1. Annual Report to Parents: School Development Planning

2. Accountability Pillar Summary
Blue and green are good, yellow/orange is okay in this context as we maintained an excellent level of Safe and Caring and we exceeded provincial average on PATs but didn’t achieve an exceptionally high level. Parental involvement is an issue: 73% are satisfied with the opportunity to be involved in decision making but only 50% say they are actually involved.

3. Interest & Motivation
Students respond to 4 Likert questions regarding their interest and motivation:
I like learning new things at school
I like working on class projects
I look forward to Language Arts class
I want to learn more about math

4. Interest & Motivation
Students respond to 18 Likert questions regarding their interest and motivation in three subject areas – language arts, mathematics and science:
I spend a lot of time day-dreaming, socializing or pretending to pay attention.
I enjoy learning new concepts and ideas
I enjoy our class projects so much that often I do not want to stop.
I wish we did not have to take [the subject area].
I enjoy [the subject area] classes so much that I lose track of time.
I find myself thinking about what we are learning even after the lesson is over

5. Advocacy at school
Students respond to 3 Likert questions about whether they have someone at school who consistently provides encouragement and who can be turned to for advice.
The results are reported as "the average score for advocacy at school".
Scores are assigned based on the following scale:
• Never:
• Once a Week:
• 2 to 3 Times a Week:
• Almost Every Day: 10
When interpreting results that use a 10-point scale it is important to consider both what the question is asking and the response scale of each question. For the 'Advocacy at School' measure it is not uncommon to receive a low mean score. For example, students in Grade 7 will likely receive more support on a daily basis (higher score) compared with students in Grade 12 where it may not be appropriate to connect with them on a daily or 2 or 3 times a week basis (lower score). Another important comparison to make is that of the Replica Line. The Replica Line will allow you to make a fair comparison of your score compared to a virtual school composed of students from the OurSCHOOL database that are identical to your students.
How often does someone at your school do each of the following? (Never, Once a Week, 2 to 3 times a Week, Almost Every Day)
• My teachers show interest in my school projects.
• My teachers ask me about how well I am doing at school.
• My teachers encourage me to do well at school.

6. Advocacy outside of school
Students respond to 5 Likert questions about whether they have someone at home or in their community who consistently provides encouragement and who can be turned to for advice.
The data are scaled on a 10-point scale.
The results are reported as "the average score for advocacy outside of school". How often does someone in your family or community do each of the following?
(Never, Once a Week, 2 or 3 Times a Week, Almost Every Day)
• Ask me how well I am doing with my school work.
• Talk to me about any problems I might have at school.
• Ask me how well I am getting along with kids at school.
• Show interest in my school projects.
• Encourage me to do well at school.

7. Moderate or high anxiety
Anxiety involves feelings of fear, intense anxiety, and worry about particular events or social situations. We would like to know how you think and feel about certain things. For each statement below, please tell us how often you feel this way.
I worry about what other students think about me.
I am too fearful or nervous.
I worry about people laughing at me.
I worry about a teacher asking me a question.
I worry more than most kids.
I am afraid that other students will think I am stupid.

8. Moderate or high anxiety
Anxiety involves feelings of fear, intense anxiety, and worry about particular events or social situations. We would like to know how you think and feel about certain things. For each statement below, please tell us how often you feel this way.
I worry about what other students think about me.
I am too fearful or nervous.
I worry about people laughing at me.
I worry about a teacher asking me a question.
I worry more than most kids.
I am afraid that other students will think I am stupid.

9. Depression
Depression is a mental state characterized by feelings of sadness, discouragement and inadequacy that persist for long periods, from two or three weeks to several years. The OurSCHOOL measure is comprised of the following set of statements that asks students:
We would like to know how you think and feel about certain things. For each statement below, please tell us how often you feel this way.
1. I feel sad or depressed.
2. A lot of things seem to bother me.
3. I feel lonely.
4. I cry without a good reason.
5. Other students seem to have more fun than me. 6. I have trouble falling asleep at night.
Students with high levels of depression tend to be less able to experience joy and happiness in activities at school or at home, and may be less able to concentrate during classes. Students with moderate levels of depression would likely benefit from a school-wide intervention. The "all schools" ribbon and "drill-down" lines reflect the combined reporting of high and moderate levels of depression.

10. Self esteem
The OurSCHOOL measure of Self Esteem is based on the following set of questions : Please indicate how much you agree or disagree with each of the following statements:
1.In general, I like the way I am.
2.I like the way I look.
3. When I do something, I do it well.
4. Overall, I have a lot to be proud of.
5.A lot of things about me are good.
6.I feel good about my ability to do school work.
7.I feel good about myself.

