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HOMENEWS >> Combined Three Year Education Plan (3YEP) 2020-2023

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Combined Three Year Education Plan (3YEP) 2020-2023

Combined Three Year Education Plan (3YEP) 2020-2023

and

Annual Education Results Report (AERR) 2019-2020

International School of QiuShi


Table of Contents

 

Accountability Statement ………………………………………………………………………………………………………………… 3

 

Message from the Principal/Head of School ………………………………………………………………………………….... 4

 

May 2020 Accountability Pillar Overall Summary …………………………………………………………………………….. 5

 

School Profile …………………………………………………………………………………………………………………………….…….. 7

 

Mission …………………………………………………………………………….……………………………………………………….…….. 7

 

Vision ………………………………………………………………………………………………………………………………………………. 7

 

Values ……………………………………………………………………………………………………………………………………………… 7

 

Trends and Issues ……………………………………………………………………………………………………………………………. 8

 

Teaching Staff ………………………………………………………………………………………………………………………………….10

 

Student Enrollment ………………………………………………………………………………………………………………………….11

 

High School Completion Rate …………………………………………………………………………………………………………..12

 

High School to Post-secondary Transition Rate ………………………………………………………………………………..12

 

Assurance Domains ………………………………………………………………………………………………………………………… 13

 

Domain # 1:  Student Growth and Achievement ………………………………………………………………… 13

 

Domain # 2:  Teaching and Learning …………………………………………………………………………………… 18

 

Domain # 3:  Learning Supports …………………………………………………………………………………………. 20

 

Domain # 4:  Governance ……………………………………………………………………………………………………. 22

 

Domain # 5:  Local and Societal Contexts ……………………………………………………………………………. 23

 

Communications Plan ……………………………………………………………………………………………………………………… 24

 

 

 

 

 

 

 

 


 

 

Message from the Principal/Head of School

 

It is my pleasure to prepare the Combined Three-Year Education Plan for 2020-23 and Annual Education Results Report for 2019/2020.

 

I have had a unique relationship with ISQS for a number of years. From 2014-2017 I was engaged as a Senior Manager in the School Accreditation and Standards Branch during which time had the pleasure of supporting the school by conducting two successful school evaluations. In 2019-20, I renewed my relationship with the school by contracting to assist in the recruitment of teachers. With the departure of the principal at the end of June 2020, the school approached me to lead the school.

 

Challenged by COVID and the need to deliver an educational program through distance learning, I welcomed this opportunity. With the support of the school, a team of Alberta certificated teachers were hired to provide instruction. A decision was also made to sign an agreement with Elk Island Catholic Schools to provide instruction for English 30, and to fill any gaps in the preexisting programs. As a result of the measures taken, ISQS is able to confidently deliver the Alberta program of studies with a complete compliment of qualified staff in 2020-21.

 

The success of the school is a tribute to the dedication of the owners, Sabrina Han and her mother, who have operated schools in China for over 30 years. Based on a vision to provide students with a high-quality, international education program, Mrs. Han’s leadership has been pivotal to the ongoing success of the school.

 

As teachers have commented, “Students at ISQS are truly delightful. They are respectful, kind, enthusiastic and eager to please.” These qualities make teaching students at ISQS a rare opportunity.

 

Though COVID-19 will continue to present many operational challenges in 2020-2021, the school looks forward to the day when the pandemic passes and teachers are able to return to the school campus in Kaifeng. In the meantime, the staff are committed to providing a high-quality program through distance learning. Together with the Alberta teachers and Chinese staff, the International School of QiuShi will continue to provide a top tier Alberta Education as it strives to be a high performing international school.

 

 

Bill Tonita,

Principal/Head of School

 

 

 

 


May 2020 Accountability Pillar Overall Summary

Measure Category

Measure

International School of QiuShi

Alberta

Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average

Achievement

Improvement

Overall

Safe and Caring Schools

Safe and Caring

94.3

94.8

96.8

89.4

89.0

89.2

Very High

Maintained

Excellent

Student Learning Opportunities

Program of Studies

57.4

76.4

87.4

82.4

82.2

82.0

Very Low

Declined Significantly

Concern

Education Quality

92.9

93.6

96.5

90.3

90.2

90.1

Very High

Maintained

Excellent

Drop Out Rate

n/a

n/a

n/a

2.7

2.6

2.7

n/a

n/a

n/a

High School Completion Rate (3 yr)

n/a

n/a

n/a

79.7

79.1

78.4

n/a

n/a

n/a

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable

n/a

20.7

30.2

n/a

83.6

83.4

n/a

n/a

n/a

Diploma: Excellence

n/a

5.2

4.2

n/a

24.0

23.5

n/a

n/a

n/a

Diploma Exam Participation Rate (4+ Exams)

n/a

n/a

n/a

56.4

56.3

55.6

n/a

n/a

n/a

Rutherford Scholarship Eligibility Rate

n/a

n/a

n/a

66.6

64.8

63.5

n/a

n/a

n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr)

n/a

n/a

n/a

60.1

59.0

58.5

n/a

n/a

n/a

Work Preparation

100.0

75.0

75.0

84.1

83.0

82.7

Very High

Improved

Excellent

Citizenship

88.6

92.3

95.6

83.3

82.9

83.2

Very High

Maintained

Excellent

Parental Involvement

Parental Involvement

20.0

25.0

25.0

81.8

81.3

81.2

Very Low

Maintained

Concern

Continuous Improvement

School Improvement

42.9

84.8

92.0

81.5

81.0

80.9

Very Low

Declined Significantly

Concern

 

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

3. Aggregated 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; Mathematics 30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Social Studies 30-1; and Social Studies 30-2.

4. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

5. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time.

6. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.

7. Improvement evaluations are not calculated for school and school authority Drop Out and Rutherford Scholarship Eligibility rates. Starting in 2019, an updated methodology was applied to more accurately attribute results in cases where students receive programming from more than one provider within a school year. Caution should be used when interpreting school and school authority results over time.



Measure Evaluation Reference (Optional)

Achievement Evaluation

Achievement evaluation is based upon a comparison of Current Year data to a set of standards that remain consistent over time. The Standards are calculated by taking the 3-year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation.


The table below shows the range of values defining the 5 achievement evaluation levels for each measure.

Measure

Very Low

Low

Intermediate

High

Very High

Safe and Caring

0.00 - 77.62

77.62 - 81.05

81.05 - 84.50

84.50 - 88.03

88.03 - 100.00

Program of Studies

0.00 - 66.31

66.31 - 72.65

72.65 - 78.43

78.43 - 81.59

81.59 - 100.00

Education Quality

0.00 - 80.94

80.94 - 84.23

84.23 - 87.23

87.23 - 89.60

89.60 - 100.00

Drop Out Rate

100.00 - 9.40

9.40 - 6.90

6.90 - 4.27

4.27 - 2.79

2.79 - 0.00

High School Completion Rate (3 yr)

0.00 - 57.03

57.03 - 62.36

62.36 - 73.88

73.88 - 81.79

81.79 - 100.00

PAT: Acceptable

0.00 - 66.07

66.07 - 70.32

70.32 - 79.81

79.81 - 84.64

84.64 - 100.00

PAT: Excellence

0.00 - 9.97

9.97 - 13.44

13.44 - 19.56

19.56 - 25.83

25.83 - 100.00

Diploma: Acceptable

0.00 - 71.45

71.45 - 78.34

78.34 - 84.76

84.76 - 87.95

87.95 - 100.00

Diploma: Excellence

0.00 - 9.55

9.55 - 12.59

12.59 - 19.38

19.38 - 23.20

23.20 - 100.00

Diploma Exam Participation Rate (4+ Exams)

0.00 - 31.10

31.10 - 44.11

44.11 - 55.78

55.78 - 65.99

65.99 - 100.00

Rutherford Scholarship Eligibility Rate

0.00 - 47.98

47.98 - 55.78

55.78 - 68.95

68.95 - 74.96

74.96 - 100.00

Transition Rate (6 yr)

0.00 - 39.80

39.80 - 46.94

46.94 - 56.15

56.15 - 68.34

68.34 - 100.00

Work Preparation

0.00 - 66.92

66.92 - 72.78

72.78 - 77.78

77.78 - 86.13

86.13 - 100.00

Citizenship

0.00 - 66.30

66.30 - 71.63

71.63 - 77.50

77.50 - 81.08

81.08 - 100.00

Parental Involvement

0.00 - 70.76

70.76 - 74.58

74.58 - 78.50

78.50 - 82.30

82.30 - 100.00

School Improvement

0.00 - 65.25

65.25 - 70.85

70.85 - 76.28

76.28 - 80.41

80.41 - 100.00


Notes:

1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%.

2) Drop Out Rate measure: As "Drop Out Rate" is inverse to most measures (i.e., lower values are "better"), the range of values at each evaluation level is interpreted as greater than the lower value and less than or equal to the higher value. For the Very High evaluation level, values range from 0% to less than or equal to the higher value.

Improvement Table

For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes.


The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.

Evaluation Category

Chi-Square Range

Declined Significantly

3.84 +  (current < previous 3-year average)

Declined

1.00 - 3.83 (current < previous 3-year average)

Maintained

less than 1.00

Improved

1.00 - 3.83 (current > previous 3-year average)

Improved Significantly

3.84 + (current > previous 3-year average)

Overall Evaluation Table

The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the Achievement and Improvement evaluations are combined to get the overall evaluation.

Achievement

Improvement

Very High

High

Intermediate

Low

Very Low

Improved Significantly

Excellent

Good

Good

Good

Acceptable

Improved

Excellent

Good

Good

Acceptable

Issue

Maintained

Excellent

Good

Acceptable

Issue

Concern

Declined

Good

Acceptable

Issue

Issue

Concern

Declined Significantly

Acceptable

Issue

Issue

Concern

Concern

Category Evaluation

The category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the calculation, consider an Overall Evaluation of Excellent to be 2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2. The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value. This is converted back to a colour using the same scale above (e.g., 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern)

School Profile

International School of Qiushi is an Alberta Accredited International School located in the city of Kaifeng, Henan Province, China. The school currently offers the Alberta program to approximately 95 students in grades 11-12. Students are all Chinese nationals. All students use English as their second language, and English is the language of Instruction for all Alberta courses.

