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Outreach High School Education Plan 2014

O U T R E A C H H I G H S C H O O L E D U C A T I O N P L A N 2 0 1 4

TABLE OF CONTENTS St. Albert Public Schools’ Mission, Mandate and Beliefs ............................................................................................... 2 Outreach Vision.............................................................................................................................................................. 3 Outreach Profile ............................................................................................................................................................. 4 Issues and Trends .......................................................................................................................................................... 6 District Goals and Priority Areas .................................................................................................................................... 7 Outreach High School .................................................................................................................................................... 8 Connection of Priority Areas .......................................................................................................................................... 9 Outreach Goals ............................................................................................................................................................ 10 Financial Performance 2013-2014 ............................................................................................................................... 16 Financial Planning 2014-2015 ...................................................................................................................................... 17 Appendix I – Student Performance and Achievement .................................................................................................. 18 Appendix II – Other Indicators of Student Performance ............................................................................................... 23 Appendix III – Satisfaction Survey Results ................................................................................................................... 24 School Evaluation of Satisfaction Surveys ................................................................................................................... 27


St. Albert Public Schools’ Mission, Mandate and Beliefs

Mission

Mandate

Through our commitment to excellence in public education, we strive to ensure all students become life-long learners, confident and capable of shaping their future and meeting the challenges of today and tomorrow.

The Board of Trustees is responsible to provide each of its students an education program consistent with the requirements of the School Act and the School Act Regulations. The intent of the Board is to provide the best possible education for all its students, that is, all students will have the opportunity to acquire the knowledge, skills and attitudes needed to be self-reliant, responsible, caring and contributing members of society.

Beliefs In our commitment to public education, WE BELIEVE THAT... • our students’ learning is central to everything we do, • it is the shared responsibility of the school community (students, staff, parents, community members) to

encourage all students to become respectful, responsible, global citizens who demonstrate tolerance and acceptance,

• by setting high expectations students are challenged to achieve to their full potential, • our schools must be a safe and caring environment where students, staff and parents feel connected, valued

and respected, • public education is the foundation of equal opportunity that recognizes and enhances the value and potential

of all, • the classroom is central to student learning, • members of our school community have a shared responsibility and obligation to provide learners with an

optimal learning environment.

Goal 1: An excellent start to learning Goal 2: Success for every student Goal 3:Quality teaching and school leadership Goal 4: Engaged and effective governance

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Outreach Vision

Students • know they are safe and secure within an environment that respects diversity • are confident in their ability to learn, eager to come to school and proud to achieve at their highest level • understand what they are expected to learn • believe their diverse learning needs are being met • demonstrate critical and creative thinking skills • demonstrate cooperative and collaborative learning skills • are motivated, proud, active and responsible citizens • demonstrate self-discipline and respect for themselves, others and the environment • are prepared to meet the challenges of today and tomorrow • are able to effectively communicate needs • are prepared to demonstrate responsible digital citizenship Staff • are committed to providing a safe, caring and nurturing learning environment that respects diversity • are teaching the knowledge, skills and attributes that enable our students to be successful learners • work collaboratively to facilitate student learning and increase high school completion • are committed to ongoing professional development and the implementation of professional growth plans (PGP) • work collaboratively with students, colleagues, parents, the schools, the district and the community • have opportunities to be involved in the decision making process at the school/district level • have high levels of satisfaction with their work in the district • are proud advocates of the district, public education and alternate education models • work to engage in metacognitive, reflective practice with students • are receptive and responsive to the wide variety of needs of students and stakeholders • views the community as an integral part of our school Parents • support schools in providing a safe, caring and nurturing learning environment which respects diversity • feel encouraged to participate actively in their child’s education • have the opportunity to be effective partners in their child’s education • know the district has responsible and flexible programming to meet the needs of students • have the opportunity to be involved in the work of the school councils and to volunteer in the school and the district • understand and agree that the district demonstrates effective and efficient use of resources • advocate for public education, our schools and our district • support the district mission, beliefs and expectations of students and staff Community • views schools as an integral part of the community • reinforces and encourages the values and beliefs of our district • is confident that the district is preparing students for responsible citizenship and personal success • understands and agrees that the district demonstrates effective and efficient use of resources • supports, advocates for and values learning and public education • supports career development opportunities for students

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Outreach Profile

Staffing 2013-2014

as of September 30, 2013 2014-2015

as of September 30, 2014 Certificated Staff Administration 1.0000 FTE 1.0 FTE Department Heads FTE FTE Counselling 0.4000 FTE 0.5 FTE AISI Lead Teacher FTE FTE Special Education Program Staffing

FTE FTE

International Baccalaureate or Advanced Placement Staffing

FTE FTE

Regular Teaching 5.2071 FTE 5.1643 FTE Total 6.6071 FTE 6.6643 FTE Support Staff Clerical Staff 1.85 FTE 2.0 FTE Para-Professional /Teaching Assistants: • special needs funding and

school staffing 1.64

FTE 1.7857

FTE

• assigned to program needs FTE FTE • assigned to individual

students FTE FTE

Para-Professional /Library Technicians

FTE FTE

Para-Professional /Licensed Mechanic

FTE FTE

Para-Professional /Certified Fitness Leader

FTE FTE

Total 3.49 FTE 3.7857 FTE Supplementary Staff Food Services Staff FTE FTE Technical Analyst 0.1143 FTE 0.1429 FTE School Resource Officer FTE FTE Total 0.1143 FTE 0.1429 FTE

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Outreach High School is an alternative education site that provides high school courses in an informal, supportive, and flexible learning environment. Located at 50 Sir Winston Churchill Avenue and in operation for the past 19 years, Outreach High School serves adult learners and students in Grades 9 through 12. In the 2013-2014 school year, Outreach High School registered and provided access for alternative programming to 435 students (including 136 adult learners). 2013-2014 CEUs

