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Banded Peak Value-Added School Review

January 2011

TABLE OF CONTENTS

I. VALUE-ADDED SCHOOL REVIEW OVERVIEW………………………………………………………1

II. SCHOOL PROFILE……………………………………………………………………………………2

III. ANALYSIS OF ACCOUNTABILITY PILLAR DATA……………………………………………………5

IV. SOCIO-ECONOMIC STATUS (SES) DATA…………………………………………………………..13

V. FOCUS GROUP RESULTS: Students…………………………………………………………………………………………14 Parents…………………………………………………………………………………………..18 Support Staff…………………………………………………………………………………….23 Certificated Staff……………………………………………………………………………...…26

VI. BANDED PEAK COMPARED TO SPRINGBANK HIGH SCHOOL PEERS ACHIEVEMENT…………..30

VII. KEY OBSERVATIONS AND RECOMMENDATIONS………………………………………………..35

List of Tables

Page #

Table 1 Average Number of Coded Students, by Category 5 Table 2 First Nations, Métis and Inuit Students 5 Table 3 Accountability Pillar Report 5 Table 4 Socio-Economic Data - Banded Peak Community 13 Table 5 Student Focus Group Response Themes with Associated Frequencies 14 Table 6 Parent Focus Group Response Themes with Associated Frequencies 18 Table 7 Support Staff Focus Group Response Themes with Associated Frequencies 23 Table 8 Teacher Focus Group Response Themes with Associated Frequencies 26 Table 9 Group Statistics - Springbank High School (2007-2008) Grade 9 Language Arts 31 Table 10 T-Test for Equality of Means (2007-2008) Grade 9 Language Arts 31 Table 11 Group Statistics - Springbank High School (2007-2008) Grade 9 Language Arts 32 Table 12 T-Test for Equality of Means (2009-2010) Language Arts 32 Table 13 Group Statistics - Springbank High School (2007-2008) Grade 9 Mathematics 33 Table 14 T-Test for Equality of Means (2007-2008) Mathematics 33 Table 15 Group Statistics - Springbank High School (2009-2010) Grade 9 Mathematics 34 Table 16 T-Test for Equality of Means (2009-2010) Mathematics 34

List of Figures

Page #

Figure 1 Banded Peak Rocky View Accountability Survey Results (2009-10) 11 Figure 2 October 2010 Accountability Pillar Overall Summary - Banded Peak School 12

Banded Peak School

I. Value-Added School Review Overview

The Value-Added School Review (VASR) is an analytical model designed to use external review to assist school staff in identifying and addressing opportunities for school improvement. The model consists of a set of investigative processes and analytical tools that are used by informed outside observers to enhance a school’s self-assessment and continuous improvement capacity. The model allows for an internal, as well as the external review of the same data to permit external perspectives and expertise to be supplemented and contextualized with observations and feedback from sources within the school and the authority central office. The aim is to use both Accountability Pillar and school-specific results related to student outcomes to understand the school and to offer constructive suggestions for school improvement. Success depends on the valid interpretation of a range of data related to the school. The VASR process includes the possibility of engaging school and authority administrators, teachers, support staff, students, and parents in focused conversations related to key questions identified by the school.

School Review Research Questions In the next section, a school profile presents details about the school (e.g. vision, mission, goals, staffing, attendance, Accountability Pillar results, etc.), provides demographic and economic details of the community of Bragg Creek and the surrounding area served by its schools.

This review also addresses some general questions in relationship to the specific questions the review team was asked to investigate:

1. What are the school’s greatest strengths? 2. What are the school’s greatest challenges? 3. What is the current image of Banded Peak School in the community especially in

relationship to past foci of the school program when it operated with the Galileo Centre?

4. What opportunities exist for school improvement as informed by community input (focus groups) and analysis of the school’s accountability results?

The primary theme for the VASR is school improvement. Related issues involve a potential loss of enrollment to Home Education, French Immersion programs or private school programs due to a lack of awareness of the school’s strengths. Related school improvement indicators may focus on special needs programming. Other factors may include:

• student advocacy among the staff and the caring relationship for students • efficacy of a Virtues or other character development programs • student council history and potential for conveying students’ voice • optimal role of the School Council and school-community linkages • optimal use of data to inform the school and jurisdiction planning processes

Banded Peak VASR Page 1

Methodology

The Rocky View Schools department staff is facilitating the VASR at Banded Peak. The review coordinator, Dr. John Burger, Director of Schools, facilitated the design of the focus group process and prepared this report on the findings. The report was vetted with the other members of the external team and the school staff prior to tabling the report with the Superintendent of Schools and Board of Trustees.

The external review team was composed of the following people: - Leslie Collings, Principal, Springbank Community High School - Marlene Lambe, Education Manager, Zone 5 Field Services, Alberta Education - Jordan Flower, Teacher, Ralph McCall Middle, Airdrie - John Burger, Director of Schools, Rocky View Schools

The internal review team will be composed of the following people: - Deborah McLaren, Principal, Banded Peak School - Brenda Staniforth, Assistant Principal, Banded Peak School - Banded Peak staff - Murray Besenski, Associate Superintendent of Schools

The process has involved holding 13 focus group conversations with students, parents, support staff and teachers to obtain feedback related to the research questions. The focus groups were conducted on January 18 and 19, 2011. The external team was organized into two sub-groups to facilitate small group discussion formats with the exception of the final parent focus group. Group sizes ranged from 4 to 10 participants. Two submissions were received from individuals who could not attend scheduled focus group meetings.

The members of the external review team have been invited to provide comments and observations on the information presented in the final draft of the VASR report. The Banded Peak school administration also reviewed this final report to contribute to factual accuracy and report clarity, to have timely awareness of the main themes in the report, and to suggest additional follow-up actions.

II. School Profile

Grade Configuration: Kindergarten - Grade 8 Student Population: 254 Number of Teachers: 17 Number of Support Staff: 11 School Mission

“Within a safe and nurturing community, we engage and challenge learns to think, to take risks, to collaborate and to become confident, independent, life-long learners who contribute as resilient, caring, global-minded citizens.” Vision

A picture of the world we seek to build. Banded Peak VSR Page 2

Vision Statements

• Students apply what they know and transfer their understanding to new and unique situations/circumstances.

• Students are articulate about what they are learning. • Students collaborate and inquire about interesting and meaningful ideas. • Students tackle problems, with enthusiasm, that they have no idea how to solve. • Students choose the direction of their learning and take ownership. • Students use web-based technology critically to connect globally. • Students respect and accept differences. • Students participate in global, school-wide projects. • Students take their learning into their lives at home, in the community and connect it

back to class. • Students are comfortable asking questions, speaking up in class and talking to their

teachers. • Students integrate feedback to improve quality of work rather than focusing on the

grade. • Students are involved in their own assessment and express choice in their method of

expressing their learning. • Students set goals. • Students are proud of their work.

Our Beliefs

At Banded Peak, students are at the heart of every decision we make. We believe that all of our students are capable of excellence. We promote a secure learning atmosphere, encourage intellectual risk-taking and emphasize active learning. Parents are dedicated partners in this life-long educational journey. We are proud to be a community school.

Unique Features of our school include:

• Multi-level: Kindergarten to Grade 8 configuration • Organizational structure comprised of combined classes from grades 1 - 8 • Community school focus; building strong community ties • Being responsible towards our environment; recognizing our students’ increased

knowledge and awareness regarding respecting the environment • A focus on striving for personal excellence and developing student leadership • Beautiful, open architecture and log frame structure of the school which draws the

outdoors in • “Back 40”: Our school site is on a 40-acre “natural classroom” in the foothills of the

Rocky Mountains • Climbing wall • Vibrant music and band program • Dynamic Active Living Program and excellent extra-curricular opportunities • Located approximately one kilometer from the hamlet of Bragg Creek

Banded Peak School VASR Page 3

• Walking/biking/jogging trail (Banded Peak Trail) that connects the school and the hamlet (result of efforts of Greater Bragg Creek Trails Association)

• Named after Banded Peak Mountain which can be seen from Highway 22 southbound near Redwood Meadows

Banded Peak School Song

“Living out our Dreams”

Here we are surrounded by the beauty of a forest The birds, the deer, just live outside these doors We’re in the path of Chinook Winds But you can feel the warmth within these walls We’re proud to call mine and yours

CHORUS: We’re a family of friends, reaching up just like the mountain Standing out for everyone to see We’re a family of friends, grown-ups and children all together Living out our dreams at Banded Peak

Everybody teaches here and everybody learns And everyone has something good to share And we work together-– we have fun and we work hard And you can come and just be who you are

CHORUS: We’re a family of friends, reaching up just like the mountain Standing out for everyone to see We’re a family of friends, grown-ups and children all together Living out our dreams at Banded Peak

The climbing wall, the library, the tipi, for our learning As we strive to do our best, our knowledge we are earning Our family of friends reaching up…just like the mountain Standing out for everyone to see We’re a family of friends, grown-ups and children all together Living out our dreams at Banded Peak

CHORUS: We’re a family of friends, reaching up just like the mountain Standing out for everyone to see We’re a family of friends, grown-ups and children all together Living out our dreams at Banded Peak Living out our dreams at Banded Peak


Distribution of coded students

The following table shows the average number of coded students, by category of coding, for the five-year period for 2009-2010.

