Alberta Education Results Report (AERR) 2024-2025 by Strathcona-Tweedsmuir School

LIST OF ABBREVIATIONS

AISCA Association of Independent Schools & Colleges in Alberta

CAIS Canadian Accredited Independent Schools

DP Diploma Programme

ES Elementary School

IB International Baccalaureate

LL Learning Leader

LMS Learning Management System

MS Middle School

MYP Middle Years Programme

PAT Provincial Achievement Test

PHE Physical and Health Education

PLT Pedagogical Leadership Team

PD Professional Development

PP Personal Project

PYP Primary Years Programme

SEL Social Emotional Learning

SS Senior School

SSC Student Success Centre

STS Strathcona-Tweedsmuir Schools

UDL Universal Design for Learning

MESSAGE FROM THE HEAD OF SCHOOL

At Strathcona-Tweedsmuir Schools (STS), what sets us apart is not simply our curriculum or facilities; it is the invisible network of connections that binds our community together. These enduring connections, cultivated over generations, create a sense of belonging and purpose that shapes the learning experience and extends far beyond graduation.

Over the 2024-2025 school year, we witnessed these links in action. Students collaborated across grades and disciplines, stepped conﬁdently into off-campus competitions and service projects, and engaged meaningfully with peers, educators, and the wider community. Whether in classrooms, on trails, or through arts and athletic programs, STS students demonstrated curiosity, resilience, and authentic engagement: hallmarks of an education rooted in both challenge and support.

Our commitment to holistic learning is guided by STS’s Flourish 2031 strategic framework, which continues to shape an environment where students thrive academically, socially, and emotionally. Through innovative pedagogies, ﬂexible learning models, and evolving campus spaces, we strive to make every student feel seen, valued, and empowered to explore their strengths and passions. These efforts ensure that our graduates are not only knowledgeable but prepared to lead with empathy, integrity, and purpose in an interconnected world.

The metaphor of the forest, drawn from the natural world around us, remains a touchstone for our work. Just as trees communicate through unseen networks sharing resources, support, and resilience our community ﬂourishes through collaboration rather than competition. Each member contributes uniquely, from students and faculty to families and alumni, sustaining a culture where growth and connection go hand in hand.

The gift of our country campus itself, with its forest trails, valley pond, and expansive ﬁelds, continues to be more than a backdrop. It is a living part of the educational ecosystem, providing spaces for reﬂection, creativity, and relationship-building. These environments, paired with intentional programs and experiences, ensure that students learn not only to excel academically but to act responsibly and compassionately in the world beyond STS.

As we reflect on the past year, it is clear that the strength of our community flows from the ties we share with one another, with our experiences, and with this remarkable land. They enable us to hold high expectations while supporting students in becoming their authentic selves. In doing so, we cultivate graduates who are thoughtful, capable, and ready to navigate complexity with courage and confidence.

Looking forward, our commitment remains steadfast: to foster an education that balances academic rigour with social-emotional growth, nurtures meaningful relationships, and equips students to thrive in a changing world. At STS, education is a shared journey, strengthened by the invisible threads that connect us all and grounded in a belief that each student can lead a life of impact, purpose, and enduring contribution.

Dr. Carol Grant-Watt STS Head of School

ACCOUNTABILITY STATEMENT

The Annual Education Results Report for Strathcona-Tweedsmuir Schools (STS) for the 2024-2025 school year was prepared under the direction of the Board of Directors and Senior Leadership Team in accordance with the responsibilities under the Private Schools Regulation and the Ministerial Grants Regulation. The Board is committed to using the results in this report to the best of its abilities to improve student outcomes and ensure that all students in the school authority can acquire the knowledge, skills, and attitudes they need to be successful and contributing members of society.

The Board approved this Annual Education Results Report for 2024-2025 on December 8, 2025.

Mike Rose

Chair, Board of Governors

Strathcona-Tweedsmuir Schools

OUR VISION, MISSION, MOTTO, VALUES, AND PRINCIPLES

Our Vision

Inspiring compassionate, curious, and creative global citizens who lead with courage.

