B6 - The Terrace Standard, Wednesday, December 11, 1996 How Have We Done? — A Review of Objectives for 1995- 1996 * Provincial Examination Results * Percentage of eligible Grade 12 students who graduate * Percentage of Grade 8 students who enter Grade 12 four years later * Percentage of Grade 12 students eligible for university * Percentage of graduates who go to post-secondary education Indicators of Performance TT" school district's objectives for 19951996 form the basis of this year's Annual Report. The following indicators provide information about school and student performance— * Career Program enrolments * Computer Science enrolments * Class sizes * Student/Educator ratio * Budgeted cost per student * Budgets — - Technology and Education omputers are powerful tools for learning, Students use technology to communicate, solve problems, gain access to information, take advanced courses, practice basic skills, and manage their own learning. A District Technology Committee was established in September 1995 to prepare a three-year Technology Plan focusing on three major areas: * Upgrading Local Area Networks (LAN) and constructing a Wide Area Network (WAN) to allow students and staff to use electronic information and Tesources. Schools are linked to other schools in the district and to schools in distant places through these networks. * Purchasing hardware and software for students to use as tools for learning. Students regularly use sophisticated programs and equipment to become better informed and to take an active part in their learning. * Providing professional development activities and using technology for teaching and administration throughout the district. Schools provide the equip- -Mment, software, and training for stud- thas ents and teachers to become competent in the use of computers and technology. Last year 16.4% of Grade 11 and 12 students enrolled in computer science courses. This continues to be a consider- ably higher percentage of students than the provincial average. Students at all grade levels and in all schoois use computers daily. Students create their own websites and communi- cate with people around the world. Since February, students and teachers have used computers in ‘cluster’ groups. These ‘clusters’ include a set of three computers and a scanner. Students can develop inno- valive projects that integrate curriculum and multi-medial technology. They have opportunities for research and presenta- tion that would have been impossible only a few years ago. Funding comes from a number of sources, including the Ministry of Education, Skills and Training; Skills Now; and the school district. The district acknowledges with grati- tude contributions of local businesses and ‘organizations. ..Computers;- have'-been’ Perec eee Preparing for Careers Cr Preparation Courses allow students to meet graduation require- ments while they learn about possible careers. A total of 16.2% students from our district take part in the Career Preparation Program. ~ AU schools work closely with local businesses to help students gain valuable work experience and an understanding of the many careers that are available to them. In this way, they can learn about the demands of the workplace. and the skills needed to succeed. Students take part in work experience, co-operative education, job shadowing, and career awareness activities. Community businesses make valuable contributions when they work with schools to help students develop good work habits, meet employer expectations, and work cooperatively with others. 40% 30% 20% 10% 0% r~ 1 Percentage of Grade 17 and 12 Students Enroiled in Career Prepara ton 1992-1996 - « §.0.88 mamma Province — — | 91/92 e268 93/94 54/95 95/96 - Percentage of Grade 11 and 12 Students Enrolled in Computer Studies 1992-1996 20% 15% 10% moaxe §.D. 88 wm Province 5% ] l l 97/92 92/99 93/94 94/95 95/96 donated by the Ministry of Forests in Terrace and Hazelton, Mills Memorial Hospital, Ministry of Highways in Terrace, and through the Computers for School Project, a joint effort of the B. C. Tel Pioneers and Industry Canada. The Terrace Chapter of the Learning Disabilities Association of B. C. donated funds for the purchase 0 of software. Graduation from secondary School tudents who graduate from secondary school have a strong advan- Percentage of Eligible Grade 12 Students Who Graduate 1992-1996 100% tage when they make life and career choices. The graduation rate is an important indicator of suc- cess of a school district. ‘Eligible Grade 12 stud- ents’ are those who begin Grade 12 in September with the ability to graduate, provided they successfully complete the requirements of the year. The number of <4 _E] $5. a8 Province 75% 50% 25% 0% eligible Grade 12 students 92/93 who graduated from our schools increased consider- ably between 1994 and 1995, and ‘remained at a strong level this year. In 1995-1996, 86.6% of the district’s eligi- ble Grade 12 students graduated. Another indicator of success is the number of students who graduate as a percentage of Grade 8 students who were enroled five years earlier. There is no accurate way to know this number, since students cannot be easily followed over this time. Many students may have moved from the district or the province. Some may have left school for a short while and then returned. The Ministry estimates that 62.1% of students who began Grade 8 five years ago graduated last year from schools in our district. This is an increase from last year, and is typi- cal of similar districts and the provincial rate. The school district is typical of simi- 93/94 94/95 95/96 lar districts and the province in all indica- tors regarding graduation rates. In 1994-1995, 21% of the district's graduates were eligible for university. “Graduates eligible for university’ are students who achieve a 2.5 grade point average in Grade 12 English and their 3 other highest-graded Grade 12 courses. The three graphs labeled ‘University’, College Academic’, and ‘Career Technical’ show the percentage of Grade 12 students who have gone into post- secondary education right after complet- ing secondary school. In 1993-1994, the last year for which figures are available, 3.1% of students entered universities, 17.1% entered college academic pro- grams, and 3.9% entered career/technical programs, School District 88 is typical of similar Percentage of Public Schoo! Graduates Entering Post-Secondary Education in the Fall of the Graduating Year | University 20% 15% biidiicacc ee cual rs eres mes 8900 901 91/92 92/83 93/04 College Academic I0% 20% 10% —T es a "89/80 ° 90/01 9182-92809 gas Percentage of Grade 8 Students Who Graduate 1993-1996 ; 100% [] S.. ee Province : 75% 50% 25% 0% 94/95 95/96 Percentage of Graduates’ Eligible tor University amr $.D.88 mm, Province 0% . tI T I T 90/91 91/92 92/93 93/94 94/05 districts in the percentage of students eli- gible for university and the percentage of students who go to post-secondary educa- tion immediately following graduation. The percentage of these students is low compared to the provincial percentage. ee S.D, 88 wane Province Career Technical 10% a | I i — 09/90 0/9t 81/2 82/89 93/94 Skills Now Programs chools share the responsibility of heiping students prepare to meet future career challenges in a changing workplace. Skills Now funding supports programs that help students prepare for future careers. The goals of this program are to— * create relevant career experiences for students, * develop high quality applied education programs at secondary and post- -second- ary institutions, and * encourage and promote partnerships between school districts, post-second- ary institutions, local businesses, and community members. The district’s Skills Now initiatives were favourably reviewed this year by the Ministry of Education, Skills and Training. These include the following: * Students, at Stewart Secondary School continue to take advanced courses as part of ‘New Directions in Distance . Learning’. This program is operated in cooperation with the Open Learning Agency, the North Coast Distance Education School, and the Ministry of Education. . - Additional individualized learning sys-- tems (SOLO) have been purchased, allowing students to work at their own pace in some aspects of learning. * The school district has presented an application to the Ministry of Education, Skills and Training for an Apprenticeship Program. * More Career Preparation Programs are ~available for students. * The school district has purchased the ‘Bridges Program’ for all secondary ‘schools and ‘Journey for Life’ Career and Personal Planning materials.