Table 1 - Average Number of Coded Students, by Category

Coded Student Classification Percentage of Banded Peak Student Population

Percentage of Rocky View Student Population

Severe (Codes 40-46) 1.2 1.3 Mild/Moderate (Codes 50-59) 8.9 6.4 Gifted (Code 80) 0.1 0.5 ESL (Codes 301, 302, 303) 4.0 2.5

Source: Alberta Education records, based on GLA Reports.

Table 2 - First Nations, Métis and Inuit Students

FNMI Student Summary Percentage of Banded Peak Student Population

Percentage of Rocky View Student Population

FNMI (self-reported) 6.0 1.6 Source: Alberta Education records, based on GLA Reports III. Analysis of Accountability Pillar Data

The following table presents summary highlights of Banded Peak School (2009-2010) Provincial Accountability Pillar Report information, Rocky View Schools (2009-2010) Satisfaction survey results and several Grade Level of Achievement reports. Additional details regarding Banded Peak Accountability Pillar results and Rocky View School survey results are detailed in Figures 1 and 2.

Table 3 - Accountability Pillar Report

Reference Pg.

Contextual Issues Timing Sample Sizes

Observations ▪ Survey data - March 2010; Provincial Achievement Tests - September 2009. ▪ Survey sample n’s total 76 for all sub-groups which is down from over 100 in the previous four years. ▪ Sub-group n’s of 16 parents and 13 staff are relatively low for data reliability. ▪ Student n of 47 has acceptable reliability, but grade level break- down analysis is more tenuous.

Safe and Caring

▪ Trends are upward over the past three years and are above provincial results on this survey measure. ▪ Strong data congruence is evidence across groups.

p. 6 p. 8


Program of Studies Measure

▪ This survey measure demonstrates variability over time but means are generally consistent with provincial means. ▪ Parent and student results are very similar while teacher results on this survey measure at both the school and provincial levels are marginally higher. ▪ Low parent, teacher and student satisfaction with Drama is in marked contrast with high satisfaction with Music.

p. 19 p. 20, 26, 32

Education Quality

▪ Improving trend data is observed over the past three years and is generally at or above provincial results. ▪ High congruence between parents, students and teachers is noted. ▪ The lowest item measures from student respondents suggest school work could be more interesting and challenging.

p. 34 p. 36 p. 44

Programs for at-risk students are easy to access and timely

▪ Trend data indicate improving results for the past three years with the most recent results exceeding provincial data. ▪ These measures demonstrate large discrepancies between parent and teacher respondents over time although this gap is narrowing in the past two years. ▪ The biggest parent concern is with student access to programs and services at school to get help with school work, whereas students feel less positive about getting help with problems unrelated to school work.

p. 45 p. 47 p. 48 p. 55

PAT Results (2008 - 2009)

▪ PAT results are generally well above provincial results but demonstrate a downward trend in the past year based on the smallest student cohort of 51students over the past five years. ▪ Subject specific analysis show the biggest declines were in ELA 6 and especially Science 6 over time with the biggest declines at the excellence level.

p. 56 p. 58 p. 66 p. 70

Preparation for Life-long Learning, World of Work, Citizenship

▪ Work preparation satisfaction demonstrates improving trends that are generally consistent with provincial results. ▪ Notable variance between parent and teacher respondents are also visible on this measure with parents being less positive. ▪ Satisfaction that students model active citizenship is also improving over time and typically exceeding provincial results for this measure. ▪ Interestingly, students are the least satisfied group on this measure with the lowest item being the perceptions of grade 4 students around peer support. ▪ Satisfaction with life-long learning measure is the most variable over time often trending below provincial results, and with parents being less positive than teachers especially regarding high school students having the necessary ksa’s for life-long learning.

p. 74, 75 p. 76 p. 83 p. 85, p. 92 p. 94, 95 p. 96 - 99


Parental Involvement

▪ Satisfaction with parental involvement is trending upward over the past three years and is usually above provincial means, with again notably lower parent satisfaction than teachers, especially regarding the extent of grade 4 parent involvement and input into decisions at their child’s school.

p. 103, 104 p. 105 p. 106, 107

School Improvement

▪ Satisfaction with school improvement varies considerably over time but demonstrates an overall upward trend and a fairly high of congruence between parent, student and teacher respondents. ▪ Satisfaction with programs and services for students in the is typically below provincial results, with parent and teacher results very similar and well below student opinion on this measure. ▪ Parent and student satisfaction with academic and career counselling is especially low. ▪ Teachers also expressed concern regarding career counselling and supports for students with special needs. ▪ Staff satisfaction with professional development has been trending upwards but with a slight decline in 2010.

p. 112, 113 p. 114 p. 123 p. 126, 133 p. 129 p. 134-136

Surveys - Rocky View Schools Context

▪ 2010 survey data is compared to other Rocky View schools and to the previous year school results. In June, 157 students, 66 parents and 24 staff completed the surveys.

Goal specific analysis of significant differences

Goal 1 - Learners have their basic and diverse needs met

▪ Significant difference is noted for the outcome, Non-Academic Barriers Recognized and Addressed, driven by large improvements in two items dealing with staff opinion that students have access to support services and the needs of learners are met. ▪ Although not significant, student opinion that students care about each other improved by 10% over 2009 and large improvements are noticeable in staff satisfaction with the support students receive through learning specialists or community agencies.

Goal 2 - Learners are competent, qualified and dedicated

▪ No significant differences by outcome area but improved student satisfaction that teachers use a variety of ways to help me learn.

Goal 3 - Learners are civic, social and environmental stewards

▪ No significant differences by outcome area or by item.


Goal 4 - Learning opportunities are distinct, continuous and systematic

▪ No significant differences by outcome area but a decline in staff satisfaction that your individual growth plan aligns to the goals and objectives of your Community of Practice.

Goal 5 - Instruction challenges and engages the learner

▪ Significant difference is noted for the outcome, curriculum is student-centered driven by an 11% gain in student opinion that teachers use a variety of ways to help me learn, staff opinion that the needs of all learners are met, and that students have access to instruction that meets his/her needs.

Goal 6 - Learning environments enable the acquisition of 21st Century skills

▪ Significant difference is noted for the outcome Contemporary Technology is Accessible to All Learners driven by improved staff satisfaction that the technology available in the school meets 2lst Century standards, and with the level and timeliness of technical support provided. Staff satisfaction declined with the resources and supports provided to assist schools to build 21st Century learning environments.

RVS Surveys Summary

▪ Student survey items demonstrate strengths relative to other Rocky View (2010) school results relative to students caring about each other, students and adults show respect, teachers make class interesting, participation of the school in environmentally friendly practices, teachers using a variety of ways, and teachers giving needed feedback. ▪ Grade level analysis indicates the graduating grade 8 class had the highest concentration of lower satisfaction scores. ▪ Parent responses were generally positive but two items indicate less satisfaction, i.e. that their child has access to learning supports that match unique needs and that the child is meeting IPP goals. ▪ Staff responses showed improved satisfaction with: 1) opportunities for involvement in school decision-making

2) with student support services 3) with learner needs being met 4) with the support students receive from specialist and 5) with access to professional learning activities.

▪ However, points 3 and 4 lag satisfaction levels in other Rocky View schools as does staff satisfaction that special needs students are meeting IPP goals. ▪ Improved satisfaction was also visible in technology items dealing with availability, support and resources, however declined relative to ability to improve learning opportunities for students through technology and with resources and supports to build 2lst Century learning environments. ▪ Staff satisfaction with jurisdiction recognition for their contributions also declined by 21%.

