teachers and support staff

24 Outcome Five: Reporting on our Progress

Local Governance Policy Development Local governance is both a hallmark of public St. Albert Public Schools’ Board of Trustees has education in Alberta and a key to our success as an a robust policy development and review process. education system. Communities, and the schools that The policy process includes many opportunities for serve them, are unique. They have unique strengths, stakeholder input and engagement. In 2017-2018, the needs and cultures. Our locally-elected Board of board reviewed, revised and approved the following Trustees is in the best position to make decisions policies and regulations: Student Fees, Student because they understand the local context in all Transportation, Discrimination and Harassment, its complexities. Whether it is setting the strategic District Owned Vehicles, Flags, Naming of Schools direction, approving budget allocation models, and Physical Spaces, Personnel Records, Health and approving and then advocating for capital investments Wellness of Staff and Students, Information Security or setting fees, the Board of Trustees connects the local and Acceptable Use of Technology, Generating dynamics with provincial directions in a nuanced and Revenue and Smoking and Alcoholic Beverages and thoughtful manner. Marijuana/Cannabis Products.

Our Board of Trustees uses a strategic planning process that identifies board priorities for their elected Partnerships term. Key strategies to support the priorities are Partnerships are fundamental to the work of a developed on an annual basis. For the 2017-2021 school district in that they assist us in providing an term, our Board of Trustees identified the following equitable, accessible, safe, caring and inclusive four priorities: Support for Transitions, Changes and education system. In turn, through partnership, we Growth; Health, Wellness and Resiliency; Political contribute to equitable, accessible, safe, caring and Advocacy and Community Engagement; and, Promote inclusive communities. Alignment of goals and sharing and Celebrate District Innovation. In support of resources allows for opportunities to effectively and these priority areas, key accomplishments for the efficiently meet the needs of collective stakeholders. 2017-2018 school year include: the hiring of a new St. Albert Public Schools is fortunate to have many and superintendent, a revised and approved policy on varied strong partnerships. Our closest partners, our the Health and Wellness of Staff and Students, and parents, support district and school initiatives through initiation of a district-wide response to the legalization providing feedback, volunteering, fundraising and of marijuana. The Board’s provincial advocacy participating in school councils and the Council of efforts were focused on high school space, dedicated School Councils. We also have effective partnerships sustainable funding to support mental health, student through the St. Albert Mobilization Committee and the fees, student transportation and funding to support St. Albert and Sturgeon Regional Collaborative Service Walking Together consultants. At the local level, the Delivery Team. We are very proud of our partnership Board continued to advocate to the City of St. Albert with St. Albert RCMP Community Policing team. Our for both appropriately-sized and an adequate number Board of Trustees works collaboratively with the city of school sites. council and the Greater St. Albert Catholic Regional The continuation of strong local governance is key to School Division Board of Trustees through formal and delivering on the expectations of our community. The informal sharing opportunities. Finally, our trustees potential erosions of local autonomy, whether through are active members of the Alberta School Boards various restrictions on school and transportation fees Association and the Public School Boards’ Association or highly-prescriptive policy expectations, compromise of Alberta. decision making at the level closest to students. As a district, we will continue to advocate for a model of strong local governance.

25 District Outcomes 2018-2021

TCOME TCOME TCOME OU 1 OU 2 OU 3

The diverse needs of our Students demonstrate growth in Students are resilient and have the students are met in inclusive literacy and numeracy skills. skills to succeed when faced with learning environments. opportunities and challenges. O TCOME UTC ME OU 4 O 5

Staff wellness and resiliency District growth is supported and are supported through managed by governance, public culture, collaboration and engagement and partnerships. professional learning.

Provincial Outcomes 2018-2021

TCOME TCOME TCOME OU 1 OU 2 OU 3

Alberta’s students Alberta’s education system Alberta’s education system are successful. supports First Nations, Métis, respects diversity and and Inuit students’ success. promotes inclusion.

COM TCOME DISTRICT PRIORITY AREAS AND OUTCOMES T E U OU 4 O 5

Alberta has excellent teachers, Alberta’s education system is well school and school authority leaders. governed and managed.

St. Albert Public Schools Three Year Education Plan aligns with the Alberta Education 2017-2020 Business Plan. 26 REPORT TO OUR COMMUNITY

St. Albert Public Schools Three Year Education Plan aligns with the Alberta Education 2017-2020 Business Plan. FOUNDATION STATEMENTS

Mandate The Board of Trustees is responsible to provide Through our commitment each of its students an education program to excellence in public consistent with the requirements of the School education, we strive to Act and the School Act Regulations. ensure all students become life-long learners, confident The intent of the Board is to provide the best and capable of shaping possible education for all its students, that is, their future and meeting all students will have the opportunity to acquire

MISSION the challenges of today the knowledge, skills and attitudes needed to be and tomorrow. self-reliant, responsible, caring and contributing members of society.

Beliefs In our commitment to public education, we believe that: • Our students’ learning is central to everything we do; • It is the shared responsibility of the school community (students, staff, parents, community members) to encourage all students to become respectful, responsible, global citizens who demonstrate tolerance and acceptance; • By setting high expectations students are challenged to achieve to their full potential; • Schools must be safe and caring environments where students, staff and parents feel connected, valued and respected; • Public education is the foundation of equal opportunity that recognizes and enhances the value and potential of all; • The classroom is central to student learning; and, • Members of our school community have a shared responsibility and obligation to provide learners with an optimal learning environment.

28 DISTRICT SCHOOLS Bellerose Paul Kane Grade 10-12 Grade 10-12 49 Giroux Road 12 Cunningham Road 780.460.8490 780.459.4405 bchs.spschools.org pkhs.spschools.org Elmer S. Gish Robert Rundle Grade K-9 Grade K-6 75 Akins Drive 50A Grosvenor Boulevard 780.459.7766 780.459.4475 esgjh.spschools.org rrem.spschools.org Keenooshayo Ronald Harvey Grade K-6 Grade K-6 40 Woodlands Road 15 Langley Avenue 780.459.3114 780.459.5541 keem.spschools.org rhem.spschools.org Leo Nickerson Sir Alexander Grade K-6 Mackenzie 10 Sycamore Avenue Grade K-6 780.459.4426 61 Sir Winston Churchill Avenue lnem.spschools.org 780.459.4467 Lois E. Hole samem.spschools.org Grade K-6 Sir George Simpson 120 Everitt Drive North Grade 7-9 780.460.0034 50 Grosvenor Boulevard leh.spschools.org 780.459.4456 Lorne Akins sgsjh.spschools.org Grade 7-9 St. Albert Public 4 Fairview Boulevard Preschool 780.460.3728 Multiple locations lajh.spschools.org c/o 60 Sir Winston Muriel Martin Churchill Avenue 780.419.6545 Grade K-6 preschool.spschools.org 110 Deer Ridge Drive 780.458.0205 Wild Rose mmem.spschools.org Grade K-6 Outreach 58 Grenfell Avenue 780.460.3737 Grade 10-12 wrem.spschools.org 50 Sir Winston Churchill Ave. 780.458.0839 William D. Cuts outreach.spschools.org Grade 7-9 149 Larose Drive 780.458.8585 wdcuts.spschools.org

29 PROFILE St. Albert Public Schools provides an exciting world of opportunities for students – opportunities to learn, create, investigate the wonders around us, and excel. In 1958, our district started with one school and approximately 130 students. Today, we are a vibrant school district offering a comprehensive range of exemplary programs to more than 8,500 students from preschool to Grade 12. A staff of approximately 510 teachers and 350 support personnel in our 14 schools, as well as an Outreach High School and multiple preschool locations, carries out the district’s work.

St. Albert Public Schools is committed to supporting the individual needs, abilities and interests of all students. We bring together core academic subjects, diverse optional programming and a strong emphasis on character and citizenship education. What is consistent in our schools is that students receive a high quality education from skilled and dedicated educators.

Our district believes in inclusive learning environments that honour and value diversity. Our district is committed to offering a number of programs of choice to students seeking alternative means of pursuing their education, and our staff makes every effort to help students achieve a high level of success. The district offers early and late French Immersion programs, International Baccalaureate and Advanced Placement programs, Academic Challenge, Knowledge and Employability, a Logos Christian program, a Cogito program, Career and Technology Studies, and preschool programs primarily funded through Alberta Education’s Program Unit Funding (PUF). We offer choice in our programming for students with special needs including programming and support services offered in regular classrooms in neighbourhood schools to more specialized classrooms in specific district sites.

30 All students benefit from innovative teaching practices, outstanding fine arts and sports programs, state-of-the-art technology, opportunities for community involvement, and varied extracurricular programs in athletics, clubs and more. Our schools supplement the provincially-mandated curriculum in a variety of ways to reflect the uniqueness of their individual school communities.

Provincial Achievement Test and Diploma Examination results demonstrate tremendous success in our students’ achievement and growth. We also measure student progress in a variety of other ways. Each year, thousands of scholarship dollars, certificates and medals attest to student accomplishments in academics, science, fine arts and athletics. Success is also reflected in our students’ eager participation in a wide variety of service and extracurricular activities that promote strong values and citizenship.

Our commitment to excellence is reflected in our 2017-2018 Accountability Pillar Survey results. Our students, parents and teachers are very satisfied with the programs we offer, the quality of education we provide as well as our efforts to continuously reflect on and improve our practice.