The Alberta Accredited International School program is designed to offer educational choice to Chinese students interested in expanding and opening their educational horizons. Enhancement of English language development, as well as instruction in the Alberta Curriculum, using Alberta certified teachers, will help students to become capable of viewing and understanding the world from a western perspective, as well as a Chinese perspective.

By using an organized set of learning activities based on the Alberta Curriculum, students are able to develop their individual potential and to acquire the knowledge, skills, and attitudes required to succeed in a modern society.

The school’s goal is to prepare students to successfully enter western universities and colleges by having them complete a certified Alberta program and receive an Alberta High School Diploma upon graduation.

“Qiushi means to pursue being honest and pragmatic”

Mission:

The mission of the International School of Qiushi is to mix the best of the Eastern and Western education systems and to prepare students to become global citizens.

Vision:

The International School of Qiushi is well known for influencing a positive attitude in students. Our students adhere to a “live a good life” attitude as they develop into successful citizens. ISQS believes that students need to be well-informed citizens of the world, doing well while putting forth a solid effort towards academic excellence. By offering the Alberta program, the school provides a comprehensive education where students can become global citizens. ISQS is focused on becoming one of the best Alberta International Schools in the world.

Values:

QiuShi education is well known for its focuses on students’ personality shaping. “Our students will love their ‘Life and Live’ before being a good student. So, our school’s philosophy is that students need to be a good person first, and then pursue to be a good student. They come to school to learn how to live, not only to learn how to study.”

Trends and Issues

Adjusting to COVID-19:

As the worldwide COVID-19 pandemic unfolded, ISQS faced a unique set of circumstances. The school was temporarily closed, and travel was significantly disrupted for staff beginning in the second semester of 2020. Face to face instruction on campus rapidly shifted to a distance learning model using a variety of platforms, including WeChat, Ding Talk, and emails. Live, print based and recorded lessons formed the basis for instruction as all courses were presented via Distance Learning in an online format. In addition to online teaching through Ding Talk, students connected with their teachers during regular office hours scheduled by each teacher.

As the 2020-21 school year commenced, travel restrictions made it impossible for teachers to return to Kaifeng. However, the school was able to hire a slate of Alberta certificated teachers and an Alberta principal to provide instruction. All courses are currently being taught by Alberta certificated teachers with the exception of English 30, which is being delivered through a distance learning contract with Elk Island Catholic Schools in Sherwood Park, Alberta. In addition, all courses are supported in the classroom at ISQS by an English-speaking assistant teacher who monitors student work to ensure that students understand the lesson, complete assignments, and submit their work as required by the subject teacher. The assistant teacher also communicates directly with the subject teacher to ensure that students are working to potential.

Program of Studies:

As the worldwide COVID-19 pandemic unfolded, ISQS faced a unique set of circumstances. The school was temporarily closed, and travel was significantly disrupted for staff beginning in the second semester of 2020. Face to face instruction on campus rapidly shifted to distance education Live, print based and recorded lessons formed the basis for instruction as all courses were presented via Distance Learning in an on-line format. In addition to on-line teaching through Ding Talk, students connected with their teachers during regular office hours scheduled by each teacher.

As the 2020-21 school year commenced, travel restrictions made it impossible for teachers to return to Kaifeng. However, the school was able to hire a slate of Alberta certificated teachers and an Alberta principal to provide instruction. All courses are currently being taught by Alberta certificated teachers with the exception of English 30, which is being delivered through a Distance Learning Contract with Elk Island Catholic Schools out of Sherwood Park. In addition, all courses are supported in the classroom at ISQS by an English-speaking assistant teacher who will monitor student work to ensure that students are understanding the lesson, completing assignments and submitting their work as required to the subject teacher. The assistant teachers communicate directly with the Alberta subject teachers to ensure that students are working to potential.

Students in the Alberta Program carry a heavy instructional load that includes ESL in grade 10, English 10-2 and 20-2 in grade 11 and English 30-2 and 30-1 in grade 12. The majority of students will enroll in Social 30-2 as the stream will better accommodate English Language Learners. Most students will also take Mathematics 30-1, Mathematics 31, Chemistry and Physics. Optional courses, including Chinese Language and Culture, Art, and Drama will fill their schedule.


Technology:  


Access to Safe and Reliable WIFI continues to be an issue at ISQS. Bandwidth coupled with intermittent WIFI access poses a challenge at times. While the school continues to invest in technology improvement, teachers express ongoing concerns. As an example, teachers find that organizing conversational groups works best if students gather around a single device as communication on multiple devices at one time significantly slows down the signal. In September 2019, the school made a significant investment to upgrade the WIFI, but problems persist. Having access to a fast and reliable network is a requirement to successful school operations.


School Website:

During the 2020 school accreditation review, Alberta Education identified the need to update the school website to reflect current staff and student information. It was also recommended that a career/employment section be added to give information about the benefits of working at ISQS to potential candidates seeking employment. Improvements to the school website will be added to the work plan for the coming year.

