PRSD's government "report card" shows continued growth
During the regular board meeting held today, the board of trustees reviewed Peace River School Division’s (PRSD) results from Alberta Education’s Accountability Pillar Report (APR). PRSD is pleased to report that six of the twelve measures updated on the May 2020 APR have increased and in four measures, PRSD exceeds provincial averages.
“We share in this celebration of improvement and continued growth with our school communities” says Board Chair Darren Kuester. “The improved results reflect the dedication of our students, staff, and parents as well as the involvement and collaboration of our communities that provide increased support and opportunities for students.”
Specific areas of improvement on the report from May 2019 to May 2020 include:
• 8.6 percent increase in “Transition Rate”
• 2.6 percent increase in “Rutherford Scholarship Eligibility Rate”
• 2.2 percent increase in “School Improvement"
• 1.0 percent increase in “Diploma Exam Excellence”
• 1.0 percent increase in “Parental Involvement”
• 0.7 percent increase in “Safe and Caring”
PRSD exceeded provincial averages in the areas of Safe and Caring, Citizenship, Parental Involvement and School Improvement. PRSD’s First Nations Metis and Inuit APR results also exceed provincial averages in the areas of Drop Out Rate, High School Completion Rate (3 years), Diploma Exam Participation Rate and Rutherford Scholarship Eligibility Rate.
The APR is provided by Alberta Education and serves as a “report card” for the division. It contains test results, completion and transitional data and results from student, parent and staff surveys. The report is updated twice per year, once in October with provincial and diploma exam results and again in May with survey results and transitional data.
PRSD continues to implement Collaborative Response which identifies student strengths, learning styles and specific learning needs. Student progress is frequently assessed collaboratively among staff and when required, instruction is adjusted and supports are put in place. The division remains focused on literacy and numeracy, mental health, wellness, flexible learning environments, technology integration, community partnerships, communication, and targeted professional development opportunities for staff.
Additional supports provided to both students and staff include the following:
• Two divisional Social Workers
• Youth Education Support Workers
• Success Coaches
• New Teacher Mentorship
• Two Inclusive Education Coaches
• First Nations Metis and Inuit Coordinator
• Numeracy Coordinator
• Literacy Coordinator
• Home Education Coordinator
“Thank you to our students, staff, parents, community members and partnering organizations for your support and dedication to student success” says Kuester. “Our division is a community of supportive, dedicated, innovative individuals and organizations who together provide students with high quality educational opportunities – together we are thrilled to celebrate these great results with each and every one of you.”