2018 AERR & 2019-2021 - Three-Year Plans - Trinity Christian School Association
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2018 AERR & 2019-2021 Three-Year Plans Trinity Christian School Association
2 ACCOUNTABILITY STATEMENT Accountability Statement for the Combined Annual Education Results Report and Three-Year Education Plan The Annual Education Results Report for the 2017-2018 school year and the Three-Year Education Plan commencing September 1, 2018 for Trinity Christian School Association were prepared under the direction of the Board in accordance with its responsibilities under the Private Schools Regulation and the Education Grants Regulation. This document was developed in the context of the provincial government’s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the education plan and is committed to implementing the strategies contained within the plan to improve student learning and results. The Board approved this combined Annual Education Results Report for the 2017/2018 school year and the Three-Year Education Plan for 2019/2021 on November 21, 2018. Lynn Gullackson Richard Schienbein Board Chair Principal
3
OUR FOUNDATION STATEMENTS
Beliefs
• Every child has value in the sight of God and can be helped to learn and experience
success.
• Our students have the right to equitable access of a quality basic Christian Education
that meets their diverse needs.
• All students are modifiable and can experience change in their learning potential.
Therefore, they are responsible to participate fully in their educational achievement.
• Mediated Learning values every child, including those with severe special needs. It is
based on probing and challenging in a safe and caring learning environment.
• Our programs should contribute to the spiritual, intellectual, physical and emotional
dimensions of the students.
• Parents must be involved in meaningful decisions about their child’s education.
Vision
A Christ centered education enabling each student to reach their maximum potential.
“Parents must be involved in meaningful decisions about their
child’s education”
Mission
To ensure that students can acquire divinely directed knowledge, skills and attributes. These
in turn should enhance their potential to become self-reliant, responsible, caring and
contributing members of society.
4 OUR PROFILE The Association Trinity Christian School Assn. 9946 (TCSA) operates a Christian School with a focus on learning disabilities and Mediated Learning in Cold Lake, and a traditional home education program with approximately 3500 Homeschoolers situated in various communities province- wide. The School Our school facility is non-denominational, with a focus on classical education using mediated learning techniques. It works with a variety of students, many exhibiting some form of moderate or severe learning disabilities and/or special needs. Trinity offers a quality instructional program with the close support and full engagement of our parents and guardians. Trinity believes high levels of parental involvement are integral to both our school program, and our student’s educations. Although we are an explicitly Christian institution, we gladly welcome students of other beliefs, or those without a faith. Our Home Education Program Our non-denominational Home Education program was established for the purpose of supporting traditional homeschooling and encouraging mediated learning techniques. In addition to normal facilitating, the program offers camps and workshops dealing with many different subject areas. These are to assist not only the student, but also the parent or guardian, in curriculum management & personal encouragement. There are also thirty-five different on-line courses and tutors available to further assist the student to achieve at their potential.
5 SOLUTION TO SUPPRESSED AERR DATA Suppressed Data When it comes to crafting a results report, Trinity has a problem. Our 3500 home education students are excluded from the accountability pillar survey that informs the AERR. In addition, the school itself is a small institution which specializes in children with some form of mild, moderate or severe learning disabilities, emotional and/or special needs. A large home education population and a selective focus and facility physical restrictions lend themselves to a school population size too small to generate results using current Accountability Pillar Survey methodologies, so most of the Accountability Pillar data supplied by Alberta Education is suppressed. Answering the AERR is a requirement of the Private School Regulation, so every year Trinity Christian School finds itself in the unique position of trying to answer a results report with no available results. “Trinity Christian School finds itself in the unique position of trying to answer a results report with no available results.” In the past, when there was no provided data, we would answer questions based on internal polling. However, those in-house surveys focused on issues that mattered solely to the Association and were only tangentially related at best to Accountability Pillar survey measures. Combined in-school and homeschool program Cold Lake track meet.
6
A Solution for 2017-2018
This year Trinity’s solution to the perennial challenge was to again conduct a set of its own
internal surveys, but this time base them on questions found in the Accountability Pillar survey.
These surveys were sent to our entire student body, both in-school and homeschool. We then
took the results, matched them to similar questions found in the report, and used these to
answer the measures in lieu of the suppressed data.
In the following pages, Trinity will provide three sets of data for each measure. The first set will
be the Accountability Pillar results provided by Alberta Education. The second set will be the
results of the in-school surveys. The third set will be results from surveys filled in by our
homeschooling parents.
Accountability Pillar Survey
• Accountability Pillar Results will be posted in mauve graphs.
• Almost all results have been suppressed. The few results provided will be answered under
mauve headings.
• Accountability Pillar raw data will be provided in Appendix C to this document.
Internal In-School Survey
• Internal In-School survey results will be posted in blue graphs. Comments and strategies
will be found under blue headings.
• Raw data can be found in Appendix A to this document. In-school survey results are
rounded to the nearest 5%.
• Parents, staff and students were provided with paper surveys and asked to circle the
answer which most closely matched their views.
Home Education Survey
• As homeschooling is fundamentally different from classroom instruction, the approach we
took in crafting the home education surveys was also different. We asked the parents how
they felt they were doing, and if they felt they were given the support that they need.
• Home Education survey results will be posted in orange graphs. Comments and strategies
will be found under orange headings.
• Raw data can be found in Appendix B to this document. Parents were given a link to an
online survey and asked to select the answer which most closely matched their views.