Results (%) Evaluation Performance Indicator 2014 2015 2016 2017 2018 Achievement Improvement Overall

Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program 86.5 86.2 86.1 86.0 84.7 Very High Declined Good of studies including fine arts, career, technology, and health and physical education.

Percentage of teachers, parents and students 84.0 83.2 83.6 84.6 83.3 Very High Maintained Excellent satisfied with the overall quality of basic education.

Percentage of teachers, parents and students 90.8 91.6 90.2 91.3 89.8 Very High Declined Good satisfied with the overall quality of basic education.

The following sections provide information on our district’s highlights, trends and challenges.

31 DISTRICT HIGHLIGHTS, TRENDS AND CHALLENGES Families choose St. Albert Public Schools. Our In late 2017, our district participated in an Alberta tradition of high-quality education offered in Infrastructure led value management study of our welcoming, caring and safe environments is district’s high school space needs. A highly-valued reflected in our ongoing growth in enrollment. In option resulting from the value management study 2017-2018, our overall full-time equivalent student was a two-phase solution to our high school space population grew 2.5% from the previous year. needs. Phase 1 is a replacement school for Paul Over the last five years, our Kindergarten to Grade Kane High School and Phase 2 is a modernization 9 student population has increased over 30%. and expansion of Bellerose Composite High In 2017-2018, we had the highest Kindergarten School. enrollment in our district’s history, every grade cohort grew in size as it moved forward one grade, We are very pleased that the 2018 Alberta and seven of our 14 schools had more than 600 Education capital announcements included a students. replacement school for Paul Kane. We look forward to continued study of, and planning for, As a district that has grown to over 8,500 students Phase 2 of the strategy to manage our increasing in a short period of time, we continue to monitor high school enrollment. the ongoing pressures associated with high utilization. Our principals and facilities department St. Albert Public Schools received one new are finding creative ways to create learning modular for the 2018-2019 school year which spaces so we can continue to provide high-quality was designated to accommodate growth pressures learning environments. Our Board of Trustees is at Lorne Akins Junior High School. New modular very sensitive to the expectations of the community classrooms and replacement modular classrooms and continues to seek solutions to program are instrumental to our accommodation and accommodation. capital plans.

Lois E. Hole, our new K-6 School, opened Our district is currently operating close to 90% in September 2017. This dual-track French utilization. We have four accommodation Immersion and English programming school challenges moving forward. With the growth in our opened its doors with over 470 students including Kindergarten to Grade 9 populations, the need 80 Kindergarten and 80 Grade 1 students. In for additional high school space remains our first September 2018, Lois E. Hole school welcomed priority. Our second challenge is accommodating over 110 Kindergarten children and its total the growth of our French Immersion program enrollment of 609 exceeds its capacity. The at the junior high level. The third challenge is enrollment at Lois E. Hole further demonstrates the accommodating the growth in the new subdivisions high need for new space in our district. in the city of St. Albert when 50% of our schools are currently operating at over 85% of their Joseph M. Demko School, a K-9, 900-student capacities. Our fourth challenge is finding space to school in the northwest quadrant of our city, is accommodate growth in our preschool programs. scheduled to open in September 2019. This school We have grown from two classes to 12 and we will offer English and Logos Christian programs need a longer accommodation plan as we move and a full complement of Career and Technology forward. During the 2018-2019 school year, we Studies (CTS) programs for our students. Planning plan to engage our stakeholders in a solution- for Joseph M. Demko will continue throughout focused discussion. 2018-2019. 32 École Élémentaire Lois E. Hole Elementary School

Joseph M. Demko School

33 Student Achievement St. Albert Public Schools provides learning environments that address the diverse needs of learners and support student achievement. We are committed to encouraging students to embrace their passions and interests, while also achieving at their potential.

The district continues to be proud of the ongoing achievement and growth of our students as indicated through the provincial examination system.

Our 2017-2018 overall Provincial Achievement Test results for Grades 6 and 9 exceed the provincial averages at both the Acceptable Standard and the Standard of Excellence. With the exception of Grade 9 Mathematics, in all Grade 6 and 9 subjects written in English, our results are in the high or very high achievement category. Our results in all subject areas at both standards of achievement are higher than the provincial average.

Our 2017-2018 Diploma Examination results for the Acceptable Standard and the Standard of Excellence are on par with the provincial results. We are pleased with an improvement in the achievement at the Standard of Excellence for the 2017-2018 school year. Based on the Accountability Pillar Improvement Evaluation, St. Albert Public Schools’ students improved their achievement in the following subject areas: • English Language Arts 30-1: Acceptable Standard and Standard of Excellence • English Language Arts 30-2: Acceptable Standard and Standard of Excellence • Social Studies 30-1: Standard of Excellence • Social Studies 30-2: Acceptable Standard • Physics 30: Standard of Excellence

In addition, we are pleased with the high level of achievement in the following subjects: • English Language Arts 30-1: Acceptable Standard • Social Studies 30-1: Standard of Excellence • Biology: Acceptable Standard and Standard of Excellence • Science 30: Acceptable Standard and Standard of Excellence • English Language Arts 30-1: Standard of Excellence • English Language Arts 30-2: Standard of Excellence • Physics 30: Standard of Excellence DISTRICT HIGHLIGHTS, TRENDS AND CHALLENGES

34 Results (%) Evaluation Performance Indicator 2014 2015 2016 2017 2018 Achievement Improvement Overall

Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on 83.7 83.3 85.7 85.4 84.1 High Maintained Good Provincial Achievement Tests (overall cohort results).

Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on 26.5 25.8 27.1 29.3 26.0 Very High Maintained Excellent Provincial Achievement Tests (overall cohort results).

Overall percentage of students who achieved the acceptable standard 84.2 81.5 82.3 84.2 83.3 Intermediate Maintained Acceptable on diploma examinations (overall results).

Overall percentage of students who achieved the standard of 19.4 18.4 19.5 21.1 21.8 High Improved Good excellence on diploma examinations (overall results).

35 High School and Beyond We are proud of the achievements of our students as they proceed through high school and transition to post- secondary studies and the world of work. Our post-secondary transition, diploma examination participation and Rutherford Scholarship eligibility rates exceed provincial results. Our participation rates in diploma examination subjects remain high and are above provincial rates in English Language Arts 30-1, French Language Arts 30-1, Mathematics 30-1, Social Studies 30-1, Biology 30, Chemistry 30, Physics 30 and Science 30.

Our students stay in school and complete high school. Our dropout rate is very low. Although our three-year high school completion rate was below 80% in 2017, our four-year high school completion rate increased from 81.9% to 87.2% in the same time period.

Results (%) Evaluation Performance Indicator 2013 2014 2015 2016 2017 Achievement Improvement Overall High School Completion Rate - Percentage of students who completed 77.1 80.9 75.9 82.7 77.5 High Declined Acceptable high school within three years of entering Grade 10. Dropout Rate - annual dropout rate of students 1.8 1.8 1.4 2.1 1.6 Very High Maintained Excellent aged 14 to 18. High school to post- secondary transition rate of students within 69.6 68.0 66.9 63.8 65.3 High Maintained Good six years of entering Grade 10. Percentage of Grade 12 students eligible for a n/a n/a 68.3 72.4 68.9 n/a Maintained n/a Rutherford Scholarship. Percentage of students writing four or more diploma exams within 61.9 61.2 61.7 68.0 60.5 High Declined Acceptable three years of entering Grade 10.

Results (%) Evaluation Performance Indicator 2014 2015 2016 2017 2018 Achievement Improvement Overall Percentage of teachers and parents who agree that students are taught attitudes and behaviours 84.8 84.0 84.3 84.7 80.6 High Declined Acceptable that will make them successful at work when DISTRICT HIGHLIGHTS, TRENDS AND CHALLENGES they finish school.

36 Welcoming, Caring, Safe and Inclusive Environments St. Albert Public Schools prides itself on being a welcoming, caring, safe and inclusive environment in which to learn and work. Our schools offer many opportunities for students to develop and grow as citizens and leaders. Character and citizenship education are fundamental to the everyday work of schools. From local community initiatives to international work, our students are active humanitarians who make significant positive contributions to community. Our Accountability Pillar Survey results continue to be in the very high achievement category on both the safe and caring and citizenship measures.

Results (%) Evaluation Performance Measures 2014 2015 2016 2017 2018 Achievement Improvement Overall Percentage of teachers, parents and students who Declined are satisfied that students 85.5 85.4 83.4 85.6 81.9 Very High Acceptable Significantly model the characteristics of active citizenship. Percentage of teacher, parent and student agreement that: students are safe at school, are Declined learning the importance 90.9 91.3 90.0 91.8 89.6 Very High Acceptable Significantly of caring for others, are learning respect for others and are treated fairly in school.

St. Albert Public Schools works hard to maintain an organizational culture that supports and cares for staff. In addition to the more formal activities, such as the annual Welcome Back Barbeque, activities organized through the Organizational Health Committee, the annual Long Service event and the Board of Trustees’ Certificates of Recognition, the day-to-day interactions among staff at all levels of the organization are warm and caring.