Our Mission

A diverse community where students pursue lives of purpose, ﬂourishing emotionally, physically, and intellectually.

Our Motto

Nil nisi optimum - nothing but our best

Our Values

Curiosity is the ﬁrst step in deep learning and innovative thinking.

Creativity as an authentic and entrepreneurial expression of self in relation to problem-solving.

Respect for ourselves, others, and the earth is a fundamental commitment to how we live our lives.

Kindness as the well-spring for our shared sense of belonging.

Pluralism so we are open to, respect, and engage with diversity of thoughts, feelings, and people.

Humility in order to open ourselves to life-long learning and grow as human beings.

Integrity living every day with honesty and strong moral principles.

Joy as an inner feeling that celebrates personal success, well-being, and beautiful moments.

Excellence as the outcome of giving our best every day.

Resiliency through the hard work of learning to endure challenges and become stronger.

OUR GUIDING PRINCIPLES WILL ACT AS OUR COMPASS

Inspire Leaders: STS offers a collaborative learning environment that empowers students to develop critical and independent thinking skills while exploring a challenging and balanced curriculum built on foundational core knowledge.

Embrace Possibility: By effectively integrating the latest technology and learning methods into the classroom, we can help students better prepare for a constantly changing world.

See the World as Our Classroom: We believe in offering our students a comprehensive array of authentic, real-world experiences that reﬂect and support our classroom curriculum on a global scale.

Nourish Mind, Body, and Soul: We promote ﬁtness, health, and well-being through academic, athletic, outdoor, and artistic pursuits.

Foster Community: We view the health and safety of our students as paramount, and this begins with fostering strong interpersonal relationships between parents, students, faculty, staff, and alumni in a welcoming and nurturing environment.

Be Good Humans: We focus on how we can give back to the world and our fellow global citizens; we strive to live lives of purpose and be our best selves.

Honour Our Legacy: We treasure our School’s history, strong sense of community, and diversity, and we strive to uphold our founding values.

A PROFILE OF THE SCHOOL AUTHORITY

Strathcona-Tweedsmuir Schools (STS) are more than great schools – they are a place where students are inspired to pursue learning that leads them beyond anything they could have imagined. With a history spanning over 120 years in southern Alberta, STS has developed rich traditions and shared values that strengthen our sense of community and support students from Kindergarten to Grade 12.

STS is a single-campus, independent day school serving approximately 800 students from Calgary and more than 30 surrounding communities, including Okotoks, High River, De Winton, Priddis, and the broader Foothills region. Our diverse student body is supported by more than 150 faculty and staff, whose expertise, care, and commitment ensure that students beneﬁt from a dynamic and nurturing learning environment. Small class sizes and strong student-teacher relationships allow every learner to be known, challenged, and supported.

As an International Baccalaureate (IB) World School, STS delivers the full IB continuum Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP) ensuring a globally recognized, inquiry-based, and academically rigorous foundation. Students engage in deep learning, service, experiential education, and real-world problem-solving across all grade levels.

Launched in 2023, STS’s STAND School, is Alberta’s first and only independent school with Collegiate status, operates within the authority and reflects our commitment to innovative and flexible learning pathways. STAND’s hybrid, modular program allows students with significant extracurricular commitments such as elite athletes and performers to personalize their learning while maintaining high academic standards. Its placement within the K–12 authority strengthens the diversity of learning experiences available to students and demonstrates STS’s leadership in responsive education design.

Guided by our motto, Nil nisi optimum nothing but our best, STS remains dedicated to fostering curiosity, creativity, respect, kindness, pluralism, and integrity. Through a balanced program of academics, arts, athletics, and outdoor education on our 220-acre campus, we inspire students to ﬂourish emotionally, physically, and intellectually, preparing them to lead lives of purpose in an ever-changing world.

STS is accredited through the Canadian Accredited Independent Schools (CAIS), is a member of the Association of Independent Schools and Colleges in Alberta (AISCA) and the Association for Experiential Education (AEE), and participates in the global Round Square network, reﬂecting our commitment to high standards in governance, experiential learning, and global citizenship.

