CASS HIGH SCHOOL COMPLETION PROJECT
J. A. WILLIAMS HIGH SCHOOL
Lac La Biche
Introduction
J. A. Williams High School (JAWS) in Lac La Biche employs three school
administrators, 22 teachers, eight Educational Assistants, and nine other support staff to serve a
student population of approximately 530. In 2011, the school was selected as the site for a High
School Success Project initiated by a partnership involving Northern Lights School Division,
Alberta Education, the College of Alberta School Superintendents (CASS), an external
researcher, and an external expert in assessment for learning. The project was originally designed
to run for three years, from September 2011 to June 2014.
The professional learning model that accompanied this school improvement project was
designed around the following eight guiding principles, each supported by compelling research.
1. Professional learning activities for educators must be based on perceived needs,
district priorities, and special issues in the context of the school. They must also
be linked with standards, appropriate research, and current best practices.
2. The core of professional learning is the extent to which it is adapted and
developed into a locally-owned and locally-recognized program.
3. Professional learning must be based on adult learning principles that highlight an
ongoing commitment to the application of new skills, knowledge and dispositions.
4. The development of a professional learning community of practice is the single-
most important building block of this initiative.
5. Reflection is a key determinant of the extent to which teachers-as-learners
successfully use their experiences to improve their practice.
6. Flexibility and timeliness are key factors in establishing a continuous professional
learning system.
7. Effective professional learning must provide participating adults with a variety of
strategies and techniques so that their individual learning styles are addressed.
Experiential learning is fundamental to adult learning and growth methodology.
8. Responsibility, feedback and accountability are integral to effective professional
learning.
In practice, the project has challenged staff members at J. A. Williams High School to
take advantage of professional learning activities delivered regularly on-site, and commit to a
form of professional practice characterized by changing norms, experimentation, courage,
resiliency, and creativity, to achieve the following outcomes:
(1) Enhanced student engagement and achievement
(2) Increased high school completion rates
(3) Reduced dropout rates.
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Baseline measures, derived from the October 2010 Provincial Accountability Pillar Results,
included student achievement, acceptable and excellence rates on Provincial Achievement Tests
and Diploma Exams, and overall levels of satisfaction with education in the school.
In May 2012, when Dr. Pascarelli (the external researcher) was unable to continue with
the project, I was invited by representatives of Northern Lights School Division and CASS to
take over his role. It was clear from the beginning that I could not do everything the way Dr.
Pascarelli had done, and it was particularly noticeable that some members of the J.A. Williams
staff were reluctant to commit to working with a new and different external researcher.
Nevertheless, meetings with staff in May and August resulted in decisions that allowed the
project to continue with virtually the same planned outcomes.
It should be noted here, and it will be mentioned throughout this report, that much of the
critically influential work of this project has been done, on-site, by Dr. Pat Sachse, from the
Alberta Assessment Consortium. Dr. Sachse was present at J.A. Williams High School every
month during the 2011 - 2012 and 2012 - 2013 school years, visiting classrooms, providing
coaching and support as teachers sought to implement new ways of assessing student learning
and enhancing student engagement. She earned the trust and respect of most teachers on staff,
and was identified by many as the one person whose work was integral to the continued
improvement of teaching and learning at the school. Although Dr. Sachse discontinued her work
with JAWS in the 2013 - 2014 school year, a majority of teachers on staff continued to be
regularly involved in peer coaching.
The Culture of J. A. Williams High School
Students
J.A. Williams High School is a multicultural centre for 500+ adolescents and young
adults striving to find their way, learn from their experiences, and make their own contributions
to their community, their province, and their nation. When this project began, FNMI students
comprised 45% of the student body, and the remaining students represented a great variety of
nationalities and ethnicities. By project’s end, the FNMI population had risen to almost 60%.
Like many other Alberta high schools, JAWS endured years of below average student
performance and above average staff frustration that helped define the reputation of the school as
a difficult place for both teachers and students. A negative image of JAWS was reconfirmed
every time another set of provincial achievement or diploma exam results were made public.
Staff morale always suffered, along with student attitudes and parental support. It was a vicious
cycle, one that eventually led to a decision to initiate this project.
It is a plain fact that not every student who passes through the doors of JAWS arrives
with a full measure of opportunity, commitment, good will, or potential. Many students have
never had the benefits of an advantaged standard of living; a lot have already experienced
conditions and circumstances that could severely limit their chances of success. Yet, in the three
years covered by this project, changes in student culture contributed significantly to overall
measures of school improvement that, if sustained, will surely show that JAWS has become a
school of which students and community can be justifiably proud. Specifically, pronounced
changes in overall student behaviour with regard to their attendance and engagement in class,
their willingness to help each other, their evolving respect for adults, and their determination to
try harder formed the basis of many observations conducted frequently throughout this project.