See Schollie report dated June 17, 2010


Gender - All grades At or above GLA ELA Female = 93% n = 107 Male = 83% n = 156 Math Female = 95% Male = 94% Mobility - all grades ELA High = 86% n = 51 Low = 88% n = 205 n/a = 43% n = 7 Math High = 94% n = 51 Low = 96% n = 205 n/a = 71% n = 7 GLA x PAT congruence ELA 3 GLA x PAT congruent = 83% n = 19 GLA below & PAT acceptable = 9% n = 2 GLA at or above x PAT below = 4% n = 1 Excused or absent = 4% n = 1 Math 3 GLA x PAT congruent = 87% n = 20 GLA below & PAT acceptable = 9% n = 2 GLA at or above x PAT below = 0% n = Excused or absent = 4% n = 1 ELA 6 GLA x PAT congruent = 85% n = 23 GLA below & PAT acceptable = 4% n = 1 GLA at or above x PAT below = 0% n = n/a Excused or absent = 12% n = 3 Math 6 GLA x PAT congruent = 93% n = 25 GLA below & PAT acceptable = 0% n = GLA at or above x PAT below = 0% n = Excused or absent = 7% n = 2

GLA Summary:

GLA data indicates minimal evidence of gender differentials in ELA as males typically trail females in Language Arts, and to a lesser extent in Math, although males typically outperform females in Math. Mobility tends to be a minimal factor affecting achievement at Banded Creek School. GLA x PAT congruence is high with a slight tendency for classroom assessment to understate achievement relative to PAT’s for Grade 3.


Overall Summary:

The above data indicate the big issues facing Banded Peak School in the 2010-11 school year involve:

1. Engage students in discussions, survey, and focus groups in the Value-Added School Review to enhance interesting/challenging nature of school work.

2. Enhance communications with parents/community re: impact of programs for students with special needs - stress ways to ensure struggling students are identified to teachers and administration.

3. Use 21st Century skill sets within UBD framework and clear links to general and specific learner outcomes in the Program of Studies to enhance mastery teaching/learning. One measure to monitor is the percent of students at the excellent level on Grade 3 and 6 Provincial Achievement tests.

4. Celebrate (2009-2010) PAT and APORI results and stress gains in the Banded Peak SARR and school newsletters/communications.

5. Consider using interest inventories and/or other instruments to enhance group academic/career counselling.

6. Work with Education Centre staff and the VASR team to reinforce appreciation of staff for their contributions to school successes.

To the extent possible, some thought should be given to whether any of the above priorities can be linked together in a strategic approach to improving program opportunities for students.


Figure 1 - Banded Peak Rocky View Accountability Survey Results (2009-10)

Goal Outcome Banded Peak Rocky View Schools Measure Evaluation

Current Previous Year

3 Year Average Current Previous

Year 3 Year

Average Achievement Improvement Overall

Goal One: Learners have their basic & diverse needs met

Non Academic Barriers Recognized and Addressed* 71% 42% N/A 75% 70% N/A Intermediate Significant Improvement Good

Safe and Caring Learning Community* 91% 89% N/A 86% 85% N/A Intermediate Not Significant Acceptable

Access Specialized Programming* 56% 44% N/A 74% 73% N/A Below Not Significant Issue

Goal Two: Learners are competent, qualified & dedicated

Success as 21st Century Learners* 92% 92% N/A 87% 86% N/A Intermediate Not Significant Acceptable

21st Century Learning Culture 83% 76% N/A 80% 76% N/A Intermediate Not Significant Acceptable

Goal Three: Learners are civic, social & environmental stewards

Understanding and Participate in Economic Responsibility* 84% 87% N/A 85% 84% N/A Intermediate Not Significant Acceptable

Work Independently and Collaboratively to Build a Vibrant Community* 86% 86% N/A 84% 84% N/A Intermediate Not Significant Acceptable

Understand, Practice and Promote the Conservation of Resources* 90% 94% N/A 87% 85% N/A Intermediate Not Significant Acceptable

Goal Four: Learning Opportunities are distinct, continuous & systematic

Learning Transitions Are Seamless* 86% 89% N/A 83% 82% N/A Intermediate Not Significant Acceptable

Professional Learning is Multi-Faceted, Ongoing and Systematic 83% 92% N/A 90% 91% N/A Below Not Significant Issue

Leadership Capacity is Built Across the Jurisdiction 93% 96% N/A 88% 90% N/A Above Not Significant Excellent

Goal Five: Instruction challenges and engages the learner

Curriculum Delivered is Student Centred* 78% 69% N/A 78% 75% N/A Intermediate Significant Improvement Good

Instructional Practices meet the Needs of the 21st Century Learner* 83% 80% N/A 82% 80% N/A Intermediate Not Significant Acceptable

RVS Operates As A Community of Learners 96% 100% N/A 92% 93% N/A Intermediate Not Significant Acceptable

Goal Six: Learning environments enable the acquisition of 21st Century skills

Contemporary Technology is Accessible to All Learners 78% 64% N/A 81% 78% N/A Intermediate Significant Improvement Good

Budgets are Driven by Three Year Plan Outcomes 83% 85% N/A 82% 79% N/A Intermediate Not Significant Acceptable

Education Centre enables 21st Century Learning Environments 75% 85% N/A 80% 76% N/A Intermediate Not Significant Acceptable

*Banded Peak Previous Year outcome results do not include parent survey in result as fewer than 6 responses were received. Achievement evaluation: is based on a percentile comparison of the school’s Current Year data to other schools in Rocky View Schools. Schools below the 25th percentile are evaluated as Below; schools between the 25th and 75th percentile are evaluated as Intermediate; and schools above the 75th percentile are evaluated as Above. Improvement evaluation: is based on comparing the school’s Current Year result to the Previous Year’s result. A hypothesis test of proportion is used to determine whether or not the change is statistically significant. Overall evaluation: combines the Achievement evaluation and the Improvement evaluation. The table below displays how the Achievement and Improvement evaluations are combined to get an Overall evaluation.


Figure 2 - October 2010 Accountability Pillar Overall Summary - Banded Peak School

Goal Measure Category Measure Category Evaluation Measure Banded Peak School Alberta Measure Evaluation

Current Result

Prev Year Result

Prev 3 yr Average

Current Result

Prev Year Result

Prev 3 Yr Average Achievement Improvement Overall

Goal 1: High-quality learning opportunities

Safe and Caring Schools Excellent Safe and Caring 92.4 91.4 89.6 87.6 86.9 85.4 Very High Maintained Excellent

Student Learning Opportunities n/a

Program of Studies 78.7 83.6 78.9 80.5 80.3 79.4 High Maintained Good

Education Quality 89.8 89.9 89.4 89.2 89.3 88.4 Very High Maintained Excellent

Drop Out Rate n/a n/a n/a 4.3 4.8 4.8 n/a n/a n/a

High School Completion Rate (3 yr) n/a n/a n/a 71.5 70.8 70.9 n/a n/a n/a

Goal 2: Excellence in student learning outcomes

Student Learning Achievement (Grades K-9)

Excellent PAT: Acceptable 90.2 84.6 89.8 79.1 78.3 77.2 Very High Maintained Excellent

PAT: Excellence 30.4 17.9 25.9 19.4 18.3 18.2 Very High Maintained Excellent

Student Learning Achievement (Grades 10-12)

n/a

Diploma: Acceptable n/a n/a n/a 83.4 84.3 84.3 n/a n/a n/a

Diploma: Excellence n/a n/a n/a 19.0 18.5 19.2 n/a n/a n/a

Diploma Exam Participation Rate (4+ Exams)

n/a n/a n/a 53.5 53.3 53.6 n/a n/a n/a

Rutherford Scholarship Eligibility Rate (Revised)

n/a n/a n/a 56.9 57.3 56.7 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

n/a

Transition Rate (6 yr) n/a n/a n/a 59.8 59.2 58.7 n/a n/a n/a

Work Preparation 80.5 83.9 78.8 79.9 79.6 78.9 High Maintained Good

Citizenship 87.6 87.4 82.4 81.4 80.3 78.3 Very High Maintained Excellent

Goal 4: Highly responsive and responsible education system

Parental Involvement Excellent Parental Involvement 86.1 82.5 81.9 80.0 80.1 78.6 Very High Maintained Excellent

Continuous Improvement Good School Improvement 79.3 84.5 75.2 79.9 79.4 77.6 High Maintained Good

Notes: 1. PAT results are a weighted average of the percent meeting standards (Acceptable, Excellence) on Provincial Achievement Tests. The weights are the number of students enrolled in each course. Courses included: English Language Arts

(Grades 3, 6, 9), Science (Grades 6, 9), French Language Arts (Grades 6, 9), Français (Grades 6, 9). 2. Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English

Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Pure Mathematics 30, Applied Mathematics 30, Biology 30, Science 30. 3. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 4. Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).


Key Observation/Discussion Points:

Provincial Achievement Tests - Percent Acceptable

With an overall evaluation of Excellent, Banded Peak School performed better than both the jurisdiction and the province. Provincial Achievement Tests - Percent Standard of Excellence

With an overall evaluation of Excellent, Banded Peak School performed better than both the jurisdiction and the province. Provincial Achievement Tests - Participation Rate

The participation rate on PATs was 100% in Grade 3 and 97.1% in Grade 6. The Banded Peak participation rates are typically 8 to 9% above provincial participation rates and would typically include a broader range of student ability for the Banded Peak achievement data.

