Annual Education Results Report. Fort Vermilion School Division No. 52 Building Success One Student at a Time

2016-2017 Annual Education Results Report Fort Vermilion School Division No. 52 Building Success One Student at a Time

Message from the Board Chair The Fort Vermilion School Division Board of Trustees is pleased to present the 2016-2017 Annual Education Results Report. In support of our mission, Building Success One Student at a Time, the Fort Vermilion School Division has established three priorities for 2015-2018: i. All student will improve reading, writing, and digital literacy skills. ii. All students will improve numeracy skills through practical applications of curricular outcomes. iii. All students will be increasingly engaged in learning environments to improve achievement and citizenship skills. The following report will outline the progress we have made toward the targets established in priority areas established for 2016-17. The Board of Trustees have established the above priorities for a three year period, of which 2016-2017 was year two. Through consultation with stakeholders, FVSD has made a concerted effort to align the Three Year Education Plan with the Alberta government s Business Plan, directions provide for the Assurance Model guide and input from local stakeholders. The Fort Vermilion School Division has embarked upon a path designed for all students to have success. We have created learning opportunities which will allow students to have success. Although we are following the Alberta curriculum, we understand that traditional methods of delivery are not meeting our needs, especially in the area of high school completion. Through success based programming some students are experiencing success for the first time in their lives. Many of our methods are allowing for students to be more active and engaged in their learning. Coupled with increased learning opportunities is our intent for students to be more engaged in their learning while in the classroom and in the broader context of their school and community. Hearing what our stakeholders have to say and allowing their voice to penetrate into our actions will be critical in improving the engagement of students, when working with adults every day. As a board we are pleased with many different results but yet we know there is a ways to go to build a learning environment which positively impacts all students. We believe in our vision and that we are on the correct path. The 2016-2017 AERR provides an accurate update on the progress of the current three year plan. Some strategies are begin developed and as such the full impact on student learning will not be realized until development is complete and there is an opportunity for implementation. Operating under a Carver Governance model, the FVSD Board of Trustees systematically monitors the work of the jurisdiction, and includes Focus on Student Achievement items on each of the monthly Board meeting agendas. The Board of Trustees met with Principals on November 14, 2016 and Managers on November 30, 2016 to monitor Results Reports and discuss current year plans. Monitoring Reports presented at monthly Board meetings during 2016-17 included: - Provincial Achievement Test and Diploma Examination Accountability Report Page 2

- Human Resources Accountability Report - Transportation Accountability Report - Budget and Financial Reports (multiple formats) - Student Services Accountability Report - Audited Financial Statement - Student Engagement Accountability Report - Health and Safety Accountability Report - Student Numeracy Accountability Report - Three Year Capital Plan - Modular Requests - Asset Management Accountability Report - Internal Auditing Accountability Report - Three-Year Education Plan - Annual Education Results Report - Inclusive Education Accountability Report - Student Literacy Reading Accountability Report - Student Literacy Writing Accountability Report - Student Numeracy Accountability Report - Digital Literacy Accountability Report - Fundraising Report - Annual Local % Expenditure Report - Monthly Focus on Student Achievement School Reports The Board of Trustees has taken an active role with School Councils by meeting with School Council Chairs. The intention is to provide a voice for School Councils and to share information concerning schools, as well as the school division as a whole. Growing student voice continues with a Student Advisory Team (SAT), consisting of representation from FVSD high schools, researched topics designed by the Board of Trustees and presented findings to trustees on three occasions. The Board of Trustees identified significant value in hearing the opinions of the students we serve. The Fort Vermilion School Division remains committed to continuous improvement. We recognize our accomplishments, celebrate our successes and also identify with our continued challenges. We look forward to taking what we have learned from our 2016-17 experience and utilizing that knowledge as we move into the future with our stakeholders. Profile of the Fort Vermilion School Division The Fort Vermilion School Division (FVSD) is located in the Northwestern corner of Alberta, with boundaries touching British Columbia on the west and the Northwest Territories to the north. FVSD operates 15 schools (including one First Nations school operated under contract), four designated learning stores which offer outreach services throughout our communities and one Northern Home Education Centre. Residents of the region are employed in the oil, gas, forestry and agriculture sectors. The downturn in the oil and gas industry has affected families throughout FVSD. The economy contributes to transience in the population in several communities (in particular Rainbow Lake, Zama, and High Level). The cultural diversity in the region is enriched by significant Mennonite, Page 3

First Nations and Métis populations. Transience and Second Language issues put a significant number of students at risk for learning. Distances between communities and schools are significant in this northern rural division, and several schools and programs are small by necessity. Over the years, FVSD has made good use of available technology to ensure that students are offered maximum access to programs, particularly at the high school level. At the present time, the five high schools of the school division share resources and have the capability of offering courses via video conferencing. All classrooms are equipped with internet access, SMART boards and computer projection systems. Our learning stores continue to develop innovative strategies to provide alternative access to education opportunities to students. FVSD has taken the approach of enhancing program opportunities for students by increasing the mobility of programs or transporting students off campus to alternate locations for program delivery. Providing rich Kindergarten to grade 12 educational opportunities to students continues to be a challenge in this relatively sparsely inhabited, geographically and culturally diverse school division. Accountability Statement The Annual Education Results Report for Fort Vermilion School Division No. 52 for the 2016-2017 school year was prepared under the direction of the Board in accordance with the responsibilities under the School Act and the Fiscal Planning and Transparency Act. The Board is committed to using the results in this report, to the best of its abilities, to improve outcomes for students and to ensure that all students in the jurisdiction can acquire the knowledge, skills and attitudes they need to be self-reliant, responsible, caring and contributing members of society. This Annual Education Results Report for 2016-2017 was approved by the Board on November 27, 2017. Clark McAskile, Board Chair Page 4

