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School: 2071 Wheatland Crossing School

Wheatland Crossing School

3-Year Education Plan 2016-2019


“Outstanding in Our Field”

Foundation Statements Vision and Mission: We are currently working through the process of developing our foundation statements with staff, parents and students.


Our Story We await the mid-year move into a brand new, state of the art, facility with great anticipation and excitement. Wheatland Crossing School is a consolidated, “stand alone”, K to 12 school located at the intersection of Highway 561(Physical address is 241079 Rge Rd 222) and Highway 840.This school is the designated school for students living in the East Wheatland area. This region is predominately rural and encompasses the communities of Rockyford, Rosebud, Standard, Cluny, Gleichen, and Hussar.

Wheatland Crossing Students as of September 30/16 ECS 22

Grade 1 31 Grade 2 24(1) Grade 3 25(4) Grade 4 44(5) Grade 5 32(1) Grade 6 36(2) Grade 7 36(3) Grade 8 35(4) Grade 9 24(3) Grade10 24(4) Grade11 25(1) Grade12 18

Total 376(28 Siksika students)


Principal- Karen Smith AP – Sean Latta Secretaries – Janice Reagan, Jana Corbiell, Donna Collett

Teachers Grade/Subject(s)

Deb Klics K Joy Stewart 1 Caitlin Campbell 1 Patti Dahm 2 Kirstie Rougeau 3 Jody Filkohazy 4 Julie Sandersen 4 Kathy Gerritsen (0.5) 5 Matt Sandersen 5 Linda Moczulski 6 Susan Moncks 6 Christine Kowula Gr7 & 9 LA, Social 7 Tracy Desmet Career counsellor, CALM,

Health Amanda Ellis JR/SR

ELA Cam Holloway JR/SR: PE & Woodworking Mark McKeen JR/SR Social Studies,

Computers Tiffany Phillips JR/SR – Foods

JR/SR – Math, Adam Sommerfeldt Science 8, Sci 24

Bio 20/30, options Ed Yu JR/SR: Fine Arts

Math 10,30-1 Elem Music

Steve Wiewel Gr 7 Math & Science, Sci 14, OutDoor Ed

Adam Baxter Robotics, New Media, Photo,Elem PE

Justin Silva Physics, Science 9, Chemistry, Math 20-2

Stina Norman Inclusive Ed, K&E Sean Latta Elem PE Alex Kathol Early Lit/Num, LLI


Support Staff

Tyla Kalbhen

Tamara Newell- PUF

Breane Van Dressar

Sharon Sundgaard

Crystal Cavanaugh

Lisa Armstrong

Naomi Davidson

Arlene Imler

Gina Smith

Pearl Bjerke (Robin Wiens)

Dana Brindle PUF -

Family/School Resource Counsellor - Sharon Blanchard

Native Liaison - Kendra Jones


Wheatland Crossing Education Plan 2016/17 Goals

Strategic Instruction

Goal #1: Create supportive, meaningful, high quality learning opportunities for all students. Connected to Outcome One and Four Main Strategies: • Elementary Literacy Block – Leveled Literacy Intervention • Offer 10-1 and 10-2 separately for English and Social • Expand K & E Math and English programs to include Grade 9 • Infuse Critical Thinking into our instruction • Follow GHSD Literacy and Numeracy Foundational Frameworks • Develop teacher teams based on grade level or subject areas to look for opportunities/strategies to

enhance learning


Citizenship

Goal #2: Foster a safe, caring, inclusive environment which supports ongoing communication and collaboration between students, staff, parents, and community. Connected to Outcome Three Main Strategies: • Mind-Up program for Grades 1 to 3 • School spirit events – Wheatland Crossing T-shirts, Welcome Breakfast, Christmas Dinner • We Day event – We School • Conflict Resolution – Gr.5 • Communication plan- Webpage, Facebook, call out system, Monday Morning Memo (using

Evernote) • Engage parents through Wheatland Crossing Parent Council/ Friends of East Wheatland • Provide students numerous opportunities to get involved in extracurricular activities- numerous

sport teams, STEM club, chess club, drama club, Student council, Glee club, etc. • Form a staff group to develop strategies to support students who are socially at risk


Student Engagement

Goal #3: Provide students with opportunities to experience learning in a supportive environment; using relevant and powerful questions, meaningful challenges and authentic applications which extend beyond the classroom. Connected to Outcomes Two, Four & Five Main Strategies:

• Expand student course choice through dual credit opportunities and career pathways • Supports for FNMI students – Liaison worker, Participation in student conference, Additional

Literacy and Numeracy Support • Develop a strong agriculture focus for all grade levels - Ag Career Pathway (Internship), Ag

Safety Day, Aggie Days, Agrium Presentation, Mini-farm for hands on experiences • Cardboard boat races • Learning to Learn (gr6-9) • Counseling Position and use of myBlueprint Program (high school and post-secondary planning) • Use of Technology to enhance and inspire learning


The 2016 results are based on a compilation of the results from Rockyford, Standard, Hussar and Central Bow Valley Schools. Outcome One: Alberta’s students are successful

Performance Measure Results Targets 2016 2017 2018 2019

Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

69.5 75 78 80

Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results).