Key Observation/Discussion Points: Banded Peak School’s overall provincial Accountability Pillar results for 2009-2010 are exemplary. With overall ratings of Good or Excellent in every category, Banded Peak stands out as a high performing school relative to the provincial accountability framework. This does not suggest there are not areas where Banded Peak School can improve as reflected in the more detailed analysis of Accountability Pillar results summarized in Table 3 but it does convey that Banded Peak is operating from a position of considerable strength.

IV. Socio-economic Status (SES) Data The table below provides the contextual, socio-economic indicators for Rocky View School Division and Banded Peak School based on the 2006 census. The data was compiled by Alberta Education relative to the students enrolled in the 2007-2008 school year. These data indicate a community with a notable international population, a preponderance of two parent families with a higher than average student mobility rate (higher than average number of school registrations), lower levels of mothers’ education and lower than average labour force participation by mothers. Family income is slightly above the divisional average. These data suggest Banded Peak enjoys a dynamic community potentially well positioned to add value to school-community relationships.

Table 4 - Socio-Economic Data - Banded Peak Community

Variable

Rocky View Schools

Banded Peak School

Mothers tongue official language 86.4 64.4 Percent lone parent families 16.3 9.3 Percent moved in past year 17.7 21.8 Mother’s average years of education 12.3 10.0 Labour force participation of mothers 67.6 50.6 Average family income 112,187 114,113


The Socio-economic indicators for the Banded Peak catchment area tends to reflect a relatively traditional community with lower percentages of mothers participating in the labour force, and with lower percentages of lone parent families, and with slightly higher than average family income levels. One might anticipate high expectations for the Banded Peak School in this community context.

V. Focus Group Results

Focus groups were the primary means of collecting input from students, parents and staff (both professional and support) relative to the primary questions that guided this V-Added School Review. The focus groups were held on January 17 and 18, 2011 and were facilitated by one of the external team members, while the other external team member took notes. Six focus groups were held with students, four with staff members and three with parents. The focus group notes were projected on a screen during the focus group and members were encouraged to make any corrections or clarifications as the notes were being typed.

The reader is cautioned that focus groups reflect the perceptions of the participants and as such, have some limitations relative to other more empirical methods of data collection regarding school effectiveness. Therefore, it is important to consider the focus group outcomes in relationship to the whole report, as well as other information that may be available outside of this report.

In the focus group summary tables below, content analysis of the focus group notes have been completed to capture the frequency of responses within key themes.

The actual notes from each focus group are reproduced in the technical Banded Peak VASR report available from the Schools Department. Each focus group has been given a random number to reduce any potential for individual respondents being identified.

Student Focus Groups Summary

Six student focus groups were held with seven grade 4 students, 16 grade 5/6 students and 17 grade 7/8 students. Focus group questions are noted in bold print and the individual responses were subsequently grouped into thematic categories and frequency of comments for each theme is noted in the left-hand column.

Table 5 - Student Focus Group Response Themes with Associated Frequencies

Frequency How would you describe Banded Peak School to a friend or relative? 13 Fun activities - like art - motivating activities - fun lunches and activities - rock

climbing wall - guest presentations - lots happening 12 Good teachers - nice - helpful - explain well 7 Good friendships - close friendships 7 Feel safe - caring and recognition - like my home - family - good discipline system 6 Good school - nice building - clean - physical setting (trees) 4 Playground - recess is fun 3 School work not too hard or too easy 1 Too much homework 1 Good community 1 Good continuity across grades K - 8 1 Lots of sports 1 Concert band and junior band


Frequency What do you think are the key strengths of Banded Peak School? 24 Safe - lock down and fire drills - fenced for protection from animals - caring students

and teachers - school song - family of friends - small school - know everyone - consistent discipline - teacher humour - inclusive - K - 8 grades - consistent

9 Helping us to learn - special reading help - people with disabilities get help - reading buddies

7 Location - beautiful outdoor setting - close to nature - caring for environment - trees -forest setting

6 Lots of fun stuff - good opportunities - wood shop - art - field trips (Drumheller) 3 Music program - fitness program - gym class 1 Different teachers for each subject 1 Close community 1 Options - good choice

Frequency What do you think are the biggest challenges facing Banded Peak School?

15 Small school - fund raising challenges - insufficient interest in basketball - portables removed - funding shortages for new jerseys - not enough people for fundraising - stressed friendships - small gym - more lockers - should have a cafeteria - have snack sitting on hallway floor - declining enrollment - some leave because of disagreement with administration - technology not up to date

9 Some Math is hard - textbook can be hard to understand - gym also difficult, Science can be hard - focus more on reading - short gym time - running laps too much - need classroom posters for interest and entertainment

3 Need programs for mean kids - bullying especially verbal - security cameras to prevent thefts - rumors among students can run out of control

2 Combined grades - big words - Science and Social Studies switch grade coverage and teacher has to move quickly to teach both grades

2 Substitute teachers are mean - teacher turnover 1 Kids should be able to have a nap in the afternoon 1 New rules, e.g. no low riding 1 Better orientation for new students

Frequency What would you suggest or like your teachers to do to make your school work

more interesting and challenging? 24 Project focus, e.g. study the Titanic - use real life problems in Math - Science

experiments - more social projects - more choice - groups to do specific projects of interest to the student - more outdoor experience - worksheets are boring; balance with more project work - Jeopardy games are fun way to study for tests - more videos on topic - relate instruction to student interests - more variety in Phys. Ed.

6 Pace instruction to students’ pace of learning - curriculum too easy, doing grade 5 work in grade 6 - make it more challenging - challenge questions to think about

5 More homework - raise expectations - focus on preparing for higher grades 4 Stronger focus on core curriculum - more reading/ Math - teacher interaction in Math 3 Teachers should control their tempers - sometimes teachers are too strict - avoid

favoritism 3 More Art - incorporate into Social Studies 2 More chances at doing tests - ensure due dates are clear 1 Handwriting practice in your own style


Frequency What supports does the school provide students who may struggle with school work?

13 Teachers help with reading problems - provide extra materials - assessment rubrics - Special Ed.

12 Teaching Assistants provide one-on-one help 7 Other students help with behavior - academic assistance - reading buddies 3 Break-out rooms to calm down - computer-assisted learning 2 Child Development Assistant (CDA) helps students 2 Parents or siblings help at home or parent volunteers at school 1 Self-practice

Frequency What is in place to help with things not related to school work?

5 Peer assistance 4 CDA 3 Principal - office staff 3 Friendship Group comes every Wed. - guest resource people, e.g. drug program 3 Recess supervisors - school helpers 3 Teachers and Teaching Assistants help with problems not related to school work

Frequency Do you have friends in the community who do not attend BPS (private school or

home education)? If so, what do they think about Banded Peak School? 10 Home schooling was preferred - avoids long bus ride - efficient - supports farm chores -

problem at Banded Peak 9 View Banded Peak negatively and don’t attend - perceive favoritism by teachers or

bullying issues - school too small - see Banded Peak as hippy school, too easy 5 View Banded Peak positively but don’t attend 3 Alternative programs - Edge School or French Immersion

Frequency If you were the Principal or Superintendent of Schools, what one action would you

take to improve the image of Banded Peak School in the community? 7 Enlarge the school - paint school different colours - improve the gym and gym equipment

- reopen the climbing wall 6 Enlarge the playground - more playground equipment - permit access to the forest -

enhance forest area 4 More focus groups to find out what students want, more ongoing conversation - more

student leadership roles 3 Hire more teachers for more one-on-one instruction 3 Lunch program with cookies every day- Cafeteria 3 Update/increase size and content of the library - consider inter-library loan program 2 More supervisors to prevent kids from getting hurt in the forest - guard against

cougars/bears 2 More community involvement with grade 5-8 community service days 1 Ensure students do not speak inappropriately when the teacher is not looking 1 Let kids come to staff room to make things more 1 Use TV monitors to post photos and announcements 1 Make indoor recess at -15 not -20 Celsius 1 More after school programs 1 Pave the driveway 1 Start school later in the morning 1 More common sense on what we use our money on 1 More interaction between the different grades 1 No more combined classes 1 Update technology platforms


Frequency Positive

Frequency Negative

Frequency Neutral

On the sheet of paper provided, write down one word that best describes Banded Peak School in your mind

4 Awesome 4 Fun 2 Neat 2 Amazing 2 Safe 2 Unique 2 Relationships 2 Family 1 Cold 1 Small

1 Welcoming 1 Friendly 1 Home 1 Inviting 1 Kind 1 Nice 1 Support 1 Talented 1 Wicked 1 Courage 1 Educational 1 Caring 1 Excitement 1 Beautiful 1 Playground 1 Changing

1 Love 35 1 3 TOTALS

Students have overwhelmingly positive views of their experience at Banded Peak School. Strengths revolve around appreciation of program quality and diversity, especially music and woodworking, positive relationships with staff and positive peer networks, as well as the pastoral setting of Banded Peak. Some challenges do exist and focus on aspects of Banded Peak being a small school; e.g. small gym, lack of a cafeteria and associated program and extra-curricular limitations. Students expressed cogent opinions on how their educational programs could be improved through stronger emphasis on project-based (authentic) learning opportunities especially in the Social Studies curriculum. Students generally felt that they had a range of supports and access to help when they require special assistance. Any critical views of the school in the community from the students’ perspective stem more from the potential attraction of Home Education or French immersion programs than from within school factors.