Combined 2017 Accountability Pillar Overall Summary Measure Category Measure Fort Vermilion Sch Div No. 52 Alberta Measure Evaluation Current Result Prev Year Result Prev 3 Year Average Current Result Prev Year Result Prev 3 Year Average Achievement Improvement Overall Safe and Caring Schools Safe and Caring 93.4 91.3 90.8 89.5 89.5 89.3 Very High Improved Significantly Excellent Student Learning Opportunities Student Learning Achievement (Grades K-9) Student Learning Achievement (Grades 10-12) Preparation for Lifelong Learning, World of Work, Citizenship Program of Studies 75.7 72.0 71.5 81.9 81.9 81.5 Intermediate Improved Significantly Good Education Quality 92.5 90.3 89.9 90.1 90.1 89.6 Very High Improved Significantly Excellent Drop Out Rate 7.8 6.8 7.9 3.0 3.2 3.3 Low Maintained Issue High School Completion Rate (3 yr) 70.5 65.7 59.0 77.9 76.5 76.1 Intermediate Improved Significantly Good PAT: Acceptable 66.4 65.3 66.1 73.4 73.6 73.2 Low Maintained Issue PAT: Excellence 12.0 11.0 12.1 19.5 19.4 18.8 Low Maintained Issue Diploma: Acceptable 75.1 70.6 72.4 83.0 82.7 83.1 Low Maintained Issue Diploma: Excellence 10.3 9.5 7.9 22.2 21.2 21.5 Low Maintained Issue Diploma Exam Participation Rate (4+ Exams) 21.4 25.2 26.2 54.9 54.6 53.1 Very Low Declined Concern Rutherford Scholarship Eligibility Rate 54.2 48.1 48.1 62.3 60.8 60.8 n/a Improved n/a Transition Rate (6 yr) 25.5 35.1 33.5 57.9 59.4 59.3 Very Low Declined Significantly Concern Work Preparation 89.1 83.1 85.6 82.7 82.6 81.9 Very High Improved Excellent Citizenship 88.2 85.3 84.6 83.7 83.9 83.6 Very High Improved Significantly Excellent Parental Involvement Parental Involvement 87.8 85.8 85.7 81.2 80.9 80.7 Very High Maintained Excellent Continuous Improvement School Improvement 86.4 79.5 79.5 81.4 81.2 80.2 Very High Improved Significantly Excellent Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents. 4. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014. 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 flooding in June 2013 (Grade 9 only) and 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 these events. 7. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1; English Language Arts 30-2; French Language Arts 30-1; Français 30-1; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2. 8. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data. 9. Participation in Diploma Examinations was impacted by the flooding in June 2013 and 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 these events. 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. Page 5

Combined 2017 Accountability Pillar FNMI Summary Measure Category Measure Fort Vermilion Sch Div No. 52 (FNMI) Alberta (FNMI) Measure Evaluation Current Result Prev Year Result Prev 3 Year Average Current Result Prev Year Result Prev 3 Year Average Achievement Improvement Overall Safe and Caring Schools Safe and Caring n/a n/a n/a n/a n/a n/a n/a n/a n/a Student Learning Opportunities Student Learning Achievement (Grades K-9) Student Learning Achievement (Grades 10-12) Preparation for Lifelong Learning, World of Work, Citizenship Program of Studies n/a n/a n/a n/a n/a n/a n/a n/a n/a Education Quality n/a n/a n/a n/a n/a n/a n/a n/a n/a Drop Out Rate 6.5 5.4 7.6 5.8 6.1 6.7 Intermediate Maintained Acceptable High School Completion Rate (3 yr) 63.5 58.2 42.4 53.6 50.2 47.8 Intermediate Improved Significantly Good PAT: Acceptable 37.8 45.5 45.1 51.7 52.4 52.1 Very Low Declined Concern PAT: Excellence 3.0 3.7 3.2 6.7 6.3 6.3 Very Low Maintained Concern Diploma: Acceptable 67.3 63.3 57.6 77.1 76.1 76.3 Very Low Improved Issue Diploma: Excellence 5.9 4.6 2.6 10.7 10.2 10.2 Very Low Maintained Concern Diploma Exam Participation Rate (4+ Exams) 14.5 15.2 15.2 21.8 20.7 20.3 Very Low Maintained Concern Rutherford Scholarship Eligibility Rate 25.9 26.3 26.3 34.2 31.9 31.9 n/a Maintained n/a Transition Rate (6 yr) 16.8 19.1 20.9 31.8 33.5 33.3 Very Low Maintained Concern Work Preparation n/a n/a n/a n/a n/a n/a n/a n/a n/a Citizenship n/a n/a n/a n/a n/a n/a n/a n/a n/a Parental Involvement Parental Involvement n/a n/a n/a n/a n/a n/a n/a n/a n/a Continuous Improvement School Improvement n/a n/a n/a n/a n/a n/a n/a n/a n/a Notes: 1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 3. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE); Français (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 flooding in June 2013 (Grade 9 only) and 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 these events. 5. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1; English Language Arts 30-2; French Language Arts 30-1; Français 30-1; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies 30-1; and Social Studies 30-2. 6. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data. 7. Participation in Diploma Examinations was impacted by the flooding in June 2013 and 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 these events. 8. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/2016 school year. Caution should be used when interpreting trends over time. 9. Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available. 10. Student demographic data used when calculating Student Outcome Measures and Provincial Achievement Tests results was updated in October 2016. This impacted results based on enrolment (e.g., self-identified First Nations, Metis and Inuit), exception (e.g., learning disability) and grant program codes (e.g., English as Second Language students) reported in previous years. Goal ACOL MEASURE Measure Category ACOL MEASURE Measure Satisfaction with Program Access Current Results Jurisdiction Results Prev Year Results Prev 3 Yr Average Current Results Provincial Results Prev Year Results Prev 3 Yr Average 76.1 78.7 79.8 73.2 72.7 72.0 In-Service Jurisdiction Needs 88.9 83.2 85.2 84.3 83.9 82.4 Page 6