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Staff
For the way they have dealt with many of those students, staff members at JAWS,
collectively, deserve commendation. They have shown genuine compassion and concern for
students who have had to face tough personal battles, or who have had difficulty accommodating
to the rules and expectations that are part of the reality of high school. Time after time, staff
members have gone the extra mile for students in their care, keeping them in school against the
odds, helping them make better decisions, finding ways to involve them that built character and
self-esteem. It’s not an easy matter, being an adult role model for students whose needs are
great—and there is no implication in this commentary that staff members at JAWS have been
unfailingly perfect in their work with students—but the extra efforts and the extra successes that
resulted from the purposeful work of staff members need to be honored.
Over the course of three years, the culture of the JAWS staff was seen to change.
Increasingly, staff showed a greater willingness to engage with their students in more productive
ways. This is an important point, one that was confirmed frequently by students who reported
that “our teachers listen to us more”; or “they always ask us if we need more help”. This
attention to the needs of students also showed in teachers’ use of appropriate humor; in teachers
taking time to talk to students informally; in teachers more often using appropriate language in
offering suggestions or directions to students; in teachers’ increased attention to lesson planning
and assessment; and in teachers’ more timely contacts with parents.
In addition, teachers and other adults became more respectful of each other. The last year
of the project saw very few examples of adults becoming angry, or raising their voices in the
course of their work. Rather, there was an obvious increase in adult-to-adult collaboration that
included co-planning of lessons, activities and events; peer observations; and team teaching.
They listened to each other more respectfully in meetings, shared greetings more freely, smiled
more, and joked more.
Last year in this report it was noted that:
[JAWS] is a staff not yet completely comfortable with setting school goals and following
through on the achievement of those goals in ways that complement rather than diminish
the efforts of others. It is a staff on which the loudest voices still can prevail over the
thoughts and the will of the majority and, it must be said, a staff that gives evidence,
occasionally, of a lack of willingness to deal with issues squarely, to resolve conflict
productively, and to show respect for the opinions and values of others.
In the final year of the project year, the cultural shift was more noticeable, as many more
staff members showed commendable commitment to their professional duties. It can fairly be
claimed that the staff is now working intentionally towards the achievement of goals, working
more in teams, and sharing responsibilities more effectively than at any other time in the past
three years. Moreover, the teaching staff has become more confident in their use of a variety of
teaching strategies, proven assessment practices, and all the various types of data that can inform
the work of a school. Accordingly, their students have benefitted, results have improved,
attitudes have improved, and morale has improved. The JAWS community has succeeded in
breaking the cycle of low performance!
In this last year, a lot of time and attention was required to assist with construction of the
new J.A. Williams High School. It could easily have become a major disruption in the life of the
school. To the credit of the JAWS staff, they did not let any of the issues and concerns related to
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the new building interfere with their primary purpose --- helping their students have the most
successful year possible.
All the foregoing comments notwithstanding, the staff at JAWS contains a few
contrarians, men and women who “do not like to be told”; who do not accept any authority
easily; and who still prefer to do things “their way”. They have not come willingly into the
collaborative culture that JAWS has been becoming for the last three years. Like Cassius,
perhaps, they have been reluctant to “follow anything that other men begin.” It could be argued
that any high school embarked on an improvement project will always need a few resisters, or
skeptics, even if only to ensure that competing points of view receive appropriate attention and
consideration as the initiative moves forward. However, there were times in the life of this
project when it appeared that differences of opinion on staff, and different levels of appreciation
for new practices and policies, could have caused the project to stall. That didn’t happen, thanks
in part to the solidarity of the school leadership team, to the strength of commitment of a
majority of staff and, it must be said, to the real contributions of some of the contrary ones. In
their own ways, they made success more possible for scores of students for whom they set clear
expectations, and to whom they provided a high quality of educational service and, at times,
personal caring, albeit in their own way!
Leadership
The formal leadership of the school experienced quite a transformation over the course of
this project. The three administrators learned to work more effectively as a team, sharing duties
in ways that maximized their individual strengths. They each expanded their leadership
knowledge and skills, especially in areas as diverse as coaching, conflict management,
interpersonal relations, curriculum and instruction, and the leadership of a learning community.
As they learned to work together more effectively, they developed greater trust in each other,
greater respect for each other’s challenges, and a greater sense of responsibility around the work
of school improvement. Each school leader became more useful to more teachers, and better able
to help the school achieve its main goal of increased high school completion.
When the project began, the three leaders appeared to be spending a lot of time dealing
with student behavior, and staff concerns. Students were often brought to the office by teachers
who wanted one or other of the administrators to “deal with the problem immediately”. It did not
seem that teachers, collectively, were taking full responsibility for dealing with student behavior
as it occurred in their classrooms, or in the hallways. Many office meetings were interrupted by
teachers demanding their administrators take some kind of action, or by students presenting
themselves for some sort of discipline.