Academic Honesty:

In June 2018, eight students were caught cheating during a diploma exam. As a result, ISQS developed a plagiarism policy. The culture and the perspective of cheating are different in China compared to Canada as the word itself does not have meaning.  What is often viewed as cheating in our culture is seen as collaboration in Chinese culture. However, teachers continue to address plagiarism and to work with the Chinese assistant teachers to develop strategies assisting to students to understand the expectations of Canadian schools around honesty and integrity with respect to student learning. Teachers have implemented a variety of practises to ensure that students do not share information when writing exams.  

Developing English Language Competency:

Developing English language competency underpins instruction in every class as (ESL instruction ends at Grade 10) While students at the elementary level participate in some ESL instruction, it is limited prior to grade 10. During the 2020-21 school year, the school will focus on incorporating language instruction into every class through the use of key vocabulary exercises, conversational groups and by creating a language rich environment.

Teacher Recruitment:

Commencing with the 2020 school year, ISQS has had a very successful recruitment season. A qualified, Alberta certificated principal was hired to lead a group of Alberta teachers who currently provide instruction through a distance learning format as a result of COVID-19. In addition, with the approval of Alberta Education, the school reached an agreement with Elk Island Catholic Schools to provide distance learning instruction for English 30 and for a small group of students who failed Social Studies 30 in the winter 2020 semester.  

Teaching Staff

ISQS is fortunate in having been able to hire a full complement of teachers, including an Alberta certificated principal to offer the program of students for 2020-21. At the present time all teachers are working from home in Alberta as travel restrictions preclude international travel at this time. Additionally, safety concerns regarding COVID-19 present a significant level of risk making travel to China from Canada impossible at the present time. Should a viable vaccine be created, and travel restrictions be lifted, it is hoped that teachers will be able to return to China. However, if this is not possible, the staff and the distance learning contract with Elk Island Catholic Schools will ensure that students receive quality instruction from Alberta certificated teachers.  

Name Teaching Assignment Certificate

Bill Tonita Principal PPC

Jaclyn Cottrell English Language Arts 10/20, Art 20/30 IPC

Adam Johnson Science 10, Chemistry 20/30. Physics 20/30 IPC

Omid Poonja Social Studies 10, 20, 30 IPC

Amy Zhang Mathematics 10/20/30 and Mathematics 31 IPC

Tracy Melnyk/Jay Peterson English 30-2, 30-1 PPC

(Distance Learning through Elk Island Catholic Schools)

Scott Crosbie Social Studies 30 PPC

(Distance Learning through Elk Island Catholic Schools)

Nan Jiang Chinese Language and Culture not required

Elise Yang Grade 12 Assistant Teacher not required

Yvonne Zhang Grade 12 Assistant Teacher not required

Esther Wang Grade 11 Assistant Teacher not required

Doris Wei Grade 11 Assistant Teacher not required

Vivian Han Dean of Students not required

Students:  

During the 2020-21 school year, ISQS will only accept students in grades 11 and 12 as the school intends to terminate the Alberta program once these students have graduated.

When students graduate from the International School of Qiushi, the goal is for them to attend university in Canada or abroad. Therefore, the focus of the foreign staff is to teach classes in English using western methods and strategies. Students are encouraged to speak English as much as possible in academic courses. It is intended to help students transition to living and learning abroad.  

The students at ISQS are truly delightful. They are respectful, kind, enthusiastic and eager to please. At ISQS, teachers strive to build strong personal connections with their students who will admire them for their teaching skills, respect their wisdom, and love their enthusiasm and energy!

Distance Learning Impact on Students: 


The move to distance learning presented a number of challenges for students in the spring of 2020. It was a huge adjustment for students to move away from face to face instruction and for teachers to switch their instructional plan to an online format. For many students, having to submit assignments online became a challenge and not all were successful. As a result, the instructional plan for 2020/21 includes the opportunity for students to repeat course work that they missed last year.


Student enrolments

Year

Grade 11

Grade 12

Returning Grade 12’s

Total

2020-21(current)

      53

    40

      4

      97

2021-22 (projected)

    53

      4

      57

High School Completion Rates

· High school completion rate of students within three and five years of entering Grade 10

Year

Grade 12 students

High School Completion

High School Completion Rate

2018

53

53

100%

2019

50

50

100%

2020

47

41

87%

2021

44

2022

53

High School to Post-secondary Transition Rate

Year

Grade 12 students total

# of Students transitioning to Post Secondary

Transition Rate

Students attending Alberta Universities

Students attending University in Canada

Students attending University in China

Students attending University in Other Countries

2018

53

53

100%

5

46

4

3

2019

50

50

100%

2

47

0

3

2020

47

41

87.2%

8

35

4

4

Commentary on Results:

1. Parents of students at ISQS place a great emphasis on having their children graduate from high school and invest heavily in seeing that their children go on to University upon graduation. In most years, every student will graduate from high school. The impact of COVID created additional challenges in 2020 as a number of students struggled with the transition of learning from home.

2. ISQS continues to place a strong emphasis on students transitioning to University following high school completion. In 2018 and 2019, 100% of graduates went on to University after high school.

3. While the number dropped slightly in 2020, four students have returned to high school at ISQS to retake Social Studies and English 30.

4. Create a target of 100% completion in all courses for current grade 11 and 12 students.

Strategies:

1. Contract with Elk Island Catholic Schools to provide distance learning programs for returning grade 12’s in English and Social Studies.