Parent Focus Groups Summary

Table 6 - Parent Focus Group Response Themes with Associated Frequencies Frequency How would you describe Banded Peak School to a friend or relative?

21 Welcoming - community minded - teachers know your children - parents very involved - parents affluent and involved - large group of parents present to support - welcoming place - students respect and care for each other - school in the community - small school - administration very responsive and open - small town school, friendly - students take care of each other, sheltered - non-diverse student population - like a private public school - small school culture, welcoming - staff care about kids - great community feel , e.g. school song - most important is sense of caring - no one feels anonymous - strong community feel, a function of being a little isolated

8 Emphasis on healthy living - amazing music program - positive environment for learning - people know the school, say it’s innovative - administration does excellent job, good ethos of how they mesh - exceptional teachers, stable - community of learners - responsive place, recommendations are listened to

5 Well-sized school - very clean - advantageous location, outdoors - 40 acres of forestry - large, bright open building

Frequency What do you think are the key strengths or assets of Banded Peak School?

13 Good leadership, principal and teachers - strong grade 7/8 teaching team, teachers know the students, do what’s right for each child, preparing them for high school - Music program - administration complements each other, filters down to teachers - teachers make school fun and challenging - staff turnover low - hiring staff has improved - the school attracts good teachers - people who work here - teachers very engaged - K-8 grouping is ideal, compassion across age levels - excellent mentorship, willingness of teachers to work closely with parents - good consistency in principal leadership over time

12 Student gathering common area - building architecture - location an asset, students can’t wander to stores - wall climbing equipment - lots of space to run and play - path to the hamlet - layout of the school, 40 acres of forest and related learning opportunities - small community oriented, welcoming, escape city “stuff” here - pathway a nice addition - location, land, building and natural light inside - location an excellent environment - building design is neat, big commons area, homey feeling

4 Students feel positive about learning - children love coming to school - students relationships with teachers is relaxed - efforts to celebrate success, students recognition


Frequency What do you think are the biggest challenges facing Banded Peak School 10 Historical perspective no longer accurate but lingering negative information about the

school in the community - decreasing enrollment leads people to believe something is not right in the school - decreasing enrollment, do students with special needs have their needs met - Bragg Creek a no-growth zone - need to support kindergarten in the school to keep school viable - if community does not want growth risks enrollment decreasing - decreasing enrolment not necessarily linked to something school is doing - decreasing population making combined classes more necessary, challenging for the teachers - word in the street is Banded Peak is not an academic school - academic weakness comments come from people without direct school contacts or knowledge of the school

9 Need to use different learning strategies, types of assignments for different students - need to teach students to think, creativity, problem-solving - continue to focus on different learning opportunities - different ways to get to learning outcomes - combined grades are challenging, results in more diversity within the class, but social side of combined grades are good - cross-grade classes can challenge or bore students - small size can limit mixing students over the years - combined classes limit opportunities to socialize within students age group - combined classes, like some aspects but challenges in that some learning outcomes may be missed

6 Learning support group is under supported, students with learning difficulties don’t have enough support - too many students in class, students who fall behind don’t have enough support - lack of support for teachers, e.g. funding to differentiate instruction - small school results in combined grades - how do you create flexible learning environment for students who are very busy with extra-curricular activities - mentoring among peers can generate peer pressure - children with learning issues not always addressed well

5 Some teachers less effective, should have opportunity for transfer to refresh - experience with teachers can influence parental opinions - expectations for teachers needs to be very high - male/female teacher balance is skewed, consider more male parent volunteers in school sports program - need to involve parents more

4 No stage for Drama or Music- loss of portables - gym is not large enough to host sports events - arts program is minimal, except for strong music program, art could be more balanced with the school programs - athletic program is weak

Frequency What would enhance what is currently in place?

4 School-wide initiative focused on students with special needs - more support for students with special needs - more teaching assistants - more Special Ed. funding

2 Distributed Learning, e.g. online lessons - apply 21st Century learning to meeting students needs and provide learning opportunities for students who travel with parents

1 Continue open door policy focused on providing support for students 1 A higher percentage of male teachers on staff

Frequency What types of social/emotional supports does the school provide for students?

5 School is open to different ideas - problems have been dealt with properly, staff follow-up concerns - Principal’s calm demeanor and welcoming children is very positive, staff approach social and bullying issues very positively - amazed by specific focus in social/emotional supports - the way students are made to feel here is a support.

2 CDA supports students in getting along with peers and with bullying issues - support staff help students who need support

1 Student leadership group


Frequency What other ways could the school/community provide social/emotional supports? 12 Bully prevention program should be reinstated - social skills program, e.g. Lions Quest

or Second Step - Inform students how they can ask for help with social/emotional issues -reinforce positive behavior - peer mentoring - consider different ways to program for resiliency - other ways all students can feel dignified, its about being creative - knitting club and spelling bees - create more ways to be an individual - intramurals - school-wide character development/virtues program - give kids self-advocacy language to build self confidence, etc.

1 Grant opportunities for activities Frequency What are the most helpful ways the school communicates with the

parents/community? 5 Student agendas - notes sent home with students - if paper it should be short and refer

to supplemental resources for additional information - cards sent home in the mail 3 Parent-teacher interviews - report cards - interim report cards 3 Emails 2 Plone-school website 2 School newsletter 2 Face to face meetings - if an issue a discussion is best 1 School Council meetings 1 Phone calls 1 Media articles

Frequency What are the most helpful ways for parents/community to communicate with the

school? 4 Face to face meetings - being able to contact individual teachers - personal contact,

teachers make time when parents drop in - face to face best for urgent matters 2 Participation in School Council - a great medium for dialogue 2 Emails - because there is a record 1 Phone calls 1 School secretary is an excellent communicator

Frequency How could this two-way communication be better facilitated? 6 Improve and use school website - use consistently by all teachers - grade 7/8 use

website more than other grades - post homework on website - website a good bridge to high school - caution re: time requirement for using technology as key communication tool

4 Email communications to parents - email, e.g. re: buses not running or school closures all teachers should use email - ensure parents are aware email is a communication method

2 Coordinate preferred communication vehicle with teachers to ensure consistency - consistency is important

1 Interim report card in all classes 1 Use signage, e.g. seasonal greetings to display school spirit 1 School council should be advocated more actively

Frequency Do you think the surrounding community is aware the Banded Peak School

provincial achievements tests and other accountability measures are typically above provincial results?

4 No - no - no, not sure why - combined classes may have had a negative effect 1 Word of mouth can be a powerful medium


Frequency Is this important information to emphasize with the community? 7 Yes -parents need to know this important information as there is various information

in the community that is not necessarily true - results should be more prominent on the school website - yes, there is school choice so it is important to help inform parents - marketing the school will help by attracting out of boundary students - absolutely- more direct cooperation with the Chamber is desirable (to highlight results)

3 Some parents don’t think this is important as this is a community school - PAT’s maybe too microscopic or esoteric, be more representative in how the school is represented - other measures are just as important

Frequency What other data/information would be important to share?

3 Share that the school is a leading edge learning environment - many programs and qualities, e.g. woodworking, music, climbing wall - music program is a gift

2 See previous question 1 Profile of the school is enhanced with partnerships and innovative programs

Frequency What is the single, most important action Banded Peak staff or parents could

undertake to enhance the image of the school? 4 Word of mouth about the positives, encourage parents - stress the school produces

whole, balanced, academically capable, self-confident students - school needs to rebrand from Galileo school to the school it is today as symbolized by the school song for inspiration - Banded peak brand is not very clear, e.g. in comparison to charter schools

3 Get students into the community assisting elderly, doing park clean-up etc. - take positive aspects of the school into the community, focus on social responsibility, communicating what the school is doing, improve image and consider local needs - community events, e.g music concerts

1 Use media, e.g. High Country News, Redwood Meadows Chatter to showcase school and results

1 Open the school for community use after school hours Frequency What is the single, most important action Rocky View Schools central

administration or Board Trustees could undertake to enhance the image of Banded Peak School?