Early in the second year the school leadership team, with the support of a group of
teachers, introduced a new policy that more clearly outlined graduated responses to student lates,
attendance, and overall behavior. While many teachers welcomed the changes, nearly as many
argued and fought against them. The implementation of the new policy had a rocky beginning
but, because the school leaders were becoming more confident, and more sure about the direction
they wanted to follow, they were able to ensure that the new policy had its chance. Staff
members could see they were now dealing with a united leadership team that was able to listen to
concerns yet still pursue its vision for dealing with difficult students. I believe that was a turning
point in this project. It saw the transformation of the old suspension room into a Positive
Behavior Supports Centre. The change in language influenced a shift in culture. It challenged
teachers to find more appropriate alternatives to simply “kicking kids out” of class. It raised
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clearer expectations about the language adults should be using in their interactions with all
students, and when it was desirable for teachers rather than administrators to make contact with
parents and other care-givers.
The purposeful use of Professional Growth Plans was still another factor that helped
create a cultural shift. Early in the project, the school leaders decided they would each develop a
growth plan that they called a Professional Learning Guide. On it they recorded goals, questions,
strategies, and outcomes they felt would guide their own professional growth for each year. In
the first year, a few teachers also used such a plan. In the second year, most teachers were invited
to submit a growth plan to the principal, and be willing to have a conversation about their
progress with one of the administrators twice during the school year. By the third year, most
teachers were using a Professional Growth Plan for purposes beyond mere compliance, including
regular conversations about their yearly goals. The process was growing within the culture of the
school and, while it was less than perfect, it was also contributing to a slight shift in teacher
commitment.
The weekly Bits ‘N’ Bites Newsletter published every Monday morning by the school
principal, Terry Moghrabi, had its impact on school culture in any number of ways. It always
highlighted the best of JAWS --- whether that was student success, student effort, teacher
contributions, adult commitment, or community relations. With photographs and short, positive
notes, Terry has produced a valuable chronicle of life in JAWS and the people who make it
better. From reporting on sporting events, Aboriginal Awareness Week, visiting artists and
dignitaries, Round Dances, the annual school musicals, to academic results, special events, or the
successes of graduates, the newsletter has unfailingly appealed to the best of JAWS culture,
school spirit, and people.
Data From Teachers
In November 2012, halfway through this project, all teachers responded to the following
survey question: What changes have you made in your professional practice to help improve
high school completion rates?
Fourteen (14) teachers indicated they were concentrating on promoting more
positive relationships with students.
Ten (10) teachers reported they were providing more opportunities for students to
experience various forms of peer tutoring.
Ten (10) teachers stated they were making a greater effort to encourage students
to hand in all their assignments.
Nine (9) teachers said they were spending more one-on-one time with students.
Eight (8) teachers noted they were using more formative assessments.
Seven (7) teachers reported they were spending more time helping students set
goals.
Seven (7) teachers indicated they were finding more ways to encourage students
to keep trying.
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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These were powerful, positive statements that continued to guide most staff members for
the next two years. In some particular instances, the teachers’ commitment to student success
was seen to increase with the passing of each semester. In only a few cases, did teachers not
make connections between the existence of the school improvement project and their own
professional practice.
In June 2014, twenty teachers responded to an invitation to describe any ways the project
had influenced teaching and learning at JAWS. Their responses follow:
It kept us on track; made us more responsible; made us more accountable
Visits with colleagues had a positive impact
Visits with colleagues helped me improve
It kept me focused on what’s best for students
I have been more reflective
It helped us shift to a more student-centred model of instruction
Collaboration and reflection have allowed me more opportunities for
improvement
I’m using more differentiation in my practice
It has helped me hold students more accountable
We are now catching students in grade 9 who would otherwise be falling through
the cracks
I’m a little more reflective but it hasn’t impacted my teaching very much
I don’t think it has made any difference
It has made me more aware of the good things I’m doing
It has made me more conscious of my own professional development
It has made no difference
It has prompted more discussion among staff
It has created slightly better attitudes among staff, and greater consistency of
expectations
It has allowed me to talk to colleagues and get new ideas
It has provided help with a new collaborative project
Outside eyes and ears are always a great benefit to learning and growing
(Three teachers did not respond.)
When teachers (N = 20) were asked to rate their own impact on student learning over the
last ten months (using a scale of 0 -10, with 0 indicating “no improvement” and 10 indicating
“dramatic improvement”), their responses produced a mean score of 7.0 (20 responses; mode =
7; high score = 10; low score = 2). When the same teachers were asked to rate their own
contribution to students’ high school completion, using the same scale, their responses produced
a mean of 7.7 (19 responses; mode = 8; high score = 10; low score = 2).
These responses may indicate that teachers’ beliefs about their effectiveness in
influencing student learning stayed fairly constant throughout the project, but their perception
that they were doing more to influence high school completion increased.
