AERR & Three-Year Education Plan

In January/February each year, Alberta Education surveys students, parents and teachers in grades 4, 7 and 10 to determine their satisfaction in seven different areas:

• Safe and Caring
• Program of Studies
• Education Quality
• Work Preparation
• Citizenship
• Parental Involvement
• School Improvement

Survey results are included as measures in the division's Accountability Pillar, which is included in our Annual Education Results Report (AERR). The Accountability Pillar also includes data on drop out rates, high school completion rates, Provincial Achievement Test and Provincial Diploma Exam results, Rutherford Scholarship eligibility, and post-secondary transition rates.

Over the last five years (2012-2013 to 2017-2018), Northern Lights Public Schools has improved in all seven survey measures. In total, 13 of the 16 Accountability Pillar measures have improved and the remaining three have stayed relatively constant.

Here are some of this year's highlights:

• Improvement in High School Completion -  The number of students completing high school within three years of entering Grade 10 has increased by 10% over the last five years.
  
  
• High Achievement in Safe and Caring - 86.7% of parents, students and teachers agree that students are safe at school, are learning the importance of caring for others, are learning respect for others, and are treated fairly.
  
  
• High Achievement in Education Quality - 88.4% of teachers, parents and students are satisfied with the overall quality of basic education in NLPS.
  
  
• Improvement in Diploma Exam: Excellence - 16.3% of students writing Provincial Diploma Exams met the standard of Excellence (a mark of 80%+) and 81.3% met he Acceptable Standard (a mark of 50%+).
  
  
• High Achievement in Parental Involvement - 80.7% of parents and teachers are satisfied with parental involvement in decisions about their child's education.

You can learn more about how Alberta Education collects the data for the Accountability Pillar and what it is used for on the Alberta Education website.

The 2017-2018 school year saw continued efforts made toward ensuring our students are successful.

Evidence of success can be found in the excellence category of the Diploma Examination and Provincial Achievement Test results. Both of these data sets indicated an improvement in percentage of students achieving the excellence standard. The Drop-Out Rate result was slightly higher than the set target, but still better than the previous 3-year average. The High School Completion was better than the previous 3-year average as well, and exceeded the target for the year.

These results are due, in part, to enhancing some of the key strategies:

• Learning Consultants developed more focused coaching series to work with teachers to improve the quality of instruction. These series focused on literacy, numeracy, technology, classroom management, early learning, etc.
• Schools improved their understanding and utilization of the Collaborative Response Model to identify and meet the needs of individual students.
• Literacy programs and tools such as Daily 5 and Fountas & Pinnell benchmark assessments were supported and utilized.
• The Generative Dialogue process, which consists of the Central Office Leadership Team (COLT) participating in monthly school visits with school administration to dialogue on planning, pedagogy and assessments, increased in focus and intensity.

These and other key strategies are increasing the opportunities for every student to be successful.

Eight of the nine Accountability Pillar measures improved or were maintained from the previous year. Three of the measures are higher than the provincial results with the remaining measures being comparable to the province.

Perhaps the most significant results are the High School Completion and Drop-Out measures. The FNMI Drop-Out rate in 2017-2018 was 4.7% compared to the 7.3% for the previous three-year average. This is mirrored in the High School Completion Rate where the 2017-2018 result was 57.8%% compared to the previous 3-year average of 49.9%. Both of these results are higher than the provincial average.

It should also be noted that the FNMI Diploma Exam Participation rate has increased significantly from the previous three-year average. 

Many of the key strategies identified in Goal One also impacted results in this area. Additional strategies include:

• ensuring that all FNMI students have access to equal services as part of the Inclusive Education model,
• extending Regional Collaborative Service Delivery to students attending FNMI schools,
• using the Building Collaboration and Capacity in Education Grant to ensure improved success of our First Nations students,
• providing resources such as Literacy Seed Kits to all schools to enhance the connections between resources and FNMI students, and
• continuing to develop key community partnerships, Education Service Agreements (ESA’s) with First Nations, and Long-Term Agreements (LTA’s) with Metis Settlements.