Outreach High School offers a variety of Alberta Diploma Program of Studies courses consisting of: • High school core courses • Career and Technology Studies (CTS) • Registered Apprenticeship Program (RAP) • Work Experience Program • Knowledge and Employability Program (K&E) • Grade 9 to High School Transition Program All courses, with the exception of the Grade 9 to High School Transition Program are offered on a continual enrolment basis within a semester environment. Grade 9 students work on individualized programming with a dedicated program teacher and a six hour per day teacher aide. Grades 10 to 12 students take their instruction in a choice of four classrooms or eight selected learning environments. All students receive individualized assistance and support for their distance learning courses. Some students also receive instruction in small groups as required/available. With the consultation of Outreach staff, students build their own learning programs from Alberta Education approved coursework and set their own long and short-term goals working towards high school completion. Courses, activities and learning packages are organized so students can work at their own pace. Outreach students work independently in a combination of both self-directed and teacher-lead activities. Guidance and assistance from the Outreach teachers are provided as needed. Outreach teachers mark all assignments in order to provide students with timely and interactive feedback. In order to accommodate individual needs, students do not follow the traditional five-month semester system; instead they follow a continuous enrolment model. For example, they may complete a course in a few weeks, write the exam and then take another course. Writing exams for diploma courses is restricted to dates consisting of four writing periods throughout the year as determined by Alberta Education. High school credits are awarded upon successful course completion. Outreach High School can also accommodate students who, due to a variety of circumstances, require flexible hours. Many of the students have part-time or full-time jobs and are encouraged to seek employment relating to their future occupation. Some students are also registered in courses at their local high school. The Grade 9 High School Transition Program consists of a one or two term program, designed to provide assistance toward academic and social success for students continuing in a second year of Grade 9. It also supports older students who have not attended high school or have missed significant portions of their junior high learning. The Grade 9 Transition Program has recently begun to accept students who are unable to complete schoolwork due to mental health and anxiety related issues.

Students Grade 9 Grade 10 Grade 11 Grade 12 Adult Total

CEUs Total Term 1

N/A 96 112.5 583 N/A 791.5

CEUs Total

Term 2

N/A 135 563 1578 N/A 2276

Total CEUs

N/A 231 675.5 2161 N/A 3067.5

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Issues and Trends

Issues Special Needs: The number of students enrolled with social, emotional, behavioural and academic problems continues to intensify. These students have a variety of difficulties including lower academic skills and often have specific identified special needs. Further, there has been an increase in the number of students whose skills are so weak that they require a high degree of staff intervention, yet achieve success at a slower pace. Additionally, many of the students requiring concentrated assistance are not coded and often require significant time to arrange the appropriate supports.

In the past, we have received a number of expelled students from junior high and senior high schools which presents another set of challenges in addressing not only student academic needs but arranging counselling, addictions or emotional/mental/medical supports to address the needs of resistant learners.

Distance Learning: The school understands the advantages and challenges of a distance-learning model to support student learning. Our staff continually endeavours to access support and utilize means of instruction that can meet the specific needs of our students. As such, we struggle with an imbedded text based approach found in module-based learning.

Program Evaluations: As the nature of Outreach High School is different from other district schools, the traditional satisfaction survey may not collect data that is truly reflective of the level of satisfaction regarding the program offered. There are a number of ways in which the population makes it extremely difficult to collect survey data in the usual format. Historically, there has been a poor response rate to the survey limiting the degree to which generalizations about the whole student population can be made. Secondly, it is difficult to gather data from the entire breadth of our population due to the transient, flexible and fluid nature of student attendance. Also, many students are also registered at more than one school. Finally, due to the small number of staff at Outreach High School, it is difficult to collect anonymous data.

These problems create challenges regarding feedback about Outreach High School students and staff and provide an opportunity to explore alternative ways of collecting data. Exploration of alternate formats such as exit surveys, interviews and anecdotal means for gathering data will assist with a more efficient and meaningful identification of desired outcomes, targets and strategies.

Diverse Needs: Students attending our school regularly demonstrate a wide variety of needs that can often only be effectively addressed by multiple government sector support. We are regularly challenged to access and provide supports that are beyond the school’s scope of expertise. We continue to work hard to create, connect and construct access for the much needed specialized supports for our learners.

Trends: Enrolment: The 2013-2014 school year was the twentieth year of operation for Outreach High School. Over the past nineteen years the school has seen a rise in enrolment from thirty students to over 400 students, at times. We have also seen growth with students wishing for greater success through an alternative setting.

Demographics: The changing demographic of students has resulted in a need to accommodate the evolving need of our learners. Our students have become more striated between students anxious to graduate and enter the work force and students exposed to elevated high-risk behaviour, and struggling with pervasive social, emotional or behavioural issues.

Mental Health: High school students may experience late onset pervasive adolescent disorders that are often difficult to address and support in school environments. We are striving to find alternative connections and supports though Alberta Health Services and community based supports and services to address addictions and these mental health concerns. The continued rise in students with needs beyond the scope of teachers and counsellors requires new strategies and policies to address this serious and growing need.

Engagement: The continued issue of lack of student involvement and engagement is an area that is problematic and troubling. As such, we strive to provide a venue for participation and activism through school programming such as Family and Community Support Services (FCSS), student focused social/emotional programming, services/partnership offered through the St. Albert Food Bank/Community Village, Community Advisory and student council. The notion of belonging is central to our school culture.

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District Goals and Priority Areas

District Goals 2014-2017 Goal 1: An excellent start to learning

Goal 2: Success for every student

Goal 3: Quality teaching and school leadership

Goal 4: Engaged and effective governance

District Priority Areas

St. Albert Public School District No. 5565 has identified five priority areas for consideration in the Three Year Education Plan. They are: • ensure high quality teaching that recognizes and accommodates diversity in student learning needs, while supporting

the academic success and personal growth of all students • promote a broad view of student success that honours individual differences and a variety of career paths • prepare all students for active citizenship and for participation in the global community • promote healthy, safe, and vibrant learning communities in our schools • foster collegial relationships and collaborative working environments

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Outreach High School

School Priority Areas Outreach High School has identified four priority areas for consideration in the Education Plan. The priority areas focus on the common goal of the improvement of high school completion rates (noting “high school completion” is not necessarily equated with high school diploma) and engagement of youth. The priority areas are:

• The development of community networks and supports • The development of an innovative, responsive and full-rigour adaptation of the curriculum • The provision of a viable, safe learning environment focused on healthy practices • The effective use of existing technology while researching future educational applications