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Data From Students
Diploma Exam results and Grade 9 Provincial Achievement Test results were identified
at the beginning of this project as key measures of project success. Logically, if high school
completion rates were to increase, some of the evidence of that increase should be seen in better
results by more students on high school exams.
The following set of tables presents student results on all PATs and PDEs from the period
2009-2010 to 2013-2014. Baseline data for this project was established as the results achieved on
external exams at the end of the 2009-2010 school year.
Table 1. Grade 9 Language Arts
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 102 43,654 104 42,344 38,586
Writing 91 (89%) 96 (92%) 76 (92%)
Absent 10 7 N/A
Excused 1 1 N/A
PAT Results:
Standard of Excellence 3 (3%) 15% 11 (12%) 16% 1 (8%) 17%
Acceptable Standard 58 (64%) 79% 67 (70%) 90% 55 (74%) 86%
Below Acceptable Standard 33 (36%) 12% 29 (30%) 11% 21 (27%) 16%
NOTE: All scores appearing in Tables 1 - 17 are based on the Number of Students
writing the test. In all cases, percentages have been recorded to the nearest
whole number.
Table 2. Grade 9 K & E English Language Arts
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 19 1587 24 1657 1223
Writing 14 (74%) 82% 19 (79%) 80% 12 (79%) 80%
Absent 5 (26%) 13% 5 (21%) 14% N/A 14%
Excused 0 0 N/A
PAT Results:
Standard of Excellence 1 (7%) 9% 0 8% 0 4%
Acceptable Standard 10 (71%) 81% 11 (58%) 77% 6 (50%) 78%
Below Acceptable Standard 4 (29%) 19% 8 (42%) 23% 6 (50%) 22%
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Table 3. Grade 9 Mathematics
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 101 21,184 102 39,454 76 38,586
Writing 91 (90%) 92% 96 (94%) 89% 70 (94%) 89%
Absent 9 (9%) 3% 13 (3%) 6% N/A 6%
Excused 1 (1%) 0.5% 3 (3%) 5% N/A 5%
PAT Results:
Standard of Excellence N/A N/A 11 (12%) 20% 7 (10%) 19%
Acceptable Standard N/A N/A 55 (57%) 73% 60 (86%) 75%
Below Acceptable Standard 41(43%) 26% 3 (5%) 26%
Table 4. Grade 9 K & E Mathematics
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 18 1,882 25 1,920 25 1,920
Writing 15 (83%) 87% 21 (84%) 87% 13 (93%) 88%
Absent 3 (17%) 8% 4 (16%) 7% 4 (16%) 7%
Excused 0 0 0
PAT Results:
Standard of Excellence 1 (7%) 17.5% 3 (14%) 18% 0 15%
Acceptable Standard 7 (47%) 75% 13 (62%) 72% 7 (54%) 74%
Below Acceptable Standard 8 (53%) 25% 8 (38%) 28% 6 (46%) 27%
Table 5. Grade 9 Science
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 103 40,805 110 39,844 N/A 39,205
Writing 95 (92%) 89% 105 (96%) 90% 93 (96%) 90%
Absent 7 (7%) 5% 2 (2%) 6% N/A N/A
Excused 1 (1%) 5% 3 (3%) 4% N/A N/A
PAT Results:
Standard of Excellence 7 (7%) 20% 16 (15%) 25% 1 (11%) 25%
Acceptable Standard 55 (58%) 81% 63 (60%) 83% 70 (65%) 82%
Below Acceptable Standard 40 (42%) 19% 42 (40%) 18% 22 (35%) 18%
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Table 6. Grade 9 K & E Science
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 21 1,519 21 1,566 N/A 1,297
Writing 16 (76%) 87% 18 (86%) 86% 11 (86%) N/A
Absent 5 (24%) 7% 3 (14%) 8% N/A N/A
Excused 0 0 0
PAT Results:
Standard of Excellence 2 (13%) 17% 5 (28%) 20% 0 17%
Acceptable Standard 10 (63%) 77% 11 (61%) 79% 5 (46%) 74%
Below Acceptable Standard 6 (38%) 23% 7 (39%) 21% 6 (55%) 25%
Table 7. Grade 9 Social Studies
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 112 41,069 118 39,826 118 38,842
Writing 96 (86%) 90% 106(90%) 90% 88 (90%) 90%
Absent 15 (%) 5% 9 (8%) 7% N/A N/A
Excused 1 (1%) 5% 3 (3%) 4% N/A N/A
PAT Results:
Standard of Excellence 6 (6%) 21% 10 (9%) 20% 1 (9%) 22%
Acceptable Standard 38 (40%) 76% 54 (51%) 77% 45 (59%) 74%
Below Acceptable Standard 58 (60%) 24% 52 (49%) 23% 22 (32%) 26%
Table 8. Grade 9 K & E Social Studies
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Enrolled 21 1,550 21 1,579 14 1,277
Writing 15 (71%) 85% 18 (86%) 84% 13 (93%) N/A
Absent 6 (29%) 9% 3 14%) 10% 1 (7%) N/A
Excused 0 0 0
PAT Results:
Standard of Excellence 1 (7%) 19% 1 (6%) 17% 1 (7%) 13%
Acceptable Standard 8 (53%) 76% 7 (39%) 76% 7 (54%) 73%
Below Acceptable Standard 7 (47%) 24% 11 (61%) 24% 6 (46%) 27%
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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In the time frame 2009-2014, Grade 9 results on PATs showed an overall increase in the
numbers and percentages of students achieving the Acceptable Standard in all four core subjects.