2 Increase funding - apply for grants, co-sponsored by the School Board for matching dollars

1 Recognition and celebration for the school, e.g. school banners 1 Articulate the vision of the Board 1 Improve transportation accessibility, e.g. six minute drive takes 45 minutes by bus

and high fees 1 Eliminate boundary cut offs 1 Ensure staff continuity is a priority 1 Maximize the land use potential 1 Provide supplemental resources to meet ancillary program needs of home education

students for Art, Phys. Ed., Music and joint programs with Banded Peak students 1 Survey the community for people resource talent to add value to schools expertise

base


Frequency In considering what kind of world today’s students will inherit as adults, how is

or should Banded Peak prepare students for the challenges of living in the 2lst Century?

9 Problem solving and open mindedness - encourage thinking outside the box - creativity, resiliency and innovation - accept criticism - flexibility - learn to fail with grace - balance and prioritizing - thinking differently - balance in learning frameworks, individualized for each student

3 Keep up with latest technology - technology is the future - tech skills 3 Awareness of countries around the world - awareness of diversity - how we fit in the

world 3 Finance and relationship, life skills are important - well-rounded student is important

for the real world - well-balanced, fully developed students, academics stressed especially communications and writing

2 Sensitivity to environmental issues - connected to nature in an experiential environment

2 Experiential learning - cross-curricular learning 2 Teamwork - partnerships with other schools 1 Physical activity and exercise 1 Volunteerism and supporting the community

Parent perceptions of Banded Peak School mirrors students to a large degree, specifically noting appreciation of the benefits associated with the size and location of the school. These benefits include positive student/teacher relationships, good peer relationships and a comprehensive sense of welcoming and caring in the school, and high quality programs. School challenges identified by parents stem, ironically, from the relative small school size, a function of Bragg Creek being a “no growth zone” which causes declining enrolments and a sense in the community that the school is in a period of decline. The recent history of declining enrolment has persuaded the staff and school administration to embrace combined grade classes to facilitate more optimal student groupings. However, while having merit from a pedagogical perspective and resulting in excellent provincial achievement test scores for the school, negative perceptions exist. These viewpoints included a sense that student achievement and ability ranges are greater, that teachers face bigger planning requirements and that students may face greater challenge or boredom as learning outcomes may span the additional grade level. Parents viewed the physical infrastructure as attractive, but lacking in some amenities such as a larger gym, stage or cafeteria. Parents perceived special education programs in the school as well-supported with a range of staff resources and well lead by the school administration, but recognized on-going challenges in meeting the needs of all students. School-home communications were generally seen to be diversified and effective, but enhanced use of the school website and email were suggested. The school website was viewed as one way to increase community awareness of how successful the school is, for example, on provincial achievement tests and the leading edge learning environment. Parents recognized the image of Banded Peak School could be improved and recommended word of mouth and stronger school-community interactions and partnerships to better market the school strengths including the focus on developing 21st Century learning outcomes


Support Staff Focus Groups Summary

Table 7 - Support Staff Focus Group Response Themes with Associated Frequencies

Frequency How would you describe Banded Peak School to a friend or relative? 11 Friendly, welcoming atmosphere - one big happy family - everyone knows each other -

community atmosphere - safe, caring and kind - small school so kids know each other - high trust with students

4 Gem in the woods - a beautiful setting and playground - nature very present 2 Always working to improve - excellent teachers 1 Balancing academic and social development - whole person 1 Good outdoor program and options like wood working 1 Transitioned into a traditional school


7 Small school - smaller classes - friendships, close knit community- lasting relationships 3 Stable/excellent teaching staff 3 Outdoor setting - climbing wall and X-C skiing is unique - student awareness of nature 3 Combined classes, supports student leadership - same teacher for two years 2 Private setting - environmental setting, good basis to build upon 1 Learning opportunities for staff development 1 Changing teachers less frequently

Frequency What do you think are the biggest challenges facing Banded Peak School?

7 Low enrollment - students going to private schools or Home Education - community kindergarten - French Immersion - school boundaries

5 School quality under appreciated by community - lost image of Galileo school hangs over school - past staff polarization between techs and trads undermined community confidence

2 small school means tight budgets - limits student program choice 2 Teacher teams little time to meet for grade transitioning - time to do everything,

expectations high 2 Combined classes a challenge for teachers to prepare 1 More isolated geographically 1 Need to clearly state mission, mandate and philosophy of combined classes 1 Stabilize school leadership as it has been historically high turnover

Frequency How does the school support students who may struggle with school work?

4 Teaching assistants support students and teachers - know kids well 2 Child Development Advisor assists teachers 2 Resource room teacher 1 Program flexibility in meeting kids needs 1 Getting extra help is not a stigma 1 Great parent involvement and help 1 Variety of after school activities

What would enhance what is currently in place? 2 Full time CDA - more Teaching Assistant time 2 Improve communications and coordination between staff and parent, e.g. re: role of

assistants 2 More resources for special needs - Teaching Assistants work in resource room

environment 1 Parents of students with special needs can assist by arranging tutoring 1 Better assessment - earlier to define achievement and learning needs 1 Better programs to take advantage of the land base, e.g. world class Outdoor

Education Banded Peak School VASR Page 23

Frequency What types of social/emotional supports does the school provide for students?

5 Adult supports - Big Brothers/Big Sisters Mentorship Program - Parents do activities with students- caring staff – students know they can approach any staff - staff know students - CDA

3 Extracurricular, sports, reading buddies - High School students help coach teams 1 Peer support, multi-age groups 1 Professional Development on emotional/anxiety issues

Frequency What other ways could the school/community provide social/emotional

supports? 2 More opportunities for seniors to participate in the school - students visit seniors 1 Link with Bragg Creek Community Centre 1 Connect with Cochrane Social Service agencies 1 Sponsor parent professional development events in the school 1 Provide program options for Home Education students/parents

Frequency What are the most helpful ways the school communicates with the

parents/community? 5 Email, newsletter - website 3 Invite media to school events - submit articles to local and area media 2 Parent/teacher interviews - progress reports 2 Open-door policy - links with Chamber of Commerce for specific projects 2 Teacher notices to parents - student “agendas” 1 Christmas events, decorations 1 School Council


school? 2 Bragg Creek Community Centre provides information to parents 2 Parent volunteering - parent committees 1 Parents use the student Agenda documents 1 Email 1 Grade 7/8 have a website for communications between teachers, students and

parents 1 Barbecue picnic, opening open house 1 Personal communications 1 Seniors invite students in Gr. 3/4 to attend Christmas celebration

Frequency How could this two-way communication be better facilitated?

3 More awareness of Banded Peak School in local media - encourage student contributions to community newsletters

2 Parent/teacher communications using Home Logic - or student “Agendas” 1 Display students art in the community 1 More signage to showcase the school 1 Use school TV monitors to provide information to visitors 1 Host workshops for parents 1 Open mike night


Frequency Do you think the surrounding community is aware the Banded Peak School

provincial achievements tests and other accountability measures are typically above provincial results?

2 No - only if children in the school 2 Yes, it is part of decision to register children at Banded Peak 1 Opinion of people varies on importance of this data 1 Need a balanced approach to this data - can vary over time

Frequency Is this important information to emphasize with the community?

2 Put articles on website and put in local media - ensure balanced consideration of data

1 Yes, its important if the school is doing well Frequency What other data/information would be important to share?

3 Information that the school is working to educate students for the 21st Century 3 Personal accomplishments - sports, field trips etc. - follow up student achievement at

High School Frequency What is the single, most important action Banded Peak staff or parents could

undertake to enhance the image of the school? 3 Transparency re: accountability and improvement strategies, actions - focus on core

business - focus on the positive 2 Local media articles on Banded Peak 1 Define who we are and walk the talk 1 Positive word of mouth is key

Frequency What is the single, most important action Rocky View Schools central


2 Trustee visits to school and presence at school functions (present Trustee does a very good job of this) - get board to visit the community

1 Don’t remove any more portables, projects image of an abandoned school 1 Put a face on the Superintendent of Schools, a great leader who is not known in the

community 1 Promote Banded Peak as the little gem we are

Frequency In considering what kind of world today’s students will inherit as adults, how is

or should Banded Peak prepare students for the challenges of living in the 2lst Century?

5 Know how to access information, learn using technology - do research on-line - learn and apply knowledge in a changing world

4 Enhance communication skills - public speaking 2 Promote love of learning and interpersonal skills - well rounded individual 1 Help us understand what criteria students need in High School


Support staff stressed the positive school atmosphere, location, associated benefits and focus on continuing improvement as primary strengths of Banded Peak School. The major challenges facing Banded Peak stem from the low enrollments affected by competition from school choice and the need to re-brand the school to accentuate its current strengths. Special education programs were described as diversified across Teachers, Teacher Assistants and the Child Development Assistant (CDA) but resource increases, especially in the CDA’s time were seen as desirable. Likewise, communications were seen as diversified across a broad range of methods but more intense school-community contacts and better connectivity with local media were suggested, potentially supplemented with more visible community interaction with the school, School Board and Superintendent, and a stronger focus on the school jurisdictions commitment on infusing 2lst Century skills in student learning outcomes.

