School: 3109 Pipestone School
3-YEAR
EDUCATION PLAN
&
ANNUAL
EDUCATION
RESULTS REPORT
NOVEMBER 2015
Page 1
School: 3109 Pipestone School
Contents
Message from the Principal ............................................................................................................ 3
Accountability Statement ................................................................................................................ 3
The Learning Cycle in Action at Pipestone School ........................................................................ 3
Desired Outcome One: Success for Every Student........................................................................ 4
Specific Outcome: Students achieve student learning outcomes. ............................................ 4
Citizenship – Measure Details .................................................................................................... 4
Work Preparation – Measure Details .......................................................................................... 5
Specific Outcome: Students demonstrate a strong foundation in literacy and numeracy. ........... 6
Provincial Achievement Test Results – Measure Details ........................................................... 6
Desired Outcome Two: Alberta has quality teaching and school leadership ................................ 8
Specific Outcome: Teacher preparation and professional growth focus on the competencies
needed to help students learn. Effective learning and teaching is achieved through
collaborative leadership. ............................................................................................................. 8
Program of Studies – Measure Details........................................................................................ 8
Desired Outcome Three: Alberta’s education system is governed effectively .............................. 9
Specific Outcome: The education system demonstrates collaboration and engagement. ........ 9
Education Quality – Measure Details ......................................................................................... 9
Specific Outcome: Students and communities have access to safe and healthy learning
environments.
10
Safe and Caring – Measure Details ........................................................................................... 11
School Improvement – Measure Details ................................................................................... 11
Publication & Communication Statement .................................................................................... 13
Conclusion .................................................................................................................................... 13
Page 2
School: 3109 Pipestone School
Message from the Principal
The Pipestone School Combined Annual Education Results Report & Three-Year Education
Plan for 2015-2018 establishes the goals and priorities for the school year. This plan is
seen as a working document, subject to additions, changes and improvements as we work
through the year. The purpose of this plan is to establish priorities and directives for the
school, to provide staff, students, parents and administration with objectives to work
towards, and finally, to meet Board and Department requirements. These stakeholders in
education play an important role in the focus of schools and must be aware of the direction
we are heading. Positive communication with all stakeholders is key. Pipestone School has
long been recognized for providing quality education with an emphasis on community
involvement. We, at Pipestone intend to continue this practice. We look forward to
dialogue, feedback and continued work with the many stakeholders in public education.
Accountability Statement
The Pipestone School Combined Annual Education Results Report & Three-Year Education
Plan for 2015-2018 for the three years commencing September 1, 2015 was prepared in
consultation with parents and school staff. This plan was developed through formal and
informal discussions with parents and community partners.
This working document was developed in the context of the jurisdictional report and plans.
Input into this plan was solicited at school council meetings and at Pipestone School staff
development meetings. Analysis of Provincial Achievement Tests, discussions with parents
and formal and informal satisfaction surveys of students, parents and staff have also been
an inherent part of this planning process.
This is a working document designed to be continually improved upon. Our school is
committed to achieving the results laid out in the education plan.
The Learning Cycle in Action at Pipestone School
Reading Improvement
Implementation of the Learning Cycle by our teachers has a significant effect on student
learning and achievement. Research informs us that when all teachers apply the skills and
knowledge in assessment and instructional strategies to their day to day practices in the
classroom, students will be successful and take responsibility for their learning. The most
important factor in student learning is the teacher. When all teachers are implementing the
key elements of the Learning Cycle we will see increases in individual and overall student
engagement, resulting in improved academic success and performance.
Pipestone School is taking a deeper, more in-depth look at what, why and how student
learn to read. Our goal is to teach children specific strategies to use during the reading
process that enables students to engage in a more interactive, thoughtful reading
experience and to improve comprehension. We incorporate small group guided reading
Page 3
School: 3109 Pipestone School
lessons, and whole class teaching that uses quality children’s literature for modeling
demonstrations, practice, and independent reading. This school wide approach to reading
will create and nurture a common language for reading between students, staff and
parents.