High schools are actively providing support for FNMI students related to High School Completion. Work is ongoing in this area, and much remains to be done. Practices and strategies are being increasingly engaged to build success.

Northern Lights Public Schools continues to focus on ensuring that the system is inclusive as it relates to a safe and caring environment and learning opportunities. The Board of Trustees passed a Student Code of Conduct policy to ensure a welcoming environment for all students. 

Key strategies related to this goal include:

• ongoing character/moral education programs,
• Student Advocacy Counsellors in every school,
• nutrition/breakfast/snack programs,
• Apple Schools,
• Mental Health Grant funded programs,
• use of the Positive Behaviour Support (PBS) framework, and
• “beyond the classroom” learning opportunities such as the Registered Apprenticeship Program (RAP), the Trades Exposure Centre (service rig training) and a Hockey Skills program.

The Safe and Caring School measure decreased slightly from the previous year, but is trending upward when looking at five-year data.

The Accountability Pillar indicates that the Division continues to demonstrate a level of success on this measure. 78.3% of respondents were pleased with the Program of Studies offered, which indicates a slight drop from the previous year. 

Key strategies included:

• the use of a Mobile Trades Lab,
• accessing industry and agency partnerships to pursue programming such as the Youth Achievement Program (YAP), Science Olympics and the C2-School, and
• the facilitation of division-wide collaboration for Career and Technology Studies (CTS) teachers. 

Other factors included the Central Office Leadership Team (COLT) practice of scheduling time in schools to use a Generative Dialogue process to discuss teaching, learning and improved achievement for students.

Parents, students and staff indicated on the Accountability Pillar that they are satisfied with the measures of Overall Education Quality, Parental Involvement and School Improvement in Northern Lights Public Schools. The results are consistent with the previous year, and all three measures are indicated as high on the achievement component of the Accountability Pillar.

The factors leading to this improvement are many and diverse, but certainly the impact of the centralized inclusive education model cannot be overlooked. Diverse learners have benefitted from improved support. Improved communication, engagement and partnerships, and a focus on creating a welcoming environment for all learners are also accomplishments that have benefitted students.

Provincial Achievement Tests indicate that in 2017-2018 students achieved similarly to the previous year. When considering both the acceptable and excellence categories on all Grade 6 and 9 tests (total enrolled - 12 tests) results were maintained 17 times, improved six times and declined once. The most significant improvement happened on the Grade 9 Science PAT, and the decline was noted in Grade 6 English Language Arts (ELA). Generally speaking, results improved in the excellence category when averaging all PAT results.

Diploma Exam results were also similar to last year, with a few exceptions. Most notably, Math 30-1 results increased dramatically from 62.6% in 2016-2017 to 74% in 2017-2018 achieving the standard of excellence. Math 30-2 saw a slight decrease from the previous year but was still considerably higher than the previous three-year average and higher than the provincial average in both the acceptable and excellence categories. English 30-1 results were also higher than the previous three-year average in both the acceptable and excellence categories and higher than the province in the acceptable category.

There were many factors that contributed to these literacy and numeracy results. Literacy and numeracy Learning Consultants were employed to provide targeted support to teachers to improve literacy and numeracy instruction. The Daily 5 structure was supported as a means of delivering literacy instruction, and the Daily 3 structure was supported to provide math instruction. The COLT process was used as a vehicle to focus dialogue between senior executive and administrators on building leadership capacity in instruction. Full-time Kindergarten with enhanced literacy opportunities is offered in all primary schools.

These and other key strategies are impacting student numeracy and literacy achievement. While the results are encouraging, it is evident that more work remains to be done, particularly on the Grade 9 Provincial Achievement Tests.

The number of dual credit opportunities, the increased number of students completing training at the Trades Exposure Centre, and the extensive number of partnerships with industry and agencies depict improvement in this priority area.