37 Public Engagement and Parent Involvement Our Board of Trustees is actively engaged in collaborating with the community and levels of government to ensure that our students have opportunities to develop the skills and competencies they will need to become global citizens. The Board works with staff to develop meaningful plans and reports that align the unique needs of our school community with the direction provided by Alberta Education. This collaboration involves trustee attendance at school council meetings, Council of School Councils (COSC), a yearly Stakeholder Workshop, a biannual board/administrators’ retreat, and professional group meetings and planning sessions.

Our Three Year Education Plan and Report to the Community (Annual Education Results Report), Diploma Examination and Provincial Achievement Test results will be shared with the Council of School Councils at the first meeting in 2019. At the school level, school councils receive schools’ results on the Accountability Pillar measures as well as Provincial Achievement Tests or Diploma Examinations. School councils are then provided the opportunity to review the schools’ interpretation of those results and measures and offer their contributions in developing the schools’ Education Plan.

The importance of public participation is heightened as the district grows and we plan for new schools. In addition to our annual parent satisfaction survey, we are examining innovative strategies to engage our community.

Teachers and parents continue to report a high level of satisfaction with parental involvement in educational decisions.

Results (%) Evaluation Performance Indicator 2014 2015 2016 2017 2018 Achievement Improvement Overall

Percentage of teachers and parents satisfied with parental involvement 80.7 81.9 81.3 81.7 79.5 High Declined Acceptable in decisions about their

DISTRICT HIGHLIGHTS, TRENDS AND CHALLENGES child's education.

38 The Accountability Pillar consists of a common set of performance measures for all school authorities and provides a mechanism to measure their success, and assess their progress towards meeting their learning goals. As part of the accountability process, school authorities are required to report their Accountability Pillar results to their communities.

St. Albert Public Schools Combined 2018 Accountability Pillar Overall Summary

St. Albert Public SD Alberta Measure Evaluation No. 5565

Measure Measure Category Result Result Overall Average Average Achievement Improvement Previous Year Previous Year Previous Current Result Current Result Current Previous 3 Year 3 Previous Year 3 Previous

Safe and Declined Safe and Caring 89.6 91.8 91.1 89.0 89.5 89.4 Very High Acceptable Caring Schools Significantly

Program of Studies 84.7 86.0 86.1 81.8 81.9 81.7 Very High Declined Good

Student Education Quality 89.8 91.3 91.0 90.0 90.1 89.9 Very High Declined Good Learning Drop Out Rate 1.6 2.1 1.8 2.3 3.0 3.3 Very High Maintained Excellent Opportunities

High School Completion 77.5 82.7 79.9 78.0 78.0 77.0 High Declined Acceptable Rate (3 yr)

Student PAT: Acceptable 84.1 85.4 84.8 73.6 73.4 73.3 High Maintained Good Learning Achievement PAT: Excellence 26.0 29.3 27.4 19.9 19.5 19.2 Very High Maintained Excellent (Gr K-9)

Diploma: Acceptable 83.3 84.2 82.7 83.7 83.0 83.0 Intermediate Maintained Acceptable

Student Diploma: Excellence 21.8 21.1 19.7 24.2 22.2 21.7 High Improved Good Learning Diploma Exam Achievement Participation Rate 60.5 68.0 63.6 55.7 54.9 54.7 High Declined Acceptable (Gr 10-12) (4+ Exams)

Rutherford Scholarship 68.9 72.4 70.3 63.4 62.3 61.5 n/a Maintained n/a Eligibility Rate

Preparation Transition Rate (6 yr) 65.3 63.8 66.2 58.7 57.9 59.0 High Maintained Good for Lifelong Learning, Work Preparation 80.6 84.7 84.3 82.4 82.7 82.4 High Declined Acceptable World of Work, Declined Citizenship 81.9 85.6 84.8 83.0 83.7 83.7 Very High Acceptable Citizenship Significantly

Parental Parental Involvement 79.5 81.7 81.7 81.2 81.2 81.0 High Declined Acceptable Involvement

Continuous School Improvement 83.3 84.6 83.8 80.3 81.4 80.7 Very High Maintained Excellent Improvement OUR 2017-2018 ACCOUNTABILITY PILLAR RESULTS

39 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 (Grades 6, 9); French Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).

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

7. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1; English Language Arts 30-2; French Language Arts 30-1; 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. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

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

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

12. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort. OUR 2017-2018 ACCOUNTABILITY PILLAR RESULTS

40 St. Albert Public Schools Combined 2018 Accountability Pillar First Nations, Métis and Inuit Education Summary

St. Albert Public SD Alberta No. 5565 (First Nations, Measure Evaluation (First Nations, Métis and Inuit) Métis and Inuit)

Measure Category Measure

Result Result Target Overall Average Average 2017-2018 Achievement Improvement Previous Year Previous Year Previous Current Result Current Result Current Previous 3 Year 3 Previous Year 3 Previous

Drop Out Rate 4.8 9.4 6.3 4.8 5.8 6.3 5.0 Intermediate Maintained Acceptable Student Learning High School Opportunities Completion Rate 43.4 53.5 56.1 53.3 53.7 50.5 60 Very Low Maintained Concern (3 yr)

Student PAT: Acceptable 66.9 73.0 76.6 51.7 51.7 52.0 70 Low Maintained Issue Learning Achievement PAT: Excellence 17.3 31.3 21.0 6.6 6.7 6.5 15 Intermediate Maintained Acceptable (Grades K-9)

Diploma: 79.1 78.8 77.7 77.1 77.1 76.6 78 Intermediate Maintained Acceptable Acceptable

Diploma: 9.9 11.8 12.2 11.0 10.7 10.3 15 Low Maintained Issue Student Excellence Learning Diploma Exam Achievement Participation Rate 26.0 32.9 39.2 24.4 21.8 21.2 40 Very Low Declined Concern (Grades 10-12) (4+ Exams)

Rutherford Scholarship 45.5 37.0 46.3 35.9 34.2 33.0 45 n/a Maintained n/a Eligibility Rate

Preparation for Lifelong Transition Rate 51.9 61.9 56.2 33.0 31.8 32.8 45 Intermediate Maintained Acceptable Learning, (6 yr) World of Work, Citizenship

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

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

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

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

5. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1; English Language Arts 30-2; French Language Arts 30-1; 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. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

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

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

10. Student demographic data used when calculating Student Outcome Measures and Provincial Achievement Tests results was updated in October 2016. This impacted results based on enrollment (e.g., self-identified First Nations, Metis and Inuit), exception (e.g., learning disability) and grant program codes (e.g., English as Second Language students) reported in previous years.

11. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort. OUR 2017-2018 ACCOUNTABILITY PILLAR RESULTS

42 SUPPORTING RECONCILIATION AND FIRST NATIONS, MÉTIS AND INUIT EDUCATION St. Albert Public Schools has a strategic plan specific to First Nations, Métis and Inuit Education. Our Three-Year First Nations, Métis and Inuit Education Plan uses the resource Successful Practices in First Nations, Métis and Inuit Education: Collaborative Frameworks Building Relationships Companion Resource 2012 (Alberta Education, 2012) as its primary guiding document. Successful practices are based on five themes: • Collaborative Partnerships • Adaptive Organizational Practices • Culturally Responsive Educational Practices • Capacity Building • School Communities

The Education Plan was developed and launched in the 2016-2017 school year. The plan was developed in partnership with the Board of Trustees, principals and the Wisdom and Guidance Committee. The information below highlights our accomplishments in the 2017-2018 school year.

Year Two – Strengthening First Nations, Métis and Inuit Education and Student Success

Collaborative Partnerships • From a regional perspective, we continue to • We continue to have strong relationships with the work with the St. Albert and Sturgeon Regional Musée Héritage Museum, the Michif Cultural and Collaborative Service Delivery (RCSD) team to share Resource Institute and the Michel First Nation. These ideas, approaches and resources in the areas of partnerships support many school projects, including reconciliation and First Nations, Métis and Inuit the KAIROS blanket exercise for staff and students. Education. In the spring of 2018, the Art Gallery of St. Albert added an Indigenous Visual Arts Programmer to Adaptive Organizational Practices their staffing complement and we were thrilled to • The First Nations, Métis and Inuit Education Wisdom have her present to our school-based Reconciliation and Guidance Committee, formed in June 2016, Leads. continues to serve as an advisory body to support • As our reconciliation work continues, Indigenous district initiatives, to increase the knowledge and parents and community members approach understanding of truth and reconciliation, to provide us with specific project ideas. Three illustrative support to improve understanding of the local examples from the 2017-2018 school year are history, and to provide support to increase teachers’ drumming lessons offered to junior high students confidence in the areas of First Nations, Métis and at Sir George Simpson, teaching of a Cree song to Inuit cultures and histories. In 2017-2018, two high 150 elementary students and a community private school students joined our committee offering a screening of the feature film, Indian Horse. unique perspective of reconciliation. • In the spring of 2018, we met with leadership • The Wisdom and Guidance Committee continually staff at the Poundmaker’s Lodge Treatment Centre reflects on progress and adapts as we gain greater to discuss how we can work together to support understanding. reconciliation. In June of 2018, Poundmaker’s • The Program & Planning department, in partnership Lodge invited our Board of Trustees and Senior with schools, reviews the outcome data available for Administration to participate in a pipe ceremony. self-identified First Nations, Métis and Inuit students. We anticipate strengthening our partnership in the 2018-2019 school year.