7
8
OUTCOME ONE: ALBERTA’S STUDENTS ARE
SUCCESSFUL
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Overall percentage of students in Grades
6 and 9 who achieved the acceptable
* 58.3 * * * * * * * * * *
standard on Provincial Achievement
Tests (overall cohort results).
Overall percentage of students in Grades
6 and 9 who achieved the standard of
* 12.5 * * * * * * * * * *
excellence on Provincial Achievement
Tests (overall cohort results).
Results based on PAT Results of In-School Students
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Overall percentage of students in Grades
6 and 9 who achieved the acceptable
NA NA NA NA 100 95 * * * 95 95 95
standard on Provincial Achievement
Tests.
Overall percentage of students in Grades
6 and 9 who achieved the standard of
excellence on Provincial Achievement NA NA NA NA 100 33 * * * 45 50 55
Tests.
Results based on PAT Results of Home Education Students - No Participation
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Overall percentage of students in Grades
6 and 9 who achieved the acceptable
NA NA NA NA NA * * * * * * *
standard on Provincial Achievement
Tests.
Overall percentage of students in Grades
6 and 9 who achieved the standard of
excellence on Provincial Achievement NA NA NA NA NA * * * * * * *
Tests.
9
Accountability Pillar Comment on Results:
There is no 2018 data available for this measure.
Accountability Pillar Strategy:
As data has been suppressed for four out of five years on the measure, we are unable to create
Accountability Pillar targets. Instead we will create our targets based on the actual PAT Results
of our In-School students
Internal In-School Results Comment:
• All in-school students met the acceptable standard in 75% of their 2018 Provincial
Achievement Tests. No student failed to meet the acceptable standard.
• Every in-school student met the standard of excellence in at least one of their 2018
Provincial Achievement Tests. The total percentage of tests that met the standard of
excellence was 25%.
Internal In-School Results Strategy:
We are pleased that all our in-school students achieved both the acceptable standard and the
standard of excellence in their tests. We will endeavor to see that this trend continues in the
years to come.
Home Education Results Comment:
• There is no 2018 data available for this measure as only one home education student out
of 3300 took the PATs.
• Home Educated children compose well over 95% of our students, and while we do strongly
encourage our parents to use the Provincial Achievement Tests (PAT’s), Home Education
parents generally choose to opt out. Assessment methods preferred by homeschooling
parents are Canadian Tests of Basic Skills (CTBS) and Stanford Achievement Tests
(SAT’s), as they tend to give a broader picture of the home-schooled students capabilities,
over the curriculum specific PATs.
Home Education Results Strategy:
Assessment methods in a home education setting are the choice of our students and parents,
and their choices will continue to be respected.
10
OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL CONT…
Alberta Education Accountability Pillar Results
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Overall percentage of students who
achieved the acceptable standard on
94.3 82.7 80.0 91.8 82.9 95 Intermediate Maintained Acceptable 96 98 98
diploma examinations (overall
results).
Overall percentage of students who
achieved the standard of excellence
28.6 25.0 21.7 30.6 30.0 33 Very High Maintained Excellent 36 38 40
on diploma examinations (overall
results).
PILLAR COMMENT ON RESULTS:
The data for these measures is not suppressed, so Trinity has no need to provide its own
evaluation. Trinity will be answering the Accountability Pillar results for these measures and
providing targets.
Accountability Pillar Comment on Results:
We have noted the 8.9% decrease in the percentage of students that achieved the acceptable
standard over last year.
We are pleased to see that the very high number of students who have achieved the standard
of excellence has been maintained.
Accountability Pillar Strategy:
While the number of students who have received the acceptable standard is still higher than
2015 and 2016, it does not meet the targets set by the Board. TCSA is currently consulting with
teachers and with its facilitators on how it can further support parents to ensure its targets are
met.
Drama class fashion show11
OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL CONT…
Alberta Education Accountability Pillar Results
Results (in percentages) Target Evaluation Targets
Performance Measure
2013 2014 2015 2016 2017 2018 Achievement Improvement Overall 2019 2020 2021
High School Completion Rate -
Percentage of students who completed
8.6 7.1 7.0 7.0 13.2 ● Very Low Improved Issue ● ● ●
high school within three years of entering
Grade 10.
Drop Out Rate - annual dropout rate of
10.6 9.5 11.8 12.7 12.5 ● Very Low Maintained Concern ● ● ●
students aged 14 to 18
High school to post-secondary transition
rate of students within six years of 39.3 29.0 34.2 26.9 24.4 ● Very Low Declined Concern ● ● ●
entering Grade 10.
Percentage of Grade 12 students eligible
n/a n/a 45.8 47.7 41.9 55 n/a Maintained n/a 57 57 57
for a Rutherford Scholarship.
Percentage of students writing four or
more diploma exams within three years 0.8 1.6 2.3 4.5 2.6 ● Very Low Maintained Concern ● ● ●
of entering Grade 10.
The data for these measures is not suppressed, so Trinity will not provide its own evaluation.
The Accountability pillar results for these measures however fail to provide an accurate picture
of the Association, as over 95% of our students are in a home education setting using
fundamentally different means of measuring their achievement and attainments. These means
are not accounted for in current Accountability Pillar methodologies.
Accountability Pillar Comment on Results:
Dropouts & High School Completion Rates:
• TCSA’s homeschool students (over 95% of our student body) often complete their High
School studies far earlier than their counterparts in the public education system. Some, in
fact, complete their high school education before they are 16, and move on to post-
secondary education. Unfortunately, these are viewed as dropouts using AERR
methodologies.