2. Structure timetable to allow students opportunities to complete English and Social Studies in either semester I or II as needed.

3. Build learning teams consisting of Alberta teachers and Chinese teacher assistants in every classroom to ensure students grasp the content and complete all assignments.

4. Ensure that students are prepared for Diploma exams by incorporating exam questions into regular assessments so that students become familiar with how to write exams.

5. Provide opportunities for students to meet with Albertan and Canadian recruiters to ensure students are able to access Canadian post-secondary institution


Assurance Domains

Domain # 1: Student Growth and Achievement

· Diploma Exam Acceptable/Excellence: Overall percentage of students who achieved the Acceptable Standard and the percentage of students who achieved the Standard of Excellence on Diploma Examinations.


Diploma Exam Course by Course Results by Students Writing.

Results (in percentages)

Target

2016

2017

2018

2019

2020

2020

A

E

A

E

A

E

A

E

A

E

A

E

English Lang Arts 30-1

Authority

n/a

n/a

n/a

n/a

8.5

0.0

7.3

0.0

n/a

n/a

60

5.0

Province

86.8

10.7

86.5

11.7

87.5

13.2

86.8

12.3

n/a

n/a

English Lang Arts 30-2

Authority

n/a

n/a

29.7

0.0

0.0

0.0

0.0

0.0

n/a

n/a

75

10

Province

89.1

12.3

89.5

11.4

88.0

13.1

87.1

12.1

n/a

n/a

Mathematics 30-1

Authority

n/a

n/a

n/a

n/a

72.2

25.9

36.0

8.0

n/a

n/a

75

25

Province

70.7

25.9

73.1

30.7

77.8

35.3

77.8

35.1

n/a

n/a

Mathematics 30-2

Authority

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

75

25

Province

75.4

16.8

74.7

15.9

74.2

16.4

76.5

16.8

n/a

n/a

Social Studies 30-1

Authority

n/a

n/a

n/a

n/a

8.9

0.0

40.0

0.0

n/a

n/a

45

5

Province

84.9

14.3

86.0

14.8

86.2

17.7

86.6

17.0

n/a

n/a

Social Studies 30-2

Authority

n/a

n/a

n/a

n/a

12.5

0.0

8.6

0.0

n/a

n/a

75

5

Province

81.1

13.1

80.6

12.6

78.8

12.2

77.8

12.2

n/a

n/a

Chemistry 30

Authority

n/a

n/a

n/a

n/a

85.7

7.1

35.0

20.0

n/a

n/a

75

25

Province

81.5

34.5

83.1

38.6

83.6

38.3

85.7

42.5

n/a

n/a

Physics 30

Authority

n/a

n/a

n/a

n/a

66.7

3.0

21.2

9.1

n/a

n/a

75

25

Province

85.8

39.8

85.7

41.8

86.2

43.6

87.5

43.5

n/a

n/a

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. “A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of excellence.

3. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

4. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

5. A written-response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.


Graph of Diploma Examination Results – Overall

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

3. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.


Diploma Examination Results Course by Course Summary with Measure Evaluation

International School of QiuShi

Alberta

Achievement

Improvement

Overall

2020

Prev 3 Year Average

2020

Prev 3 Year Average

Course

Measure

N

%

N

%

N

%

N

%

English Lang Arts 30-1

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

44

7.9

n/a

n/a

30,125

86.9

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

44

0.0

n/a

n/a

30,125

12.4

English Lang Arts 30-2

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

25

9.9

n/a

n/a

16,540

88.2

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

25

0.0

n/a

n/a

16,540

12.2

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

149

23.7

Mathematics 30-1

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

52

54.1

n/a

n/a

19,969

76.2

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

52

17.0

n/a

n/a

19,969

33.7

Mathematics 30-2

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

14,385

75.1

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

14,385

16.3

Social Studies 30-1

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

30

24.4

n/a

n/a

21,884

86.2

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

30

0.0

n/a

n/a

21,884

16.5

Social Studies 30-2

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

22

10.5

n/a

n/a

20,401

79.0

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

22

0.0

n/a

n/a

20,401

12.3

Biology 30

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

22,820

84.9

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

22,820

34.8

Chemistry 30

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

24

60.4

n/a

n/a

18,682

84.1

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

24

13.6

n/a

n/a

18,682

39.8

Physics 30

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

33

43.9

n/a

n/a

9,626

86.4

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

33

6.1

n/a

n/a

9,626

43.0

Science 30

Acceptable Standard

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

9,475

85.4

Standard of Excellence

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

9,475

30.4

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in examinations.

3. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated examination data.

4. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

5. A written response component worth 25% of the total exam mark was added to the Mathematics 30-1/30-2 diploma exams in 2018/19.


Measure Evaluation Reference - Achievement Evaluation

Achievement evaluation is based upon a comparison of Current Year data to a set of standards that remain consistent over time. The Standards are calculated by taking the 3-year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th, and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation.

The table below shows the range of values defining the 5 achievement evaluation levels for each measure.