43 RECONCILIATION AND FIRST NATIONS, MÉTIS INUIT EDUCATION Culturally Responsive Educational Practices -- POETIC CALLS TO ACTION: The goal of the • In 2017-2018, we revised our approach to project was to examine the Truth and Reconciliation curricular-based district initiatives. Rather than a Commission (TRC) Calls to Action, understand their district-wide project such as the Project of Heart, we meaning and to reflect the ideas and issues behind designed activities that were flexible, cross-curricular, each call and then to reflect this in poetry and smaller in focus and leveraged local resources. Our visual/musical/dramatic arts. Using the TRC Calls Reconciliation lead teachers designed a series of to Action as the foundation and motivation for the lessons adaptable to a range of grades, and schools project, students created poetry that reflected their opted in to one or more lesson ideas. understanding and perceptions of the Calls to Action. Students created a piece of ‘found’ poetry. Found • Reconciliation lessons included the following: poems take existing texts and refashion them, reorder -- HOPE BAG PROJECT: The hope bag project taught them, and present them as poems. Junior and senior students about recognizing and acknowledging their high school students completed this project. spiritual well-being. After making the bag, students -- EXPLORING LOCAL SITES: Students travelled to provided a token to represent what they learned and various Indigenous sites throughout the City of St. what reconciliation means to them. Students from both Albert using a Map or Geocache GPS kit. Sites elementary and junior high schools created 500 hope included city landmarks, public art and schools within bags. the district. These sites are of historical significance -- PEACE POLES PROJECT: The creation of a pole, or and/or visually represent Indigenous culture within our poles, represented peace and what it means to the community. school. The message of peace, intentions and hopes -- TIME CAPSULE AND NEWS ARCHIVE: Classes created becomes available to all who read them. These a box/vessel to contain artifacts that reflect the past messages were demonstrated through words and/or and recent history of First Nations, Métis and Inuit drawings. While creating the words and symbols that people in Canada. The finished box contains a represent peace and harmony, participants thought collection of things that remind children of critical about recognition of differences, the ties of the earth truths related to this history and of important intentions that First Nations, Métis and Inuit have taught us, alive in Canada today. and the reconciliation needed for those who were misunderstood and mistreated. Fifty-four peace poles -- INDIGENOUS NEWS ARCHIVE: Students were created at eight schools. read and explored news stories and editorials and created an archive of news and events -- ENVIRONMENTAL FOOTPRINT LESSON: This lesson throughout the journey through Truth and focused on discussions with students that helped to Reconciliation. demonstrate and model how many Indigenous groups make a continuous and conscious effort to leave as minimal of a “footprint” or impact on the earth’s surface as possible by respecting the environment and natural surroundings. Teachers used literature in conjunction with a nature walk.

44 RECONCILIATION AND FIRST NATIONS, MÉTIS INUIT EDUCATION Capacity Building • District staff participated in a unique professional • In relation to First Nations, Métis and Inuit traditions, learning opportunity that incorporated the film The cultures and histories, the majority of staff are on a Pass System. learning journey with our students and district staff. • Individual schools supported a variety of professional Staff have shown a commitment to building their learning at their sites (e.g. the ATA First Nations, capacity. Métis and Inuit Education Council conference, the • We hosted four half-day professional learning College of Alberta School Superintendents First sessions with school Reconciliation lead teachers. Nations, Métis and Inuit Annual Gathering, staff The sessions were facilitated by the ATA Walking blanket exercises). Together Consultant Cheryl Devin and focused on • In relation to a First Nations, Métis and Inuit Cultural increasing understanding of First Nations, Métis and Liaison or Elder-in-Residence role, we engaged in Inuit histories and traditions with particular emphasis conversations with other school districts about their on treaties and practical cross-curricular strategies experience with roles of this nature. In 2018-2019, for the classroom. The sessions were also designed we will engage in further conversation at the local so lead teachers could offer short learning-burst level (including with the Board of Trustees, the sessions at staff meetings to support the requirement Wisdom and Guidance Council, principals and the of First Nations, Métis and Inuit foundational City of St. Albert). knowledge in the new quality teacher standards. • All district teaching staff received a copy of the ATA resource, Education is our Buffalo, and we hosted a workshop in January 2018.

45 School Communities attended, having sold out in three days. Although • In 2017-2018, all schools and district sites the number of attendees was lower at the other three marked Orange Shirt Day. In partnership with the parent events, these opportunities created space for ATA Local 73, we distributed a locally-designed dialogue, building understanding and relationships. Orange Shirt to all district staff. Resources were We will continue to offer a variety of parent and provided to assist school staff in providing context community events during the 2018-2019 school to the acknowledgement of Orange Shirt Day. year. Foundational to our reconciliation work is an effort • We were pleased to support a reconciliation project to ensure that any and all district projects focus on of two of our high school students. In June 2018, the depth and complexity of truth and reconciliation. our students organized a walk to raise awareness of • In 2017-2018, our district recognized Métis Week missing and murdered Indigenous women. Several during the third week of November. With the hundred people gathered, including many members support of the Wisdom and Guidance Committee, of the Wisdom and Guidance Committee, to support we purchased and developed resources to increase this worthwhile project. awareness of Métis culture and history. Métis flags • On June 21, we hosted our third annual district-wide were purchased and flown at all district sites during event acknowledging National Indigenous Peoples’ Métis week. Day. The day included a musical performance of • During the 2017-2018 school year, we offered a Cree song by 150 elementary students, Elders opportunities for parents and communities to offering prayers and a presentation of artefacts, engage with reconciliation. Two evening blanket a student-led drama performance honouring the exercises and two film nights were organized. The memories of four missing or murdered Indigenous private screening of Indian Horse was very well- women, and a guest speaker.

46 RECONCILIATION AND FIRST NATIONS, MÉTIS INUIT EDUCATION PROGRAMS OF CHOICE IN ST. ALBERT PUBLIC SCHOOLS St. Albert Public Schools is proud of our rich tradition of offering choice in programming. Programming choices continue to evolve in response to educational research and community contexts. Advanced Placement Athletic Academies Advanced Placement is an internationally- In 2017-2018, St. Albert Public Schools offered recognized enrichment program that offers two Athletic Academy streams - a Hockey Academy acceleration and challenge to motivated and gifted and a Recreational Academy for Grades 4 through students as it prepares them for the transition from 9 students at two district elementary schools and high school to university. two district junior high schools.

The program helps students develop and practice The Hockey Academy is open to male and female higher order thinking skills. Opportunities for students of all skill levels. We welcome student in-depth study in selected subjects are provided. athletes who are passionate about the game of

PROGRAMMING hockey, who want to improve themselves, and Successful completion of the Advanced Placement have a desire to learn and commit to improvement examinations permits students to obtain credit or and progression. Students must be self-motivated, advanced placement in first-year university courses have a positive attitude and a strong work ethic, at more than 3,000 colleges and universities be dedicated to success, and have a desire to around the world. become leaders. Our philosophy is one of growth and development. The academy promotes on-ice hockey skills and life skills in our student athletes, creating good citizens who will make wise choices, and show respect, enthusiasm, confidence, cooperation and independence.

The Recreational Academy appeals to students who want to be active and experience new and varied sports and challenges. Students will take part in a variety of indoor and outdoor athletic activities three afternoons per week, which may include everything from racquet sports to scuba diving to wilderness training and first aid.

47 French Immersion In 2017-2018, French Immersion was offered in five district schools, beginning in Kindergarten and continuing through to Grade 12. As well, there is an opportunity for students to begin our Late French Immersion program in Grade 7.

French Immersion is a program of studies in which French is the language of instruction for a significant part of the school day. All subjects are taught in French (except the formal study of English). French Immersion is designed for students whose first language is not French. The objective of the program is full mastery of the

PROGRAMMING English language, functional fluency in French, as well as an understanding and appreciation of the French culture. Beyond the acquisition of a second language, there is an aspect of cultural appreciation, respect and mutual understanding. We believe that this approach reflects our Canadian heritage and benefits all students.

Our French Immersion programs are offered Cogito in schools that also offer our regular English The Cogito program is offered at one district program. This dual-track philosophy ensures school from Kindergarten to Grade 9. that French Immersion students and students in regular English programs learn from each other Cogito is a knowledge-based program that through school-wide activities. This system also challenges students to always do their best. The allows our French Immersion students to have program is designed for students who are willing opportunities to access special programs, options to work hard to achieve a high level of academic and extracurricular activities, particularly at the excellence. By setting and fulfilling high academic high school level. goals, students are able to build their self-esteem and a strong sense of pride. The French Immersion program follows the instructional guidelines of Alberta Education. Cogito provides a structured environment with French Immersion students learn the same clear expectations. Development of a strong broad curriculum as their peers in the English program base of knowledge is valued, and an atmosphere with the addition of French Language Arts; the only of structure and sequenced learning is consistently difference is that the learner outcomes are met in fostered. The program’s focus on a broad liberal the French language. arts education produces a balanced approach across school subjects. High standards and high expectations prepare students for a wide range of future academic, professional and skilled employment opportunities.

