Accountability Pillars

Since the introduction of the renewed funding framework in the mid 90s, Alberta Education has required school boards to publish, annually, the results achieved through its Accountability Pillar. The purpose of this Pillar is to increase emphasis on achieving outcomes, reporting results, and using results for informed decision-making to improve programs and student results in subsequent years. In early May, an interim report is provided to boards for use in preparing their education plans. A complete report is provided in early October when the achievement test and diploma exam results are available. The updated report is published in boards’ Annual Education Results Reports.

Recognizing the value of this transparent system, during the 2009 -2010 school year the jurisdiction developed an RVS Accountability Pillar to ensure the progress and achievements of its “made in Rocky View” Three Year Plan also were reported and used by schools to improve results. Presented below are the 2013-2014 statistics available for both Rocky View Schools' and Alberta Education's Accountability Pillars.

Rocky View Schools' Accountability Pillar

RVS Five Year Result Tables

RVSPillar

Notes to Rocky View Schools' Accountability Pillar

  1. Results for RVS’ Accountability Pillar are based on the results of online satisfaction surveys administered in June 2014, to all staff, all Gr. 4 - 12 students, and all parents. In total, 1,534 surveys were completed by staff, 10,185 by students and 3,463 by parents, for a total of 15,182 surveys completed - up 2,286 from the previous year.
  2. RVS’ Accountability Pillar was established in 2008/09 by the jurisdiction.

Alberta Education Pillar Summary

RVS' Five Year Result Tables

AbedPillar

Notes to Alberta Education Pillar

      1. Aggregated PAT results are based upon a weighted averages of the percent meeting standards (Acceptable, Excellence).The weights are the number os students enrolled in each course. Courses include English Language Arts (Grades 6,9, (KAE), Francais (Grades 6,9), French Language Arts (Grades 6,9), Mathematics 9 KAE, Science (Grades 6,9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).
      2. Aggregated Diploma results are weighted averages of the percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course.
      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 (*).
      5. Please note that participation in Grade 9 Provincial Achievement Tests and Grade 12 Diploma Exams was substantially impacted by the flooding of June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the flood.

           

          Alberta Education FNMI Pillar Summary

          FNMIPillar

          Notes to Alberta Education Pillar

              1. Aggregated PAT results are based upon a weighted averages of the percent meeting standards (Acceptable, Excellence).The weights are the number os students enrolled in each course. Courses include English Language Arts (Grades 6,9, (KAE), Francais (Grades 6,9), French Language Arts (Grades 6,9), Mathematics 9 KAE, Science (Grades 6,9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).
              2. Aggregated Diploma results are weighted averages of the percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course.
              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 (*).
              5. Please note that participation in Grade 9 Provincial Achievement Tests and Grade 12 Diploma Exams was substantially impacted by the flooding of June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the flood.
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