Summary of Accomplishments Divisional Priorities i. All students will improve reading, writing and digital literacy skills. Strategies employed over the past 11 years have yielded excellent improvement in student reading levels. The national norm for students reading at grade level is 60%. 53.7% of FVSD grade 2-9 students are reading at or above grade level in the 2016-17 school year. The highest ever reading level was 57.3% and was attained in the 2013-14 school year. When considering that the norming process for a nationally normed assessment such as the CAT4 test does not include all students, the performance of FVSD students is exceptional as we account for all grade 2-9 students in our results. Data from students and parents show high levels of satisfaction with digital literacy. Teacher results show less satisfaction. More investigation will be needed in the 2017-18 school year to ascertain the reasoning as to why teacher satisfaction is lower. ii. All students will improve numeracy skills through practical applications of curricular outcomes. FVSD staff and leadership have worked to create a Numeracy Passport for K-12 and implemented it in 2016-17. The intention is to assure parents and focus teachers on expectations of practical applications of numeracy at each grade level. The course Career and Life Management is being paired with financial management modules for high school students. The intent is to ensure that all high school graduates of FVSD will have specific practical application numeracy opportunities in high school that are required activities as an adult. An example of a numeracy activity would be the ability to complete an Income Tax Annual Return for CRA; a requirement of all adults in Canada. FVSD is also engaged in creating common assessments in high school mathematics courses. The intention is to assist teachers in the planning process and analyze data so as to provide targeted professional development opportunities for mathematics teachers. Common assessments are already available in FVSD for junior high courses and expanding them to senior high courses as well as grade 4-6 courses. iii. All students will be increasingly engaged in learning environments to improve achievement and citizenship skills. Student Engagement in the Classroom - The focus of student engagement in the learning process in school has focused on a collaboratively developed definition which states that students are engaged when they are simultaneously actively participating in school and classroom activities, reflectively involved in deep understanding and expertise and genuinely valuing what they are doing. The student engagement coordinators focused on helping teachers with strategies linked to actively participating in 2012-13. The focus in 2013-15 was continuing actively participating strategies while building a genuine value for learning through project based learning. To assist with a tool to assist the direction of professional development and the impact of strategies, school leaders assisted in developing a Student Engagement Survey. Students Page 7

would be able to provide data about their engagement level in a manner that correlated with the Student Engagement definition. As a result, on a ten-point scale student engagement improved throughout FVSD from 6.3 in 2013 to 6.95 in 2017. The target for this year was 6.85. Students continue to indicate higher levels of engagement. Another promising result is the increase of the 3 Year High School Completion rate from 65.7% to 70.5%. The Drop Out rate continues to be a concern as it raised slightly from 6.8% to 7.8%. Although we trail the province in this result we are pleased that more students are selecting to complete a high school diploma. The First Nation, Metis and Inuit 3 Year High School Completion rate dramatically improved from 58.2% to 63.5%, which outperforms students across Alberta. The First Nation, Metis and Inuit Drop Out rate was 6.5%, which went up slightly from the 5.4% the previous year. Student Engagement in Community (school and broader community) All schools conducted student focus groups through 2016-17. Schools continue to develop better, more effective formats of Student Representative Councils. Schools improved, commenced or increased student opportunities to be engaged in citizenship/service learning activities. Student interest has been high and it is an opportunity in which all students can be successful. FVSD involved students in consultation processes to research the next three years of divisional priorities. Parents and communities were increasingly engaged in 2016-17 and that involvement will positively impact student learning opportunities and performance. Parental satisfaction in involvement in their child s school and education remains high at 87.8%, which is higher than a provincial satisfaction rate 81.2%. Parent, student and teacher satisfaction that students model the characteristics of active citizenship improved significantly to 88.2%, 4.5% higher than the province. Student Achievement When examining the overall Provincial Achievement Test results for both grade 6 and 9, the three year rolling average indicates that student achievement has been maintained at both the acceptable and excellence levels. However, the year over year results indicate a slight increase at both the acceptable and excellence levels over the past two years. While the three year rolling average for the full cohort on the Accountability Pillar has been maintained, we have seen an increase on the individual grade 6 Provincial Achievement Tests and a decline in a number of the grade 9 Provincial Achievement Tests in 2016-2017. More specifically, we have seen an increase in all four subject areas in Grade 6. Although the results decreased in three of the four subject areas at the grade 9 level, FVSD students performed above the province on both grade 9 Mathematics Provincial Achievement Tests. The Diploma Examination results for Fort Vermilion School Division students have been maintained when compared to the previous year results, according to the Accountability Pillar. However, there has been an increase in the percentage of students at the acceptable and excellence levels overall when looking at the year over year results. Indeed, the 2016-2017 results are the highest we have seen in the past five years. The following data is based on the individual Diploma Examination results: Page 8