The most pronounced increase occurred in Grade 9 Math results. Results on KAE exams have
not sustained the same level of progress. The following information, developed by Vice-
Principal, Conal Donovan, summarizes the Grade 9 trends.
A Summary of PAT Results
LA 9
The acceptable standard rate has risen to 73.7% from the previous 3-year average of 72.3%.
KAE LA 9
The acceptable standard rate has dropped to 50%% from the previous year’s 87.5% and our
previous 3-year average of 60%.
Math 9
The acceptable standard rate has risen to 85.7%% from the previous year’s 73.3% and our
previous 3-year average of 62%.
KAE Math 9
The acceptable standard rate has declined from 53.8% to 62.5% in 2014, and our previous 3-year
average of 57.8%.
Science 9
The acceptable standard rate has declined to 64.5% from the previous year’s 77.2% but this is
still ahead of our previous 3-year average of 61.7%.
KAE Science 9
The acceptable standard rate has declined to 45.5% from the previous year’s 66.7% and our
previous 3-year average of 51.7%.
Social Studies 9
The acceptable standard rate has risen to 59.1%% from the previous year’s 57.1% and this is
significant improvement from our previous 3-year average of 48.9%.
KAE Social Studies 9
The acceptable standard rate has had a slight decline to 53.8%% from the previous year’s 60%
but this is significant improvement from our previous 3-year average of 45.4%.
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Table 9. English Language Arts 30-1
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 54 29,318 50 29,330 50 28,671
School Marks
Standard of Excellence 22% 31% 12% 30.5% 28% 31%
Acceptable Standard 96% 97% 98% 97% 98% 97%
Below Acceptable Standard 4% 3% 2% 3% 4% 3%
Diploma Marks
Standard of Excellence 7% 10% 8% 11% 8.0% 12%
Acceptable Standard 74% 85% 74% 86% 80% 87%
Below Acceptable Standard 26% 15% 26% 14% 12% 13%
Table 10. English Language Arts 30-2
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 54 14,385 44 14,560 47 15,887
School Marks
Standard of Excellence 0 10% 11% 11% 4% 14%
Acceptable Standard 93% 92% 86% 93% 92% 95%
Below Acceptable Standard 9.0% 8.0% 14.0% 7.0% 4% 5%
Diploma Marks
Standard of Excellence 5.6% 9.8% 6.8% 10.7% 4% 13%
Acceptable Standard 81.5% 88.7% 86.4% 89.5% 89% 90%
Below Acceptable Standard 18.0% 11.0% 14.0% 10.0% 11% 10%
Table 11. Social Studies 30-1
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 40 23,598 30 23,489 32 21,992
School Marks
Standard of Excellence 28% 35% 27% 36% 31% 38%
Acceptable Standard 95% 98% 100% 98% 100% 97%
Below Acceptable Standard 5.0% 2.0% 0 2.0% 0 3%
Diploma Marks
Standard of Excellence 3% 16% 7% 14.9% 16% 14%
Acceptable Standard 60% 85% 61% 83% 63% 86%
Below Acceptable Standard 40% 15% 39% 17% 38% 15%
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Table 12. Social Studies 30-2
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 67 14,988 51 17,199 70 19,173
School Marks
Standard of Excellence 8% 12% 8% 14% 2% 17%
Acceptable Standard 88% 93% 96% 94% 94% 94%
Below Acceptable Standard 12% 7% 4% 6% 6% 6%
Diploma Marks
Standard of Excellence 5% 14% 6% 14% 4% 15%
Acceptable Standard 70% 85% 67% 83% 76% 83%
Below Acceptable Standard 30% 15% 33% 17% 20% 1%
Table 13. Pure Mathematics 30
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 40 23,024 40 21,693 29 21,314
School Marks
Standard of Excellence 13% 40% 15% 42% 32% 27%
Acceptable Standard 90% 95% 90% 95% 100% 96%
Below Acceptable Standard 10% 5% 10% 5% 0 4%
Diploma Marks
Standard of Excellence 2.5% 29.7% 0 27.1% 10% 27%
Acceptable Standard 52.5% 82.8% 42.5% 81.8% 52% 75%
Below Acceptable Standard 47% 17% 57% 18% 48% 0
Table 14. Physics 30
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 10 10,417 20 10,562 18 10,758
School Marks
Standard of Excellence 10% 45% 15% 46% 33% 50%
Acceptable Standard 100% 97% 85% 97% 83% 97%
Below Acceptable Standard 0 3% 15% 3% 17% 4%
Diploma Marks
Standard of Excellence 10% 20% 0 30% 33% 34%
Acceptable Standard 30% 74% 25% 81% 72% 83%
Below Acceptable Standard 70% 26% 75% 19% 28% 17%
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Table 15. Chemistry 30
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 40 18,988 30 19,927 24 19,118
School Marks