Northern Lights Public Schools is committed to providing every opportunity for students to experience success, and increased partnerships and engagement with our communities is benefitting students. Communication remains critical to this priority, and the work done by the communications personnel and other divisional staff is leading to better communication with specific school communities and the broader community. The use of social media, websites, newsletters, and media communications is carefully planned to ensure effective, timely and appropriate communication, and to ensure that the stakeholders have opportunities to engage in school life and be better informed about the exciting opportunities for students.

The division is poised for another round of in-depth consultations with a variety of stakeholders during the 2018-2019 school year to review and renew priority area for Northern Light Public Schools.

86.7% of respondents (students, staff and parents) indicated satisfaction with the Safe and Caring School measure. This result is slightly lower than the previous year but relatively close to the previous three-year average and the provincial average.

In order to achieve the mission of Working Together to Help Every Student Learn and Excel, the health and wellness factor cannot be overlooked. Efforts to move forward in this area have been substantial. That being said, student surveys (Learning Bar / Tell Them From Me) indicate that the health and wellness of students continues to be an issue for students in Northern Light Public Schools. In both the Grade 4 to 6 and Grade 7 to 12 ages students noted a higher level of Moderate/High Anxiety when compared to the national norm. Their Sense of Belonging is lower than the national norm. Their sense of having an Advocate at School or Positive Relationships compares well to national norms. More work will need to be done to support the health and wellness of students.

Examples of key strategies that were implemented to foster improvement in health and wellness include:

• Character/Moral education programs,
• Student Advocacy Counsellors,
• nutrition/breakfast/snack programs,
• “beyond the classroom” learning opportunities such as the Registered Apprenticeship Programs (RAP) or the Trades Exposure Centre (service rig training),
• Apple Schools,
• Mental Health Grant funded programs,
• the use of the Positive Behaviour Support (PBS) framework, and
• the Staff Wellness Project.

• Students achieve student learning outcomes
• Students demonstrate a high level of high school completion and post-secondary transition rates
• Students model active citizenship and lifelong learning, and exhibit attitudes and behaviours that make them successful after they finish school

Key System Strategies

• Literacy, numeracy, technology, classroom management and early learning coaching series are being enhanced and utilized to provide a focus to the instructional coaching process.
• Through the use of selected coaching series and/or responsive coaching, Learning Consultants work with individual teachers or groups of teachers to improve and enhance the quality of literacy and numeracy instruction, and to enhance the utilization of digital learning tools and skills to improve learning opportunities for students
• The division is increasing the understanding and utilization of the Collaborative Response Model, a school-wide structure that focuses on identifying and meeting individual needs of students.
• Because the division believes that strong literacy skills are foundational to learning in all subject areas, literacy programs and tools such as the Daily 5 and Fountas & Pinnell Benchmark assessments and DORA (Diagnostic Online Reading Assessments) are supported and incorporated into professional development and collaborative opportunities for teachers.
• In order to ensure a solid foundation for learners, the division continues to offer full-time Kindergarten programming in all primary schools. A variety of tools and assessments such as the Early Years Evaluation (EYE) are employed to ensure quality and individualized programming.
• Through the use of a Generative Dialogue process, the Central Office Leadership Team (COLT) connects monthly with school administration to dialogue on planning, pedagogy and assessments in a focused and intentional manner. In the same way, collaborative time is embedded at the school level for discussion on topics related to student learning and achievement. This process increases focus on teaching and learning.
• Digital assistive technologies are increasingly utilized to support struggling learners.
• Student Support Team (SST) leaders facilitate collaborative meetings focused on student well-being and learning. Team members include personnel such as administrators, teachers, occupational therapists, speech language pathologists and other outside agencies as required.
• The division is in the second year of a vigorous Beginning Teacher Induction program for all teachers new to the division.
• Cohorts of subject-alike teachers have developed common curricular assessments for core courses at the grade 7 and 8 levels. These common curricular assessments are being utilized in all grade 7 and 8 classrooms to ensure reliable summative processes and to increase focus on curricular outcomes and expectations.
• In August of 2018 the divisional Learning Consultants hosted a three-day numeracy resource development opportunity for Northern Lights Public Schools teachers. These collaboratively developed resources are being utilized from Kindergarten through Grade 12. These resources are designed to enhance student engagement while connecting numeracy concepts.
• Knowledge & Employability programming is provided for high school students where appropriate.
• Dual credit programming is continually developed and encouraged for students – providing advanced standing with post-secondary institutions or industry standard certification.
• An enhanced Student Voice and Leadership program is being implemented – this includes opportunities at school, divisional and provincial levels.
• Character education/moral education programs are developed at school sites to ensure appropriate supports and educational opportunities are in place for students.
• Academic and career counselling programs are integral to ensuring that students are well positioned for either continuing formal education programs (post-secondary) or entering the work force.
• Student Advocacy Counsellors (SAC) are employed at all schools to provide supports for students.
• Lunch/snack/breakfast programs are commonplace in many schools. Further, Northern Lights Public Schools is expanding nutrition programs as part of Alberta Education’s “Future Ready” initiative. One of these programs consists of High School students assisting in the preparation of a lunch meal for elementary students.
• The Division offers robust ‘beyond the classroom’ learning opportunities for students to teach them attitudes and behaviours that lead to future success in the workforce. These include work experience, Registered Apprenticeship Program (RAP), Trades Exposure (service rig training), culinary opportunities, Mobile Mechanics, Hockey Skills, etc.