14.4 16 18 19

Standard School Alberta

Achievement Improvement Overall 2016 Prev 3 Year Average 2016 Prev 3 Year Average

Course Measure N % N % N % N %

English Language Arts 9 Acceptable Standard Intermediate Maintained Acceptable 18 83.3 16 69.4 43,780 77.0 38,487 76.2 Standard of Excellence Very Low Maintained Concern 18 5.6 16 13.1 43,780 15.2 38,487 14.8

Mathematics 9 Acceptable Standard Low Maintained Issue 17 58.8 16 55.2 43,253 67.8 38,217 66.4 Standard of Excellence Very Low Maintained Concern 17 5.9 16 8.7 43,253 17.5 38,217 17.8

Science 9 Acceptable Standard Very High Improved Excellent 19 78.9 16 57.5 43,834 74.2 38,760 73.4 Standard of Excellence Very Low Maintained Concern 19 0.0 16 4.6 43,834 22.4 38,760 21.6

Social Studies 9 Acceptable Standard Low Maintained Issue 19 57.9 16 47.5 43,775 64.7 38,759 65.4 Standard of Excellence Very Low Maintained Concern 19 5.3 16 6.2 43,775 18.0 38,759 19.5

Performance Measure Results (in percentages) Target Evaluation Targets 2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019

Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results).

74.6 81.9 77.8 65.0 71.9 75 Very Low Maintained Concern

75

80

85

Overall percentage of students who achieved the standard of excellence on diploma examinations (overall results).

6.8 18.1 11.1 2.5 3.1 10 Very Low Maintained Concern

10 15 20

Diploma Examination Results Course By Course Summary With Measure Evaluation

Standard School Alberta

Achievement Improvement Overall 2016 Prev 3 Year Average 2016 Prev 3 Year Average Course Measure N % N % N % N %

English Lang Arts 30-1 Acceptable Standard * * * 2 * 9 83.0 29,730 86.8 28,663 86.7 Standard of Excellence * * * 2 * 9 11.1 29,730 10.7 28,663 11.2

English Lang Arts 30-2 Acceptable Standard Very High Maintained Excellent 11 100.0 9 95.5 16,707 89.1 15,920 89.3

Standard of Excellence Very Low Declined Concern 11 0.0 9 21.2 16,707 12.3 15,920 11.7 Standard of Excellence n/a n/a n/a n/a n/a n/a n/a n/a n/a 28 17.9

Mathematics 30-1 Acceptable Standard n/a n/a n/a n/a n/a 8 75.0 20,492 70.7 20,735 77.4 Standard of Excellence n/a n/a n/a n/a n/a 8 12.5 20,492 25.9 20,735 31.8

Mathematics 30-2 Acceptable Standard * * * 4 * 9 40.3 13,631 75.4 11,425 71.6 Standard of Excellence * * * 4 * 9 5.6 13,631 16.8 11,425 13.4

Social Studies 30-1 Acceptable Standard * * * 1 * 7 91.7 22,494 84.9 21,869 86.0 Standard of Excellence * * * 1 * 7 25.0 22,494 14.3 21,869 15.2

Social Studies 30-2 Acceptable Standard Very Low Declined Concern 10 60.0 9 89.6 19,790 81.1 19,060 82.5 Standard of Excellence Very Low Maintained Concern 10 0.0 9 8.5 19,790 13.1 19,060 13.7

Biology 30 Acceptable Standard n/a n/a n/a n/a n/a 12 62.6 22,539 85.1 21,806 85.2 Standard of Excellence n/a n/a n/a n/a n/a 12 9.7 22,539 32.4 21,806 32.3

Chemistry 30 Acceptable Standard Very Low Maintained Concern 8 37.5 7 38.9 19,265 81.5 18,126 80.8


Standard of Excellence Low Maintained Issue 8 12.5 7 9.3 19,265 34.5 18,126 33.7 Physics 30 Acceptable Standard n/a n/a n/a n/a n/a 11 81.8 10,291 85.8 10,126 82.9

Standard of Excellence n/a n/a n/a n/a n/a 11 9.1 10,291 39.8 10,126 33.5


High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10.

76.9 78 79 80

Drop Out Rate - annual dropout rate of students aged 14 to 18 2.8 2 1 1

High school to post-secondary transition rate of students within six years of entering Grade 10. 63.8 64 65 65

Percentage of Grade 12 students eligible for a Rutherford Scholarship. 68.6 69 70 70

Percentage of students writing four or more diploma exams within three years of entering Grade 10. 43.3 50 52 55


Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

81.9 83 85 88

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.

87.6 88 89 90


Outcome Two: The achievement gap between First Nations, Métis, and Inuit

students and all other students is eliminated Performance Measure Results (in percentages) Target Evaluation Targets

2012 2013 2014 2015 2016 2016 Achievement Improvement Overall 2017 2018 2019 Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

* n/a n/a * *

* * * 65 70 75

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results).