Comments: High School Completion Many students require the flexibility and support of an alternative setting to complete their high school diploma. Other students require supports to develop a future through supports such as RAP, Work Experience or specific course completion. In this way, we encourage students to be directed by future goals or occupations as a means to plan course work or supports. We identify high school completion as a measure of student success, which could be apprenticeship work, full time employment or acceptance into a variety of post-secondary studies to name a few. Engagement “Disengagement is often framed as an individual problem, and as a result, responses to ‘the problem’ typically focus on the individual, rather than the structures, processes or settings in which young people interact and spend time” (Burns et al., p. 3). Carpini (2009) identifies three focal means to develop engagement in our learners. It consists of motivation for engagement, opportunity to be engaged and providing the ability to engage. We will continue to offer opportunities to our students to connect and grow through developing motivation, opportunity and ability. Positive Student Attitudes and Academic Goal Setting By developing positive student attitudes towards school we encourage responsible decision-making which results in enhanced student self-esteem and empowerment. Over the last year we have been especially proud of the continuation of holistic alternative instruction focusing on kinaesthetic and expressive modes of learning. Through the continuation of the Physical Education and Art teaching positions, as well as the addition of our wellness through music, we have been more capable of refocusing curricular necessities to suit the dynamic needs of our learners. Technology We are working to embrace new technological directions in education. We are researching the distributed education model to identify the value of cloud computing, new technologies and the use of privately owned devices to provide ubiquitous access. We continue to explore social technologies for sharing and communicating for both staff and students. Legitimacy Alternative education models continually struggle for legitimacy in a mainstream education system. Patterns of assessment, funding and educational supports are often driven and monitored though a normative model. For example, a student at an Outreach School may consume significantly more teacher time and support for less results than a regular high school student, yet both are funded, evaluated and supported through the same means. We are continuing to work for awareness through connections, professional development and sharing.

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Community

Healthy Living

Technology

Curriculum

Social Connections

Student Learning Alberta Content

Quality of Life

Future Thinking

Meaning and Connection Balanced

Integration

Teamwork and

Participation

Practical Understanding

High School Completion

Innovative Practices

Healthy Social Interaction

Service

Engagement

Connection of Priority Areas

The Venn diagram illustrates the interconnectedness of Outreach High School’s four goals. The core of the school’s goals focuses on areas of developing the engagement of our youth through community networks and supports, innovative, responsive and full rigour adaptations of the curriculum, provisions of a viable, safe learning environment focused on healthy practices and the effective use of existing technology, while researching future educational applications.

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Outreach Goals

Objective #1: Curricular development and support The school will support learning through the modification and adaptation of the Alberta curriculum through planning, instruction, assessment and reporting. Through this practice, the school hopes to enhance student engagement, ownership and individualized learning.

Relationship with District Goals: 1, 2, 3 and 4 Goal 1: An excellent start to learning Goal 2: Success for every student Goal 3:Quality teaching and school leadership Goal 4: Engaged and effective governance

Reporting our Progress:

Highlights: • The Social Studies programs have been redone. While students find them more challenging, staff feel they will better

prepare students for the 30 level course. • Students have been engaged in learning practical skills related to food preparation and nutrition that will be very

useful and valuable to their lives and healthy living. • We had several successful events including physical education field trips and evening activities that brought students

together in a meaningful and lasting way. • The Relationship Round Table group, Stop Abuse In Families (SAIF), yoga, Food Bank and Community Village, Grant

MacEwan Community College(GMCC) nursing students, Prospects/Alberta Works have all been valuable community resources for our students and staff.

• Connections and collaboration with FCSS, the City of St. Albert and Alberta Health Services (AHS) have been developing and will continue to develop next year.

• Our Film Studies program took a step forward with a few students taking interest. We look forward to building our numbers in 2014/2015.

Challenges:

• Due to lack of completion on module work, student completion of the foods courses was lower than expected. • Attendance to extra curricular activities and field trips continues to be a challenge as jobs and schedules continue

to interfere. • Navigating through the supports and services available as well as getting students physically to these supports

and services continues to be a challenge. • The group of students we were working with this year did not have interest in a student council. We will work with

our next year group to develop this idea. • Connecting with parents is always a challenge; therefore we continually look for strategies to bring parents into

the building and get them involved.

Key Strategies 2013-2014:

1. The school will revise and edit Social Studies Courses, specifically: Social 10-1, 10-2, 20-1 and 20-2 to better prepare students for the 30 level and Diploma Exam.

2. The school will work with the St. Albert food bank/Community Village to develop the foods program. 3. The school will continue to build school community and ownership specifically through: group art projects, team

events through the Physical Education (Phys. Ed.) program and student council. 4. The school will continue to focus on healthy relationships and explore community supports that will support our

students with needs. 5. The school will address CTS course needs, specifically: Film Studies 15/25.

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Looking toward the Future Key Strategies 2014-2015: The school will build on the redevelopment of the Social Studies course modules adding and modifying where deemed necessary.

• The school will work with the St. Albert Food Bank/Community Village to develop the foods program. • The school will continue to build school community and ownership specifically through: group art projects, group

events through the Physical Education (Phys. Ed.) program, family lunch (crock pot Thursday), movie/game nights, and student council.

• The school will continue to focus on healthy relationships and explore community supports that will support our students with needs.

• The school will address CTS course needs, specifically: Film Studies 15/25. • The school will attempt to connect with parents through phone calls, and scheduling parent-teacher interviews. • Staff will report monthly on student progress to identify students who have completed courses and students who are

not completing modules. Students who are not completing modules will be discussed and an action plan will be developed.

• Staff will regularly call, text, email students who are not handing in work on a regular basis. • The school will hire a Health Recovery Worker to aid in supporting students success. • The school will be starting home visits for students who are not able to attend school or who are choosing not to

attend school. • We will continue to explore and develop alternative methods to communicate with students such as: texting,

Facebook, and by an updated website. Objective #2: Community and district connections The school will develop a sense of belonging through the fostering of connections with district schools and the community to respond to the academic, social and emotional needs of our learners. Through this practice, the school hopes to develop systemic practices for further engagement and high school completion. Relationship with District Goals: 1, 2, and 3 Goal 1: An excellent start to learning Goal 2: Success for every student Goal 3:Quality teaching and school leadership

Progress toward Meeting Objective #1:

Partially achieved and ongoing


1. The school will continue to explore alternative forms of cloud computing, specifically: the use of the Overdrive library program to support learning.