48 International Baccalaureate Logos Christian Program The International Baccalaureate (IB) Diploma The Logos Christian program is offered at two Program is a comprehensive, internationally-based district schools from Kindergarten to Grade 9. This program of studies attractive to the student who is program follows the Alberta Program of Studies motivated and intent on pursuing university studies. and the teaching of knowledge, skills and attitudes IB is an excellent choice for students who are is done within a Christian context. A Christian seeking a heightened level of preparation for post- viewpoint to issues and topics is provided, and secondary education and beyond. links are made between the concepts being taught and the Bible teachings on that concept. Prayer, This program offers challenges and experiences fellowship and monthly opportunities for corporate beyond the regular Alberta high school diploma worship are an integral part of the program. program and is designed to provide students with The Logos mission is that students are taught in a balanced education, including all the major a spiritually-nurturing, intellectually-challenging disciplines: Languages (English plus French or and disciplined environment. Sustained by Christ’s Spanish), Experimental Sciences (Biology and teachings and God’s love, the students develop Chemistry), Social Sciences and Mathematics, binding commitments to their families, neighbours, along with individual electives. country and the global community while leading The IB Diploma Program is open to students moral, healthy and productive lives. seeking a more challenging educational experience with an international cross-curricular Outreach High School focus and high standards for participation and Outreach High School is an alternative school achievement. The IB curriculum and the Alberta that provides high school courses in an informal, curriculum are interwoven throughout the courses friendly and flexible learning environment. taken in Grades 11 and 12. This program is Students build their own programs from Alberta recognized by universities internationally. Distance Learning Courses, and set their own long and short-term goals in order to complete the requirements for a high school diploma. Courses, activities and learning packages are organized so students can work at their own pace, in a combination of both self-directed and teacher-led activities.

49 PROGRAMMING Early Learning St. Albert Public Schools offers children an excellent start to learning through our preschool and Kindergarten programming options.

Preschool Program Kindergarten The primary goal of the district preschool program Kindergarten programming is offered in all nine is to provide an inclusive learning environment for of our district’s elementary schools. Schools offer children between the ages of two and a half and a variety of half-day, alternating full-day and five years old, prior to entering a Kindergarten full-day programming options. In 2017-2018, all program. St. Albert Public Preschool programs elementary schools offered a full-day Kindergarten provide supports and services to children who have option based on a fee-for-service basis for parents severe disabilities and have qualified for Program who wish to enroll their children in Kindergarten Unit Funding (PUF) based on the criteria set out by full day every day. The full-day option is growing Alberta Education. We also provide a preschool in popularity in the City of St. Albert and is one program to children from the community who example of how schools are responsive to the have typical development but are interested in an needs of the community. inclusive, literacy-rich and play-based learning environment. In 2017-2018, all Kindergarten classes continued to use the Early Years Evaluation–Teacher We have approximately 180 children attending Assessment (EYE-TA). The EYE-TA provides a our program, with 78 children receiving supports framework for assessing the developmental through PUF and eight children receiving supports strengths and areas for growth of children at the through mild/moderate funding. Our preschool start of school. The EYE-TA assesses five domains program allows all children and their families of early learning closely associated with children’s to have access to a certified teacher, a variety readiness to learn at school, including awareness of therapists and specialized programming with of self and environment, social skills and positive peer modeling. Our preschool team also approaches to learning, cognitive skills, language works together with Kindergarten teachers and and communication, and physical development. therapists to ensure children experience a smooth The EYE-TA provides valuable information to transition into their Kindergarten program. teachers to help guide their instructional practice and supports the identification of children who may require specialized supports and interventions. The EYE-TA helps us provide an excellent start to learning for all children.

50 Programming for Students with Special Needs Our Student Services department provides a continuum of supports and services for students with diverse academic, social-emotional-behavioural, and physical needs. St. Albert Public Schools provides a broad range of educational opportunities offered in an inclusive education system. The first placement option for students is a regular classroom in a neighbourhood school; however, there are some students who may benefit from specialized programming within a district site class. District site classes offer a smaller student to staff ratio and, when needed, offer an adapted and/or specialized curricula. Placement is determined through consultation among parents, school teams and district staff.

Regardless of a student’s placement, St. Albert Public Schools strives to provide excellent programming for our diverse learners. Our school teams collaborate with parents and other supporting professionals to create an Individual Program Plan (IPP) that reflects a student’s unique learning needs and essential learning outcomes. Access to various school resources, a district multi-disciplinary team as well as community and regional supports are provided as needed.

While maintaining a high level of service provided to students with diverse needs, both in regular and specialized placements, the district continues to build an inclusive environment in which a sense of belonging and acceptance is fostered in the classroom, school and community.

St. Albert Public Schools supports students with diverse needs through a variety of supports and services. In addition to teacher assistants funded through inclusive education and school funding, we offer specialized supports and services through the Inclusive Learning Team (ILT) and through services provided through the St. Albert and Sturgeon Regional Collaborative Service Delivery (RCSD) team.

RCSD is a provincial initiative and is an approach that utilizes a regional model designed to help children, youth and their families, and support their learning and wellbeing. St. Albert Public Schools is a partner in the St. Albert and Sturgeon (SAS) RCSD. The strategic plan for SAS RCSD includes four priority areas: the provision of social/emotional/ behavioural supports; ensuring access and learning for children and youth with low incidence disabilities; providing a continuum of supports for language and communication; and supporting areas of vulnerability including additions, homelessness and suicidal ideation. St. Albert Public Schools actively participates in the SAS RCSD and collaborates with the RCSD partners to ensure that our students and families have equitable access to services needed for success at school and in the community.

51 Summary Timelines and Communication The Combined Three year Education Plan and Report to the St. Albert Public Schools Community (Annual Education Results Report) for St. Albert is extremely proud of Public Schools was developed as a result of considerable stakeholder input and a comprehensive results review. It was our students and staff. approved by the Board of Trustees at its November 28th, 2018 Working in partnership Public Board meeting and the complete document is available with stakeholders, we at our district office (60 Sir Winston Churchill Avenue, St. Albert, AB T8N 0G4) and on our website at www.spschools.org have created a system or at school sites. that meets the needs of The jurisdiction average class size report which includes students and results in a average class size information for the 2017-2018 school year high level of success. The can be viewed at www.spschools.org/plans-and-reports. professionalism of our Whistleblower Protection staff is second to none and Section 32 of the Public Interest Disclosure Act (2013) requires these individuals, whose that school authorities include their annual report of disclosures in their combined Three Year Education Plan/Annual Education first and primary goal is Results Report. St. Albert Public Schools has no disclosures to to work with each child in report in the 2017-2018 school year. their care, have created Accountability Statement for the Combined classrooms and schools Annual Education Results Report and that are the highlights of Three Year Education Plan the public education system The Annual Education Results Report for the 2017-2018 school year and the Education Plan for the three years commencing in Alberta. September 1, 2018 for St. Albert Public School District were prepared under the direction of the Board in accordance with its responsibilities under the School Act and the Fiscal Planning and Transparency Act. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and results. The Board approved this combined Annual Education Results Report for the 2017-2018 school year and the Three- Year Education Plan for 2018-2021 on November 28th, 2018.

52 2018-2019 Budgeted Expenditures

Budgeted Budgeted Calculated Total Number of Spending Expenditures Students (1) per Student

Expenditures

Instruction 82,484,271 8,281 9,961

Operating and Maintenance 12,113,928 8,281 1,463

Transportation 2,678,591 2,829 947

FINANCIALS Board and System Administration 3,329,924 8,281 402

External Services (2) 880,864 8,281 106

Total Board Expenditures 101,487,578 8,281 12,255

(1) ECS students reported as 0.5 except for transportation. PUF children (78) are not included in the student enrollment.

(2) Includes secondments, cafeteria and international students, fundraising, and sales. Note: Includes Amortization entries that draw from operating reserves.

3% Board and System 1% Administration External Services (2)

3% Transportation

12% Operating and Maintenance

81% Instruction

53 2017-2018 Budgeted Expenditures

Budgeted Budgeted Calculated Total Number of Spending Expenditures Students (1) per Student

Expenditures

Instruction 79,637,977 8,006 9,948

Operating and Maintenance 11,417,544 8,006 1,426

Transportation 2,818,930 2,841 992

FINANCIALS Board and System Administration 3,225,851 8,006 403

External Services (2) 895,538 8,006 112

Total Board Expenditures 97,995,840 8,006 12,241

(1) ECS students reported as 0.5 except for transportation. PUF children (78) are not included in the student enrollment.

(2) Includes secondments, cafeteria and international students, fundraising, and sales. Note: Includes Amortization entries that draw from operating reserves.

3.3% Board and System 0.9% Administration External Services (2)

2.9% Transportation

11.6% Operating and Maintenance

81.3% Instruction

54 Financial Links St. Albert Public Schools’ Audited Financial Statements for 2017-2018 www.spschools.org/financials

St. Albert Public Schools’ Sources of School-generated Funds and their Uses www.spschools.org/uploads/files/Financials/2017-2018/Budget%202019.pdf

Link to Audited Financial Statements for all School Authorities education.alberta.ca/financial-statements/school-jurisdictions/?searchMode=3

For additional information please contact Financial Services at 780.460.3712 or [email protected].