* n/a n/a * *

* * *

10 12 15

Overall percentage of self-identified FNMI students who achieved the acceptable standard on diploma examinations (overall results).

n/a n/a n/a n/a n/a

n/a n/a n/a 75 80 85

Overall percentage of self-identified FNMI students who achieved the standard of excellence on diploma examinations (overall results).

n/a n/a n/a n/a n/a

n/a n/a n/a 10 15 15

Performance Measure Results (in percentages) Target Evaluation Targets 2011 2012 2013 2014 2015 2016 Achievement Improvement Overall 2017 2018 2019

High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.

* n/a * n/a n/a

n/a n/a n/a 50 55 60

Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18

* * * * *

* * * 2 2 2

High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10.

n/a n/a n/a * *

* * * 30 35 40

Percentage of Grade 12 self-identified FNMI students eligible for a Rutherford Scholarship.

n/a n/a n/a n/a n/a

n/a n/a n/a 35 40 45

Percentage of self-identified FNMI students writing four or more diploma exams within three years of entering Grade 10.

* n/a * n/a n/a

n/a n/a n/a 25 30 35


Outcome Three: Alberta’s education system is inclusive Performance Measure Results Targets

2016 2017 2018 2019 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.

88.8 89 90 90

Outcome Four: Alberta has excellent teachers, school and school authority leaders


Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education.

72.6 75 79 82

Outcome Five: The education system is well governed and managed


Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.

86 87 88 89

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.

84.3 85 86 87

Percentage of teachers, parents and students satisfied with the overall quality of basic education. 90 92 94 95


The Education Plan focuses on improving student learning over three years. The strategies and priorities are updated annually and as one year is completed, another is added so that the plan rolls forward maintaining a three-year time frame. This allows the school to respond to recent performance results and changes in the operating environment while ensuring continuity from year to year. It also provides the opportunity to review components such as vision, mission and beliefs.

Preparing and Updating Plans In the process of revising the Education Plan, the school considers:

• School results from the Accountability Pillar Survey; • Student achievement data including Provincial Achievement and Diploma Tests; • Input from stakeholders such as School Council, students, parents and the public; • Alberta Education’s Three Year Business Plan, Improvement Priorities, and Annual

Performance Results; • Golden Hills Three Year Education Plan

Statement of Accountability Jurisdictional and school three-year plans support Alberta Education’s vision, mission, goals and outcomes for the learning system. Schools augment the goals and outcomes required by Alberta Education and the Golden Hills School Division #75. Wheatland Crossing School’s education plan for the three years commencing September 2016 was prepared under the direction of the board in accordance with responsibilities under the School Act and the Government Accountability Act. This education plan was developed in the context of the provincial government’s business and fiscal plans. The board and the school are committed to achieving the results laid out in this education plan.

Communication:

The Education Plan serves as a tool for communicating with school staff, students, School Council, parents, and community groups. Other tools for communicating include Wheatland Crossing School’s web site http://wheatlandcrossing.ghsd75.ca/, Wheatland Crossing’s Facebook page, parent / teacher interviews, classroom teachers’ notes, phone calls home plus an automated phone out system.

The jurisdiction’s documents, including the Education Plan, Results Report, Audited Financial Statement, Board meeting agendas and minutes, Policy and Administrative Procedures Manuals are posted to Golden Hill’s web site www.ghsd75.ca.

http://www.ghsd75.ca/


Budget Summary

Budgeted Operating Expenses – 2016-2017

%

Allocation (includes prior year carry-over)

$3,144,456

Staf

fing

Certificated Non-Certificated

$2,604,000

$167,102

83%

6%

Supplies & Services $373,354 11% Facility and Capital Wheatland Crossing School resulted from the consolidation of Standard, Rockyford, Hussar and Central Bow Valley schools. We are currently housed in the Standard School building but are looking forward to moving into our new facility mid-year. School Council A Wheatland School Council has been established for 2016/17 school year. School results are reviewed and presented to the council. Parent input on strategies to achieve outcomes is welcomed.


Appendix A Powerful Learning

Powerful Learning: Powerful Learning fosters a deep understanding enabling students to become creators, connectors and collaborators, who critically and thoughtfully contribute to the world. Deep Understanding is necessary to solve problems, make decisions, form judgments and engage in creative endeavors enabling students to use or apply the learning in new and innovative ways. Powerful Learning and Deep Understanding are inherently linked. We achieve Powerful Learning through attention to the following core principles: ● Strategic Instruction: Powerful learning is enhanced by the

thoughtful and intentional use of research-based strategies, tactics and practices that are appropriate for the learner and the discipline.

● Engaged Students: Powerful learning results from students being

intellectually committed to meaningful and rigorous tasks. ● Active Citizens: Powerful learning is strengthened when students

are able to see and apply connections to their diverse local, national and global communities.

● Foundational Frameworks: Powerful learning is dependent on

foundational skills developed through a thinking approach that ensures deep understanding and an ability to transfer to new contexts (literacy, numeracy and technology).

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