• FNMI students achieve student learning outcomes
• FNMI Students demonstrate a high level of high school completion and post-secondary transition rates

Key System Strategies

• Continue to develop key community partnerships and develop Education Service Agreements (ESA’s) with First Nations and Long-Term Agreements (LTA’s) with Métis Settlements.
• Continue to offer industry exposure opportunities for FNMI students.
• As part of the Inclusive Education Model, all students, including FNMI students, have access to equal services.
• The Regional Collaborative Service Delivery is extended to include students attending First Nations schools.
• The Building Collaboration and Capacity in Education Grant is being collectively utilized to ensure improved success of our First Nations students.
• A full-time Kindergarten program is provided to all students, including FNMI students, to enhance early learning opportunities.
• Learning Consultants are engaged to work with individual teachers or groups of teachers to improve and enhance the quality of literacy and numeracy instruction.
• Learning Consultants are engaged to work with individual teachers or groups of teachers to enhance the utilization of digital learning tools and skills in relation to improved learning opportunities for FNMI students.
• The Division endorses and provides school-level supports for the Collaborative Response Model, a school-wide structure that focuses on inclusion and ensures a collaborative response to identify and meet the individual needs of FNMI students.
• Because the Division believes that strong literacy skills are foundational to learning in all subject areas, literacy programs and tools such as the Daily 5 and Fountas & Pinnell Benchmark assessments are supported and incorporated into professional development and collaborative opportunities for teacher.
• Resources such as Literacy Seed Kits are provided for all schools to enhance the connections between resources and FNMI students.
• Through the use of a Generative Dialogue process, the Central Office Leadership Team (COLT) participates in monthly school visits with school administration to dialogue on planning, pedagogy and assessments. In the same way, collaborative time is embedded at the school level for discussion on topics related to student learning and achievement. This process includes an increased focus on teaching and learning. These conversations include FNMI-related topics.
• Student Support Team (SST) includes educators as learning coaches to assist staff in implementing a variety of strategies to ensure success for all students, including FNMI students.
• Support the development and implementation of transition programs to assist FNMI students as they transition from school to school.
• Promote the development of educational experiences for students to learn about their heritage.
• Inspire and provide opportunities for educators to become familiar with FNMI history and culture.