Post-Secondary Transition Rates:
• Homeschoolers who successfully complete their high school education often opt for high-
ranking post-secondary institutes located out of the province, and frequently out of the
country. TCSA homeschooled students tend to gravitate towards centres of academic
excellence and/or religious institutions, the majority of these are located outside of Canada;
Thomas Aquinas, Harvard, Concordia, Ave Maria, Oxford, John Hopkins, Notre Dame,12
Cornell and MIT.
The tendency to do their post-secondary education outside of Canada, combined with their
preference for portfolios over Diploma Exams and PAT’s gives the illusion of a concerning
dropout rate and poor post-secondary transition rate. These rates do not actually exist. In
fact, most of our students satisfactorily complete their education and move into post-
secondary institutions, at numbers far higher than those found in the public system.
Rutherford Scholarship:
• We are delighted to see that 40% of our Grade 12 students measured by the AERR were
eligible for the Rutherford Scholarship.
Diploma Exams:
• Home Educated children compose well over 95% of our students, and while we do strongly
encourage our students to take Diploma Exams, most choose to opt out. Preferred
assessment methods are Stanford Achievement Tests (SAT’s) and portfolio assessments.
Accountability Pillar Strategy:
The Accountability Pillar results for dropout, high school completion rates, post-secondary
transition rates and percentage of students writing diploma exams, are due to the choices
TCSA home education parents are making together with their children, and inaccurately reflect
the outcomes of those choices. Because of this, we have elected not to provide targets for
transition, completion, drop-out and diploma exam rates.
The consistency of our results over the past five years are likely to continue for the next three
years. The use of SATs and portfolio assessments over diploma exams are the overwhelming
choice of our students and parents, and their choice will continue to be respected.
Wisdom Program Baseball Workshop13 Top: TCSA student Zach with Dekondwa, an orphan boy from Mngwere, July 2018. Bottom pictures: Hands at Work staff with TCSA students and staff, Mngwere, July 2018.
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OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL CONT…
Preparation for World of Work and Citizenship
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
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.
Percentage of teachers, parents and
students who are satisfied that students
* * * * * * * * * * * *
model the characteristics of active
citizenship.
Results based on TCSA In-School Survey - Questions 16-20, 28
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of parents who are satisfied
that students are taught attitudes and
behaviours that will make them * * * * 100 NA * * * 99 99 99
successful at work when they finish
school.
Percentage of parents who are satisfied
that students model the characteristics * * * * 97 NA * * * 99 99 99
of active citizenship.
Results based on Home Education Surveys - Question 24
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of parents who agree that
they are successfully teaching
attitudes and behaviours that will * * * * 97.33 NA * * * 99 99 99
make them successful at work when
they finish school.15
Accountability Pillar Comment on Results:
There is no 2018 data available for this measure.
Accountability Pillar Strategy:
As data has been suppressed for five out of five years on these measures, we are unable to
create Accountability Pillar targets. Instead we will create our targets based on the results of
our In-School survey.
Internal In-School Results Comment:
• Trinity survey questions duplicated those of the Accountability pillar survey.
• We are pleased that that most parents who answered the survey, were satisfied with
Trinity’s ability to successfully impart the knowledge, skills and attitudes necessary for
lifelong learning.
Internal In-School Results Strategy:
World of Work:
• We are pleased to see that most parents who answered the survey, were confident in their
own ability to successfully develop attitudes and behaviors in their child ensuring success
at work in the future.
Citizenship:
• Many of our in-school students and staff work at the Cold Lake food bank, providing
physical labour and financial support to the valuable organization.
• Using fundraisers and bottle drives our staff and students financially support the orphanage
in the Malawian village of Mngwere, via Hands at Work Africa. Mngwere is an important
village to Trinity. Several of our staff have been aid workers there in the past, and this
summer some of our students went to Malawi to work with AIDS orphans there.
Hands at Work Africa children and adult aid workers during a visit by TCSA students and staff, Mngwere,
Malawi, July 2018.16
• Our students have sent hundreds of Christmas Boxes through Samaritans Purse over the
years.
• Last year some of our in-school students journeyed to El Salvador, to help build water
filtration devices for villages.
• We will continue to create a culture of volunteerism within our student body, providing some
sense of rights versus responsibilities as befits effective local, and global, citizens.
Home Education Results Comment:
World of Work:
• In the Accountability Pillar measure the question was about the Education Provider, in a
homeschool setting the provider is the parent, rather than the school. So, Home Education
parents were asked if they believe that they are successfully developing attitudes and
behaviors in their child so that they will be successful at work when they leave home
education.
Citizenship:
• We were unable to adequately craft questions for homeschooling parents regarding
citizenship that would generate an outcome analogous to the Accountability Pillar measure.
Home Education Results Strategy:
World of Work:
• We are pleased to see that most parents who answered the survey, were confident in their
own ability to successfully develop attitudes and behaviors in their child ensuring success
at work in the future.
• Our Wisdom facilitators are ready to assist any parent who feels they need assistance in
the homeschool setting.
Citizenship:
• In our homeschooling body, students form groups to staff food banks in the province, others
staff city soup kitchens.
• Several families spend a portion of their year overseas working for international aid
organizations, and one of our families was on TV recently for their work providing coats,
hats and scarves to urban homeless.17 Baseball Workshop
18
OUTCOME ONE: ALBERTA’S STUDENTS ARE SUCCESSFUL CONT…
Preparation for Lifelong Learning
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of teacher and parent
satisfaction that students demonstrate the
knowledge, skills and attitudes necessary * * * * * * * * * * * *
for lifelong learning.