- When compared to the previous year there was an increase in the percentage of students who achieved the acceptable standard in English 30-1, English 30-2, Social 30-1, Math 30-1 and Math 30-2. - The percentage of FVSD students who met the acceptable standard in Math 30-2 exceeded the provincial results. - Slight decreases were evident in Social 30-2 and Chemistry 30. - A significant decrease was noted in Physics 30. However, caution should be exercised when considering the results in this course given the small number of students enrolled. - In many courses the discrepancy between the school-based mark and diploma exam mark remains high. The continued trend of maintaining the 3 year rolling average and improving the year-over-year results on the Provincial Achievement tests is positive. This trend remains due, in part, to the significant literacy focus in Kindergarten through grade 9, as well as the work of the Student Engagement Coordinators and junior high common assessments. This would indicate the Board s continuing focus on literacy, numeracy and the focus on student engagement is leading to student success. Balanced Literacy continues this year with the majority of grades 1 through 6 teachers implementing this instructional framework in their classrooms. In addition, support for teachers providing literacy instruction at the Kindergarten and Junior High levels will continue. Common assessments, implemented for all four core subject areas in Junior High, continue to impact programming, instruction and assessment. These align with the Alberta Programs of Study and follow a format similar to the Provincial Achievement Tests. A comparison of student results on these assessments in the past indicates a strong correlation with student success on the Provincial Achievement Tests. Additional supports such as new teacher induction, student-centered leadership professional development for administrators, technology projects, the development of science crates, continued development of common assessments at the elementary and high school levels, assistance with assessment strategies, co-planning sessions, project-based learning, etc. are impacting student learning. The work of the Student Engagement, Literacy, Diverse Learning, Numeracy and Learning Tools Coordinators in assisting teachers with instruction is a key strategy and has had a major impact in providing in-class and teacher-specific support in the classroom. Student Services A number of services are in place in Fort Vermilion School Division schools with the purpose of increasing students potential for success. The Child s Circle program provides services to at-risk students and their families throughout the division. The Mental Health Capacity Building Project builds upon the services provided through the Child s Circle program in High Level by providing proactive awareness and skill building programs as well as individual interventions for students when needed. Regional Collaborative Service Delivery focuses on health-related services that will increase students potential for success in the classroom. Each of these services plays an important role in our effort to increase the percentage of students who ultimately complete high school. Page 9

Child s Circle Program The Child s Circle program is an Early Intervention program funded jointly by Children s Services and the Fort Vermilion School Division. The focus of the Child s Circle program is to provide support to children, youth and families who are at risk. The services provided by the Child s Circle workers are intended to empower atrisk students and their families to overcome risk factors and increase their strengths. Healthy families will be better equipped to support their children through their education journey. Mental Health Capacity Building Project The Student Wellness Project, involving the four schools in High Level, is one of thirty-seven provincial Mental Health Capacity Building projects funded by Alberta Health Services. The focus is on providing an integrated community-based mental health promotion and prevention program using schools as hubs. These projects are planned, coordinated and implemented in partnership with Alberta Health Services, Alberta Education, Children s Services, and other regional service providers. The Student Wellness Project staff provide a continuum of mental health promotion and prevention services including universal, targeted and individualized programming. All students in the schools are involved in universal programming which includes school presentations as well as classroom presentations and group or individualized programming for students. Targeted programming includes programs designed to address specific needs within a group of students. Some students require individualized interventions to address their specific needs. Project staff also provide mental health education and awareness building opportunities for school staff. This may include presentations to school staff during staff meetings, after school or on PD days as well as activities designed to increase staff understanding of the importance of and ways to protect one s own mental health and wellbeing. Another important component of the Mental Health Capacity Building projects is the connection with community agencies and service providers to increase community capacity and create efficiencies in terms of support for mental wellness. Mental Health and Child s Circle Services Results Parent and teacher satisfaction rates with the services delivered by the Child s Circle workers, Student Wellness Coaches and Mental Health Therapists remain high. We have, however, seen a decrease in teacher satisfaction results. The comments in the teacher surveys point to a concern with the decrease in Child s Circle support in some locations, most specifically with the change from full-time to half-time workers. Comments in the surveys also highlight a perception that staff are not always available to provide services for students. In the 2016-2017 contract year, 70 children, youth and/or families received service from the Child s Circle workers across the division. During this same time period, 12 children, youth and/or families were referred but refused services upon referral. At the end of the 2016-2017 contract year, 7 children, youth and/or families remained on the waitlist for Child s Circle services. Overall, 159 students across the division received individualized counselling services through the FVSD Mental Health Therapists and Student Wellness Coaches in the 2016-2017 year. A number of students from across the division were also referred to Alberta Health Services for clinical therapy. Some students require services that are short term while other students require services for a longer period of time. This is dependent on the student and individual situation. Page 10