District Class Size Reports St. Albert Public Schools’ District Class Size Reports www.spschools.org/plans-and-reports

Summary of Facilities and Capital Projects During the 2017-2018 school year, numerous important capital projects were in progress or completed. Lois E. Hole Elementary School, a Kindergarten to Grade 6 dual-track 600-student school, opened in September 2017. The Facilities Department continued to be very active in the school after its official opening as they worked with school administration and the building contractor to address any construction deficiencies. To address enrollment pressures, one modular classroom was added to Lorne Akins Junior High School at the beginning of the 2017-2018 school year. In addition, Ronald Harvey Elementary School received four replacement and three emergent modules. Finally, construction of Joseph M. Demko School (JMD) continued and the school is scheduled to open in September 2019. The JMD project construction required significant time and attention from the management.

In addition to new modular classroom additions and new school planning and construction, many maintenance and renewal projects were completed during the 2017-2018 school year. There were partial roof replacements at Paul Kane High School, Bellerose Composite High School, Sir George Simpson Junior High School and Keenooshayo Elementary School. Fire alarm and/or phone systems were updated at E.S. Gish School, Wild Rose Elementary School and Outreach High School. Security systems were upgraded at Keenooshayo Elementary School, Leo Nickerson Elementary School and Muriel Martin Elementary School. Larger projects were supplemented by numerous painting and repair projects at many school sites. The Facilities Department also supports various district and school-based learning projects, such as the installation of peace poles during the summer of 2018. Regardless of the size and scope of the project, our facilities team works hard to ensure our school and district sites are welcoming and safe places.

To explore future capital plans, please refer to the district’s three year capital plan at www.spschools.org/plans-and-reports.

55 Alberta Education Funding Alberta Education’s funding framework allocates funds to school boards for instruction, support and capital in several sections. Administrative funding is deemed to be included within the allocation and is calculated by the jurisdiction.

Funding Manuals can be downloaded from the Government of Alberta’s website.

FINANCIALS Instructional Funding Under Alberta Education’s funding framework, school boards are required to provide resources to schools in a manner which reflects the relative learning needs of students.

1. Centralized Services from Instructional Funds From the monies received, the funding framework allows for the provision of centralized instructional services in one of two ways: a. Through the basis of allocation process which is ultimately approved by the Board of Trustees, district senior administration and school principals may collectively recommend directing instructional funds to be administered centrally for the provision of instructional services. b. The Board, through senior administration, may re-direct funds to system instructional support (SIS) within the instruction block. In addition, initiative and emergent funding, plant operations and maintenance and transportation funding, and other revenue is available to school boards that are permitted by Alberta Education to be transferred to system-based instructional support services. Alberta Education effectively removed the 1% SIS cap in the autumn of 1999. 2. Transportation Transfer If required, the funding framework allows for a transfer of funds from the instruction block to student transportation. Transportation needs will be assessed annually and the funds required to offset the deficit in transportation funding may be transferred from the instruction block.

3. Allocating Funds to Schools The remaining instructional funds are allocated to schools for teaching and learning through the basis of allocation process. This approach is intended to provide an equitable distribution of resources to each district school based on the following: a. Funds are allocated to schools to the greatest extent possible to give schools maximum flexibility in the application of these resources to student need. b. The basis of allocation which distributes funds to the schools is reviewed and updated annually.

56 Principles for the Allocation of Resources The principles for the allocation of resources are reviewed annually in conjunction with the review of the basis of allocation. The principles for the allocation of resources are as follows:

Basic Principles • The board allocates resources equitably to all schools in respect of the learning needs of the students. • The method of allocation is kept as simple as possible. • The basis of allocation is primarily enrollment driven and recognizes the value of a strong basic allocation rate.

Development and Implementation Principles • School principals and the senior leadership group are responsible for developing recommendations to the superintendent who brings a basis of allocation recommendation to the Board of Trustees. • The Basis of Allocation provides resources to support all students with an instructional program and learning resources appropriate to their educational needs. Support services such as counseling, intervention, libraries and technology are provided within the available resources. • School principals are responsible for developing education plans and their site-based expenditure budgets. • District service administrators are responsible for developing education plans that address the need for district support services. • The education plans serve as planning, operational and control mechanisms to ensure accountability for results and resources, and to be the basis for board approval of school and district services programs and resource deployment. • All decisions taken are consistent with the district’s mission and the priorities set out in the district’s Three Year Education Plan and are consistent with prevailing collective agreements, district policy and provincial statutes and regulations.

2018-2019 Basis of Allocation The basis of allocation establishes the criteria to equitably allocate instructional funding to schools and to school programs based on differentiated student needs. Once the level of resources required to address differentiated student needs is determined, and the grant rates are approved by Alberta Education, a basic allocation rate per student can be established. The per-student rates for differentiated categories of student needs are based on a ratio or weighting of the basic allocation rate. The level of shared instructional services and recoveries, transfers and charges allocated to instruction affect the basic allocation rate and are a component of the basis of allocation.

57 Allocation Categories

The Basic Allocation Rate The basic allocation is calculated at various times within the budgeting cycle, using the best data available.

• During the development of the next year’s basis of allocation process, the Alberta Education funding rates have not yet been finalized. Projected enrollment data for the year discussed is also not available. In these instances rates reflect the current year funding rates and enrollments. • When recalculating for the budgets for the spring reporting period, the provincial funding rates are incorporated if known. The values will change due to changes in the enrollment data. FINANCIALS • Allocation rates are finalized after the September 30th counts have been received and the actual funding values have been solidified for the year.

Early Childhood Services (ECS) The district offers a 475-hour ECS program, with 0.54 FTE of teaching time designated for the program. The ECS allocation rate has been set at 0.54 (0.54 – 2017-2018) of the basic allocation rate.

ECS Program Unit The district operates a successful ECS Program Unit Funding Program. The program is essentially funded on a cost-recovery basis by Alberta Education, within the parameters set by them.

Allocation Rates for District Classes The allocation rates for district classes are based on an allocation that includes staffing requirements. In the 2015-2016 school year, an additional 5% was added to the allocation to recognize that there may be additional overhead, staffing and supply costs associated with the programs. That one time 5% additional increase has been carried forward in the revised district classes’ base amount in future years.

District classes are: • Knowledge and Employability (K&E) • Transition Grade Nine • Goals • Learning Assistance • Opportunity (Level 1 and Level 2) • Behaviour Improvement

There is no allocation rate for integrated students.

58 Students with Moderate Needs – Goals, Learning Assistance and Opportunity The administrators’ discussion on educational philosophy indicated support for the continuation of district classes. Furthermore there was collective agreement by the school administrators to work towards ensuring the moderate district classes have a full enrollment.

Students in district classes that meet the criteria of the program as assessed by Student Services receive district class funding.

Severe students placed in a moderate class by Student Services will attract the same level of moderate funding as any other moderate student. The funding will come from the Student Services budget.

Students that are placed in district classes by schools that do not meet the criteria for that class are not funded through the district class funding model.

Transition Grade Nine Class The allocation for the Transition Grade 9 class is provided to Outreach school. Funding does not provide additional support below a 10-student minimum. Junior high schools forwarding students after September 30th will also forward prorated funding.

Senior High Knowledge and Employability (K&E) K&E at the senior high level is funded based on the cost of providing a district program in Grades 10 to 12. The district’s basis of allocation model recuperates the K&E credits earned.

Learning Assistance Learning Assistance Primary includes Grades 1 through 3 (division I) students. Learning Assistance Intermediate includes Grades 4 through 6 (division II). Learning Assistance Junior includes Grades 7 through 9 (division III) students.

*Allocation rates are subject to change as the model is recalculated at different points in the budget process. The rates noted below reflect the 2018-2019 basis of allocation budget. Alberta Education funding rates are for the 2017-2018 school year. The district’s enrollments for 2017-2018 are September 30th enrollments.

The allocation, inclusive of the basic allocation rate, for students meeting the criteria for district classes is:

Proposed Proposed Proposed Approximate Prior Year’s Approximate Number of Proposed Rate Additional Allocation District Class Allocation Students Per Student Funding* (2017-2018)

Goals $143,800 12 $11,986 $6,139 $143,800

Opportunity Level 2 $143,800 12 $11,986 $6,139 $143,800

Learning Asst Primary $138,300 12 $11,524 $5,681 $138,300

Learning Asst Intermediate/Junior $138,300 14 $9,876 $4,035 $138,300

Junior K&E $138,300 15 $9,222 $3,376 $138,300

Senior K&E (maximum per class) $117,900 $117,900

Transition Grade 9 (maximum) $112,700 10 $11,270 $112,700

59 Students with Severe Disabilities The Student Services department efficiently allocates resources to meet the needs of students with severe disabilities. Student Services allocates resources to the schools in accordance with established guidelines. The proposed allocation to Student Services is included in the section on Shared Instructional Services.

The class allocation for the district’s elementary behaviour improvement classes is approximately $153,100 ($153,100 – 2017-2018). The class allocation for the district’s junior high behaviour improvement class is approximately $153,100 ($153,100 – 2017-2018). These are funded from the Student Services budget.

The class allocation for the district’s level 1 opportunity class is approximately $245,000. This classroom FINANCIALS allocation will commence in the 2018-2019 school year. In previous years, support was provided directly from the Student Services budget. The resource allocation and expenses will now be recorded through the school. Level 1 opportunity classes are funded from the Student Services budget.