Certificated Staff Focus Groups Summary

Table 8 - Teacher Focus Group Response Themes with Associated Frequencies

Frequency How would you describe Banded Peak School to a friend or relative? 9 Staff know all the kids/families - a community - family community, amount of

interaction is atypical - community over the years - wholesomeness, close-knit - community school, know all students, family atmosphere - nurturing school, no worries about drugs - family atmosphere - intuitive school - rules regulations deemphasized, accept kids for who they are and where they are at

5 Staff awesome - hard-working, dedicated - opportunities for students are excellent- enriching - good staff - staff very welcoming, team work and support

2 Student population stable - polite and friendly 2 Great setting, location - gem in the forest 1 Great place to work


14 Staff know all the students/families - student centered - students more nurturing because of the structure - K-8 structure is effective - combined grades provides for stronger focus on students and differentiated curriculum - welcome, open to parents and community - compassionate focus, kids are happy - student leadership focus - care about the kids - former students frequently visit - connections with the community - because we are small we know the students, siblings and parents well-combined classes provide better opportunities for building relationships with students and guidance - K-8 school creates a whole unique culture, e.g. reading buddies

5 Strong program provided - flexible groupings, timetable, schedule, collaboration -strong achievement of Banded Peak students in High school - strong music program - good teaching

2 Respect for all staff - rallying together - Banded Peak identity 2 Professional growth of staff - staff conscientious about programs, why we are doing

what we are doing, great pedagogical discussions 2 Parent volunteers add depth - great parent cooperation 1 Location of school, opportunities to connect with nature, kids are comfortable with

nature


Frequency What do you think are the biggest challenges facing BPS?

8 Combined grades, difficult to meet every students needs - collaboration time, learning to be combined grade teachers - meeting diverse needs of students - challenges in teaching concepts to students below their grade level - PATs , some concepts taught previous year - younger students need nurturing - explaining combined grades to parents - adjustment to wide variation of student achievement, feeds perception we don’t meet needs of gifted students

5 School size, not enough people/students re: programs offered and school teams - perceptions re: reductions in size negative - tight knit community can feed gossip - small school can feed perceptions of instability - being small resources not up to scale, parents may not think school can meet their child’s unique needs

3 Teacher workload, not meeting student needs, not having clear direction - workload fast paced, too much to keep up with - feel overwhelmed in trying to meet all student needs

3 Past Galileo focus - perception of lower academic school - past reputation, can’t shake despite staff changes, misinformation persists

2 Creating trust between staff and administration - culture where divergent opinions are respected

1 Using AISI time effectively 1 Parents may not understand boundaries between staff professional and personal

lives 1 Two kindergarten programs deflects enrollment

Frequency How does the school support students who may struggle with school work?

5 Great teacher assistants - great support staff but program is limited relative to need throughout the grades - a few students need extensive support which limits availability - support of struggling readers dissipates by grade 5 - Support staff assigned to classes with highest needs

2 Resource room, teacher - staff knowledgeable and help each other 2 Early literacy teacher - Glad we have literacy program, focus is grade 2 1 Technology supports 1 Administration advocates for student needs 1 Classroom teachers provide most support 1 Understanding by Design is good theory, but need time to implement 1 Communication with parents is ongoing

Frequency What would enhance what is currently in place?

4 Pedagogically, pull out students for focused interventions - need an intervention program for grade ¾ - identify students earlier and consider pull out program - consider a more coordinated literacy development model with on-going monitoring of student progress

2 More time, resources in resource department - time to meet with Resource teacher for ideas on differentiation

1 Lower class sizes 1 Parent coaching to enhance parents role in child development


Frequency What types of social/emotional supports does the school provide for students? 5 Sports teams and leadership programs - student leadership program - reading

buddy program has been helpful - Sports program supports students’ self-esteem - peer support and friendship groups, applied character development programs in the past

2 Staff support students, who connect with different staff members - classroom teachers are alert to student needs

2 CDA is amazing - CDA provides support 1 School administration is helpful when student needs are identified 1 Good COPE support from Social Services What other ways could the school/community provide social/emotional

supports? 2 Making community more aware of what is done - parent involvement is identified but

not always implemented 1 Increase CDA time 1 Lots of issues on playground - more comprehensive playground monitoring could be

helpful 1 Student resilience programs worth considering

Frequency What are the most helpful ways the school communicates with the

parents/community? 4 Establishing relationships - teacher talking to parents - meeting how parents prefer

to communicate - phone calls 3 Student Agendas (documents) - notes and Agendas do seem to get home 3 Email and grade 7/8 website - email - school website 2 Hard copies of school newsletter especially for younger students - newsletter 1 Articles in local media, e.g. High Country News


school? 4 Website for the community - prefer emails - email, access anytime - email 3 Face-to-face - phone calls - parents visit to my room

Frequency How could this two-way communication be better facilitated?

4 Define communications boundaries in September, e.g. can’t meet with the teacher during class times - clear expectations from teacher to parent - publish communication protocols to community - seems we are constantly talking to parents

1 Collect every parents email and create distribution lists 1 Administration does take the time to talk to parents, this is important 1 Greater presence of the school in the community 1 Create links between school and community websites

Frequency Do you think the surrounding community is aware the Banded Peak School provincial

achievements tests and other accountability measures are typically above provincial results?

2 No - this is not celebrated, school council may be aware but not generally in the community Frequency Is this important information to emphasize with the community? 6 Yes, but is this our job or central office - Important to emphasize among other

good things Banded Peak School is doing - not the major focus - yes, we have discussed but it never happens - could be more broadly focused to include other good news, e.g. sports team results and/or forest cam pictures - use media more effectively - include school strengths


Frequency What other data/information would be important to share? See previous question

Frequency What is the single, most important action Banded Peak staff or parents could

undertake to enhance the image of the school? 5 Celebrate the school with a broader community - comprehensive Public Relations

program - be more open and visible in the community - consider a service project, e.g. light up the Creek - use the building to draw the community in, but coordinate with the Community Centre

2 Talking positively about the school - talking about what you are not able to do (realistic expectations)

1 Tap into the unique talents of Bragg Creek population, artists, sports figures, etc. 1 Conduct exit interviews if parents withdraw their children

Frequency What is the single, most important action Rocky View Schools central


2 More professional development for teaching combined grades - more self direction for professional development

2 Supplemental small school resource support - stop taking portables away, bad image in community

1 Limit the number of new initiatives 1 Reconsider designated attendance boundaries 1 Develop the “back 40” as state of the art Outdoor Education facility, elgl with U of

C and/or Bow Valley High School 1 Publish a marketing brochure with Education Centre assistance and distribute to real

estate offices and other community businesses, focus on rebranding the school 1 Conduct research with Education Centre support to follow up BPS students in high

school and post secondary

Frequency In considering what kind of world today’s students will inherit as adults, how is or should Banded Peak prepare students for the challenges of living in the 2lst Century?

7 Staff agreed they are doing a great job of this already: collaborative learners, empathy, differentiated instruction, critical learners, conflict resolution, technology and responsibility

6 Lots of group work with collaboration and team skills - how we fit in the global community - problem solving skills - inter-disciplinary projects - critical thinkers and developing the whole child - building resilience in the face of rapid change


Certificated staff (teachers) stressed the family-like culture of the school, staff dedication to the students and strong programs as key strengths of Banded Peak School. Major challenges identified included implementing combined grades given the increased complexities perceived to be associated with the grade structures, and the related issues that stem from being a small school. The schools’ capacity to support students with special needs was described as greatly facilitated by the Teacher Assistants in the school but the demand and diversity of needs was seen to tax the available resources and limit availability of supports particularly for older students. A comprehensive and more coordinated literacy model was proposed as one means to enhance special needs programming. Teaching staff appreciated the diverse opportunities for school-home communications and saw growing opportunities via more universal use of email while valuing face-to-face contacts. Teachers do not think the community is aware of how well Banded Peak School students perform on the provincial achievement test results but cautioned these reports should be communicated in a broader context of the strengths of Banded Peak School. Teachers expressed support for a more pro-active public relations program with the broader community. They also expressed a need for more Education Centre support for teaching methods in combined classes and resource supports focused on Special Education.