• Students are safe at school, care for and respect others, and are treated fairly in school

Key System Strategies

• Character Education/ Moral Education Programs are utilized at school sites to ensure appropriate supports and educational opportunities are in place for students.
• Student Advocacy Counsellors (SAC) are employed at all schools to provide supports for students.
• Lunch/snack/breakfast programs are commonplace in many schools. Further, Northern Lights Public Schools continues a nutrition program as part of Alberta Education’s “Future Ready” initiative. This program consists of High School students assisting in the preparation of a lunch meal for elementary students.
• The Division offers robust “beyond the classroom” learning opportunities for students to teach them attitudes and behaviours that lead to future success in the workforce. These include work experience, Registered Apprenticeship Programs (RAP), Trades Exposure (service rig training), culinary opportunities, Mobile Mechanics, Hockey Skills, etc.
• Student Support Team (SST) leaders facilitate collaborative meetings focused on student well-being and learning. Team members include personnel such as administrators, teachers, occupational therapists, speech language pathologists, mental health workers and other outside agencies as required.
• Collaboration with Alberta Health Services, the RCMP, the FASD Centre and other agencies as needed are utilized when beneficial to students.
• VTRA level 1 & 2 training is being provided to ensure appropriate supports and responses to emergent situations.
• The divisional Critical Incident Response process will be enhanced to include a more systematic support process external to school staff.
• The Division is utilizing Mental Health Grants to support programs including ‘Successful Families, Successful Kids.’ A mental health consultant facilitates programs of this nature.
• The Positive Behaviour Support (PBS) framework is heavily utilized in schools to build, promote and maintain a positive and functional school climate.
• Division personnel are members of Community Coalitions to improve comprehensive services and supports for students.

• Students receive a broad program of studies
• Effective learning and teaching is achieved through collaborative leadership

Key System Strategies

• A Mobile Trades Lab is shared with different schools to provide additional learning opportunities.
• The Trades Exposure Centre, which provides service rig training and scaffolding training, offers authentic and industry-standard programming.
• Music programming is emphasized in the Division.
• Industry and agency partnerships are pursued in order to provide additional programming for students. Examples are the FNMI Trades Carnival, Youth Achievement Program, Science Olympics and C2-School.
• The Division has made provisions for administrators and teachers to pursue their Masters in Education degrees through a cohort model.
• The Division is providing a New Administrator Support Program to develop leadership skills and capacity. This program focuses on both the practical and theoretical aspects of school-level leadership.
• Provisions are created to facilitate division-wide and cross-divisional collaboration for Career and Technology (CTS) teachers. Participation with post-secondary institutions is utilized in efforts to increase the skill sets of CTS teachers to enhance and broaden programming opportunities for students.
• A French Immersion Program is supported and promoted in one of the communities.

• Schools in the division are improving and students have access to quality instruction
• The education system demonstrates collaboration and engagement
• Students and communities have access to safe and healthy learning environments

Key System Strategies

• School Councils are actively utilized in all schools.
• The Division will undertake an extensive community engagement and strategic planning exercise to develop priorities for the Division to pursue for the next three years. This information will be key to the development of future Three-Year Education Plans.
• The template for school-based education plans will be revamped to be utilized in future years to correspond with new divisional priorities. This will include more specificity around goals and an increased expectation to gather evidence that indicates success of the plans.
• Using a modelled Generative Dialogue process supported by external consultants, the Central Office Leadership Team (COLT) participates in monthly school visits with school administration to dialogue on planning, pedagogy and assessments. In the same way, collaborative time is embedded at the school level for discussion on topics related to student learning and achievement.