Course

Measure

Very Low

Low

Intermediate

High

Very High

English Lang Arts 30-1

Acceptable Standard

0.00 - 81.51

81.51 - 85.05

85.05 - 90.15

90.15 - 94.10

94.10 - 100.00

Standard of Excellence

0.00 - 2.28

2.28 - 6.43

6.43 - 11.18

11.18 - 15.71

15.71 - 100.00

English Lang Arts 30-2

Acceptable Standard

0.00 - 81.90

81.90 - 88.81

88.81 - 94.35

94.35 - 97.10

97.10 - 100.00

Standard of Excellence

0.00 - 3.70

3.70 - 8.52

8.52 - 14.55

14.55 - 18.92

18.92 - 100.00

French Lang Arts 30-1

Acceptable Standard

0.00 - 78.73

78.73 - 92.86

92.86 - 100.00

100.00 - 100.00

100.00 - 100.00

Standard of Excellence

0.00 - 0.00

0.00 - 5.21

5.21 - 16.67

16.67 - 23.04

23.04 - 100.00

Social Studies 30-1

Acceptable Standard

0.00 - 69.65

69.65 - 80.38

80.38 - 87.98

87.98 - 95.79

95.79 - 100.00

Standard of Excellence

0.00 - 2.27

2.27 - 8.63

8.63 - 14.51

14.51 - 19.76

19.76 - 100.00

Social Studies 30-2

Acceptable Standard

0.00 - 71.97

71.97 - 79.85

79.85 - 87.56

87.56 - 91.42

91.42 - 100.00

Standard of Excellence

0.00 - 3.94

3.94 - 8.65

8.65 - 14.07

14.07 - 23.34

23.34 - 100.00

Biology 30

Acceptable Standard

0.00 - 68.26

68.26 - 79.41

79.41 - 85.59

85.59 - 92.33

92.33 - 100.00

Standard of Excellence

0.00 - 10.75

10.75 - 21.84

21.84 - 29.26

29.26 - 33.42

33.42 - 100.00

Chemistry 30

Acceptable Standard

0.00 - 58.10

58.10 - 69.51

69.51 - 80.34

80.34 - 84.74

84.74 - 100.00

Standard of Excellence

0.00 - 11.22

11.22 - 20.47

20.47 - 30.47

30.47 - 35.07

35.07 - 100.00

Physics 30

Acceptable Standard

0.00 - 50.06

50.06 - 71.77

71.77 - 83.00

83.00 - 88.67

88.67 - 100.00

Standard of Excellence

0.00 - 5.61

5.61 - 18.10

18.10 - 31.88

31.88 - 41.10

41.10 - 100.00

Science 30

Acceptable Standard

0.00 - 64.19

64.19 - 77.66

77.66 - 86.33

86.33 - 98.50

98.50 - 100.00

Standard of Excellence

0.00 - 0.00

0.00 - 14.69

14.69 - 25.03

25.03 - 38.93

38.93 - 100.00

Notes:

1. The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%.

2. Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the course or because of changes in examinations.


Improvement Table

For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes.

The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.

Evaluation Category

Chi-Square Range

Declined Significantly

3.84 +  (current < previous 3-year average)

Declined

1.00 - 3.83 (current < previous 3-year average)

Maintained

less than 1.00

Improved

1.00 - 3.83 (current > previous 3-year average)

Improved Significantly

3.84 + (current > previous 3-year average)


Overall Evaluation Table

The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the Achievement and Improvement evaluations are combined to get the overall evaluation.

Achievement

Very High

High

Intermediate

Low

Very Low

Improved Significantly

Excellent

Good

Good

Good

Acceptable

Improved

Excellent

Good

Good

Acceptable

Issue

Maintained

Excellent

Good

Acceptable

Issue

Concern

Declined

Good

Acceptable

Issue

Issue

Concern

Declined Significantly

Acceptable

Issue

Issue

Concern

Concern



Commentary on Results:


1. During the 2019-20 school year, students did not write diploma exams in either semester.

o In semester I, all students were exempted as the exam schedule conflicted with the Chinese New Year.

o In semester II, students were unable to write diploma exams as a result of COVID-19.

2. As a result of circumstances beyond the control due to COVID-19, students did not have an opportunity to demonstrate their knowledge by writing provincial exams.


Strategies for Improvement:

1. Teachers will prepare students to write diploma exams in all subject areas in 2020-21.

2. Teachers will include diploma exam questions as part of assessment practices and teach exam writing skills, including how to interpret exam questions.

3. Students will write practice exams in all subject areas in preparation for exams in January and June.

4. Teachers design instructional practices to include vocabulary activities as part of the daily lesson plan in an effort to strengthen language skills.

5. ISQS will assign an assistant teacher to each group of students who will work directly with Alberta teachers to assist in delivering instruction through a distance learning format.

6. Teachers will create daily instructional videos and lesson support materials in order to deliver a high distance learning program supported by classroom assistant teachers.

7. ISQS will establish a distance learning contract with Elk Island Catholic Schools to provide English 30 instruction and to fill in any gaps that may exist in delivering the Alberta program of studies.

8. Alberta teachers will hold office hours for a minimum of two hours a day to provide students with a structured block of time to connect with their teacher and answer questions.