Standard of Excellence 15% 42% 13% 43% 21% 46%
Acceptable Standard 98% 96% 93% 96% 100% 96%
Below Acceptable Standard 2% 4% 7% 4% 0 4%
Diploma Marks
Standard of Excellence 5% 30% 7% 28% 25% 35%
Acceptable Standard 40% 79% 47% 77% 75% 81%
Below Acceptable Standard 60% 21% 53% 23% 25% 19%
Table 16. Biology 30
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 61 22,423 54 23,300 49 21,656
School Marks
Standard of Excellence 32.8% 39.7% 27.8% 42.0% 37% 44%
Acceptable Standard 90.2% 95.8% 96.3% 96.1% 98% 96%
Below Acceptable Standard 10.0% 4.0% 4.0% 4.0% 2% 1%
Diploma Marks
Standard of Excellence 16% 28% 7% 28% 31% 32%
Acceptable Standard 69% 81% 83% 82% 92% 85%
Below Acceptable Standard 31% 19% 17% 18% 8% 15%
Table 17. Math 30-2
2009-10 2011-12 2013-14
Sch Prov Sch Prov Sch Prov
Number of Students 28 10,689 11 9,993 21 11,934
School Marks
Standard of Excellence 7% 16% 36% 18% 24% 21%
Acceptable Standard 100% 92% 100% 92% 95% 93%
Below Acceptable Standard 0 8% 0 8% 5% 7%
Diploma Marks
Standard of Excellence 0 13% 0 10% 19% 15%
Acceptable Standard 50% 77% 64% 76% 81% 71%
Below Acceptable Standard 50% 73% 36% 24% 19% 29%
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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As with Grade 9 core subject results, the Diploma Exam results from 2010-2014 show
improvement in every subject area. The following information, developed by Vice-Principal
Conal Donovan, effectively summarizes the trends that are emerging in J.A. Williams’s Diploma
Exam results.
A Summary of PDE Results
English 30-1
The acceptable standard rate has risen to 80% from the previous year’s 63.6% and our previous
3-year average of 70.7%.
English 30-2
The acceptable standard rate has risen to 89.4% from the previous year’s 88.0.6% and our
previous 3-year average of 87.7%.
Math 30-1
The acceptable standard rate declined from 60% in 2013 to 51.7% in 2014, though participation
rates have increased in this PDE.
Math 30-2
The acceptable standard rate has declined to 81% from the previous year’s 92.6% but this is
significantly ahead of provincial average of 71.3%
Social 30-1
The acceptable standard rate has fallen to 62.5% from the previous year’s 75%, but our standards
of excellence in this category have risen to 15.6%, which is above provincial average.
Social 30-2
The acceptable standard rate had a negligible decline from 75.7% to 75.5%, but this is still above
our 3-year average of 73.5%; meanwhile, our standards of excellence have improved to 4.1%
from 2.9% the previous year.
Biology 30
The acceptable standard rate has risen to 91.8% from the previous year’s 84% and our previous
3-year average of 82.2%. Standards of excellence have risen to 30.6%, which is just below
provincial average of 31.7%.
Chemistry 30
The acceptable standard rate has risen to 75% from our previous 3-yr average of 56.6%.
Standards of excellence have risen to 25% from our previous 3yr average of 14.9%
Physics 30
The acceptable standard rate has risen to 72.2% from the previous year’s 61.9% and our previous
3-year average of 37.3%. Standards of excellence have risen to 33.3% from our previous 3-year
average of 9.1%.
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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FNMI Results for JA Williams School
In the three years since this Project began, the FNMI student population in JAWS has
risen from 45% – 60%. For that reason alone, this report will present more specific data on
FNMI student achievement.
On the J.A. Williams School FNMI Accountability Pillar Summary Report, achievement
was maintained or improved in all areas. The PDE Acceptable Standard rate improved to
78.3% from 70.7% in the previous year, and this was a significant improvement from the
previous 3-year average of 66.1%. It is also notable that the provincial average in this category
is 78.2%. This is a very good indicator of success, supported by an impressive increase in the
FNMI participation rate (students writing four or more PDEs) from 15.5% to 36.5%, as
compared to the provincial participation rate of 18.9%. More FNMI students are now writing
more PDEs at JAWS, and the percentage of students successful on these exams continues to
rise beyond provincial average.