Internal Results based on TCSA In-School Survey - Question 28
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of teacher and parent
satisfaction that students demonstrate
* * * * 100 NA * * * 99 99 99
the knowledge, skills and attitudes
necessary for lifelong learning.
Internal Results based on Home Education Survey - Question 23, 24
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of parents who agree that
they are successfully teaching the
knowledge, skills and attitudes
* * * * 95.5 NA * * * 99 99 99
necessary for lifelong learning.19
Accountability Pillar Comment on Results:
There is no 2018 data available for this measure.
Accountability Pillar Strategy:
As data has been suppressed for five out of five years on the measure, we are unable to create
Accountability Pillar targets. Instead we will create our targets based on the results of our In-
School student survey.
Internal In-School Results Comment:
• The internal Trinity survey question duplicated that of the Accountability pillar survey.
• We are pleased that that most parents who answered the survey were satisfied with
Trinity’s ability to successfully impart the means necessary for lifelong learning.
Internal In-School Results Strategy:
We will endeavor to continue this success into the future.
Home Education Results Comment:
• The question was put to the Home Education parent themselves, regarding what they
thought about their own ability to successfully impart the knowledge, skills and attitudes
necessary for lifelong learning.
• We are pleased to see that most parents who answered the survey, were confident in their
own ability to successfully impart the knowledge, skills and attitudes necessary for lifelong
learning.
Home Education Results Strategy:
We will endeavor to continue this success into the future. Our Wisdom facilitators are ready to
assist any parent who feels they need assistance in the homeschool setting.20
OUTCOME TWO: ALBERTA’S EDUCATION
SYSTEM SUPPORTS FIRST NATIONS, MÉTIS,
AND INUIT STUDENTS’ SUCCESS
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Overall percentage of self-identified FNMI
students in Grades 6 and 9 who achieved
n/a n/a n/a n/a n/a * n/a n/a n/a * * *
the acceptable standard on Provincial
Achievement Tests (overall cohort results).
Overall percentage of self-identified FNMI
students in Grades 6 and 9 who achieved
n/a n/a n/a n/a n/a * n/a n/a n/a * * *
the standard of excellence on Provincial
Achievement Tests (overall cohort results).
Overall percentage of self-identified FNMI
students who achieved the acceptable
n/a n/a n/a n/a n/a * n/a n/a n/a * * *
standard on diploma examinations (overall
results).
Overall percentage of self-identified FNMI
students who achieved the standard of
n/a n/a n/a n/a n/a * n/a n/a n/a * * *
excellence on diploma examinations
(overall results).
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2013 2014 2015 2016 2017 2018 Achievement Improvement Overall 2019 2020 2021
High School Completion Rate -
Percentage of self-identified FNMI
n/a n/a n/a n/a n/a * n/a n/a n/a * * *
students who completed high school
within three years of entering Grade 10.
Drop Out Rate - annual dropout rate of
self-identified FNMI students aged 14 to * * 0.0 * 0.0 * Very High Maintained Excellent * * *
18
High school to post-secondary transition
rate of self-identified FNMI students n/a * n/a n/a * * * * * * * *
within six years of entering Grade 10.
Percentage of Grade 12 self-identified
FNMI students eligible for a Rutherford n/a n/a n/a n/a n/a * n/a n/a n/a * * *
Scholarship.
Percentage of self-identified FNMI
students writing four or more diploma
n/a n/a n/a n/a n/a * n/a n/a n/a * * *
exams within three years of entering
Grade 10.21
Trinity elected not to survey our FNMI populations for 2017-2018, as a majority chose not to
identify on their child’s registration or reporting forms. This year we’ve seen an increase in
families choosing to identify as FNMI, so we will revisit our decision when the 2018-2019
Accountability Pillar surveys are released.
Accountability Pillar Comment on Results:
• There is no 2017-2018 data available for this measure. In-school, Trinity Christian teaches
classes on First Nations history and cultural awareness.
• FMNI students attending the Trinity school have traditionally met or exceeded the results of
their non-FNMI peers.
• Most Trinity FNMI students are in homeschool environments and so receive FNMI history and
cultural training from their parents, guardians and elders, who are, in fact, also their instructors.
In such environments they are in continuous contact with the cultural guardians of FNMI
heritage.
• Like other homeschooling parents, FNMI families prefer CTBS and portfolios over diploma
exams, no results for the measure appear on TCSA’s results. CTBS results demonstrate that
our FNMI students either meet or exceed the academic performance of the general
homeschooling body.
Accountability Pillar Strategy:
• As data has been suppressed for five out of five years on these measures, we are unable to
create Accountability Pillar targets.
• Trinity believes many of the academic challenges faced by FNMI students in Alberta are the
result of the current public model of education’s poor adaptability to FNMI cultural paradigms.
We believe that Mediated Learning offers a solution. The steps used in Mediated Learning
match traditional FNMI instructional methods. Trinity Christian believes that Mediated Learning,
coupled with strong involvement by parents and elders, are the keys to success in FNMI
education.22
OUTCOME THREE: ALBERTA’S EDUCATION
SYSTEM RESPECTS DIVERSITY & PROMOTES
INCLUSION
Safe & Caring Schools and School Improvement
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
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.
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.