11. Positive teacher-student relations
The OurSCHOOL measure of Teacher-Student Relations uses the following five statements to assess students' perceptions about how they are treated by their teachers, and whether they feel supported by them.
In our school ....
1. My teachers treat me fairly.
2. My teachers tell me when I have done a good job.
3.I get along with my teachers.
4. My teachers care about me.
5. Teachers help students who need extra help.
Willms (2004) found that youth in Canada and the United States tend to have better academic achievements in schools with high levels of teacher-student relations. (see

12. Homework behaviour
Students are asked 3 questions about their attitudes towards homework and studying and their effort in completing it. The results are reported as "the percentage of students with positive homework and studying behaviours".
I like doing homework and studying
Studying and doing homework helps me learn
When I have homework, I hand it in on time

13. Homework time
Learning and health outcomes depend on students' engagement at school and at home. Therefore, we assess students' activities at home and develop a portrait of how students spend their after-school hours. In some communities, academically-related activities such as doing homework or reading for fun are displaced by students spending an inordinate amount of time on non-academic activities.
The OurSCHOOL measure of Time on Homework is based on a single question that asks students:
During a typical weekday (i.e., Monday to Friday) about how much time do you spend after school doing each of the following activities?
Studying or doing homework.
Many students over-report the amount of time they spend on various activities, such as reading for fun, watching TV, or doing homework. To compensate for this, we standardize each student's responses such that the total time spent on the seven activities included in the survey sums to 7 hours. This provides a better indicator at the school level for comparative purposes.

14. Reading for pleasure
Time on Leisure Reading The OurSCHOOL measure of Time on Leisure Reading is based on a single question that asks students:
During a typical weekday (i.e., Monday to Friday) about how much time do you spend after school doing each of the following activities?
Reading books, eBooks, magazines, comics or newspapers for fun
The results are scaled to a metric of "hours per day." Many students over-report the amount of time they spend on various activities, such as reading for fun, watching TV, or doing homework. To compensate for this, we standardize each student's responses such that the total time spent on the seven activities included in the survey sums to 7 hours. This provides a better indicator at the school level for comparative purposes.

15. Volunteerism
The OurSCHOOL measure of Time Spent Volunteering is based on a single question that asks students: During a typical weekday (i.e., Monday to Friday) about how much time do you spend after school doing each of the following activities?
Working as a volunteer (e.g., in a service agency, or with an arts or culture group). T
he results are scaled to a metric of "hours per day."

16. Phone use
Students are asked a question about how much time they spend on a typical week-day talking on the phone or texting friends. Results are reported as the average number of hours per day spent using phone.

17. Watching TV
The OurSCHOOL measure of Time on TV is based on a single question that asks students:
During a typical weekday (i.e., Monday to Friday) about how much time do you spend after school doing each of the following activities?
Watching TV?
The results are scaled to a metric of "hours per day."

18. Computer Use
Students are asked two questions about how much time they spend on a typical week-day using interactive communications technology (ICT). This includes, for example, using a computer for ing or chatting, playing computer games, or talking on the phone or texting friends. Results are reported as the average number of hours per day spent using ICT.
The results are scaled to a metric of "hours per day."

19. Finish high school
The OurSCHOOL measure of Educational Aspirations - Finishing High School is based on students' responses to a statement regarding whether they plan to finish high school.
The question is: Please indicate how much you agree or disagree with the following statement:
1.I plan to finish high school. The graph indicates the percentage of students who indicate they strongly agree with the statement.
"Students' decisions to pursue post-secondary education and their chances of realizing this goal are affected by several factors, including their literacy skills and high school credentials; the extent to which they are engaged in the schooling process; the support available from family, friends and other people in their social network; and the financial means available to them." (Willms and Flanagan, 2003). (see

20. Trades or apprenticeship
The OurSCHOOL measure of Educational Aspirations - Trade or Apprenticeship is based on students' responses to a statement regarding whether they plan to pursue a trade or apprenticeship program.
The question is: Please indicate how much you agree or disagree with the following statement:
1.After high school, I plan to pursue a trade or apprenticeship program.
The graph indicates the percentage of students who indicate they strongly agree with the statement.
"Students' decisions to pursue post-secondary education and their chances of realizing this goal are affected by several factors, including their literacy skills and high school credentials; the extent to which they are engaged in the schooling process; the support available from family, friends and other people in their social network; and the financial means available to them." (Willms and Flanagan, 2003). (see

21. College or university aspirations
The OurSCHOOL measure of Educational Aspirations - College or University is based on students' responses to a statement regarding whether they plan to go on to college or university.
The question is: Please indicate how much you agree or disagree with the following statement:
1.After high school, I plan to go to a college or university.
The graph indicates the percentage of students who indicate they strongly agree with the statement.
"Students' decisions to pursue post-secondary education and their chances of realizing this goal are affected by several factors, including their literacy skills and high school credentials; the extent to which they are engaged in the schooling process; the support available from family, friends and other people in their social network; and the financial means available to them." (Willms and Flanagan, 2003). (see