SPECIAL RECOGNITIONS AND SCHOOL HIGHLIGHTS

Each year, STS students pursue learning that extends beyond the classroom, engaging in experiences that foster leadership, creativity, global citizenship, and personal growth. The recognitions highlighted below illustrate the depth and diversity of student achievement across academics, athletics, arts, experiential education, and community engagement. These examples reﬂect the School’s commitment to holistic learning and demonstrate the meaningful impact of programs that support the development of wellrounded, conﬁdent, and capable young people.

The 2024–2025 school year was marked by accomplishments across academics, athletics, arts, leadership, and global citizenship. These recognitions demonstrate the strength of our community, the dedication of our faculty and staff, and the curiosity, resilience, and engagement of our students.

Student Achievement & Scholarship Highlights

• Students earned signiﬁcant provincial and national recognition in areas such as robotics, debate, arts, athletics, and STEM-based competitions.

• STS graduates continued to receive strong post-secondary offers and scholarships across Canada, the United States, and abroad.

• F1 in Schools teams represented STS at provincial, national, and international levels, including competition at the World Finals in Singapore.

Arts & Creativity

• Students were selected for provincial honour bands and showcased their talents in musicals, exhibitions, and festivals.

• The IB Visual Arts program grew in depth through experiential learning, including a trip to Vancouver to engage directly with professional artists, galleries, and studio practices.

• The annual Winter Art Contest drew exceptional participation across all divisions.

Athletics & Co-Curricular Leadership

• A new Senior Varsity Girls Soccer Team launched with impressive participation and community support.

• A Senior School Curling Team was also established, training at the Okotoks Curling Club and supported by a dedicated group of staff coaches.

Community and Global Citizenship

• STS continued its long-standing commitment to service and engagement through Round Square participation, local initiatives, and student-led projects.

• The introduction of STS Cares provided a unifying framework for community giving, celebrating generosity and encouraging school-wide participation in meaningful acts of service.

HONOUR DAY

Honour Day is when the STS community comes together to remember those lost in the 2003 avalanche and celebrate their enduring legacy. This year, we welcomed Olympic gold medalist and The Amazing Race Canada host Jon Montgomery, whose stories of perseverance, humour, and courage encouraged students to embrace challenges, celebrate small wins, and approach life with curiosity, conﬁdence, and a growth mindset. We also recognized our Forever Woods Scholars for excellence in academics, leadership, and character

ROBOTICS PROGRAMS

Robotics is offered across all divisions at STS, giving students the opportunity to design, build, and program robots while developing problem-solving, collaboration, and technical skills. Senior School teams competed in the FIRST Tech Challenge, including a tournament hosted at STS, applying their learning in real-world scenarios. Across grades, the program fosters creativity, teamwork, and a passion for innovation, empowering students to explore STEM in handson, engaging ways.

FRINGE FESTIVAL IN SCOTLAND

Sixteen Senior School students performed at the Edinburgh Fringe Festival, the world’s largest performing arts festival and the third largest ticketed event globally. They presented their self-written play, The Apology Project, explored Edinburgh’s sights, and engaged with artists from around the world. Beyond their performances, students supported one another, demonstrated creativity and curiosity, and represented STS with pride, embracing a unique international learning and cultural experience.

‘O CANADA’ THE MUSICAL

All K–6 students participated in the Elementary School’s original musical, crafted in-house by an STS Elementary Music Teacher. Grade 5 and 6 students starred as actors, accompanied by a Senior School stage band. Featuring Canadian-themed songs, costumes, and humorous moments, the production offered a lively, inclusive, and imaginative performance that celebrated creativity, community, and the artistic growth of every student involved.

IVEY HIGH SCHOOL CASE COMPETITION

This year, STS hosted the Ivey High School Case Competition (IHSCC), welcoming 101 Calgary-area students, including 19 from STS, to tackle a commercial real estate case. The one-day event challenged students to think like consultants, collaborate in teams, and present solutions to industry and Ivey faculty judges. Participants strengthened critical thinking, teamwork, and presentation skills while engaging in a real-world, highenergy learning experience.