Internal Results based on TCSA In-School Survey - Questions 20 - 23
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of parents who agree that:
students are safe at school, are
learning the importance of caring for * * * * 97.5 NA * * * 99 99 99
others, are learning respect for others
and are treated fairly in school.
Percentage of parents indicating that
the school has improved or stayed the * * * * 95 NA * * * 99 99 99
same the last three years.
Internal Results based on Home Education Survey - Question 2
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Are you satisfied that the quality of
education services your family has
* * * * 98.5 NA * * * 99 99 99
received from the Wisdom program has
not declined in the past three years?23
Accountability Pillar Comment on Results:
There is no 2018 data available for this measure.
Accountability Pillar Strategy:
As data has been suppressed for five out of five years on the measure, we are unable to create
Accountability Pillar targets. We will create our targets based on the results of our In-School
student survey.
Ski day at Kinosoo Ridge
Internal In-School Results Comment:
• The internal Trinity survey questions closely matched that of the Accountability pillar
survey.
Safe & Caring:
• Trinity teaches fairness, respect and a strong commitment to social justice.
Many students who join our in-school program have come to us due to intense bullying at
other schools. Because of a high staff to student ratio and a strong emphasis on kindness,
within a short period of time they feel safe, valued, respected and secure.24
School Improvement:
• The 2017 - 2018 school year saw a return to a positive normality, over the chaos of 2016-
2017 where the Minister’s actions of October 25, 2016, Trinity’s subsequent court challenge
and the settlement had a huge impact on our teachers, parents and students.
Three-quarters of our parents felt the quality of services being offered by the school had
remained unchanged and a quarter felt they had improved.
Internal In-School Results Strategy:
Safe & Caring:
• We will maintain our current methods of ensuring that our school is safe, fair and caring.
School Improvement:
• We are pleased with the result and will endeavor to continuously improve our program.
Home Education Results Comment:
Safe & Caring:
• As the home is the classroom in Home Education and the parent is the teacher, asking
parents if they felt their children were safe or being taught respect may be moot.
School Improvement:
• The question was put to the Home Education parent directly, regarding what they thought
about their own ability to successfully impart the knowledge, skills and attitudes necessary
for lifelong learning.
• We are pleased to see that most parents who answered the survey, were confident in their
own ability to successfully impart the knowledge, skills and attitudes necessary for lifelong
learning.
Home Education Results Strategy:
School Improvement:
• We will endeavor to continue this success into the future. Our Wisdom facilitators are ready
to assist any parent who feels they need assistance in the homeschool setting.25 Swim classes at JJ Parr Cold Lake
26
OUTCOME FOUR: ALBERTA HAS EXCELLENT
TEACHERS, AND SCHOOL AND SCHOOL
AUTHORITY LEADERS
Program of Studies
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
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
Internal Results based on TCSA In-School Survey - Questions 3 - 11
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of teachers, parents and
students satisfied with the opportunity
for students to receive a broad program
* * * * 98.3 NA * * * 99 99 99
of studies including fine arts, career,
technology, and health and physical
education
Internal Results based on Home Education Survey - Questions 6 - 14
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of parents satisfied with
their ability to obtain a broad program of
studies including fine arts, career, * * * * 98.5 NA * * * 99 99 99
technology, and health and physical
education for their child27
Accountability Pillar Comment on Results:
There is no 2018 data available for this measure.
Accountability Pillar Strategy:
As data has been suppressed for five out of five years on the measure, we are unable to create
Accountability Pillar targets. We will create our targets based on the results of our In-School
student survey.
Internal In-School Results Comment:
• The internal Trinity survey question closely matched that of the Accountability pillar survey.
• We are pleased that that most parents, students and teachers who answered the survey,
felt students were learning the importance of caring, respect and fairness.
• Due to its small size and single classroom model Trinity will usually allow high-school
students to take any course available through the Alberta Program of Studies, this is as
broad a program range as possible under the Alberta curriculum.
A new music program was instituted that has found success, and thanks to the efforts of
volunteers our sports program has now broadened greatly.
Internal In-School Results Strategy:
We will endeavor to continue this success into the future.
Home Education Results Comment:
• The question was put to the Home Education parent themselves, regarding what they
thought about their own ability to provide broad program of studies including fine arts,
career, technology, and health.
Home Education Results Strategy:
• To provide greater assistance to our homeschool families, Trinity’s WISDOM program
hosts numerous events relating to the fine arts, technology, health and physical education.
• In the last several years we have hosted Baseball Camps, Dance Workshops, WISDOM
Science & Technology fairs, History Camps, Robotics Networks and many others, as well
as the High School and Beyond Conference mentioned earlier.
Trinity also partners with our Home School students in obtaining grants for extracurricular28
projects. For example, some of our homeschoolers started a robotics team, Real Virtuality,
and by partnering with the school they successfully obtained a grant to fund the
construction of a competition robot two years in a row.
We will endeavor to continue this success into the future. Our Wisdom facilitators are ready to
support any parent who feels they need assistance in the homeschool setting.
Rehearsal for the Wisdom program graduation celebration29 We offer Geology Field Seminars where students engage in hands-on learning
30
OUTCOME FIVE: ALBERTA’S EDUCATION
SYSTEM IS WELL GOVERNED AND MANAGED
Parental Involvement and Education Quality
Alberta Education Accountability Pillar Results - Data Suppressed
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of teachers, parents and
students satisfied with the overall quality * * * * * * * * * * * *
of basic education.
Percentage of teachers and parents
satisfied with parental involvement in * * * * * * * * * * * *
decisions about their child's education.