9. While the preferred communication channel between teachers and students is DingTalk, teachers will also use WeChat and Schoology as additional platforms to deliver instruction and track student progress.

10. Teachers will create conversation groups in order to meet students face-to-face on a regular basis and to practice conversational English.

Citizenship:

· Teacher, parent, and student agreement that students model the characteristics of active citizenship.

· Overall and results for teachers, parents, and students.

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

Authority

Province

2016

2017

2018

2019

2020

2016

2017

2018

2019

2020

Overall

100.0

98.8

n/a

92.3

88.6

83.9

83.7

83.0

82.9

83.3

Teacher

*

*

n/a

87.5

88.6

94.5

94.0

93.4

93.2

93.6

Parent

n/a

n/a

n/a

n/a

n/a

82.9

82.7

81.7

81.9

82.4

Student

100.0

98.8

n/a

97.2

n/a

74.5

74.4

73.9

73.5

73.8


Graph of Overall Authority Results 

Graph of Detailed Authority Results 

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool.


Commentary on Results:  

1. Due to the timing of the Chinese New Year and shutdown of the economy as a result of COVID, students and parents were unable to complete the surveys in 2020.  


Strategies for Improvement:

1. ISQS will have all students complete the accountability pillar surveys in 2021.

2. ISQS will attempt to have parents complete the accountability pillar surveys in 2021 using student or staff translators.

 



Domain # 2: Teaching and Learning

Education Quality:

· Teacher, parent and student satisfaction with the overall quality of basic education.

· School supports teaching, learning, and leadership quality through professional learning, supervision, and evaluation processes.

Percentage of teachers, parents and students satisfied with the overall quality of basic education.

Authority

Province

2016

2017

2018

2019

2020

2016

2017

2018

2019

2020

Overall

98.0

99.4

n/a

93.6

92.9

90.1

90.1

90.0

90.2

90.3

Teacher

*

*

n/a

89.6

92.9

96.0

95.9

95.8

96.1

96.4

Parent

n/a

n/a

n/a

n/a

n/a

86.1

86.4

86.0

86.4

86.7

Student

98.0

99.4

n/a

97.5

n/a

88.0

88.1

88.2

88.1

87.8


Graph of Overall Authority Results 

Graph of Detailed Authority Results 

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool.



Program of Studies

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.

Authority

Province

2016

2017

2018

2019

2020

2016

2017

2018

2019

2020

Overall

98.7

98.4

n/a

76.4

57.4

81.9

81.9

81.8

82.2

82.4

Teacher

*

*

n/a

62.5

57.4

88.1

88.0

88.4

89.1

89.3

Parent

n/a

n/a

n/a

n/a

n/a

80.1

80.1

79.9

80.1

80.1

Student

98.7

98.4

n/a

90.2

n/a

77.5

77.7

77.2

77.4

77.8


Graph of Overall Authority Results 

Graph of Detailed Authority Results 

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool.

Commentary on Results:

1. Students and teachers have generally been satisfied with the quality of education received at ISQS as indicated by previous year’s results.

2. Due to COVID-19 surveys were not competed by students in 2020.

3. Parents have not previously completed the survey due to language barriers as most parents do not read English.

Strategies for Improvement:

4. In 2021, ISQS will attempt to engage parents in completing the accountability pillar surveys using student or staff translators to assist in the process.

5. ISQS demonstrates attention to meeting the standards of Alberta Education by only hiring Alberta certificated teachers to provide instruction.

6. In August 2020, ISQS hired an Alberta principal with over 23 years of administrative experience including 17 years as an educational leader in Alberta schools.

7. The principal has obtained temporary leadership certification from Alberta.

8. All teachers participate in a professional learning community which meets monthly.

9. As part of the teacher supervision process, the principal meets with each teacher on a monthly basis. One teacher has received two successful evaluations and has been recommended by the principal for permanent certification. During the current school year, the principal will complete teacher evaluations on three teachers allowing them to apply for permanent teacher certification.

10. While students expressed strong support for the overall quality of the educational program provided at ISQS, teachers worry about the lack of options that students have. Much of this is attributed to the small size of the school and the limited number of teachers available to provide options.

11. In addition to the core program of studies that includes English, Social Studies, Mathematics, Physics and Chemistry, all students take Chinese Language and Culture. Career and Technology Studies courses will consist of Art and Drama with some option available depending on the needs of students.

Domain # 3:  Learning Supports

Safe & Caring:

· Teacher, parent and student agreement that students are safe at school, learning the importance of caring for others, learning respect for others, and are treated fairly at school.

· Overall results for teachers, parents, and students.

· Programs, services, strategies and local measures/data used to demonstrate that all students have access to a continuum of supports and services, including specialized supports and services, consistent with the principles of inclusive education.

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.

Authority

Province

2016

2017

2018

2019

2020

2016

2017

2018

2019

2020

Overall

99.4

98.8

n/a

94.8

94.3

89.5

89.5

89.0

89.0

89.4

Teacher

*

*

n/a

92.5

94.3

95.4

95.3

95.0

95.1

95.3

Parent

n/a

n/a

n/a

n/a

n/a

89.8

89.9

89.4

89.7

90.2

Student

99.4

98.8

n/a

97.2

n/a

83.4

83.3

82.5

82.3

82.6


Graph of Overall Authority Results 

Graph of Detailed Authority Results 

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

2. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool.