We will follow the principles of teaching reading offered in the research of Adrienne Gear
as outlined in her book, “Reading Power.” Her research indicates a clear profile of what a
proficient reader looks like. She presents strategies or reading powers that, when
implemented over time, will result in students being better well-rounded readers. Ms. Gear
has a five-step approach to teaching students to be effective readers.
We have spent a considerable amount of time acquiring benchmark data on our students’
reading abilities using the Diagnostic Reading Assessment or DRA-II assessment tool. We
have already seen gains in overall reading improvement and engagement.
Desired Outcome One: Success for Every Student
Specific Outcome: Students achieve student learning outcomes.
Results (in percentages)
Performance Measure
Evaluation
2011 2012 2013 2014 2015 Achievement Improvement Overall
Percentage of teachers, parents
and students who are satisfied
that students model the
characteristics of active
citizenship.
69.1 90.3 78.5 90.9 86.9
Very High
Maintained
Excellent
Percentage of teachers and
parents who agree that students
are taught attitudes and
behaviours that will make them
successful at work when they
finish school.
n/a
Very High
Improved
Excellent
90.0 83.3 91.7 100.0
Citizenship – Measure Details
Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.
School
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
69.1
90.3
78.5
90.9
86.9
81.2
78.1
79.6
78.2
78.4
81.9
82.5
83.4
83.4
83.5
Teacher
*
*
*
100.0
*
93.2
90.6
92.6
91.8
91.6
92.7
93.1
93.6
93.8
94.2
Parent
*
84.1
74.3
88.2
96.9
76.7
72.0
73.5
76.3
76.3
78.6
79.4
80.3
81.9
82.1
Student
69.1
96.6
82.8
84.5
76.9
73.6
71.9
72.8
66.6
67.3
74.5
75.0
76.2
74.5
74.2
Page 4
School: 3109 Pipestone School
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2011
0
2011
2012
2013
2014
2015
Overall
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Work Preparation – Measure Details
Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at
work when they finish school.
School
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
n/a
90.0
83.3
91.7
100.0
77.4
76.0
75.7
79.0
77.1
80.1
79.7
80.3
81.2
82.0
Teacher
*
*
*
100.0
*
94.4
89.9
90.0
91.8
86.9
89.6
89.5
89.4
89.3
89.7
Parent
*
90.0
83.3
83.3
100.0
60.4
62.1
61.5
66.3
67.2
70.6
69.9
71.1
73.1
74.2
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
20
60
40
20
0
0
2011
2012
2013
Overall
2014
2015
2011
Overall
2012
2013
Parent
2014
2015
Teacher
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey
through the introduction of the Tell THEM From ME survey tool in 2014.
In the 2015-16 school year we are continuing the student leadership program at Pipestone School.
We continue to see positive results in our students. Our student leaders are taking on a role of
responsibility that previously did not exist at Pipestone School. Most of our student leadership
activities have been spearheaded by our new FSLW. She has intensified the role of students in our
school and is achieving great success with our student population. The feelings of pride and
accomplishment are clearly evident in the students. This program fosters a feeling of belonging in
our older students. Many of the roles our leaders participate in involve working with younger
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School: 3109 Pipestone School
students. This has nurtured a stronger sense of family at Pipestone School. We have received
positive feedback from staff members and parents regarding the student leadership program.
Helping our students become good citizens is a responsibility shared by the school and home. The
development of the student leadership program combined with the character education programs
and activities we offer at Pipestone School along with support from our families and our community
will result in students developing social responsibility, attitudes, and behaviours that allow them to
be successful in the community or at work.

Specific Outcome:
Students demonstrate a strong foundation in
literacy and numeracy.
Results (in percentages)
Performance Measure
Evaluation
2011 2012 2013 2014 2015 Achievement Improvement
Overall percentage of students
in Grades 6 and 9 who achieved
the acceptable standard on
76.4 77.5 75.9 41.7 85.7
Provincial Achievement Tests
(overall cohort results).
Overall percentage of students
in Grades 6 and 9 who achieved
the standard of excellence on
22.2 25.0 19.0
Provincial Achievement Tests
(overall cohort results).