Internal Results based on TCSA In-School Survey - Questions 1, 2, 12 - 15
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of teachers, parents and
students satisfied with the overall * * * * 97.5 NA * * * 99 99 99
quality of basic education.
Percentage of teachers and parents
satisfied with parental involvement in * * * * 100 NA * * * 99 99 99
decisions about their child's education.
Internal Results based on Home Education Survey - Question 1, 2, 4 - 6, 16 - 21
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of parents satisfied with the
overall quality of support and services * * * * 94 NA * * * 99 99 99
provided by the Wisdom program.
Accountability Pillar Comment on Results:
There is no 2018 data available for this measure.
Accountability Pillar Strategy:
As data has been suppressed for five out of five years on the measure, we are unable to create
Accountability Pillar targets. Instead we will create our targets based on the results of our In-
School student survey.31
Internal In-School Results Comment:
The internal Trinity survey question closely matched that of the Accountability pillar survey.
Education Quality:
• Our survey satisfaction total was 100%, of which 35% of parents were satisfied and 65%
were very satisfied with the quality of education being provided in the school. In
independent schooling when a parent is no longer satisfied, they will let us know, as they
have a fiscal interest through tuition fees.
Parental Involvement:
• Parental Involvement is part of our program. Most parents and staff meet daily, and all
parents and guardians meet with staff on at least a weekly basis. A students Daily Agenda
must be signed by a parent each night.
If a parent is unsatisfied, we know very quickly thanks to signed daily agendas and weekly
meetings.
• In 2017-2018 Sixty percent of Trinity’s Board had a child attending the school. Eighty
percent of the Board currently have a child enrolled in the homeschool program. Every
Board member has had a child registered or reporting with Trinity.
Internal In-School Results Strategy:
Education Quality:
• We are pleased with our results and hope to continue with our success in the future.
Parental Involvement:
• We plan to continue weekly consultations with parents regarding their child’s education.
Home Education Results Comment:
Parental Involvement:
• As parents are the teachers in home education, surveying the level of involvement is
unnecessary.
Education Quality:
• We asked Home Education parents if they were satisfied with the overall quality of support
and services provided by the Wisdom program. 94 percent were satisfied or very satisfied.
Home Education Results Strategy:
We will endeavor to continue this success into the future. Our Wisdom program facilitators are
ready to assist any parent who feels they need assistance in the homeschool setting.32
ADDITIONAL HOME EDUCATION SURVEY
QUESTIONS
In order to ensure greater efficacy in the operation of the Wisdom Program, we asked our
parents additional questions, unrelated to the AERR measures but of interest to the
Association.
Neither
How satisfied or dissatisfied are Very Very
Satisfied Satisfied or Dissatisfied N/A
you … Satisfied Dissatisfied
Dissatisfied
With the submission and electronic
35.67 42 18 4.33 0 1.33
funds transfer deadlines.
Overall, how satisfied or dissatisfied
81.84 14.5 0 1.33 2.33 0
are you with the Wisdom program?
Extremely Very Somewhat Not so Not at all
N/A
Responsive Responsive responsive responsive responsive
How responsive has the Wisdom
program been to your questions and 48.84 39 8.5 1.33 0 2.33
concerns
How informed are you? %
I feel well informed by the Wisdom program office. 79.57
I feel well informed by my facilitator. 81.72
I read the Wisdom program magazine. 84.95
I read mailed letters from the Wisdom program. 79.57
I read personalize emails from the Wisdom program. 88.17
I read the monthly e-Newsletter 73.12
I read emails from my facilitator 95.70
I am part of the Wisdom program’s Facebook group. 60.22
I routinely check the Wisdom program website to find
44.09
information.33
FINANCIAL SUMMARY
Trinity Christian’s Secretary-Treasurer, Oyetola Maraiyesa CPA, CGA, MA
Trinity Christian is not anticipating any major financial changes for the 2018 -
2019 school year.
• The former Financial Administrator, Mr. Daniel Vandermeulen, was instrumental in
ensuring that Trinity Christian school had a solid financial management program going
into the 2017-2018 fiscal year.
• The Associations' 2017-2018 Audited Financial Statement was on point as budgeted
(see table on page 34).
• On August 31, 2018, TCSA reported a net gain of $30,626. This was double our
budgeted net gain of $15,183 for the same period. This is a positive indication that
TCSA is on the right path towards eradicating the deficit and building a financially
healthy Association.
• Given the outcome of our financial operations in the 2017-2018 fiscal year, TCSA’s
management and Board are confident of a robust fiscal position for the future.
Oyetola Maraiyesa, Secretary-Treasurer34
FINANCIAL STATEMENTS
2017-2018 Financial Statement & Budget Comparison
AFS 2017-18 BUDGET 2017-18
Education Grant $5,743,924 $5,693,103
Income from Other sources $47,295 $136,000
Gifts & Donation $22,630 $1,500
Total Revenue $5,813,849 $5,830,603
Parental Reimbursement $2,420,597 $2,460,412
Certificated Salaries & Benefits $1,293,143 $1,586,000
Non-Certificated Salaries & Benefits $1,340,987 $1,581,200
Services, Contracts & Supplies $728,496 $187,808
Total Expenditures $5,783,223 $5,815,420
Surplus (Deficit) of Revenue over Expenses $30,626 $15,183
Be sure you know the condition of your flocks,
give careful attention to your herds - Proverbs 27:2335
DEFICIT REDUCTION PLAN
The Board has recently approved an aggressive ADO plan aimed at eliminating the deficit in
a far shorter time frame than previously projected.