VI. Banded Peak Compared to Springbank High School Peers’ Achievement

As is evident in the preceding sections, Banded Peak is a small school with the associated benefits and challenges that typically accompany this status. During the focus group discussions, one theme that emerged was that Banded Peak students are not as well prepared academically compared to their peers when they transition to Springbank High School. It should be noted that Springbank High School is a high performing school located in one of the most affluent communities in Alberta. To test the null hypothesis that there is no difference in the achievement levels of Banded Peak students compared to their peers at Springbank High School, data was obtained for the Grade 9 Language Arts and Mathematics provincial achievement tests for the Banded Peak graduating classes of 2006-2007 and 2008-2009 for whom data was available in the Rocky View Schools - Education Centre files.

June 2008 - Grade 9 - Language Arts Cohort

The first group analyzed was the Grade 9 - Springbank High School (2007-2008) cohort. There were 32 Banded Peak students in this group and 153 students from “Other” feeder schools. Several students without test results were removed from the cohort. Group statistics are summarized in Table 9. Banded Peak students achieved slightly better than their peers on the 2008 provincial achievement test. As the following histograms demonstrate, and as Levene’s Test for Equality of Variance supported, equal variances between groups is confirmed. Therefore a T-Test for independent samples was calculated and there is not a significant difference between the two groups and hence, the null hypothesis is accepted.


Table 9 - Group Statistics - Springbank High School (2007-2008) Grade 9 Language Arts

Feeder School N Mean Std. Deviation Std. Error Mean

Exam mark BP 32 75.00 12.139 2.146 OTHER 153 74.18 14.325 1.158

Table 10 - T-Test for Equality of Means (2007-2008) Grade 9 Language Arts

t

df Sig.

(2-tailed) Mean

Difference Std. Error

Difference 95% Confidence Interval

of the Difference Lower Upper

Exam Mark

Equal variances assumed

.301 183

.764 .817 2.717 - 4.544 6.178

June 2010 - Grade 9 - Language Arts Cohort

The second group analyzed was the Grade 9 - Springbank High School (2009-2010) cohort. There were 41 Banded Peak students in this group and 138 students from “Other” feeder schools. Several students without test results were removed from the cohort. Group statistics are summarized in Table 11. Banded Peak students achieved .3% lower than their peers on the 2010 provincial total Language Arts achievement test. As the following histograms demonstrate, and as Levene’s Test for Equality of Variance supported, equal variances between groups is confirmed. Therefore, a T-Test for independent samples was calculated and there is not a significant difference between the two groups and hence, the null hypothesis is accepted for this cohort.


Table 11 - Group Statistics - Springbank High School (2007-2008) Grade 9 Language Arts


Exam mark BP 41 72.12 11.411 1.782 OTHER 138 72.52 13.145 1.119

Table 12 - T-Test for Equality of Means (2009-2010) Language Arts

t

df Sig.

(2-tailed) Mean




Exam Mark Equal variances assumed

- .176 177 .861 - .400 2.272 - 4.884 4.084

June 2008 - Grade 9 - Mathematics Cohort

The third group analyzed was the Grade 9 - Springbank High School Mathematic (2007-2008) cohort. There were 33 Banded Peak students in this group and 152 students from “Other” feeder schools. Several students without test results were removed from the cohort. Group statistics are summarized in Table 13. Banded Peak students achieved 1.7% lower than their peers on the 2010 provincial total Mathematics achievement test. As the following histograms demonstrate, and as Levene’s Test for Equality of Variance supported, equal variances between groups is confirmed. Therefore, a T-Test for independent samples was calculated and there is not a significant difference between the two groups and hence, the null hypothesis is accepted for this cohort.


Table 13 - Group Statistics - Springbank High School (2007-2008) Grade 9 Mathematics


Exam_se_mark BP 33 37.03 8.130 1.415 OTHER 152 38.69 9.264 .751

Table 14 - T-Test for Equality of Means (2007-2008) Mathematics

t

df Sig.

(2-tailed) Mean





- .953 183 .342 - 1.660 1.743 - 5.100 1.779

June 2010 - Grade 9 - Mathematics Cohort

The fourth group analyzed was the Grade 9 - Springbank High School Mathematics (2009-2010) cohort. There were 41 Banded Peak students in this group and 140 students from “Other” feeder schools. Several students without test results were removed from the cohort. Group statistics are summarized in Table 15. Banded Peak students achieved 0.2% lower than their peers on the 2010 provincial total Mathematics achievement test. As the following histograms demonstrate, and as Levene’s Test for Equality of Variance supported, equal variances between groups is confirmed. Therefore, a T-Test for independent samples was calculated and there is not a significant difference between the two groups and hence, the null hypothesis is accepted for this cohort.


Table 15 - Group Statistics - Springbank High School (2009-2010) Grade 9 Mathematics


Exam Mark BP 41 35.24 8.154 1.273 OTHER 140 35.42 9.537 .806

Table 16 - T-Test for Equality of Means (2009-2010) Mathematics

t

df Sig.

(2-tailed) Mean





- .108 179 .914 - .178 1.642 - 3.417 3.062

SPSS Version 19 was used to conduct a quantitative analysis of the 2007-08 and 2009-10 Springbank High School - Grade 9 cohort achievement in Language Arts and Mathematics as measured by the full scale scores on the provincial achievement tests administered in June of 2008 and 2010. In all four analyses, there were no significant differences between students who came to Springbank High School from Banded Peak School compared to students from other feeder schools that would typically include Springbank Middle School and an additional sub-group from the Calgary Board of Education attendance areas. The evidence supports the view the Banded Peak students, by the end of Grade 9, do as well as their peers from other feeder schools at Springbank High School.


VII. Key Observations and Recommendations 1. Key Observation 1. Recommendation A well respected and dedicated staff provides a broad range of educational and extra-curricular experiences.

Query staff as to how colleagues, administration and Education Centre personnel could recognize improvement and results in a meaningful way.

2. Key Observation 2. Recommendation The unique setting of the school is an asset.

Highlight the unique setting on the school website. More aggressively pursue the inclusion of the “Back 40” in teaching and learning at Banded Peak School and consider potential partnerships with conservation and/or granting agencies.

School-community interactions and partnerships are an important part of Banded Peak, particularly due to the school's isolated location.

Continue to strengthen and 'grow' the connections and relationships that have been established with Bragg Creek Chamber of Commerce and Bragg Creek Community Association, and geographical neighbours and explore other partnerships to better utilize resources within the catchment area.

3. Key Observation 3. Recommendation Students do well academically at Banded Peak and in the high school setting.

School strengths need to be more visible and accessible to the community. Better utilization of the school website should be considered to highlight the school’s strengths.

4. Key Observation 4. Recommendation Students are very positive about ‘growing up’ at Banded Peak.

Explore ways to ‘broadcast’ student voice regarding Banded Peak, i.e. video on website, captions and pictures created by students in the broadcast televisions in school hallways.

5. Key Observation 5. Recommendation Perceptions persist in the community at large that the image of Banded Peak is dated and that students do not do well in high school.

Develop and implement a multi-faced re-branding strategy for Banded Peak with assistance from Education Centre staff to address the observations noted in points 2-5 above. In conjunction with Education Centre staff, develop promotional materials to better market the school’s strengths including the focus on 2lst Century learning outcomes and distribute to community members and businesses, visitors to the school and on iMovie on the school website.

6. Key Observation 6. Recommendation The school is very stretched in terms of meeting special needs (mild & moderate and severe), as well as ESL programming.

Continue to work closely with the central administration and Support Services to document needs and support required to meet these needs in a multi-level school, and secure a level of service that addresses the needs within the current funding context. Continue to allocate funds from the school budget for IPP development meetings and for meetings with ‘wrap around’ service personnel to build staff capacity around meeting needs in the classroom setting. Continue to build a literacy program throughout the grades.

Banded Peak School VASR Page 35 7. Key Observation 7. Recommendation Parents see both benefits and drawbacks to the combined class organizational structure at Banded Peak School.

Become clearer in how the combined curriculum is organized such that students are challenged at their own level and how PAT’s are addressed. Communicate articulation of approach by grade teams on the school website. Continue to develop strong collaborative grade teams and provide opportunities for cross-grade team intentional dialogue.

8. Key Observation 8. Recommendation Banded Peak staff continues to be challenged with the reorganization of curriculum and the instructional shift necessary for combined classes.

A Professional Learning Committee should focus on the continuum of learner outcomes in one subject area as teachers develop plans focussing on enduring understandings and essential questions. The following year, focus on another subject area while monitoring the results achieved.

9. Key Observation 9. Recommendation Students and parents value choice and options for learning, in particular, students identified project-based and authentic learning opportunities as important.

Banded Peak staff should continue to engage in the UbD planning process, incorporating project-based and authentic learning activities. Work with Education Centre Learning Department staff to further explore option offerings, e.g. on-line learning, video conferencing, future IMR funding to reinstate wood-working program or options supporting school re-branding and the unique setting of the school and community human resources.


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