9.7
Very High
15.7 Intermediate
Overall
Improved
Excellent
Maintained
Acceptable
Provincial Achievement Test Results – Measure Details
Results (in percentages)
2011
English Language Arts 6
Mathematics 6
2012
2013
2014
2015
A
E
A
E
A
E
A
E
A
E
School
77.8
16.7
80.0
10.0
75.0
12.5
94.4
22.2
100.0
20.0
Authority
81.5
10.5
78.4
13.6
77.1
9.3
80.1
12.6
79.2
12.8
Province
83.0
18.5
82.7
17.8
82.5
16.3
81.9
17.6
82.8
19.5
School
77.8
11.1
80.0
20.0
75.0
12.5
72.2
16.7
100.0
20.0
Authority
72.2
14.1
76.1
18.2
70.9
9.3
67.8
12.2
65.6
9.2
Province
73.7
17.8
74.7
16.6
73.0
16.4
73.5
15.4
73.3
14.1
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
“A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of
excellence.
Page 6
School: 3109 Pipestone School
Graph of Overall Provincial Achievement Test Results
100
Results(%)
80
60
40
20
0
2011
2012
2013
2014
2015
Acceptable Standard %
Standard of Excellence %
Graph of Provincial Achievement Test Results by Course
Mathematics 6
100
100
80
80
Results(%)
Results(%)
English Language Arts 6
60
40
20
60
40
20
0
0
2011
2012
2013
2014
2015
2011
2012
2013
2014
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
2015
A great improvement in both ELA and Math can be seen in the charts above. Students in this
grade six class were very diligent in all areas of study. Students in grade 5 and 6 were instructed
separately for ELA. This had a beneficial effect on the students as they were able to receive small
group and one on one instruction as often as was required.
General strengths in ELA may also be attributed to our now four years of guided reading
programming. Students are becoming more aware of ways in which they can analyze what they
have read. Deliberate teaching of connecting, questioning, visualizing, inferring and
transformation has seen positive effects in both our in-school testing (DRA) as well as
standardized provincially based testing. Many project based activities were also incorporated
into this classroom effecting cross-curricular competencies.
The continued use of technology in both ELA and math instruction showed perceived positive
results in student engagement upon classroom observation. Students readily participated in class
tasks that used Chromebooks and PC in the computer lab.
Page 7
School: 3109 Pipestone School
Desired Outcome Two: Alberta has quality teaching and school
leadership
Specific Outcome: Teacher preparation and professional growth focus on the
competencies needed to help students learn. Effective learning and teaching is
achieved through collaborative leadership.
Results (in percentages)
Performance Measure
Evaluation
2011 2012 2013 2014 2015 Achievement Improvement Overall
Percentage of teachers, parents
and students satisfied with the
opportunity for students to receive
a broad program of studies
including fine arts, career,
technology, and health and
physical education.
n/a
83.0 76.8 91.6 94.1
Very High
Maintained
Excellent
Program of Studies – Measure Details
Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies
including fine arts, career, technology, and health and physical education.
School
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
n/a
83.0
76.8
91.6
94.1
77.1
76.0
76.3
77.2
77.3
80.9
80.7
81.5
81.3
81.3
Teacher
*
*
*
95.7
*
85.5
81.7
83.4
86.6
85.2
87.6
87.3
87.9
87.5
87.2
Parent
*
83.0
76.8
87.5
94.1
67.5
70.5
69.4
71.9
72.3
78.3
78.1
78.9
79.9
79.9
Student
n/a
n/a
n/a
n/a
n/a
78.4
75.7
76.3
73.2
74.5
76.9
76.9
77.8
76.6
76.9
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2011
0
2011
2012
2013
Overall
2014
2015
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Page 8
School: 3109 Pipestone School
All students are active participants in the school’s Christmas concert resulting in a considerable amount
of training in the fine arts areas. We will have the pleasure of some of our parents and grandparents in to
work with the student on various artworks and crafts. We also have two specialized music teachers on
staff ensuring all students receive quality musical education at school. Pipestone School participates in
Daily Physical Activity for all students. Pipestone School has been recognized by the Physical & Health
Education Canada organization for our outstanding commitment to the physical well-being of students.