The original 2017-18 much of the strategy towards deficit reduction was to increase revenue
by way of additional fund raising, thereby reducing the deficit as follows:
• Year 1 - $100,000
• Year 2 - $150,000
• Year 3 - $200,000
• Year 4 - $250,000
However, a more effective strategy approved by the Board was to adjust our 2018-19 budget,
by budgeting all expenditures on the portion of the grant allotted for operations and
management of the Association.
By so doing, the unspent and unused portion of the grant was re-invested solely for the
purpose of debt reduction. This explains why we anticipate a surplus budget of over
$600,000.
Accumulated Deficit from Operations (ADO) Elimination Plan Projection
2018-2019 2019-2020 2020-2021
Years:
6,327,884.37 6,101,663.00 6,220,005.00
Income
$2,361,575 $2,448,108 $2,472,588
Salaries & Benefits
$2,588,374 $3,247,111 $3,302,848
Services, Contracts & Supplies
$750,807 $127,409 $129,903
Interest Charges & Other Programs
$5,700,756 $5,822,628 $5,905,339
$627,129 $279,035 $314,666
Surplus (Deficit) for the year
($762,139) ($137,736) $141,286
ADO/ASO* Beginning of Year
Accumulated Surplus /(Deficit) from
($135,010) $141,299 $455,952
Operations end of year36 STATEMENT ON PARENTAL INVOLVEMENT The Board Trinity’s Board is comprised solely of parents of students who have been enrolled under Trinity. Last year sixty percent of Trinity’s Board had a child attending the school. Eighty percent of the Board had a child enrolled in the homeschool program. Every Board member has had a child registered or reporting with Trinity. The PAC Our Parent Advisory Council (PAC) is a group of parents who assist us in setting the direction of our programs. They meet twice a year for PAC meeting, and twice a year with the Facilitators/Teachers, Office Staff, and the Board members. November 2, PAC meeting In-School and Homeschool In-School our staff speak with all parents weekly, often much more frequently, and in the Homeschool setting a parent’s involvement is total. Trinity believes parental involvement is extremely important to a child’s success and will endeavor to keep its parents involved in every step.
37 Baseball Workshop
38
MEDIATED LEARNING PROGRAMS
Mediated Learning is the backbone of Trinity’s in-school program, and strongly supports our
home education program. Mediated Learning is an intervention program. It is aimed at teaching
a person how to think and how to scrutinize their thinking faculties so that they can
independently change, adapt and learn in any situation.
Mediated learning was developed by Dr. Jean Piaget and Dr. Reuven Feuerstein. The theory
behind it is called Structural Cognitive Modifiability. It can be best described as the ability
IQ is not fixed in stone. Intelligence can be taught.
human beings have to change or modify the structure of their cognitive functioning in order to
adapt to the changing demands of a life situation.
Research has now shown that human neural pathways can be rewired and transformed to an
extent; regardless of a person’s age or the presence of intellectual challenges such as Down
syndrome and Autism. Neuroimaging has demonstrated that with the right training, dormant
learning pathways can be permanently activated.
In-School Mediated Learning
Trinity Christian administers its Mediated Learning program as part of its regular day-to-day
instruction.
All our students undergo a Learning Propensity assessment when they first enter our school.
Unlike standardized testing, which views a person’s performance as indicative of their ability, a
learning propensity assessment’s purpose is to discover the process of how the person learns.
It functions as the assessment component of the program and asks, “What are the individual’s
current strengths and difficulties with learning, and what tasks can we use to improve them?”.
Using the results from the assessment, Trinity then goes on to utilize Instrumental Enrichment
(IE) techniques with the student. IE is a cognitive intervention program that enhances the skills
necessary for independent thinking and learning. It focuses on developing the cognitive tools
necessary for success. IE is used in the classroom framework with students of all challenges
and strengths.39
Our individualized IE programs seek to correct deficiencies in
fundamental thinking skills and provide students with the
concepts, skills, strategies, operations and techniques
necessary to function as independent learners. IE and
mediation are part of a student’s instruction in every class.
Mediated learning occurs when our teachers mediate between
a stimulus and the learner. This can be as simple as walking
them through the steps of tying their shoes or crossing the road.
We observe the learner’s response to the stimulus and looks for
potential strengths and weaknesses.
Our role is to engage the student’s perception and understanding of the world around them. As
the student cultivates new thought structures and strategies, they are encouraged and taught
how to integrate this newly modified thinking capacity into their daily life. The goal is for our
students to then develop an awareness and understanding of their own thinking processes,
which can then empower them to overcome difficulty.
Trinity Christian has found universal success using these techniques, even with students who
were challenged by cerebral palsy, autism, dysgraphia, Asperger’s and dyslexia.
A school trip to 4 Wing, CFB Cold Lake.
Mediated Learning in Home Education
Application of our Mediated Learning program in a home education setting sees challenges not
present in a school facility.