It is important to note that an additional Student Wellness Coach was hired last year to provide services in the Fort Vermilion and La Crete area schools. Whereas there had been a waitlist of students on the caseloads at the end of June 2016, there were no students on the waitlist for counselling services in these schools at the end of June 2017. There was only 1 student on a waitlist as a result of caseloads being full within the division at the end of June 2017. Targeted programs for small groups of students focusing on such topics as bullying, anxiety, anger management, grief and loss among other issues that arise from time to time were also provided as needed. Programs are tailored to meet the needs of the students involved. Typically, these groups are relatively small and involve only those students who require this support. Overall, 314 students across the division participated in targeted programming in the 2016-2017 year. There has been a purposeful increase in universal programs in the schools for all students wherever possible over the last few years with a corresponding decrease in targeted programs. Targeted programs are offered when students cannot have their needs met through universal programming and when they do not require individual counselling. Collaboration with community agencies continues across the division. Some programs are cofacilitated by community partners within the school setting. The Health Promotions, Mental Health Promotions and other staff from Alberta Health Services as well as other agencies provide a number of programs in classrooms themselves or together with the Student Support Services staff. These programs address the outcomes of the Health and Personal Living Skills curriculum. Community agencies also attend the regular Student Support Services meetings. These meetings, held approximately every 6 weeks for all Child s Circle workers, Student Wellness Coaches and Mental Health Therapists, are designed to provide an avenue for collaboration, strategy sharing and skill development for the staff involved. They also serve to increase the knowledge of available services and resources in the region. Regional Collaborative Service Delivery Regional Collaborative Service Delivery (RCSD) is a regional model designed to meet the learning needs and support the well-being of children and youth. Alberta Education, Alberta Health and Wellness and Children s Services jointly support local partnerships that focus on providing services for students that will impact their potential for success in school. The objectives of the Northern Lights RCSD are to: Improve access to supports and services Build the capacity of communities including school staff, service providers and families Improve integration and coordination of supports and services The priorities for the Northern Lights RCSD in 2016-2017 were to: Provide an effective, consistent and predictable continuum of services for learners who require emotional and/or behavioural supports Provide an effective, consistent and predictable continuum of services for learners who require speech and language supports Provide coordinated services for children and youth who have complex needs and require service from more than one ministry Provide integrated assessment and consultation services for children and youth with low incidence disabilities and those requiring a coordinated multi-disciplinary team approach Page 11

Engage with neighbouring First Nations communities to determine their level of interest in joining the Northern Lights RCSD, develop a plan for service provision and begin to provide services where possible Plan for recruitment and retention of RCSD staff Speech and Language Programming There were 7 RCSD funded Speech Assistant positions (5.4 FTE) and 1 FTE Speech and Language Pathologist position in FVSD schools in the 2016-2017 year. The Speech Assistants provide ongoing therapy for students under the supervision of a Speech and Language Pathologist (SLP). In addition to the FVSD SLP mentioned above, one SLP employed by Alberta Health Services North Zone provided assessment and ongoing supervision services for students in FVSD schools during the 2016-2017 year. An additional SLP was contracted through Peace Collaborative Services to provide speech assessments and ongoing supervision of the Speech Assistants at several other schools in the FVSD. Complex Needs Services Processes have been developed to provide services for children and youth with complex needs. All Inclusive Education Coordinators, service providers and RCSD partners have been provided overviews of Complex Needs and the process to request services for children and youth. There have been no referrals to date which likely attests to the collaborative and interagency approaches being used in the schools and communities to maximize the local capacity to support children, youth and their families. Multi-Disciplinary Team Approach A framework and plan to provide multi-disciplinary services to children and youth with low incidence disabilities as well as those requiring a wraparound approach. Emotional and Behavioural Supports Services are provided to students experiencing emotional and/or behavioural issues through RCSD funding as well. Two Mental Health Therapists provided services to students in the Rocky Lane, Fort Vermilion and La Crete and area schools in the 2016-2017 year. As well, four Student Wellness Coaches provided services at the Rocky Lane, Fort Vermilion and La Crete and area schools. The Student Wellness Coach positions are funded partially through RCSD funding. The Mental Health Therapists and Student Wellness Coaches provide universal, targeted and individual services for students. Regional Collaborative Service Delivery Results 283 students received speech and language services in the schools through RCSD in the 2016-2017 year. An additional 58 PUF children received speech services. Overall, 88 FVSD students benefited from assessment and consultation services through the multi-disciplinary team in the 2016-2017 school year. This includes students who received one or more of the specialized services provided by the team: 49 students received psychology services, 62 received Educational Programming services, 69 received SLP services, 66 received OT services, 45 received PT services, 8 received Vision and 17 received Hearing services. Inclusive Education Services The four Student Wellness Coaches mentioned above are also funded in part through Inclusive Education funding. Page 12

Working in a team together with the Child s Circle workers and Mental Health Therapists, the coaches provide a range of services for students, including universal, targeted and individualized programming. The Mental Health Therapists and Student Wellness Coaches help other school staff to increase their awareness of the importance of positive mental health, their understanding of issues facing students in their classrooms and appropriate strategies to use with specific students. Page 13

FVSD PRIORITY 1: ALL STUDENTS WILL IMPROVE READING, WRITING AND DIGITAL LITERACY SKILLS. ALBERTA EDUCATION OUTCOMES: Students achieve student learning outcomes. Students demonstrate a strong foundation in literacy. The achievement gap between First Nations, Metis and Inuit (FNMI) students and all other students is eliminated. Performance Measure (AP) Percent of grades 2 to 9 students reading at or above grade level as measured by the CAT 4. Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results). Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results). Overall percentage of students who achieved the standard of excellence on diploma examinations (overall results). Overall percentage of self-identified First Nation, Metis and Inuit students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results). Overall percentage of self-identified First Nation, Metis and Inuit students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). Overall percentage of self-identified First Nation, Metis and Inuit students who achieved the acceptable standard on diploma examinations (overall results). Overall percentage of self-identified First Nation, Metis and Inuit students who achieved the standard of excellence on diploma examinations (overall results). Results (in percentages) Target Evaluation 2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 54.1 57.3 55.9 56.3 53.7 57 73.4 69.6 63.4 65.3 66.4 68 Low Maintained Issue 13.0 14.4 10.9 11.0 12.0 14 Low Maintained Issue 73.8 73.2 73.5 70.6 75.1 76 Low Maintained Issue 8.8 6.1 8.1 9.5 10.3 9 Low Maintained Issue 54.8 45.4 44.3 45.5 37.8 48 Very Low Declined Concern 4.2 3.7 2.2 3.7 3.0 5 Very Low Maintained Concern 51.0 54.1 55.4 63.3 67.3 62 Very Low Improved Issue 2.0 0.8 2.3 4.6 5.9 5 Very Low Maintained Concern Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. 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), Social Studies (Grades 6, 9, 9 KAE). 3. 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, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2. 4. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time. 5. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and 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 these events. 6. Participation in Diploma Examinations was impacted by the flooding in June 2013 and 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 these events. 7. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). Page 14