2. The school will continue to work to make clear connections with local post-secondary schools, specifically: NAIT, GMCC, Concordia, Canadian Armed Forces and King’s College to promote careers and learning.

3. The school will continue to review the structure and programming of Art and Physical Education Programming, specifically: enhancing Healthy Relationships and building community supports within the school population, also creating student/staff collaboration and connections.

4. The school will explore additional learning supports from within the community, specifically: Alberta Health Services, the SAIF Society, GMCC Nursing Students and the St. Albert Food Bank/Community Village.

5. The school will continue to develop and support staff connections and collaboration to support our students’ diverse needs specifically: professional development, team meetings.

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Highlights: • We have been able to start the process of connecting with post secondary institutions. • Our school counsellor has been able to attend several information events and bring the information back to students

and staff. • The Art program at Outreach High School is thriving. We are seeing so much success academically as well as with

emotional, social and mental health needs. • Our healthy relationship round table group was a great success dealing with issues ranging from relationships with

parents to relationship with self and peers. • We have created connections with Alberta Mental Health, as well as other parts of AHS, through our students, other

community agencies and the Regional Collaborative Service Delivery (RCSD). • We continue to have a strong, productive and successful relationship with SAIF as we continue our Relationship

Round Table group. • We have had 3 GMCC nursing groups working on different projects including: healthy eating, stress management and

developing a framework for an Outreach High School Support Group. • The GMCC nursing group that worked on the healthy eating initiative also helped us to re-evaluate foods provided for

students and worked with staff to generate ideas for additional foods we could provide. • The support group framework will be used in the 2014-2015 school year for a group where students can join to get

support for any type of addiction, goal achievement, or other issues students are experiencing. • Outreach High School and its students have utilized the St. Albert Food Bank and Community Village for student legal

services, rental assistance and food over the last year.

Challenges: • The Overdrive Library has not been used by students. Students seem to prefer hard copies of resources. Another

short coming of overdrive that makes it not as effective for our needs includes: no text to speech options. • It continues to be a challenge to create specific and lasting connections with each institution given their size and

organization model. • Attendance for physical education class has been a challenge. • Navigating AHS is unclear and difficult. We will continue to build on our successful connections.

Looking toward the Future Key Strategies 2014-2015: • The school will continue to explore technology that will support student learning including: staff use of iPads for

communication, instructions, and student tracking; student use of iPads to assist with reading difficulties; cloud computing for staff sharing of information.

• The school will continue to work at making clear connections with local post-secondary schools, specifically: NAIT, GMCC, Concordia, Canadian Armed Forces and King’s College to promote careers and learning.

• The school will continue to review the structure and programming of Art and Physical Education Programming, specifically: enhancing Healthy Relationships and building community supports within the school population, and creating student/staff collaboration and connections.

• The school will explore additional learning supports from within the community, specifically: Alberta Health Services, the SAIF Society, GMCC Nursing Students, Family and Community Support Services (FCSS) and the St. Albert Food Bank/Community Village.

• The school will continue to develop and support staff connections and collaboration to support our students’ diverse needs, specifically: professional development, weekly team meetings.

• We will continue with our Relationship Round Table group working with the St. Albert Stop Abuse in Families (SAIF) organization

• We will be working with FCSS and the City of St. Albert to host a Mental Health Discussion group. • The school will also be working collaboratively with Paul Kane and Bellerose to better support our shared and

transitioning students.

Progress toward Meeting Objective #2:

Partially achieved and ongoing.

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1. The school will continue to develop and sustain adequate nutrition programs specifically: Breakfast for Learning, the Food Bank and Foods CTS courses.

2. The school will work towards maintaining and promoting smoking/drug cessation and reduction programming, specifically through AHS and teacher directed professional development.

3. The school will continue encourage and support active living for students specifically: through the Physical Education program, and school wide activities.

4. The school will continue to model healthy living practices. 5. The school will offer Mental Health Training skills workshops for staff, specifically: addictions and drug abuse. 6. The school will continue to develop character development programming review and expansion for our

students, specifically: leadership training program for students, calendar of events and collaborative practice.

Objective #3: Healthy Living The school recognizes emotional and cognitive wellbeing is directly correlated to physical wellness. Through this understanding, the school hopes to meet the unique nature of our learners’ emotional, cognitive and social needs through healthy living patterns. Relationship with District Goals: 1 and 2 Goal 1: An excellent start to learning Goal 2: Success for every student


Highlights: • GMCC nursing students’ overview of our food program led us to increase the fruits/vegetables and protein provided

for students. The Food Bank and Community Village program exposed students to healthy cooking and food alternatives.

• Breakfast for Learning has provided dairy and healthy breakfast for our students every day. • We are successful in providing supports and services for our students who want help. • Two students worked with AHS to fight specific and severe addictions with positive results. • Staff and students benefited from addiction and drug workshops. • We provided relationship groups, physical education, foods program, Yoga, support group, physical education field

trips, and games night to promote healthy living. • Staff attended a variety of professional development activities to better support our students in the area of mental

health. • Anecdotally, we have seen a decrease in self-harming behaviours when comparing student behaviours before they

arrive at Outreach and after they are attending Outreach.

Challenges: • We continue to struggle with students who do not want to quit using harmful substances. • Increased supports for staff to help deal with mental health issues would be very valuable such as: having a Health

Recovery Worker on staff, more direct and clear connections to community supports, and more community supports available on site.

Looking toward the Future Key Strategies 2014-2015: • The school will continue to develop and sustain adequate nutrition programs specifically: Breakfast for Learning, the

Food Bank, Foods CTS courses and Family meal events (Crock Pot Thursday).