Student Services Allocation for Teacher Aide Substitute Costs Substitute costs are incurred by schools for substitute time related to teacher assistant hours covered through the Student Services budget.

In order to partially compensate schools for this expense, Student Services distributes $35,000. The transfer for each school is based on a weighting calculation that considers all teacher assistant hours charged to Student Services for staffing at the school level. The transfer amount is meant to subsidize the costs incurred by the schools and is not reflective of the total costs.

Counselling Counseling is important and valued at each grade division. The need for counseling is not unique to a type or age of student. Therefore no unique differential factor is identified. All schools would require a similar allocation for each type of student. Since no differential factor exists, the most appropriate way to allocate funds to meet this need is through the basic allocation rate. In the Principles for the Allocation of Resources, counseling is listed as one of the important expected services schools should provide to their students.

High School Basic Allocation Rate The high schools receive a basic allocation rate for credit enrollment units (CEUs) earned as follows:

2018-2019 2017-2018

Paul Kane High School regular CEUs 34.75 CEUs 34.75 CEUs

Bellerose Composite High School regular CEUs 34.75 CEUs 34.75 CEUs

Outreach High School regular CEUs 34.75 CEUs 34.75 CEUs

Paul Kane High School summer school CEUs 35.00 CEUs 35.00 CEUs

Bellerose Composite High School summer school CEUs 35.00 CEUs 35.00 CEUs

60 Class Size Allocation The class size allocation to the high schools will be the funding provided by Alberta Education. The allocation to Bellerose and Paul Kane is calculated based on the school’s estimates of CEUs by tier.

Class Size funding generated from ECS to Grade 9 will be allocated based on rolling two year average enrollments. 88% of the funding received will be allocated (based on FTE) to ECS to Grade 3 (88% – 2017-2018). 12% of the funding received will be allocated to Grades 7 to 9 (12% – 2017-2018).

International Baccalaureate and Advanced Placement Programs Schools participating in the International Baccalaureate (IB) and Advanced Placement (AP) programs receive an allocation that is a set amount through the pre-allocation deductions. This allocation will continue to be reviewed annually in order to reflect the actual cost of registration, materials, required professional development and examination fees. The allocation for the International Baccalaureate program at Bellerose is $55,000 ($55,000 – 2017-2018). The allocation for the Advanced Placement program at Paul Kane is $35,000 ($35,000 – 2017-2018).

Academic Challenge Program The allocation rate for Academic Challenge students will be at 1.3 (1.3 – 2017-2018) of the basic allocation rate. Funding begins at Grade 4. This type of funding is only provided to recognized segregated district classes.

Early Literacy In keeping with the spirit of the early reading programs, the allocation for early literacy will be $200,000 ($200,000 – 2017-2018). This allocation will be awarded to schools based on ECS and Grades 1 and 2 student enrollment at September 30th. ECS children will be counted as 0.5 FTE for the purpose of this calculation.

French Language Funding The French language funding provided by the federal government through Alberta Education is generated in part by every school in the district with the exception of Outreach. These grants will be allocated to the school that generates them to provide for French language resources.

English as a Second Language Funding for English as a Second Language (ESL) is provided by Alberta Education to assist students in learning English. These funds will continue to be allocated as received to the schools with identified ESL students.

Home Education Home education will be funded on the basis of the revenues generated by students enrolled in home education.

Outreach In addition to the basic allocation rate based on CEUs, Outreach High School is assisted by a base allocation for its program. The allocation is calculated based on the funding received from Alberta Education and will be adjusted annually.

61 Economy of Scale Allocation

Elementary The economy of scale allocation has an achievable maximum of $100,000, ($100,000 – 2017-2018) to which a weighted factor is applied. In the case of elementary schools with multiple programs, different factors are applied for a first, second, third or fourth full program. Currently only English and French Immersion qualify as programs for the purpose of determining the economy of scale allocation. The allocation range is from $0 to $100,000 based on five student decrements. For example, an elementary school with an applicable enrollment of 155 students or less would receive an allocation of $100,000. The weighted factors and applicable enrollment are determined in accordance with Table II. FINANCIALS Junior High The economy of scale allocation has a base of $100,000, to which a weighted factor is applied. In the case of junior high schools with multiple programs, different factors are applied for a first, second, third or fourth full program. Currently only English and French Immersion qualify as programs for the purpose of determining the economy of scale allocation. The allocation range is from $0 to $100,000 based on five student decrements. For example, a junior high school with an applicable enrollment of 255 students or less would receive an allocation of $100,000. The weighted factors and applicable enrollment are determined in accordance with Table III.

Elmer S. Gish has been removed from the calculation since 2015-2016 and will not receive an economy of scale allocation.

For the 2018-2019 school year, the allocation to Elmer S. Gish will be reduced by $225,000. The one- time adjustment is a contribution back to the basis of allocation model due to several years of large enrollments creating excess in the school’s surplus. This is an example of a large efficient school reaching a saturation point, creating a positive economy of scale impact.

62 Proposed Allocation The economy of scale allocation for 2018-2019 is:

Table I: Economy of Scale Allocation

2018-2019 2017-2018 School Base Weight Base Allocation Allocation Difference

Bellerose $100,000 0.000 $0 $0 $0

E.S. Gish $100,000 0.000 $0 $0 $0

Keenooshayo $100,000 0.000 $0 $0 $0

Leo Nickerson $100,000 0.183 $18,285 $18,285 $0

Lois E. Hole $100,000 0.233 $23,288 $23,288 $0

Lorne Akins $100,000 0.000 $0 $0 $0

Muriel Martin $100,000 0.012 $1,208 $1,208 $0

Paul Kane $100,000 0.000 $0 $0 $0

Robert Rundle $100,000 0.522 $55,200 $55,200 $0

Ronald Harvey $100,000 0.000 $0 $0 $0

Sir Alexander Mackenzie $100,000 0.000 $0 $0 $0

Sir George Simpson $100,000 0.000 $0 $0 $0

W.D. Cuts $100,000 0.000 $0 $0 $0

Wild Rose $100,000 0.828 $82,800 $79,350 $3,450

Total $180,780 $177,330 $3,450

63 Table II: Economy of Scale Allocation Weighting Elementary Schools

Applicable Enrollment Multiple Program Weight To Weight First Program Second Program Third Program Fourth Program

0 155 1.00 0.2500 0.1500 0.1000 0.0500

156 160 0.97 0.2415 0.1449 0.0966 0.0483

161 165 0.93 0.2329 0.1397 0.0932 0.0466

166 170 0.90 0.2243 0.1346 0.0897 0.0449

171 175 0.86 0.2156 0.1294 0.0863 0.0431

FINANCIALS 176 180 0.83 0.2070 0.1242 0.0828 0.0414

181 185 0.79 0.1984 0.1190 0.0794 0.0397

186 190 0.76 0.1898 0.1139 0.0759 0.0380

191 195 0.72 0.1811 0.1087 0.0725 0.0362

196 200 0.69 0.1725 0.1035 0.0690 0.0345

201 205 0.66 0.1639 0.0983 0.0656 0.0328

206 210 0.62 0.1553 0.0932 0.0621 0.0311

211 215 0.59 0.1466 0.0880 0.0587 0.0293

216 220 0.55 0.1380 0.0828 0.0552 0.0276

221 225 0.52 0.1294 0.0776 0.0518 0.0259

226 230 0.48 0.1208 0.0725 0.0483 0.0242

231 235 0.45 0.1121 0.0673 0.0449 0.0224

236 240 0.41 0.1035 0.0621 0.0414 0.0207

241 245 0.38 0.0949 0.0569 0.0380 0.0190

246 250 0.35 0.0863 0.0518 0.0345 0.0173

251 255 0.31 0.0776 0.0466 0.0311 0.0155

256 260 0.28 0.0690 0.0414 0.0276 0.0138

261 265 0.24 0.0604 0.0362 0.0242 0.0121

266 270 0.21 0.0518 0.0311 0.0207 0.0104

271 275 0.17 0.0431 0.0259 0.0173 0.0086

276 280 0.14 0.0345 0.0207 0.0138 0.0069

281 285 0.10 0.0259 0.0155 0.0104 0.0052

286 290 0.07 0.0173 0.0104 0.0069 0.0035

291 295 0.03 0.0086 0.0052 0.0035 0.0017

296 300 0.00 0.0000 0.0000 0.0000 0.0000

301 305 (0.03) (0.0086) (0.0052) (0.0035) (0.0017)

306 310 (0.07) (0.0173) (0.0104) (0.0069) (0.0035)

311 315 (0.10) (0.0259) (0.0155) (0.0104) (0.0052)

316 320 (0.14) (0.0345) (0.0207) (0.0138) (0.0069)

64 Table III: Economy of Scale Allocation The applicable enrollment is determined as Weighting Junior High Schools follows:

Applicable Enrollment 1. The school enrollment less the enrollment To Weight in district special education classes is the 0 255 1.0000 applicable enrollment. District special 256 260 0.9660 education classes are not counted as multiple programs. 261 265 0.9315 2. Severe students that are placed in district 266 270 0.8970 moderate classes by Student Services are 271 275 0.8625 deducted from the school’s total population

276 280 0.8280 count prior to determining the school’s economy of scale factor. 281 285 0.7935 3. For elementary schools with multiple 286 290 0.7590 programs, the enrollment for each program 291 295 0.7245 is the applicable enrollment. If the program is not a full program, i.e. it does not cover all 296 300 0.6900 grades, the allocation would be reduced by the 301 305 0.6555 ratio of the grades offered to grades in a full 306 310 0.6210 program. For example, if a program is offered at the elementary level for only one grade, the 311 315 0.5865 allocation would be reduced to one sixth. 316 320 0.5520 4. E. S. Gish School is treated as a junior high 321 325 0.5175 school for purpose of determining the school’s

326 330 0.4830 economy of scale factor. Elmer S. Gish has been removed from the calculation since 331 335 0.4485 2015-2016 and will not receive an economy 336 340 0.4140 of scale allocation.