40.8% of FNMI students achieved Rutherford eligibility, which is also higher than the
provincial average of 33%. The 6-year transition rate of 66.8% is more than double the
provincial average. However, the most important indicator is reflective of the school-wide
goal of improving high school completion. JAWS FNMI students have improved to 52.1%
from 43.1%, and this completion rate is higher than the provincial FNMI average of 43.6%.
Moreover, in Grade 9 results, acceptable standards rates have risen to 54.1%, which is now
above the provincial average of 40.9%.
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Table 18. FNMI Acceptable Standards on PDEs
Table 19. FNMl Grade 9 PAT Acceptable Standards
90
80
70
60
50
40
JAWS
70
60
50
40
30
JAWS
20
10
0
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Other School Data
Attendance It is virtually a truism of school improvement that academic results are directly linked to
attendance. However, it is never quite so clear which actions on the part of teachers and
school leaders are most likely to exert a positive influence over students’ (and parents’)
attitudes towards attendance.
From September – November, 2012 the attendance team in JAWS dealt with 69 at risk
students --- students who had reached 25% of missed classes. For the same period in the
following year, 41 students required attendance team attention. In the intervening time, the
school leadership team had activated a logic model that included a system for identifying
students who were poor attenders, then launched a 5-layer structure of supports and
interventions to identify why students were choosing to skip classes. In addition, a new team
was created to focus on attendance. The team was made up of the two assistant principals,
the two SAC workers, the SST coordinator and the FNMI worker. From September -
November 2014, 27 students made the list.
Table 20. Attendance
During 2013-2014, the following information relative to this high school completion
project was recorded by the school leadership team:
More teachers became committed to the idea that no students should be “allowed to fail’
any subject.
Most teachers were actively involved in the coaching program.
All teachers maintained their commitment to improve the value and authenticity of their
assessment practices.
Relations between school and parents improved. This was never more apparent than on
Graduation Day, when 1400 people attended a ceremony for 100 graduands.
69
41
27
Nov-12
Nov-13
Nov-14
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Table 21. Discipline
Defiance
2010-2011 52 2011-2012 36 2012-2013 34 2013-2014 43 2014-2015 11
Fighting
2010-2011 20
2011-2012 36 2012-2013 20 2013-2014 22 2014-2015 2
Drugs and Alcohol
2010-2011 35 2011-2012 33
2012-2013 8 2013-2014 21 2014-2015 2
Expulsions
2010-2011 3 2011-2012 6 2012-2013 5 2013-2014 5
2014-2015 0
This table provides some insight into the depth and extent of the difficulties staff
members at JAWS face as they strive to help every student be a bit more successful. It is not
easy!
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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Discussion
J. A. Williams High School has proven to be a well-chosen location for this high school
improvement initiative. It is located in a community that expects a lot from its local high school,
a community in which a majority of students and their families do not enjoy high socio-
economic status. The students, collectively, can present serious challenges. Many do not see
great value in high school completion; they often lack motivation to learn, or persevere. Many
others come into high school with limited skills, and negative attitudes. One of the reasons why
J.A. Williams was selected for this project was the persistence of low achievement and low
completion rates among JAWS students, extending over two decades.
In the name of school improvement, this high school completion project challenged
students, teachers, adult staff, parents, and educational leaders to think and act differently about
the part they can play in assuring their own high school success. By focusing on one big goal ---
high school completion --- school leaders were able, over time, to help create a sense of urgency
around the needs of students. Part of the cultural shift that enabled this project to produce
positive outcomes involved a change in focus from mostly just getting through each year to what
was best for students. Of course, that shift is not yet complete, but the most effective teachers in
JAWS are deeply committed to student success. Their comments to the effect that they “won’t let
students fail”, or they’ll “go the extra mile for their students” attest to this change in teacher
attitude that must be credited as an important factor in determining why this project has been as
successful as it has.
Not only did the project have a compelling goal, it also had some additional components
that aided success. The most valuable of these was the work of Dr. Pat Sachse, from the Alberta
Assessment Consortium. For two years her monthly visits to the school, and her workshops as
well, helped consolidate a staff commitment to coaching that became institutionalized. A model
of peer coaching, involving teachers and school leaders, continued in JAWS in a regular way
long after Dr. Sachse had moved to another position. While some teachers may not have received
a lot of benefit from participation in coaching, many others clearly did. The use of coaching was
a critical factor in de-privatizing classroom practice in JAWS; in helping spread new knowledge
and skills, particularly on the subject of assessment; and in helping more teachers help each other
improve their practice.
A third critical factor in assuring Project success was the work of the school leadership
team. In the space of three years, they went from being three individuals, each with his own way
of taking care of his leadership responsibilities, to an effective team, capable of setting clear
directions, managing conflict, dealing with ambiguity and engaging, when necessary, in strategic
conversations with staff members over behavior, attitudes, roles, and responsibilities. They
progressed to the point that they were able to lead a commitment to student learning, by focusing
on the needs, and the results, of every student in every class. In reality, they showed courage in
taking on essential elements of the leadership of learning in the school. At times, they may have
antagonized or upset other members of staff, but they could not be faulted for the strength of
their commitment to students.