Progress toward Meeting Objective #3: Partially achieved and ongoing

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• The school will work towards maintaining and promoting smoking/drug cessation and reduction programming, specifically through AHS and teacher directed professional development.

• The school will continue encourage and support active living for students, specifically: through the Phys. Ed. program, encouraging use of the fitness facility and yoga classes and school wide activities.

• The school will continue to model healthy living practices. • The school will explore professional development for staff and guest speakers for students on the topic of drug use

and mental health. • The school will continue to develop character development programming review and expansion for our students,

specifically: leadership-training program for students, calendar of events and collaborative practice. • The school will be offering a Wellness through Music program where students will be encouraged to explore music as

an outlet for release, sharing, communicating and healing. • The school will be continuing our Relationship Round Table group where students will work with SAIF to discuss

relationships ranging from relationships with parents, to peers, to self. • The school will be offering a Mental Health Discussion group where students will work with FCSS and openly discuss

mental health issues that they have seen, experienced, attempting to take away any shame that is often surrounds mental health issues.

• The school will be offering an Outreach Support Circle where we will work together to support each other through addictions of any kind, achieving goals, and overcoming any obstacles.

Objective #4: Student centered learning through technology The school will provide access, support and instruction in technology for all staff and students. Through this practice the school hopes to encourage a partnered and responsive approach to innovative instruction. Relationship with District Goals: 1 and 2 Goal 1: An excellent start to learning Goal 2: Success for every student Goal 3:Quality teaching and school leadership


Highlights: • We replaced 20 out-dated student and staff computers with up to date computers. • Facebook continues to be an excellent way to communicate with students, both current and former.

Challenges: • The Overdrive library system was not used by students. The program posed several challenges including:

accessibility for student without portable devices, no text to speech capability, and lack of necessary titles. • Students continue to be easily distracted by personal technology devices. • Our website has its limitations and is not as easy to update as we would like.


1. The school will continue to develop computer expertise and comfort for Outreach staff, specifically: providing further levels of computer access, availability of adequate p.d. for staff

2. The school will continue to encourage use of the Overdrive Library, specifically: matching audio books available to the English program, and staff exploring ways to make the Overdrive Library more accessible to students and staff.

3. The school will continue to model healthy balance and use of technology. 4. The school will maintain, further develop, and expand our website with school input. 5. The school will continue to develop and maintain a Facebook site for students and staff.

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Looking toward the Future Key Strategies 2014-2015: • The school will continue to develop computer expertise and comfort for Outreach staff, specifically: providing further

levels of computer access, availability of adequate p.d. for staff • The school will develop an understanding of iPads for staff and explore uses in the areas of communication, planning,

organization, and lesson resources. • The school will explore the use of iPads for students who have reading difficulties to use digital text and text to speech

technology. • The school will continue to model a balanced lifestyle with technology. • The school will replace our current website that is connected to the school google calendar, school facebook page. • The school will continue to develop and maintain a Facebook site for students and staff.

Progress toward Meeting Objective #4: Partially achieved and ongoing

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Financial Performance 2013-2014 The true measure of effective financial performance is that the desired results were achieved; that is, the deployment of resources facilitated goal attainment within the constraints of the budget. Below is an explanation of the final year-end balance for the school. Year End Balance: $ 175, 566 $86, 491

• This amount was placed in reserves to assist with staffing. • Given the fluctuating nature of enrolment at Outreach High School, money was set aside to help with two

areas of concern. First, to allow for increased FTE in the second term as our enrolment historically increases throughout the year. Secondly, to ease the stress on staff that comes during the spring budget and staffing process.

$89,075

• The remaining amount can be explained by amounts not spent in a number of areas and unexpected CEU’s. Listed below are some of the larger amounts.

$29,225 (approximately): 175 unexpected CEU’s $25,630: unused budget for supplies, resources, and materials. Included in this number is the fact

that the physical education program did not require new equipment as predicted. The Art program had left over materials from the previous year so did not need very many new materials.

$5,000: Unused budget for information services. $5,000 (approximately): Unused budget for student activities. Our plan to have monthly student

activities did not see the expected numbers or interest in activities that we had planned. Activities were cancelled and thus no payment was needed.

The remaining amount is accounted for by smaller surplus amounts in several areas.

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Financial Planning 2014-2015

2014-2015 2014-2015 2013-2014REVENUES Fall Budget Spring Budget Fall Budget

1. Basic Program Allocation 862,851$ 697,146$ 788,476$ 2. Other Revenues 2.1 Fees 48,900$ 48,900$ 48,900$ 2.2 Cafeteria 2.3 Donations 2.4 Fundraising 2.5 Other Revenues3. Surplus / Deficit Allocation (S/D) 175,566$ 86,000$ 203,599$ TOTAL REVENUES 1,087,317$ 832,046$ 1,040,975$

2014-2015 2014-2015 2013-2014EXPENDITURES Fall Budget Spring Budget Fall Budget

1. Certificated Staff 675,113$ 583,749$ 655,713$ 2. Support Staff 205,460$ 156,653$ 151,226$ 3. Services 39,800$ 24,644$ 29,545$ 4. Supplies 68,944$ 51,000$ 66,000$ 5. Furniture, Equipment & Capital 7,000$ 5,000$ 20,000$ 6. Technology 11,000$ 11,000$ 32,000$ 7. Future Emergent Initiatives 80,000$ -$ 86,491$ TOTAL EXPENDITURES 1,087,317$ 832,046$ 1,040,975$

TOTAL REVENUES LESS EXPENDITURES -$ -$ -$

2014-2015 2014-2015 2013-2014ENROLMENT Fall Budget Spring Budget Fall Budget

FTE Enrolment (ECS @ .5) 167.00 136.00 142.00

2014-2015 2014-2015 2013-2014STAFFING PERCENTAGES Fall Budget Spring Budget Fall Budget

Certificated Staff FTE 6.55 5.50 6.35 Support Staff FTE 4.14 3.26 3.11 Certificated Staff Percentage 65.0% 74.5% 66.1%Support Staff Percentage 19.8% 20.0% 15.2%TOTAL STAFFING PERCENTAGE (with S/D) 84.8% 94.5% 81.3%TOTAL STAFFING PERCENTAGE (without S/D) 96.6% 99.2% 96.4%

Revenues used for calculating staff percentages do not include Fees, Donations, Fundraising and OtherRevenues in the denomination of the calculation.Fees include Board approved fees, and may include lunchroom, school assessed, extra-curricular, adultand international student fees.