Performance Measure (OurSCHOOL Survey) Effective Use of Technology Using Technology to Develop Skills Using Technology to Create Projects Using Technology to Communicate Effectively Using Technology Safely Elementary Students Secondary Students Satisfied Somewhat Satisfied 2016-17 Somewhat Dissatisfied Dissatisfied Don t Know 61% 20% 5% 4% 9% 52% 34% 7% 3% 4% Parents 85% 13% 2% 0% 0% Teachers 59% 16% 11% 12% 2% Elementary Students Secondary Students 52% 27% 5% 6% 11% 41% 40% 10% 4% 5% Parents 71% 18% 1% 1% 9% Teachers 43% 31% 11% 12% 3% Elementary Students Secondary Students 64% 22% 4% 5% 4% 46% 32% 10% 5% 6% Parents 75% 21% 3% 1% 1% Teachers 61% 18% 10% 9% 1% Elementary Students Secondary Students 54% 24% 6% 7% 8% 47% 29% 9% 4% 8% Parents 78% 17% 2% 1% 2% Teachers 53% 23% 12% 10% 1% Elementary Students Secondary Students 68% 18% 5% 4% 4% 53% 27% 7% 2% 7% Parents 77% 20% 3% 0% 1% Teachers 63% 24% 5% 6% 1% Comment on Results 2017 results on Provincial Achievement Tests have yielded a slight increase from last year. Principals and teachers will continue analyzing student progress to plan for future instruction. FVSD focus on literacy continues to yield consistent results. 10 years ago only 47% of grade 2-9 students were reading at grade level as measured by the CAT4. In 2017, 53.7% of students read at grade level and the national norm is 60%. FVSD students are becoming stronger readers. FVSD s best result was in 2014 when reading levels were at 57.3%. Diploma Exam results overall remain consistent with the previous year s result. FVSD continues to struggle maintaining experienced teachers in math and science areas and as a result student success varies dramatically from year to year. Recruitment and retention is a priority. With experienced teachers in each subject area, FVSD will endeavor to close the gap between school awarded marks and the student mark on the diploma exam. FVSD is proud of First Nation, Metis and Inuit diploma exam acceptable and excellence standard results. A significant challenge to stronger First Nation, Inuit and Metis results in Provincial Achievement Tests and Diploma Exams is the high numbers of students that move between communities. Disruption in learning and loss of instructional continuity occurs. Page 15

Although impacts may not be realized for a number of years but FVSD has commenced a new literacy strategy with FNMI age 3 and 4 students and their parents. The goal is to improve school readiness skills as well as build literacy capacity in the home. In year one of the current three year planning cycle, teachers were engaged in creation of writing prompts and corresponding rubrics to assess student writing. The intent is to establish a baseline of which future improvement targets can be set. Future improvements of digital literacy will be measured against survey measure results found in the above chart. The chart contains the second year of data and indicates high levels of satisfaction from parents and students, but lesser satisfaction from teachers. As FVSD strategies continue to develop over the next year, these measures will indicate whether the strategies are leading to improved digital literacy skills. Page 16

FVSD PRIORITY 2: ALL STUDENTS WILL IMPROVE NUMERACY SKILLS THROUGH PRACTICAL APPLICATIONS OF CURRICULAR OUTCOMES. ALBERTA EDUCATION OUTCOMES: Students achieve student learning outcomes. Students demonstrate a strong foundation in numeracy. The achievement gap between First Nations, Metis and Inuit (FNMI) students and all other students is eliminated. PERFORMANCE MEASURES 1. Numeracy Passport. 2. FVSD Common Assessments. PAT Course by Course Results by Number Enrolled. Results (in percentages) 2013 2014 2015 2016 2017 A E A E A E A E A E Mathematics 6 Authority 71.5 11.9 67.1 9.4 62.9 8.2 53.4 5.9 57.9 7.5 Province 73.0 16.4 73.5 15.4 73.2 14.1 72.2 14.0 69.4 12.6 Mathematics 6 FNMI Authority 51.9 2.5 36.9 1.5 39.0 0.0 29.3 0.0 24.2 0.0 Province 51.9 4.5 50.0 4.4 51.2 3.9 49.0 3.6 44.4 3.4 Mathematics 9 Authority 69.6 15.2 66.7 14.1 57.8 10.6 66.0 10.6 72.2 16.6 Province 66.8 18.3 67.1 17.3 65.3 17.9 67.8 17.5 67.2 19.0 Mathematics 9 FNMI Authority 39.3 10.7 25.7 0.0 25.0 0.0 41.3 2.2 34.1 0.0 Province 43.0 5.1 40.1 4.8 37.9 4.7 41.1 4.7 39.9 5.2 Mathematics 9 KAE Authority 73.6 13.2 61.5 26.9 61.0 22.0 61.4 13.6 61.0 9.8 Province 65.8 14.7 63.4 14.5 60.9 14.4 61.2 13.0 57.5 13.3 Mathematics 9 KAE FNMI Authority 60.7 3.6 57.1 17.1 54.8 6.5 50.0 14.3 47.6 9.5 Province 59.1 8.8 56.9 13.4 58.3 10.4 51.6 6.1 46.2 9.0 Diploma Exam Course by Course Results by Students Writing. Results (in percentages) 2013 2014 2015 2016 2017 A E A E A E A E A E Mathematics 30-1 Authority 61.0 10.2 44.1 2.9 60.5 26.3 37.5 8.3 53.3 10.0 Province 80.9 35.9 75.1 27.9 76.1 31.6 70.7 25.9 73.1 30.7 Mathematics 30-1 FNMI Authority 30.0 0.0 * * 42.9 14.3 * * * * Province 67.3 19.4 59.3 14.6 64.2 16.6 54.1 11.6 59.2 14.6 Mathematics 30-2 Authority 71.0 16.1 66.7 0.0 66.7 0.0 54.8 9.5 81.5 11.1 Province 69.5 9.7 71.3 15.0 73.9 15.5 75.4 16.8 74.7 15.9 Mathematics 30-2 FNMI Authority 28.6 0.0 * * 25.0 0.0 33.3 0.0 77.8 0.0 Province 62.8 8.5 64.6 11.1 69.0 10.3 69.4 11.6 67.4 8.8 Notes: 1. Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). 2. A = Acceptable; E = Excellence the percentages achieving the acceptable standard include the percentages achieving the standard of excellence. 3. Participation in Diploma Examinations was impacted by the flooding in June 2013 and 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 these events. 4. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). Page 17