The first part of the process is standard. Our trained assessors use a learning propensity
assessment to discover the process of how the child learns. The next part of the program
however requires a different approach. Because of the nature of homeschooling, the cognitive40 intervention program, Instrumental Enrichment, and mediation techniques cannot be administered by a qualified assessor. In homeschooling the parent undertakes the role of mediator. This requires some training on the parent’s part. So, we have hybridized Traditional Mediated Learning techniques with analysis and what can be termed training sessions and presented them as a series of workshops that involve the parents and child at home. In these workshops any learning difficulties the child is experiencing are analyzed, the results are explored, and the parent is given some of the necessary tools needed to address challenges in metacognition in the homeschool setting. This enables them to become effective, independent learners. The Basics workshop focuses on teaching the parents the foundations of MLE. In this workshop the parents explore with their child ways to stimulate learning, understand how the brain works, how Mediated Learning can be incorporated into instruction and how to use activities, discussions and skill-building exercises to grasp the fundamentals of the program. The other workshops focus is teaching the parents how to apply MLE to different areas of their homeschooling e.g. behaviour, challenges, critical thinking, high school, reading/math.
41
For instance, the workshop called Behavior helps find
positive ways to address behavioral challenges, how to
gain coping skills when dealing with delays, fear-of-
failure, lack of confidence, blocking and oppositional
defiance.
Critical Thinking is our brain-building workshop. Here
we use Mediated Learning to focus on logic,
organization, problem solving and planning. The
students learn specific strategies to focus the learner on
thinking processes and awareness of change.
The Challenges workshop assess weaknesses and strengths using Mediation techniques to
help students with memory, confusion, focus, processing, frustration, planning and learning
delays.
Mediating High School is a workshop for students 13 and older. Here we help the students
learn to self-mediate as well as focus on goal setting and motivation.
Archery at a Wisdom program camp42 ADDITIONAL PROGRAMS Socratic Dialogue Online Program The Socratic Dialogue Online Program was first started in order to help families home school through the high school years. Through the WISDOM Socratic Dialogue Online Program, we hope to provide viable alternatives for courses available through a classroom-based system, to home education parents. Our online program is overseen by 13 qualified tutors. Current courses include: • Victorian Gothic • English Grammar • Modern Classics • Fables and Tales • The Story of Canada • History of the Old Testament Era • Classic Biology • Greek Myths • Before Tolkien • Intro to Political Philosophy • Basics of Logic • Intro to High School Writing • Creative Writing • The Story of England • Classic Theatre • Chronicles of Narnia • Great Books Workshops and Camps Our home education department also organizes workshops that serve to create a positive social learning environment for our homeschoolers. These programs facilitate students as they develop new skills and meet others their age, learning in a team atmosphere. Workshops and camps held over the last few years include: • Great Books event • History Workshop • Dance Workshops • Baseball Workshop
43
• Classical Reading Workshop • Various Science & Technology
• Film Workshop events are also held province-wide
• Robotics Network throughout the school year.
• Family Camp • We hold parent training workshops
• Mediated Learning Workshops throughout Alberta, helping parents
• Debate Workshops develop tools to better teach their
children and work through
challenges.
Homeschool Rock Climbing Workshop44 HIGHSCHOOL & BEYOND CONFERENCE Our WISDOM program hosts an annual “High School and Beyond” seminar for our high school students. The conference was held this year at NAIT in Edmonton, with the theme "Define Your Future". In between informational sessions, students and parents are encouraged to visit the exhibitors and speak to post-secondary representatives of various colleges and universities. For those unable to attend, portions of the conference are available as audio recordings. Debate Team Final
45
Keynote Speakers Breakout Sessions
• Mark Isinger: • Grad Panel
"Why Home School Through High “What I did in High School”
School" • Current High School at Home Panel
• Jacobson Family: “Define Your Approach by Exploring What
"From World Travel to Pastured Poultry: Others are Doing”
A Hobbit Family’s Journey" • Defining Socratic Dialogue & WISDOM
Online Program
Represented Institutions • Portfolio Workshop
• University of Calgary “Defining Your Achievement”
• RCMP
• Concordia University of Edmonton Other Activities
• King’s University • Debate Final
• Lakeland College • Banquet and Dance
• NAIT
• Northern Lakes College
• Olds College
• Prairie College
• Rosebud School of the Arts
• St Therese Institute
• Thomas Aquinas College
• Briercrest College and Seminary
• Canadian Southern Baptist Seminary &
College
• Foundation Baptist College
• Trinity Western University
• Vanguard College
Ballroom Dance held at the Conference
• Wyoming Catholic College46 NOTA BENE Capital and Facilities Projects Trinity has no planned capital or facilities projects for the next three years. Summary of Facility or Capital Plans Trinity has no anticipated capital or facilities plans for the next three years. Whistleblower Protection No disclosures covered by the Public Interest Disclosure act were made to Trinity’s designated officer during the 2017 - 2018 school year. Trinity’s Whistleblower Protection Policy can be found at http://www.trinitychristian.ca/wp- content/uploads/2018/06/Governance-Whistleblower-Policy-Amended-Apr-25-2018.pdf Communication Trinity communicates the results of the AERR to parents and the school community in downloadable .pdf format via its website. A physical copy of the combined AERR & 3-Year Plan is available for viewing at the Association office at 6015 51 Ave, Cold Lake, Alberta, by appointment. Link to this Document The combined 2018 AERR & 2019-2021 Three-Year-Plans can be found at: http://www.trinitychristian.ca/trinity-documents Our Websites Association/School Website: www.trinitychristian.ca Home Education Program Website: wisdomhomeschooling.com School Facebook: www.facebook.com/trinitycoldlake Home Education Facebook: www.facebook.com/WISDOMHomeSchooling Home Education YouTube Channel: www.youtube.com/user/WISDOMHomeSchooling Home Education twitter: twitter.com/WISDOMhs
47 THANK YOU
48
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