RESOURCE AND DISTRIBUTION OUTREACH SCHOOL

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Appendix I – Student Performance and Achievement Provincial Diploma Exam Results 2013-2014 Yearly Results

English 30-1 2009-10 2010-11 2011-12 2012-13 2013-14

Sch Prov Sch Prov Sch Prov Sch Prov Sch Prov % % % % % % % % % %

Standard of Excellence 0.0 10.1 7.7 10.1 0.0 11.3 5.3 10.6 0.0 11.7 Acceptable Standard 83.3 85.1 76.9 84.4 69.2 86.0 94.7 86.3 85.0 87.1

Participation 16.1 59.9 25.8 60.0 34.2 52.5 4.8 54.4 22.7 54.4 Comment We are pleased with our achievement at the Acceptable Standard level. We had 20 students write this exam in 2013-2014. Strength • We continue to have students who are achieving an Acceptable Standard which helps to improve high school

completion rates. Areas of Concern • We are working to encourage and develop our students’ work ethic to address the rigour of this course. • We are also concerned about a student disconnect between ability level and realistic expectations. Next Steps for Continuing Progress As a staff we will: • Continue to support students’ efforts to attain a Standard of Excellence. • Continue to provide a positive atmosphere to assist student learning. • Continue to explore new ways to help students review materials effectively. Yearly Results

English 30-2 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence 17.6 9.8 0.0 9.1 4.5 10.7 18.5 11.1 14.3 3.1 Acceptable Standard 94.1 88.8 89.5 88.6 95.5 89.5 100 89.6 100.0 89.7

Participation 45.2 28.1 16.1 29.2 26.9 29.1 19 27.2 4.5 28.2 Comment We are pleased with our results. Specifically being above the provincial averages in both Standard of Excellence and Acceptable Standard. We had seven students write this exam in 2013-2014. Strength • We feel we are effectively working with students to assist with their achievement and success. Areas of Concern • We continue to be concerned by the lack of work ethic and academic frustration. • Sporadic student attendance further compounds learning issues.

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Next Steps for Continuing Progress As a staff we will: • Continue to support students’ efforts to attain a Standard of Excellence. • Continue to provide a positive atmosphere to assist students.

Yearly Results

Biology 30 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence 9.5 28.1 5.0 29.8 0.0 28.1 6.7 32.3 6.7 31.7

Acceptable Standard 47.6 81.4 35.0 81.9 62.5 81.8 80 84.5 73.3 85.2

Participation 9.7 45.3 19.4 46.7 3.8 43.3 9.5 42.4 13.6 41.7 Comments We are very pleased with maintaining our Standard of Excellence achievement. We plan to explore strategies to help students at the Acceptable Standard level. We had 15 students write this exam in 2013-2014. Strength • We worked to ensure students spent appropriate amounts of time reviewing for the Diploma Exam and

provided helpful review packages to assist students with their preparation. Area of Concern • We are working to ensure our assignments more clearly reflect the complexity of the diploma questions • We are working to add practice and/or study guides to help students review for exams. Next Steps for Continuing Progress As a staff we will: • Encourage students to practice diploma questions and come in for regular support and help. • Offer help over the phone and maintain regular contact to keep students motivated. Many of our students

register and then don’t complete the course. • Offer more practice and review opportunities for students. Yearly Results

Physics 30 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence 16.7 20.4 N/A 27.7 16.7 30.3 0 30.3 50 34.5

Acceptable Standard 66.7 74.0 N/A 76.7 66.7 81.0 66.7 81 75 83

Participation 0.0 22.3 N/A 22.9 0.0 22.5 0.0 17.4 0.0 20.2 Comment We feel it is important to note that only four students wrote the physics exam. Strength • Due to the lack of students it is difficult to extrapolate from this data.

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Area of Concern • We continue to encourage our students to spend 70% of the total time spent on this course focused on the

diploma style questioning and thinking questions to adequately prepare for summative assessments. Next Step for Continuing Progress As a staff we will: • Encourage our students to practice, practice, practice, and prepare for summative assessments. • Provide review opportunities and materials. Yearly Results

Math 30-1 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence 0.0 29.7 N/A 28.7 0.0 27.1 12.5 35.6 10.0 27.2

Acceptable Standard 28.6 82.8 N/A 81.0 50.0 81.8 50 80.6 60.0 74.2

Participation 3.1 46.0 N/A 46.9 3.8 46.7 0.0 29.9 0.0 20.2 Comment Math 30-1 replaced Pure Math 30 in 2011-2012. We had 10 students write this exam in 2013-2014. Strength • The modules and course material seem to be supporting students. Area of Concern • This course had high levels of content and this is reflected in the fact that the new Math 30-1 omits conics,

statistics, series and sequences. Also, the Learning Resource Center has no print versions of Math 30-1 which some of our students require to meet their learning needs.

Next Step for Continuing Progress As a staff we will: • Encourage students to use the online resource we have made available for Math 30-1. • Provide review opportunities and resources. Yearly Results

Math 30-2 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence 16.7 12.6 0.0 9.9 0.0 10.3 20.0 9.6 10.0 15.0 Acceptable Standard 50.0 77.3 53.8 74.3 62.5 75.6 70.0 69.1 70.0 71.3

Participation 16.1 21.8 3.2 22.1 3.8 21.6 0.0 16.9 0.0 21.6 Comment Math 30-2 was introduced in 2012 and is most like Applied Math 30. We are pleased with how close we are to the provincial average. We had 20 students wrote this exam in 2013-2014. Areas of Concern • Students need to take Math 30-2 to have a course somewhat equivalent in status to Applied Math 30.

Unfortunately they will need to go back to Math 10C in order to work up to Math 30-2. • Lower Standard of Excellence results than last year.