• All students will enhance their literacy and numeracy competencies
• Teachers will be supported in acquiring additional instructional strategies to enhance the literacy and numeracy skills of their students

Key System Strategies

• A number of coaching series have been developed to assist teachers from Grade K-12 with literacy and numeracy classroom instruction.
• Learning Consultants to provide targeted support to teachers to improve literacy and numeracy instruction.
• Benchmarking and diagnostic assessments (Fountas & Pinnell, Early Years Evaluation, DORA) are utilized to inform and focus instruction to ensure needs-based programming.
• The Daily 5 structure is heavily supported as a means of delivering literacy instruction, and the Daily 3 structure is supported to provide math instruction.
• The COLT process is used as a vehicle to focus dialogue between senior executive and administrators on building leadership capacity in instruction.
• Full-time Kindergarten with enhanced literacy opportunities is offered in all primary schools.
• Provincial Achievement Tests (PAT) and Diploma results are analyzed and used to measure literacy and numeracy improvement.

• The Board of Trustees and Superintendent ensure that stakeholders feel they have been communicated with and that their input has been heard
• School Principals will communicate with parents, students and staff regarding the progress and successes of their schools
• Northern Lights will actively seek partnerships and engagement opportunities with community stakeholders and educational organizations
• Students will be engaged in and beyond the classroom

Key System Strategies

• Build and implement a communications plan to ensure effective communication with all school communities. The communications officer ensures and guides the communication process. Social media, parent newsletters, staff communications, media connections are examples of mediums to be used for communications.
• Support and improve the use of School Messenger as a means of communicating with parents, staff and the communities of Northern Lights Public Schools.
• Implement and improve the use of School Engage for student registration and student permission forms purposes.
• The Division will undertake an extensive community engagement and strategic planning exercise to develop priorities for the Division to pursue for the next three years. This information will be key to the development of future Three-Year Education Plans.
• A Director of Community Partnerships and Engagement is utilized to purposefully build partnerships with industry and agencies, and the list of partnerships is extensive, resulting in additional programming and supports for students.
• Partnerships with First Nations and Métis will be furthered through the ongoing development of Educational Service Agreements (ESA’s) and Long-Term Agreements (LTA’s).
• Partnerships are being enhanced and expanded to better offer learning opportunities for students such as work experience, Registered Apprenticeship Program (RAP), Trades Exposure (service rig training), culinary opportunities, Mobile Mechanics, Youth Achievement Program, C2-School, Hockey Skills, Trade Carnivals, etc.

• An enhanced Student Voice and Leadership program is being implemented – this includes opportunities at school, divisional and provincial levels.

• Northern Lights will support programs which promote a healthy lifestyle and mental health for students and staff

Key System Strategies

• As part of the mental health focus, Student Advocacy Counsellors (SAC) assigned to each school provide mental health supports to students and play a key role in connecting to various external agency supports to help meet the needs of students.
• Apple Schools, an innovative school-focused health promotion initiative that improves the lives of students in schools across Northern Alberta through healthy eating, physical activity and mental health, is active and supported in multiple schools in Northern Lights Public Schools.
• The Division promotes and supports Ever Active Schools who work directly with Alberta schools supporting wellness education and comprehensive school health, building capacity through innovative projects, and competency-focused learning opportunities.
• Comprehensive School Health promotes a framework that focuses on four main components that support the creation of healthy school communities: foundational principles, the pillars of comprehensive school health, the community development process, and shared responsibility between health and education sectors. Northern Lights Public Schools is engaged in supporting this framework.
• The Staff Wellness Project is utilized to ensure that every school has a wellness co-ordinator and to ensure that every school has projects supporting the health and wellness of staff.
• Lunch/snack/breakfast programs are commonplace in many schools. Further, Northern Lights Public Schools is expanding nutrition programs as part of Alberta Education’s “Future Ready” initiative. One of these programs consists of High School students assisting in the preparation of a lunch meal for elementary students. Social Economic Status (SES) data was considered when choosing the recipient school of this pilot program.
• The Positive Behaviour Support (PBS) framework is heavily utilized in schools to build, promote and maintain a positive and functional school climate.
• The division supports the Collaborative Response Model which is a school-wide structure that focuses on inclusion and ensures a collaborative response to identify and meet the individual needs of students.