22. PAT Comparison (2017)
Data is all students not just writers. Note gr 6 in 2014 were gr 9 in 2017

23. PAT Comparison (Multiyear)
Provincial Achievement Test Comparison by Year
Course Name
Achievement Level
CNGS
CBE AB
CNGS
CBE AB
CNGS
CBE AB
CNGS
CBE AB %
English Language Arts 6
Acceptable Standard
83.1
84.9
81.9
88.8
85.7
82.8
88.7
86.4
82.9 84 86
82.5
Standard of Excellence 11
18.4
17.6
22.4
21.3
19.5 19
22.3
20.4
11.7
20.5
18.9
Mathematics 6
65.3
75.1
72.7 77
75.4
72.5
85.1
74.4
71.4
75.5
72.8
68.4
17.1
15.3
12.4
13.8
13.1
15.8
10.4
14.1
12.3
Science 6
66.1
77.4
84.5
78.3 76
80.3
77.6
74.2 79
76.6
9.3
25.1
25.3
26.2
25.9
28.2
27.7
29.7
29.5
Social Studies 6
73.6
70.2
79.5
73.2
69.6
82.1
71.1
76.7
76.4
72.6
5.1 17
19.2
18.7 25
24.5
22.6 16
24.2
English Language Arts 9
80.8
77.2
76.3 71
75.6
70.8
77.3
85.2
76.2
76.8
3.3
15.5 15
5.5
15.4
14.4
4.4
15.2
9.2
14.8
14.9
Mathematics 9 65
65.9 60
63.5 64
73.7
66.7
64.2
66.2
17.8
16.9
14.5
17.5
16.1
17.2
21.8
19.4
Science 9 90
71.3
73.8
73.9
73.3
75.9
73.5
90.8
23.3 22
22.8
14.6
23.2
22.5
24.6
Social Studies 9
62.5
64.8
57.2
64.5
64.4
62.8
64.1
65.7
66.3
6.7
20.8
20.3
21.4 20
10.9
18.1
18.3
20.2
Data is all students not just writers. Note gr 6 in 2014 were gr 9 in 2017

24. Theory of action
If we focus on high impact strategies and develop tasks that embed these strategies then student achievement in reading and understanding disciplinary text and mathematical reasoning and analysis will improve.
What will we do with that information in order to identify areas of growth?

25. Achievement strategy
Students will annotate text identifying the lens/discipline that it was written from or for, make connections between text and prior knowledge, and target disciplinary vocabulary that will allow them to understand the text and how it relates to the topic/assignment.

26. Achievement strategy
After reading text, students will identify and use disciplinary vocabulary in proper context, make connections between the text and the discipline explored, and make inferences using their understanding of the text read.

27. PAT Target
We will see an increase by 2 percentage points in PAT results for questions on the ELA exams related to “Synthesizing Ideas.”
We will see an increase by 2 percentage points in PAT results for questions on the Gr. 6 ELA exam related to “Synthesizing Ideas” (from 61% to 63%) and on the Gr. 9 ELA exam (from 59% to 61%).

28. Item Analysis – ELA 6
14 questions, 10 below district levels

29. Item Analysis – ELA 9
16 questions, 15 below district achievement levels

30. Report Card Stem
We will see an increase of 5 percentage points of students who receive a 3 or 4 in the stem “Reads to explore, construct and extend understanding”
We will see an increase of 5 percentage points of students who receive a 3 or 4 in the stem “Reads to explore, construct and extend understanding” as they transition to the next grade (Gr. 5 83% to 88% in Gr 6, Gr. 6 75% to 80% in Gr. 7, Gr. 7 from 73% to 78% in Gr 8, Gr. 8 59% to 64% in Gr 9). This years grade 5 students will meet the same percentage as last year (83%).

31. Achievement strategy
Students will identify and use mathematical vocabulary in proper context, engage in activities through listening, speaking, reading and demonstrating, and use various manipulatives to demonstrate understanding.

32. PAT Target
We will see an increase by 2 percentage points in PAT results for questions on the Math exams related to “Shape & Space.”
We will see an increase by 2 percentage points in PAT results for questions on the Gr. 6 Math exam related to “Shape & Space” (from 50% to 52%) and the Gr. 9 Math exam (from 48% to 50%).

33. Item Analysis – Math 6
9 questions, 8 below district achievement level

34. Item Analysis – Math 9
11 questions, 10 below district achievement

35. Report Card Stem
We will see an increase of 5 percentage points of students who receive a 3 or 4 in the stem “Uses mathematical reasoning to analyze and solve problems”
We will see an increase of 5 percentage points of students who receive a 3 or 4 in the stem “Uses mathematical reasoning to analyze and solve problems” as they transition to the next grade (Gr. 5 75% to 80% in Gr 6, Gr. 6 77% to 82% in Gr. 7, Gr. 7 from 66% to 71% in Gr 8, Gr. 8 65% to 70% in Gr 9). This years grade 5 students will meet the same percentage as last year (75%).