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Next Step for Continuing Progress As a staff we will: • Try to help adult students who can’t afford to take Math 10C and Math 20-2 by filling in the gaps and giving

them a wide variety of practice material. • Provide review opportunities and materials for students. Yearly Results

Science 30 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence 16.7 22.8 N/A 21.0 16.7 22.0 50 25.4 18.2 25.5 Acceptable Standard 66.7 80.1 N/A 80.3 50.0 79.8 83.3 84 100.0 85.1

Participation 0.0 10.1 N/A 10.1 0.0 11.5 4.8 9.8 0.0 13.0 Comment Students who may not do well in Biology 30, Chemistry 30 or Physics 30 have a chance to complete a 30 level Science through the Science 30 program. We are pleased with our students’ performance at both the Standard of Excellence. We had 11 students write this exam in 2013-2014. Strengths • We find this is a good course for our learners and in many ways, easier than Science 20. We are pleased with

the increase in number of students participating in this course. • Older students or adults that intend to attempt this course without the prerequisite, in many cases, are able to

do the course if they come regularly for support and help. Areas of Concern • Our students tend to do better in the Biology component than in the Chemistry or Physics components. • Students tend to need continual Math help for the formulas in the Physics section of this course. • Students who need this course for post-secondary entrance often have not done Science 20. Next Steps for Continuing Progress As a staff we will: • Encourage students attempting this course without Science 20 to get help on a regular basis. • We will insist adult students have successfully completed at least Science 10. Science 24 is NOT acceptable

as a prerequisite for the demands of this course. • Emphasize the importance of early and regular diploma preparations.

Yearly Results

Social Studies 30-1 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence N/A 16.1 N/A 14.9 0.0 16.7 0 15.3 0.0 14.2

Acceptable Standard N/A 84.5 N/A 82.8 46.2 86.2 60 85.4 50.0 85.5

Participation N/A 49.8 N/A 52.3 11.5 52.0 4.8 46.1 22.7 45.5 Comment We are challenged to serve students with sporadic attendance and incongruous expectations and abilities. Further, the new Social Studies course has more writing and abstract thought. We had 12 students write this exam in 2013-2014.

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Strengths • We are pleased with the number of students taking this course. Areas of Concern • We continue to struggle with test anxiety with our learners. • Many of our students find they end up in a position where they are “over their heads” in Social 30-1, but are

unable or unwilling to take the Social 30-2 course. • We are also concerned with the lack of developed preparation of students for diplomas. Next Steps for Continuing Progress As a staff we will: • Continue to work and develop strategies for high stakes testing such as devising a diploma preparation course

and diploma “boot camps”. • We will also continue to encourage weaker students to register in the Social 30-2 course. • We will continue to develop and adjust the 10-1 and 20-1 courses to better prepare and reflect the diploma

style of assessment. Yearly Results

Social 30-2 2009-10 2010-11 2011-12 2012-13 2013-14


Standard of Excellence N/A 13.7 N/A 5.9 11.1 13.7 8.3 13.8 9.1 14.8 Acceptable Standard N/A 85.0 N/A 85.6 100.0 83.0 66.7 82.4 54.5 83.9

Participation N/A 30.5 N/A 34.9 23.1 36.0 14.3 34.0 4.5 35.5 Comment Our varied student population and attendance does not allow the continuity needed to assist students throughout their high school years. We had 11 students write this exam in 2013-2014. Strength • We have noted improved student resources and independent research skills. Areas of Concern • We find the abstract thought and application of knowledge causes challenges for students. • We continue to struggle with sporadic attendance and work ethic issues. Next Steps for Continuing Progress As a staff we will: • Continue to work to develop strategies for high stakes testing such as devising a diploma preparation course

and diploma “boot camps”. • We will continue to develop and adjust the 10-2 and 20-2 courses to better reflect the skills required at the 30

level. • We continue to emphasize test taking skills and address issues of anxiety and preparation.

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Appendix II – Other Indicators of Student Performance

• 39 Coded Students x 35 CEU’s

* 32 coded students x 35 CEU’s



* 28 coded students x 35 CEU’s 2008-2009 Grade 9 Grade 10 Grade 11 Grade 12 Adult Total # of students 20 29 61 192 50 352 Total CEU’s N/A 377.5 602.5 1283 N/A 2263

* 910 3173

* 25 coded students x 35 CEU’s 2007-2008 Grade 9 Grade 10 Grade 11 Grade 12 Adult Total # of students 19 39 62 178 41 339 Total CEU’s N/A 382.5 456 829 N/A 1668

*1050 2718

* 35 Coded Students x 35 CEU’s

2013-2014 Grade 9 Grade 10 Grade 11 Grade 12 Adult Total # of students 8 34 83 373 78 498 Total CEU’s N/A 231 675.5 2161 N/A 3067.5

2012-2013 Grade 9 Grade 10 Grade 11 Grade 12 Adult Total # of students 13 39 53 194 136 435 Total CEU’s 0 467.00 619.00 2051.00 0 3101

2011-2012 Grade 9 Grade 10 Grade 11 Grade 12 Adult Total # of students 21 51 83 307 138 496 Total CEU’s 0 483 543.5 1908 0 2934.5

*805.0 3739.5

2010-2011 Grade 9 Grade 10 Grade 11 Grade 12 Adult Total # of students 10 24 32 201 70 343 Total CEU’s N/A 366 306 1623.5 N/A 2295.5

*945.0 3240.5

2009-2010 Grade 9 Grade 10 Grade 11 Grade 12 Adult Total # of students 10 27 61 233 64 395 Total CEU’s N/A 247.5 726.5 1591 N/A 2565

*980 3545

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Appendix III – Satisfaction Survey Results

Below are the results from our school survey administered to students through out the year. The participation rate was down from previous years, however we feel there is still useful information to reflect on. Student Survey Questions Please Indicate your level of agreement with each of the following statements. In general:

Agree Neither Agree or Disagree

Disagree

1. I feel safe in my school. 28 4

2. I am satisfied with my academic achievement. 27 4 1

3. I understand what I am expected to learn. 30 1 1

4. I know how well I am doing in school. 27 6 1

5. I take responsibility for my own learning. 31 2

6. I take responsibility for my own behaviour. 32 1

7. My teachers help me to learn. 27 3

8. My teachers keep me informed of my progress. 27 2 1

9. I can get extra help at school when I need it. 30 1

10. Expectations for student behaviour are clear. 30 1

11. I follow the school rules. 30 0 0

12. Students at my school follow the school rules. 14 14 3

13. The staff at my school care about their students. 31 1 0

14. Overall, I am satisfied with the quality of

education that I am receiving in my school.