341 345 0.3795 5. The economy of scale models are not currently applicable for senior high schools. 346 350 0.3450

351 355 0.0000

356 360 0.0000

361 365 0.0000

366 370 0.0000

371 375 0.0000

376 380 0.0000

381 385 0.0000

386 390 0.0000

391 395 0.0000

396 400 0.0000

65 Deductions from Instruction Block Before the basic allocation rate can be calculated, amounts for recoveries, transfers and allocated charges, shared instructional services, centrally-purchased instructional services and allocations for school programs not provided to all schools must be deducted from the instruction block revenues.

Following are the deductions from the instruction block for the basis of allocation budget for 2018-2019. Comparative figures are provided where applicable.

The 2018-2019 budgeted amounts will be finalized based on the estimated September 30th count for the spring budget, and again for the fall budget, when the basis of allocation is reworked and finalized. Amounts are also reviewed for estimated changes in costs during the budgeting processes. FINANCIALS

2016-2017 2017-2018 2018-2019 St. Albert Public Schools Actual Actual B of A Deductions from Instruction Block Sept 30th Sept 30th Sept 30th

Recoveries, transfers & allocated charges

Instruction Block Deficit/(Recovery) ($368,391) ($630,881) ($200,000)

Liability Insurance $75,000 $75,000 $125,000

Transportation $100,000 $100,000 $100,000

Transportation - Prior Year Deficit/(Recovery)

System Instructional Support $617,795 $641,577 $641,744

Shared Services

Communications $114,750 $116,200 $116,200

Curricular Services (1.0 FTE) $195,400 $206,000 $206,000

IT Technical Support $372,665 $375,500 $375,500

Ed IT/Numeracy (This pays approx 67% of budget) $98,900 $99,000 $99,000

IT Support (PowerSchool) $30,000 $30,000 $30,000

Substitute Placement $55,000 $55,000 $55,000

>5 Days Sub Leave & Maternity $600,000 $600,000 $600,000

Held for New Schools $220,000 $220,000 $220,000

Start Up Costs for New Schools $300,000 $300,000

Inclusive Education $4,045,136 $4,176,325 $4,176,325

Enhancing Instructional Practice (Literacy) $139,200 $139,900 $139,900

Enhancing Instructional Practice Resources $40,000 $0 $0

Math Academy $20,000 $0 $0

Supoort for Student Services (was Numeracy) $60,000 $60,000

Wisdom and Guidance $20,000 $20,000

Addictions Counselling $50,000 $50,000

District French Immersion $118,850 $125,600 $139,600

Beginning Teacher Mentorship $32,700 $32,700 $32,700

Organizational Health $13,200 $13,200 $13,200

Healthy Interactions $7,000 $7,000 $7,000

Equipment Contingency $10,000 $10,000 $10,000

Level Literacy Intervention $0 $0 $0 66 2016-2017 2017-2018 2018-2019 St. Albert Public Schools Actual Actual B of A Deductions from Instruction Block Sept 30th Sept 30th Sept 30th

Purchased Services

Assessment Consortium $5,000 $5,000 $5,000

Edulink, Access Copyright, ADLC Copy $0 $0 $0

VEC (Learn 360) (Headsets for 17-18) $6,300 $6,300 $6,300

Discovery $17,000 $17,000 $17,000

SOCAN $2,000 $2,000 $2,000

Learning Bar $7,700 $7,700 $7,700

Audio Cine Films $8,000 $8,000 $8,000

PowerSchool $65,000 $65,000 $65,000

Acorn $36,000 $36,000 $36,000

Smart Notebook $6,000 $6,000 $6,000

Read & Write Google (Texthelp) $15,500 $15,500 $15,500

Apply to Education $8,000 $8,000 $8,000

Tell Them from Me $15,000 $15,000 $15,000

Adobe License (AE Billing) $15,000 $15,000 $15,000

School Program Allocations

Bellerose K&E $233,800 $353,700 $353,700

Paul Kane AP $35,000 $35,000 $35,000

Bellerose IB $55,000 $55,000 $55,000

Early Reading Intervention $200,000 $200,000 $200,000

Economy of Scale $131,100 $177,330 $180,780

Class Size Initiative $3,547,508 $3,659,061 $3,675,800

Start Up Grant/Class Awkwardness

Outreach Base Allocation $58,250 $58,250 $58,250

Transition Grade 9's $53,114 $53,589 $54,260

High School Completion (2017-2018, 2018-2019) $150,000 $130,000 $130,000

Superintendent’s Discretionary $40,000 $40,000 $40,000

Superintendent’s Discretionary (Opportunity, Goals) $50,000 $50,000

Calculation Contingency $30,000 $30,000 $30,000

$11,276,937 $11,870,551 $12,390,459

ATRF $4,900,000 $4,900,000 $4,900,000

$16,176,937 $16,770,551 $17,290,459

67 Allocation Rates The basic allocation rate per student has been set based on 2017-2018 enrollments in regular and special education categories. The per-student rates for differentiated categories of student needs are based on a ratio or weighting of the basic allocation rate. The basic allocation rate is reviewed after September 30th. The allocation rates for the basis of allocation 2018-2019 budget are noted below.

The rates noted below are subject to change as the model is recalculated at different points in the basis of allocation process.

Allocation Rates

2018-2019 B of A 2017-2018 Fall 2016-2017 Fall FINANCIALS

Ratio Amount Ratio Amount Ratio Amount

Basic Allocation Rate $5,844 $5,911 $5,924

ECS Basic Rate 0.54 $3,156 0.54 $3,192 0.54 $3,196

Following Rates in Addition to Basic

Jr. High K&E 0.578 $3,378 0.560 $3,310 0.546 $3,234

Learning Assistance 0.690 $4,032 0.671 $3,966 0.657 $3,892

Primary Learning Assistance 0.972 $5,680 0.950 $5,616 0.933 $5,527

Opportunity Class (Level 2 and 3) 1.051 $6,142 1.027 $6,071 1.009 $5,977

Academic Challenge 0.300 $1,753 0.300 $1,773 0.300 $1,777

Budget Principles 1. All staff and school councils have the opportunity for involvement in the budget planning process. 2. The responsibility for expending funds is delegated to schools and service departments through the budget allocation. 3. School and district services education plans are addressed in the budget. 4. School budgets reflect the anticipated costs of meeting the identified educational requirements of all students. 5. The degree of operational flexibility within the approved budget is clearly defined. 6. The budget serves as a planning, operational and control mechanism for results and resources, as well as the basis for board approval of programs and resource deployment. 7. Surpluses and deficits are monitored and reported. 8. The budget is developed in accordance with generally accepted accounting principles.

68 Budget Guidelines

Enrollments • Approved budgets will be based on projected enrollments. • Budgets will be revised in October based on actual September 30th enrollments.

Changes in Priorities The superintendent must be consulted if adjustments to school priorities are considered during the year.

Surplus/Deficit • Schools will plan for balanced budgets. • Planning for contingent expenditures should be built into the budget. • Surpluses and or deficits will be carried over into the next year’s budget as an aggregated amount. • Surpluses in excess of 3 percent are to be supported by an explanation for the surplus. • Deficit recovery plans are required in the event of a deficit.

Reserves • Schools may set aside budget reserves in anticipation of future equipment needs that could not normally be acquired within the funding allocations for a single year. • The reserve fund must have a specific purpose, clearly described in the school’s plan. • The superintendent is to be consulted on the establishment and allocation of reserve funds. • Reserve funds are not considered when calculating the maximum surplus allowable.

69 Expenditure Responsibilities

Support Services (District Services and Board Responsibility) • Board governance; • System administration; • Student transportation; • Facility operations and maintenance; • Utilities; • Board-sponsored awards and recognition programs;

FINANCIALS • District public relations; • System monitoring; • System instructional support; and • Pro rata share of internal distribution function.

Instructional Services (School Responsibility) • Certificated salaries and benefits; • Support salaries and benefits (teacher aides, library aides, secretaries, etc.); • Replacement teachers and support staff; • Office supplies; • Office equipment; • Instructional capital equipment; • Instructional equipment repair and maintenance; • Instructional supplies, textbooks, workbooks, etc.; • Professional development; • Home education; • Co-curricular and extra-curricular programs; • Telephones, postage, advertising; • Courier costs including pro rata share of internal distribution function; • Professional and technical services - student assessment and special education support; • Curricular services; • Student/staff/community relations; • Site based decision costs; and • School sales, fundraising and the related expenditures.

70 71