Comments on Results: The Numeracy Passport was implemented in the 2016-17 year. The intent is to assure parents that practical skills are focused upon at each grade level from K-9. The Numeracy Passport in high school will involve a formalization of CALM and the coupling of two financial management modules to the CALM three credit course. The intent is to ensure that all high school graduates experience meaningful real life numeracy learning required of all adults. An example of a practical application of numeracy for a high school age student is to learn how to complete a personal income tax return required annually by the Canadian government. Math 30-1 results on the diploma exam were particularly low in 2015-16 and as a result strategies will be created to provide greater supports for both students and teachers. FVSD is a small school division and as a result consistent instructional practice can be negatively affected by disruptions in instruction by a few teachers. Currently of the five high schools in FVSD, none have a seasoned high school math teacher. Recruitment and retention in this area is both a challenge and a necessity. Common assessments in the high school courses are in the process of being built and implemented throughout FVSD high schools. When common assessments are completed baselines of student achievement can be established and targets for improvement can be created. FVSD will endeavor to create common assessments in the four core subjects in grades 4-6. These assessments will be created over the 2017-18 school year. Page 18

FVSD PRIORITY 3: ALL STUDENTS WILL BE INCREASINGLY ENGAGED IN LEARNING ENVIRONMENTS TO IMPROVE ACHIEVEMENT AND CITIZENSHIP SKILLS. ALBERTA EDUCATION OUTCOMES: Students achieve student learning outcomes. The education system demonstrates collaboration and engagement. Students and communities have access to safe and healthy learning environments. The achievement gap between First Nations, Metis and Inuit (FNMI) students and all other students is eliminated. Performance Measure (AP) High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10. Drop Out Rate - annual dropout rate of students aged 14 to 18 High School Completion Rate - Percentage of self-identified First Nation, Metis and Inuit students who completed high school within three years of entering Grade 10. Drop Out Rate - annual dropout rate of selfidentified First Nation, Metis and Inuit students aged 14 to 18 Results (in percentages) Target Evaluation 2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 64.3 51.7 59.4 65.7 70.5 65 Intermediate Improved Significantly Good 6.8 7.2 9.8 6.8 7.8 7 Low Maintained Issue 51.3 25.4 43.6 58.2 63.5 45 Intermediate Improved Significantly Good 7.4 6.4 11.1 5.4 6.5 7 Intermediate Maintained Acceptable Performance Measure (AP) Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school. Percentage of teachers, parents and students satisfied with the overall quality of basic education. Results (in percentages) Target Evaluation 2013 2014 2015 2016 2017 2017 Achievement Improvement Overall 79.1 84.6 83.9 85.3 88.2 * Very High Improved Significantly Excellent 80.1 87.2 86.4 83.1 89.1 * Very High Improved Excellent 87.8 90.9 90.1 91.3 93.4 * Very High 87.2 90.3 89.2 90.3 92.5 * Very High Improved Significantly Improved Significantly Notes: 1. *Targets not required 2. Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey tool in 2014. Excellent Excellent Performance Measure (OurSCHOOL Survey) 2014-15 2015-16 2016-17 Targets Results Targets Results Targets Results Canadian Norms Interested and Motivated 33% 31% 33% 35% 37% 36% 30% Expectation for Success (10 point scale) 7.6 7.6 7.8 7.5 7.8 7.8 7.1 Page 19