30 3 0

15. The school is effective in deterring students from

bringing illegal drugs and substances to the school.

26 3 2

Participation Rates Year Respondents Rate

2013-2014 30 30/435* 2012-2013 98 98/435* 2011-2012 157 157/496* 2010-2011 47 47/343* 2009-2010 91 47/352*

*rate reported as a proportion of responses to the number of registered students

Comments: We are very pleased and encouraged with our student survey results. We are looking into the constructive criticism as a staff. We will continue to strive to meet the needs of our students weighing all feedback to indicate areas of focus on our continuum of growth. Student surveys have been conducted at the completion of courses or at the end of final exams. The timing of surveying on completion provides an effective way of gathering responses from the students as they are present, but it may also miss a portion of the population. It is difficult to gather data from the Outreach student body and we will continue to revise and review our methodologies in gathering this information. One area we are working on that is supported by the survey is communication with students. We are adding several areas including text communication, increased phone calls, and home visits to increase communication with students.

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School Staff Survey Questions % Satisfied 2010-2011

% Satisfied 2012-2013

1. I am satisfied with the quality of education that students are receiving in this school. 100 100

2. I am satisfied with the choice of courses and programs available for students in the school district. 100 100

3. I am satisfied with how the school assigns support to special education programs. 100 100 4. I am satisfied with the access to the support services offered by teachers, counselors,

administration and other staff in my school. 100 100

5. The professional development opportunities are useful in helping me meet the needs of my job. 91 85

6. There is sufficient computer-related training available. 100 100 7. (Non-teaching staff only) My annual growth plan helps me improve my skills. - 71 8. (Teaching staff only) My annual professional growth plan helps me improve my

teaching skills. 100 100

9. Students are developing the skills and attitudes to become lifelong learners. 100 100 10. The school helps students become good, caring citizens. 100 100 11. The school provides students with activities that promote volunteerism and

community contribution. 100 100

12. The school provides opportunities for students to develop leadership roles. 100 100 13. I am satisfied with leadership provided by district office. 100 100 14. I am satisfied with the leadership within my school. 100 100 15. I am satisfied with the opportunities to assume leadership roles. 100 100 16. I am satisfied with the Board’s resource allocation, policies, priorities and processes. 91 90 17. I am satisfied with how the district manages financial resources. 100 91 18. I am satisfied with how the school manages its financial resources. 100 91 19. (Teaching staff only) I am able to meet individual student needs. 100 100 20. The district provides adequate support / resources to meet diverse student needs. 100 100 21. My input is considered, respected, and valued by Alberta Education. 80 67 22. I have the opportunity to be involved in decision-making at the district level. 80 73 23. My input is considered, respected, and valued by the St. Albert Protestant School

Board. 100 82

24. I have the opportunity to be involved in decision making at my school. 100 92 25. My input is considered, respected, and valued by my school. 100 100 26. Overall, staff morale is positive. 100 100 27. The school staff have an opportunity to work in a collaborative and collegial fashion. 100 92 28. I am satisfied with the coordination and delivery of interagency services such as

Student Health Initiative, DARE, Family-School Liaison, Family-Community Support Services, and RAP.

100 100

29. I have the support necessary to be effective and successful in my job. 100 100 30. (Non-teaching staff only) The expectations of my assignment are clearly defined. 100 100 31. My work or teaching assignment matches my knowledge and skills. 100 100 32. There is a caring environment at the school. 100 100 33. I feel safe in the school. 100 100 34. The school is a positive and welcoming place. 100 100 35. The facilities are satisfactory. 100 100 36. Expectations for student behaviour are clear. 100 100 37. I am satisfied with how discipline is dealt with within the school. 100 100

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School Staff Survey Questions % Satisfied 2010-2011

% Satisfied 2012-2013

38. My school is free from verbal harassment and other forms of workplace bullying. 100 100 39. The image of the school in the community is positive. 100 100 40. The school is effective in deterring students from bringing illegal drugs and

substances to the school. 100 100

Participation Rates Respondents Rate 2012-2013 13 100% 2010-2011 11 100% 2009-2010 11 100% 2008-2009 10 100%

Other Comments

Several questions did not have recorded responses and the results were left blank. Survey results for less than six people are not reported.

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School Evaluation of Satisfaction Surveys

Results: According to the results, our school’s strengths are: • Meeting the needs of our students. • Caring, safe, positive, welcoming school environment.

We will continue to develop our ability: • Explore ways staff can give input at the school and district level. • Present useful professional development opportunities to staff. • Provide more opportunity for input with regards to school finances. • To further develop the school image to the community at large. • To address the issue of drug awareness and personal behaviour standards for students.

General Comments

The needs and challenges at an Outreach setting are unique. As such, the school must find innovative and creative ways to support our students in an alternate setting. We will work hard to allocate resources and services for students and to support involvement with decision-making at the district level. Next Step for Continuing Progress

We must work to develop our school profile in the community while using this plan to help students and staff feel successful and supported. Bibliography Burns, J., Collin, P., Blanchard, M., De-Freitas, N,. & Lloyd, S. (2008). Preventing youth disengagement and

promoting engagement. Retrieved February 27, 2009 from Australian Research Alliance for Children & Youth website: www.aracy.org.au

Carpini, M. (2000). Youth, civic engagement, and the new information environment. Political Communication,

17(4), http://www.informaworld.com/smpp/title~content=t713774515~db=all~tab=issueslist~branches=17 - v17341-349. doi: 10.1080/10584600050178942

DiMaggio, P. & Powell, W. (1983). The iron cage revisited. American Sociological Review, 48(2): 147-160. Housego, B. E. (1999). Outreach schools: an educational innovation. Alberta Journal of Educational Research.

45(1). 85-99.

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http://www.aracy.org.au/

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