Finally, all those teachers who were able to put the needs of students first gave the project
the vital energy it required. The project challenged staff members to think and act differently in
the face of a long history of failed efforts, frustration, lack of respect, lack of support, and a lack
of any certainty that the situation could be made better. Most staff members responded with a
strength of commitment that can only be called “outstanding”. Over three years, the quality of
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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distributed leadership demonstrated by staff members impacted every layer and every corner of
the JAWS school culture. Without those efforts --- that level of dedication --- this project would
never have been successful.
On most measures, JAWS is an improving school. The steady increase in Provincial
Achievement Test and Diploma Exam results came about because teachers were more
purposeful, and accepted greater responsibility for the success of every student. Diploma Exam
data was identified at the beginning of the project as the most important indicator of goal-
achievement. The 2014 results confirm a positive trend was established and maintained over the
life of this project.
The improvements in FNMI student data also speak to a school becoming more capable
of dealing with issues and challenges that might not be found in every high school. The FNMI
population is growing in Lac La Biche schools. JAWS staff members have responded effectively
to that reality. It is quite possible that in its way of providing educational services to FNMI
students, JAWS has developed some practices, and applied some strategies that could be useful
to other schools across the province. As one example, the focus on positive behavior supports
encouraged more FNMI students to maintain attendance even as it helped teachers find more
productive alternatives to “suspend-and-punish” practices that have rarely worked well.
Conclusion
At the end of this project, the staff and students at JAWS have many reasons to celebrate,
not the least of which is the opening of a brand new J.A. Williams High School in the Bold
Centre complex. At first, the new school was going to be named Lac La Biche High School. That
was before a delegation of students from JAWS made a presentation to the Board of Northern
Lights School Division. The students asked the Board to reconsider the school’s name, arguing
to keep the name J.A. Williams High School. The Board members were persuaded by the
students’ arguments, and the former name was retained.
This opportunity to study a high school as it experiences cultural change has led me to
conclude that this is an area about which the educational community knows too little. Why is it
so difficult to achieve consensus around strategies for improving schools? Around commitment?
Around the role of school leaders, or teachers?
Frequent conversations and observations in the J.A. Williams school community,
conducted as part of my involvement in this project, have led me to some tentative conclusions.
1. School leadership is most important. Leaders must have the skills and knowledge to
lead improvement initiatives.
2. District leadership is almost as important as school leadership. When district leaders
are as obviously committed to success as school leaders, any initiative has a better
chance of accomplishing its goals.
3. Informal teacher leadership is a powerful force in high schools. The teachers who are
supposed to do the most to bring about improvement must be given sufficient say in
what will be done and, in many cases, how it will be done.
4. Language is important. The language used to plan, describe, and implement any
initiative can enhance or inhibit the likelihood of success. For example, the careless
CASS High School Completion Project J.A. Williams High School, Lac La Biche
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use of the word change can have dramatically negative repercussions in the school
setting. Teachers are plainly sick and tired of being told that they must change, with
its implication that what they have been doing is “all wrong”. School staffs have
developed many strategies for dealing with people who, they believe, are out to
change them. On the other hand, I sense that teachers are okay with the idea that they
can improve or refine their teaching practice, as a commitment to life-long learning is
something most Alberta teachers accept.
5. An improvement initiative should have a very clear focus, or purpose. The JAWS
project was as successful as it was because school leaders and staff were able to stay
focused on one simple goal --- high school completion.
6. Similarly, an initiative should have a limited number of strategies attached to it. The
JAWS project was successful because the focus on assessment was matched with
professional learning on the topic of assessment; coaching was mostly about methods
to enhance assessment; conversations between school leaders and teachers were often
about assessment; and site visits to other schools allowed JAWS teachers to observe
and discuss assessment practices. It has to do with having only a few “messages”, and
staying “on message”.
7. Those who would wish to help improve high schools should start with “an
assumption of competence” for all professional staff. Teachers and principals do not
want to work in under-performing environments but they often need extra support in
order to deal more effectively with their circumstances. Projects such as this one can
provide that kind of support. With support, and direction, even formerly-reluctant
teachers at JAWS made valuable contributions to high school completion when they
accepted the opportunity to step forward.
8. While it may not be realistic to expect most high schools to improve dramatically, it
seems to be very important to approach improvement initiatives from a perspective of
expectation. An underlying element of this project was that JAWS’ results were
expected to improve; school leaders were expected to become more effective;
teachers were expected to improve their practices; and students were expected to try
harder.
Improvement happens one district at a time, one school at a time, one teacher at a
time, and one student at a time.
.
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