École Intermédiaire Central Middle School
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École Intermédiaire Central Middle School
5121 48 Avenue
Red Deer, Alberta T4N 6X3
Phone: 403-346-4397 Fax: 403-342-3783
Website: http://central.rdpsd.ab.ca/
Principal: Mark Jones
Vice Principals: Erin Lerouge, Darrin Demale
School Profile
Central serves 465 students in grades 6 to 8. Central offers a range of programming for students that includes main stream English, Early French Immersion, Late French Immersion, and English as a Second Language. The school has a staff that consists of 22 teaching staff plus a strong core of support staff.
Community Profile
Central has a very unique profile which in fact makes the entire city our community. The English program within the school serves the communities of the Pines, Oriole Park, Riverside Meadows and the City Central core areas. For our French Immersion programs, the late and early immersion students come from all areas of the city as we are the designated French Immersion middle school for Red Deer Public. Central is also the designated ESL (English as a Second Language) middle school for Red Deer Public, as such we serve the entire city for this program as well.
Our profile provides our school with a very unique mix of students from in and around Red Deer and makes it a great place for students of all backgrounds to learn and meet new people.
Staff Profile
Central has 22 teachers, a school counselor and three Administrators who form the professional staff of the school. The teachers are split into core teams on the English and French Immersion sides and CMS has a solid core group of complementary course teachers. We have 2 LAT (Learning Assistance Team) teachers to support inclusion in our school.
We have 11 support staff which includes the Administrative Assistants in the office and library as well as the Educational Assistants, a Resiliency Worker and Caretakers in the school.
Student Profile
The students in the English program at Central come from a wide range of backgrounds. We have a strong First Nations/Métis/Inuit community in the school with over 50 students actively involved with FNMI programs. We have a strong ESL community in the school with around 40 students in the district-designated ESL program here at Central. The ESL program is supported by CARE as well as other organizations that help the students and families to settle in our community and support the school with interpreters and other drop in programs for the students and parents. Our French Immersion program comprises approximately 60% of the students in the school. It is split into an early and late stream. The parents in the French Immersion program are very involved in the program and also with the Canadian Parents for French organization in Red Deer.
School Education Plan Development and Communication:
The École Intermédiaire Central Middle School Education Plan has been developed in consultation with school staff and stakeholders. Development of the plan has also included consultation and advice from the School Council as required in Section 13 of the School Councils Regulation. The École Intermédiaire Central Middle School Education Plan is available at the school and is posted on our website at: http://central.rdpsd.ab.ca/
Alberta Education - School Accountability Pillar Report Card
Combined 2014 Accountability Pillar Overall Summary
Measure Category / Measure Category Evaluation / Measure / Central Middle School / Alberta / Measure EvaluationCurrent Result / Prev Year Result / Prev 3 Year Average / Current Result / Prev Year Result / Prev 3 Year Average / Achievement / Improvement / Overall
Safe and Caring Schools / Good / Safe and Caring / 87.2 / 84.6 / 82.1 / 89.1 / 89.0 / 88.6 / High / Improved / Good
Student Learning Opportunities / n/a / Program of Studies / 86.3 / 86.7 / 85.9 / 81.3 / 81.5 / 81.1 / Very High / Maintained / Excellent
Education Quality / 82.2 / 86.6 / 86.0 / 89.2 / 89.8 / 89.5 / Low / Maintained / Issue
Drop Out Rate / 0.0 / * / 0.0 / 3.3 / 3.5 / 3.6 / Very High / Maintained / Excellent
High School Completion Rate (3 yr) / n/a / n/a / n/a / 74.9 / 74.8 / 73.8 / n/a / n/a / n/a
Student Learning Achievement (Grades K-9) / n/a / PAT: Acceptable / n/a / 75.9 / 79.2 / n/a / 79.1 / 79.2 / n/a / n/a / n/a
PAT: Excellence / n/a / 11.3 / 14.2 / n/a / 19.0 / 19.8 / n/a / n/a / n/a
Student Learning Achievement (Grades 10-12) / n/a / Diploma: Acceptable / n/a / n/a / n/a / n/a / 84.6 / 83.2 / n/a / n/a / n/a
Diploma: Excellence / n/a / n/a / n/a / n/a / 21.7 / 20.8 / n/a / n/a / n/a
Diploma Exam Participation Rate (4+ Exams) / n/a / n/a / n/a / 50.5 / 56.6 / 55.9 / n/a / n/a / n/a
Rutherford Scholarship Eligibility Rate (Revised) / n/a / n/a / n/a / 60.9 / 61.3 / 60.8 / 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 / 59.2 / 59.5 / 59.1 / n/a / n/a / n/a
Work Preparation / 57.0 / 76.4 / 78.5 / 81.2 / 80.3 / 80.0 / Very Low / Declined Significantly / Concern
Citizenship / 83.5 / 82.9 / 78.3 / 83.4 / 83.4 / 82.6 / Very High / Improved / Excellent
Parental Involvement / Issue / Parental Involvement / 72.5 / 77.2 / 79.0 / 80.6 / 80.3 / 80.0 / Low / Maintained / Issue
Continuous Improvement / Excellent / School Improvement / 84.1 / 84.3 / 80.1 / 79.8 / 80.6 / 80.2 / Very High / Maintained / Excellent
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 3, 6, 9), Français (Grades 3, 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, Chemistry 30, Physics 30, Biology 30, Science 30.
3. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.
4. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each performance measure in the subsequent pages, please include a reference to this overall summary page for each performance measure.
5. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
6. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.
7. Survey results for the province and some school authorities were impacted by an increase in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.
LiteracyDefinition / · Literacy is acquiring, creating, connecting and communicating meaning in a wide variety of contexts.
Outcome / · Each learner is a proficient reader and writer across the curriculum.
· Each learner is numerate
· Each learner will discover, develop and apply competencies across the curriculum
Strategies / · Grow the District Literacy Framework to enhance literacy teaching practices across curricula
· Utilize professional learning and collaborative strategies to enhance literacy teaching practices across curricula
· Implement Literacy and Numeracy Benchmarks (K to 12)
· Have our LAT teachers and other interested Language Arts teachers attend the Daily 5/Café Literacy workshop and begin implementation of these literacy strategies.
· Provide focused PD for teachers in order to implement the District Literacy Framework so that all teachers become teachers of literacy, in all subject areas.
Performance Measures / · Percentage of teachers who employ benchmarking as a strategy to measure student growth in literacy. (RDP)
· Percentage of students who achieved the acceptable standard and the standard of excellence on Provincial Achievement Tests and Diploma Examinations. (AE)
· Percentage of students in grades 1 to 8 who are reading/literate within 1 year of grade level. (RDP)
· Survey results specific to staff on implementation of literacy and numeracy benchmarks (RDP)
Equity
Definition / · Equity ensures that fair and inclusive education is available to students so that their diverse learning needs, personal situation and/or social circumstances are not an obstacle to achieving their educational potential.
Outcome / · Each student is engaged in meaningful learning that is appropriate to his or her abilities that takes place in the most enabling environment.
· Each staff member has the ability to meet the diverse needs of all students.
· Each student is able to access the supports and services they need to achieve success
Strategies / · Examine support systems that are available for students
· Expand use of learner profiles.
· Collaborate with community support services to provide appropriate services for students and staff
· Develop and practice a universal approach to intervention for students with diverse needs.
· Review the model for student support services
· Develop school profiles to inform the allocation model
· Provide early, timely and targeted support for at-risk students through our LAT Team
· Expand use of learner profiles for teacher planning and for transitions.
· Collaborate with community support services such as SHOS, CARE and Mental Health.
Performance Measures / · Survey results specific to equity and inclusion for all students. (RDP)
· Percentage of students impacted by the LAT model. (RDP)
· Percentage of staff engaged with the LAT. (RDP)
· Number of teachers self-reporting they incorporate strategies to differentiate instruction to meet the needs of students in their classrooms. (RDP)
· Overall agreement that students are safe at school, learning the importance of caring for others, learning respect for others and are treated fairly at school. (AE)
High School Completion and Transitions
Definition / · School is about creating life chances for students. The journey to high school completion and successful transitions after school begins the day students enter school and continues until the day they earn their diplomas or certificates.
Outcome / · Students acquire the competencies needed for a changing and dynamic future
· Students complete high school making successful transitions to lifelong learning, careers and active citizenship.
· All students from K to 12 are supported with the goal of high school completion and successful transitions.
Strategies / · Develop and implement a local response to the transformations occurring in education in Alberta including Inspiring Education, Curriculum Redesign and High School Redesign
· Implement instructional design coaches in schools to develop capacity with teachers to implement cross curricular competencies
· Implement interventions to increase attendance across all grades.
· Provide relevant and meaningful learning experiences for students.
· Examine career exploration and development activities across K to 12.
· Expand partnerships with post-secondary institutions.
· Provide meaningful engagement within schools for at-risk students.
· Expand use of LAT Transitions form between grades and with our feeder schools and the high school.
· Explore alternatives to suspension such as Restorative Justice models and community service.
Performance Measures / · High school completion rate of students within three years of entering Grade 10. (AE)
· Annual dropout rate of students aged 14 to 18. (AE)
· High school to post-secondary transition rate of students within six years of entering Grade 10. (AE)
· Students identified with attendance issues. (RDP)
· Survey results specific to high school completion and transitions. (RDP)
· Expulsion rates. (RDP)
· Suspension rates. (RDP)
· Overall agreement that students model the characteristics of active citizenship. (AE)
· Overall agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. (AE)
· Overall satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology and health and physical education. (AE)
Throughline
Definition / · These are strategies and performance measures that cut across literacy, equity and completion
Strategies / · Provide diverse opportunities for real and meaningful stakeholder engagement that is focused on student success.
· Implement the Regional Collaborative Services Model
· Continue to support Learning Assistance Teams to ensure a focus on FNMI students, diverse learners and literacy.
· Implement a district-wide comprehensive school health strategy
· Monitor implementation of the FNMI service delivery model
· Develop a plan to support the implementation of the provincial Learning and Technology Policy Framework
· Increase targeted analysis and support of Provincial Achievement Tests and Diploma Exam results by subject areas and schools
· Continue to support Learning Assistance Teams to ensure a focus on FNMI students, diverse learners and literacy.
· Increase opportunities for student input and engagement through our STARS leadership team, the mentorship program and homeroom talking circles.
· Expand FNMI supports with attendance, cultural programming and learning assistance to help our FNMI students experience success.
Performance Measures / · Overall satisfaction with the quality of basic education. (AE)
· Overall percentage of stakeholders indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. (AE)
· FNMI service delivery measurements