Performance Measure (Student Engagement Surveys) Learning activities in this course allow me to actively participate. Results (out of 10) 2014-15 Results (out of 10) 2015-16 Results (out of 10) 2016-17 Round 1 Round 2 Round 1 Round 2 Round 1 Round 2 7.68 7.51 7.66 7.68 7.84 7.67 Learning activities in this course help me to learn. 7.61 7.43 7.57 7.53 7.79 7.55 A variety of different learning activities are used in this course. 6.94 6.80 6.94 7.01 7.14 7.08 The learning in this class is made interesting. 6.66 6.48 6.70 6.67 6.90 6.64 In this course I am told what I will be learning in each lesson. 7.91 7.87 8.01 8.08 8.27 8.01 I understand the important ideas and subject content taught in this course. I think and talk about what I have learned in this course outside of class time. I am provided opportunities to choose how I learn and show my learning. 7.41 7.28 7.39 7.38 7.60 7.44 4.16 4.22 4.28 4.34 4.38 4.49 5.91 5.98 6.08 6.25 6.39 6.32 Connections to real life are made in this class. 6.44 6.55 6.61 6.73 6.77 6.65 My ideas and opinions are valued in this course. 6.73 6.77 6.83 6.88 7.07 6.85 Aggregate Totals 6.75 6.69 6.81 6.85 7.02 6.87 Results Average 6.72 6.83 6.95 Target 6.7 6.8 6.85 Comment on Results Overall parents, students, and teachers from FVSD communities are indicating high to very high levels of satisfaction in many of the survey measure areas. FVSD experienced an improvement in the three-year high school completion rate from 65.7% to 70.5%. Much of this success can be attributed to the variety of real life programming available to students throughout FVSD. Parent, student and teacher satisfaction levels with education throughout FVSD is quite high. Due to student engagement strategies in the classroom and in the broader context of school and community, student engagement levels have risen once again this year. Greater student engagement will have a positive impact on student academic performance and school completion possibilities. We are excited to have met our Student Engagement target. Data from the OurSCHOOL survey indicates better results than the Canadian Norm in two areas deemed important by FVSD; Interested and Motivated and Expectations of Success. Both pieces of data are positive indicators. Of special significance is the improvement of First Nation, Metis and Inuit results in High School Completion. 3 Yr. High School Completion improved 1from 58.2% to 63.5 FVSD First Nation, Metis and Inuit students are experiencing greater success. A recent trend FVSD is experiencing is on reserve students traditionally educated in First Nation operated schools being transported by parents to and from FVSD schools. Parents are recognizing a positive learning environment and making active decisions to have their children attend an FVSD school. Page 20

Future Challenges Although many measures indicate an improvement in student learning success, FVSD will continue to face challenges. Some of these challenges are: i. Mentoring a highly qualified teacher workforce. The new Framework Agreement has restricted FVSD s financial ability to be competitive in the market. New and innovative means will need to be entertained so as to recruit and retain teachers. ii. Recruiting and retaining teachers for CTS areas traditionally known as shop will be difficult. The result of this challenge could be the reduction of student programming options. iii. ESL and FNMI population needs continue to grow. The challenge will be in the establishment and maintenance of quality programming while grappling with a changing teacher workforce. iv. FVSD is innovative and creative in its approach to meeting varying educational needs. Inspiring Education aligns to what FVSD has been doing and also extends the expectation of inclusive classrooms and learning environments that fit the model of any place, any pace, any time learning. FVSD staff, executive, trustees and parents will all be required to learn and amend practices to meet the needs of our future learner. v. Expanding the impact of student voice in the learning environment is not really acceptable by everyone and there will be continued challenges. However, our history shows a high drop out rate and the reality is that students at young ages are being provided this choice by their parents. Therefore, it is important to learn from students in terms of what methodologies could be used to more fully engage them in the learning process. vi. Programs like Rocky Acres, BLAST and BEAR Necessities are having a positive impact on student completion and FVSD will need to continue support for programs like these, as well as develop additional learning opportunities in the future. Continuing to build programming opportunities for students in our Northern location will require resources such as time and money. However, we are only limited by our own engagement and creativity. vii. In some locations student attendance remains a challenge. However, through stronger instruction, more engaging learning environments and increased learning opportunities we hope to improve attendance and ultimately impact student learning. viii. The market for teachers in Alberta is expanding out, as a result FVSD continues to experience high teacher turnover. It is likely this trend will continue and therefore FVSD will be challenged with: - Filling all positions with teachers of appropriate qualifications. Current difficulty is recruiting and retaining high school math and science teachers. - Maintaining continuity of high quality instruction. - Orienting, training and supporting growing needs of teachers. ix. FVSD will continue to be challenged in attracting high quality school based leadership. As a result, we have a Leadership Development model to support leadership growth inside the division. However, new ideas and skills are also needed. x. Leadership at the Central Office Executive level in two roles is relatively new and as a result significant learning has and will continue to occur. Both school and system process will be influenced by these changes. FVSD must be continually mindful of succession planning. xi. FNMI academic results continue to not be as high as overall results in FVSD or the province. FVSD will need to continue to explore new strategies so that more FNMI students will be successful. Page 21

Summary of Financial Results 2016-2017 Program Total Expenditures Number of Students Served by Program FTE Spending per Student Student Instruction ECS to Grade 12 Expenditures a) Student Instruction (ECS) 1,894,565 144 13,157 b) Student Instruction (Grade 1 to Grade 12) 34,111,174 2,891 11,799 c) Inclusive Education (High Needs Students) 2,808,779 96 29,258 d) School-Based Administration Instructional 2,615,425 3,035 862 Support and System Instruction e) Student Instruction ECS to 75.09 41,430,034 3,035 13,651 Grades 12 (subtotal) Support Expenditures f) Schools Operation and Maintenance* 12.94 7,136,387 3,035 2,351 g) Student Transportation 6.12 3,377,697 1,791 1,886 h) School Board Governance and System Administration Other Instruction Expenditures 4.05 2,235,188 3,035 736 i) External Services (UHRS) 1.80 991,683 56 17,709 Total School Board Expenditures 100.00 55,170,989 3,091 17,849 *Includes amortization of assets of $3,213,209 and debenture interest of $1,550. 75.09% 1.8% 4.05% Student Instruction Transportation External Services 6.12% 12.94% Operations and Maintenance Governance & Administration Page 22