Page 16 - Funding Manual for School Authorities

• School authorities must report the results for all required AEAMs and describe the actions taken to provide assurance in each domain (see table below). They are not, however, required to organize their report according to the domains.
• School authorities must report the results for performance measure identified in their education plan to assess their priorities and outcomes. These measures include AEAMs (required or supplemental) and locally developed/selected measures.
For all measures:
o Report the school authority’s most recent results (including footnotes for AEAMs, where
applicable).
o Include historical or trend results/analysis, at least 3 years of comparable data, where
available and appropriate.
• For all required AEAMs, include achievement and improvement evaluations, where available.
• For all measures, provide a commentary on the results to put them in context and help stakeholders understand them.
o This can include key insights from results analysis, contextual information, factors affecting
performance, or actions taken by the school authority, particularly those related to plan
implementation, that may have contributed to results.
o Implications for planning arising from the results analysis should be clearly identified.
o While specific results for required measures are reported, the results analysis should include
a thorough investigation of all results for the measure and key insights arising from that
analysis should be provided in the commentary.
o School authorities may provide more detailed measures results if available and deemed
appropriate based on their analysis
• Charter schools are required to report on the results pertaining to their charter goals, outcomes,
and measures as referred to in the Charter Schools Regulation section 4(a.1) and (b).
Domain: Student Growth & Achievement
Required AEAMs
• Student Learning: School authorities have the choice to provide data and/or a succinct description of processes and strategies to demonstrate progress in student learning relative to identified provincial learning outcomes. This includes, but is not limited to:
o PAT results by writers as provided by Alberta Education;
o DIP results by writers as provided by Alberta Education; and/or o Data from local measures of student learning achievement
Where possible, data and descriptions should be provided for:
o All students;
o First Nations, Métis and Inuit students; o English as Second Language students.
• High School Completion: High school completion rate of students within three and five years of entering Grade 10.
o Results and evaluations for all students and for self-identified First Nations, Métis and Inuit and English Second Language students
• Citizenship: Teacher, parent and student agreement that students model the characteristics of active citizenship.
o Results and evaluations for each respondent group: teachers, parents, and students
Funding Manual 2021/22 136 Classification: Public