All of the teaching staff makes excellent use of our top-notch computer lab and Chromebooks. We
currently have 68 Chromebooks for student use. The enables each student in grades two through six to
have their own device for use whenever required. Students in ECS and grade one have a set of seven
Chromebook touch screen devices available for their use. Students are often observed working under the
direction of a teacher going on-line for classes. Teachers can monitor students’ work and “push out”
assignments to students via the Teacher Dashboard. This technology makes giving students feedback on
their technologically generated assignments very fast and efficient. Students enjoy creating
presentations to demonstrate their level of knowledge in a certain area of study. Using school-owned
devices allows student to participate in a new way of learning at Pipestone School. This year, students
are embracing the Google format. Teachers are resourcing/researching and developing lessons plans for
the students to use the Chrome Books. The staff is keen to develop their own knowledge and skills with
this new technology to continue to engage students with ever-evolving lesson designs and instructional
practices using technology.
Desired Outcome Three: Alberta’s education system is governed
effectively
Specific Outcome: The education system demonstrates collaboration and
engagement.
Results (in percentages)
Performance Measure
Evaluation
2011 2012 2013 2014 2015 Achievement Improvement Overall
Percentage of teachers and
parents satisfied with parental
involvement in decisions about
their child's education.
n/a
75.8 85.7 92.9 90.8
Very High
Maintained
Excellent
Percentage of teachers, parents
and students satisfied with the
overall quality of basic education.
82.9 92.9 95.3 94.0 95.0
Very High
Maintained
Excellent
Education Quality – Measure Details
Percentage of teachers, parents and students satisfied with the overall quality of basic education.
School
2011
2012
2013
Overall
82.9
92.9
Teacher
*
*
Parent
*
Student
82.9
Authority
Province
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
95.3
94.0
95.0
88.3
87.2
88.9
86.9
87.6
89.4
89.4
89.8
89.2
89.5
*
100.0
*
96.5
94.6
97.2
96.7
94.6
95.5
95.4
95.7
95.5
95.9
85.9
92.9
83.3
98.7
79.7
79.2
81.6
79.3
81.9
84.2
84.2
84.9
84.7
85.4
100.0
97.7
98.8
91.3
88.8
87.8
87.9
84.8
86.3
88.5
88.6
88.7
87.3
87.4
Page 9
School: 3109 Pipestone School
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2011
0
2011
2012
2013
2014
2015
Overall
2012
2013
2014
Overall
Parent
Student
Teacher
2015
At Pipestone School we offer a number of opportunities for parents to become involved with their child’s
education. We have an enthusiastic, proactive group of parents heading up our school council. Teachers
communicate regularly with parents about their child’s progress and parents are encouraged to contact
the school. Pipestone School’s Learning Support Teacher is actively involved in assisting teachers and
families in meeting all students’ educational needs.
We continue to inform our parents of our school Learning Cycle goals and priorities. This level of
communication will only enhance parents’ involvement in the school environment.
Implementing the School Connects email and call-out system is an easy and effective way to inform
parents of opportunities at the school.
Specific Outcome: Students and communities have access to safe and healthy
learning environments.
Performance Measure
Results (in percentages)
Evaluation
2011 2012 2013 2014 2015 Achievement Improvement Overall
Percentage of teacher, parent and
student agreement that: students
are safe at school, are learning the
75.4 91.2 88.1 90.7 90.9
importance of caring for others,
are learning respect for others and
are treated fairly in school.
Very High
Maintained
Excellent
Percentage of teachers, parents
and students indicating that their
school and schools in their
jurisdiction have improved or
stayed the same the last three
years.
Very High
Maintained
Excellent
74.3 86.7 88.1 93.7 90.0
Page 10
School: 3109 Pipestone School
Safe and Caring – Measure Details
Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for
others, are learning respect for others and are treated fairly in school.