Commentary on Results:


1. ISQS ranks exceptionally high for providing a safe and caring learning environment for students as evidenced by both teacher and student results from previous years.

2. All students are housed in dormitories on campus during the week. Dorms are carefully monitored by staff.

3. The school is a closed campus. All visitors must pass through the security gates to gain admittance.

4. ISQS has received awards for the quality of food service at the school. The school prides itself on delivering high quality, nutritious meals, and makes a point of providing an alternative food choice for students.


Strategies or Improvement:

1. Students are supervised by a homeroom teacher who remains on duty from morning until night to care for students.

2. In addition to instruction provided by Alberta teachers, all classes are supervised by an assistant teacher whose role is to support learning at ISQS while Alberta teachers work from home due to COVID.

3. Homeroom teachers and the Dean of Students maintain regular contact with parents and serve as a first point of contact if students are experiencing difficulties at school.

4. A school-wide focus on positive relationships requires that teachers and students communicate successfully and respectfully.





Domain # 4: Governance

Parental Involvement:

· Teacher and parent satisfaction with parental involvement in decisions about their child’s education.

· Overall results for teachers and parents

Parental Involvement – Measure Details

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.

Authority

Province

2016

2017

2018

2019

2020

2016

2017

2018

2019

2020

Overall

n/a

n/a

n/a

25.0

20.0

80.9

81.2

81.2

81.3

81.8

Teacher

*

*

n/a

25.0

20.0

88.4

88.5

88.9

89.0

89.6

Parent

n/a

n/a

n/a

n/a

n/a

73.5

73.9

73.4

73.6

73.9


Graph of Overall Authority Results 

Graph of Detailed Authority Results 

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

Commentary on Results:  

1. Measuring parent involvement remains a challenge at ISQS as the majority of parents do not speak English. Communication happens through the homeroom teacher and through translators. As a result, parent surveys have not been utilized to a great extent in the past.

Strategies for Improvement:

2. In 2020-21 ISQS will attempt to increase involvement of parents by inviting them to complete the satisfaction survey by using students as translators or by using the homeroom teachers to assist parents in completing surveys.

3. Stakeholder engagement - while survey’s do not currently provide an effective measure of stakeholder engagement, the Dean of Students meets with parents on a semi-regular basis to ensure they understand the program and support the school in its initiatives.

4. Parent meetings were held with all students at the beginning of the year to explain the distance learning program and give parents the opportunity to opt in for another year.

5. Homeroom teachers will communicate with parents on a weekly basis using DingTalk and WeChat as the primary means of communication.

Domain # 5: Local and Societal Context

Contextual Information:


· Provide information about the school authority, students, staff and communities served (such as demographic or socio-economic data) that provide context for their Education Plan/AERR.

1. ISQS exists to provide instruction to predominantly Chinese students.

2. Parents seek an international education as they recognize the opportunities that come from having their child learn English as a second language.

3. Parents also recognize that graduating with an Alberta High School diploma will allow their children expanded opportunities to study abroad upon high school completion.


Lifelong Learning – Measure Details

Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning.

Authority

Province

2016

2017

2018

2019

2020

2016

2017

2018

2019

2020

Overall

n/a

n/a

n/a

62.5

71.4

70.7

71.0

70.9

71.4

72.6

Teacher

*

*

n/a

62.5

71.4

77.3

77.3

77.8

78.8

80.6

Parent

n/a

n/a

n/a

n/a

n/a

64.2

64.8

64.0

64.0

64.6


Graph of Overall Authority Results 

Graph of Detailed Authority Results 

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

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.

Authority

Province

2016

2017

2018

2019

2020

2016

2017

2018

2019

2020

Overall

n/a

n/a

n/a

75.0

100.0

82.6

82.7

82.4

83.0

84.1

Teacher

*

*

n/a

75.0

100.0

90.5

90.4

90.3

90.8

92.2

Parent

n/a

n/a

n/a

n/a

n/a

74.8

75.1

74.6

75.2

76.0


Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).

Commentary on Results:

1. Data is limited for this measure given that parents have not previously completed the surveys.

2. Students at ISQS are highly driven to graduate from high school and transition to Universities and Colleges abroad.  In 2018, 100% of graduating students transitioned to University with 87% opting to study in Canada.  In 2019, 100% of graduating students went on to University with 94% opting to study in Canada.  In 2020, 87.2% of students transitioned to post0-secondary with 85% opting to study in Canada.

3. Strong high school completion rates and transition to post-secondary studies point to strong work preparation beyond high school.

4. The drive towards high school completion and post-secondary studies is a testament to the value parents place on education and the emphasis that ISQS places on helping every student to succeed.


Communications Plan

1. Communicating with stakeholders is considered a top priority at ISQS.

2. The school meets regularly with parents and holds one on one meetings with the parents of each student at the beginning of the year and several times throughout the year.

3. Homeroom teachers maintain regular contact with parents through WeChat.

4. Teachers have daily contract with students through DingTalk and daily office hours.

5. Once complete this Three-year Education Plan will also be posted on the school’s website.



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