School
Authority
Province
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
2011
2012
2013
2014
2015
Overall
75.4
91.2
88.1
90.7
90.9
87.8
86.9
87.1
85.8
86.8
88.1
88.6
89.0
89.1
89.2
Teacher
*
*
*
96.7
*
94.9
93.7
94.8
95.1
93.2
94.5
94.8
95.0
95.3
95.4
Parent
*
92.1
88.6
88.2
100.0
85.4
85.3
84.7
84.9
87.7
86.6
87.4
87.8
88.9
89.3
Student
75.4
90.3
87.6
87.1
81.8
83.1
81.7
81.8
77.3
79.3
83.3
83.7
84.2
83.1
83.0
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2011
0
2011
2012
2013
2014
2015
Overall
2012
2013
2014
Overall
Parent
Student
Teacher
2015
School Improvement – Measure Details
Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed
the same the last three years.
School
Authority
Province
2011
2012
2013
2014
2015
2011 2012 2013
2014
2015
2011
2012
2013
2014
2015
Overall
74.3
86.7
88.1
93.7
90.0
77.8
74.2
76.0
75.9
75.7
80.1
80.0
80.6
79.8
79.6
Teacher
*
*
*
100.0
*
84.2
79.4
80.4
82.6
82.6
80.1
81.1
80.9
81.3
79.8
Parent
*
76.9
85.7
85.7
100.0
67.4
63.2
67.8
71.9
70.4
77.3
76.2
77.9
77.0
78.5
Student
74.3
96.6
90.5
95.2
80.0
81.8
79.9
79.9
73.3
74.1
82.9
82.7
82.9
81.2
80.7
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2011
0
2011
2012
2013
Overall
2014
2015
2012
2013
2014
Overall
Parent
Student
Teacher
2015
Page 11
School: 3109 Pipestone School
Staff, students and parents of Pipestone School all take pride in the safe and caring nature of the
school. The culture of the school is carefully built to ensure all students feel a sense of belonging in
the school. A common understanding of the moral compass used at the school was developed by all
stakeholders. Students are well aware of behavioral expectations and consistent follow through is
used by all staff members. Ongoing components of the EBS system are in use for the benefit of
students’ education and understanding of behavioral expectations. This type of instruction also
involves an individualized problem solving approach, ongoing character education and taking
advantage of teachable moments by staff members.
Pipestone’s community of teachers, parents, and students are committed to maintaining and improving a
safe and caring school atmosphere. Carefully planned instruction continues to be provided to students
by school staff. Our school staff also make excellent use of impromptu teachable moments when dealing
with student safety and belonging.
Pipestone School’s top-notch FSLW provides preventive and responsive services to students. Among the
many services she provides are Zones of Regulation, Super Flex, Grade 5/6 Girls’ Circle, and Grade 5/6
Boys’ Council. One-on-one counselling for students is an important role our FSLW fulfills. A central
component of our FSLW’s duties includes partnership with families. She is a wealth of knowledge in the
area of social services and can provide families with contact names of outside agencies that may be better
suited to help with specific needs.
A Positive School Environment Plan is developed each year to assist in guiding decisions in areas such as
health and wellness for students. Our Learning Support Team spearheads updating and implementing
this plan. All staff members are enthusiastic participants of this plan.
Affirmative results from our student leadership program as noted in the previous measure will positively
impact this performance measure.
Page 12
School: 3109 Pipestone School
Publication & Communication Statement
The Pipestone School Combined Annual Education Results Report & Three Year Education Plan was
prepared in consultation with school staff and parents. The establishment of school councils has
enabled our school community to become more actively involved in the public education process.
This report was developed through formal and informal discussions with students, parents and
community partners.
As we continue to work collaboratively with members of our school community, we will gain even
more support from them. This education plan will enhance our credibility and accountability
through open dialogue and sharing in the planning process.
The Education Plan is a very positive experience and will assist in maintaining the focus of
Pipestone School in continuing our excellent service to our students and community. The
consultative and collaborative effort of all stakeholders is inherent in this document.
This plan is a road map for the current school year. We will monitor, evaluate and amend this
document as the school year unfolds. This document will ensure that we achieve the goals we set.
Conclusion
The planning process is a very positive experience and will assist in maintaining the focus of
Pipestone School in continuing our excellent service to our students and community. The
consultative and collaborative effort of all stakeholders is inherent in this document.
Page 13