QUEST DAY

Our annual Quest Day brought K-6 students together for a high-energy, campus-wide adventure inspired by The Amazing Race Canada and our Honour Day guest, Olympian and show host Jon Montgomery. With themed costumes, outdoor challenges, and a dose of friendly competition, students raced through stations featuring classic Canadiana activities. Thanks to incredible parent volunteers, the day was a celebration of school spirit, teamwork, and national pride connecting grades and generations in one unforgettable experience.

VIETNAM TRIP

Over spring break, Senior School students explored Vietnam, experiencing its rich history, culture, and landscapes. Highlights included the Cu Chi Tunnels, lantern-making in Hoi An, the Imperial Citadel of Hué, and Hanoi’s Old Quarter. Students biked through rice villages, practiced cooking and bamboo art, and cruised on Halong Bay. The trip fostered curiosity, global perspectives, and lifelong memories, giving students a hands-on understanding of the world beyond the classroom.

STEM (F1 RACING) COURSE AND COMPETITION

Students in the F1 in Schools program transformed learning into a real-world adventure, designing, manufacturing, and racing miniature F1 cars while running their teams like startups. After excelling at the North American Championships, one team earned a place at the World Finals in Singapore in September 2025. The program fostered STEM skills, entrepreneurship, teamwork, and industry connections, providing an immersive, interdisciplinary experience that challenged students to innovate, collaborate, and lead.

Together, these achievements reﬂect the breadth of opportunities available at STS and demonstrate the School’s ongoing commitment to nurturing engaged thinkers, ethical citizens, and entrepreneurial learners.

LOCAL CONTEXT

STS serves a diverse population of approximately 800 K–12 students from Calgary, the Foothills, and surrounding rural communities. Families choose STS for its strong academic reputation, emphasis on character education, focus on experiential learning, and the unique opportunities afforded by our natural campus setting.

Our community reﬂects a wide range of cultural backgrounds, lived experiences, and aspirations. Students beneﬁt from rich learning opportunities across academics, athletics, arts, global citizenship, outdoor education, and leadership development.

STS remains deeply committed to advancing Indigenous education and understanding. Under the guidance of our Elder-in-Residence, Saa’kokoto, students across all grades engage in land-based learning, storytelling, and cultural teachings that foster meaningful connections to place, community, and Indigenous worldviews.

Our school priorities this year continue to focus on:

• cultivating belonging and well-being;

• strengthening student engagement and academic growth;

• expanding experiential and interdisciplinary learning;

• continuing implementation of the IB continuum; and

• advancing the Flourish 2031 strategic framework.

IB Continuum School

STS is the only school in southern Alberta offering both the Alberta Programs of Study and the International Baccalaureate (IB) continuum, which includes the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Our values-driven community fosters excellence, purpose, and belonging within a co-educational independent setting. All students graduate with an Alberta High School Diploma by meeting provincial requirements. Those earning an IB Diploma demonstrate a strong commitment to both academic and community engagement. Graduates are wellprepared for success in competitive ﬁelds at leading Canadian and international institutions, as reﬂected in the diverse post-secondary programs to which they gain acceptance.

STS offers a comprehensive IB continuum from Kindergarten to Grade 12, comprising PYP (K-6), MYP (710), and DP (11-12). These programs nurture critical thinking, problem-solving, and self-directed learning, built around four core elements:

1. International Mindedness – Embracing diverse cultures and perspectives to foster empathy and compassion.

2. Inquiry-Based Learning – Encouraging curiosity and proactive knowledge-seeking.

3. IB Learner Proﬁle – Developing attributes like being principled, open-minded, and reﬂective.

4. Approaches to Learning (ATL) – Building essential skills for academic and lifelong success: critical thinking, communication, research, self-management, and social skills.

IB Workshops Offered by STS

STS hosted an Alberta International Baccalaureate Schools (ABIBS) Conference in May 2025 , offering:

• a Category 3 Approaches to Learning workshop

• a Category 2 PYP Learning and Teaching for Conceptual Understanding workshop

• a Category 3 DP Extended Essay workshop.

Participants included STS faculty and educators from public, separate, and independent schools in Calgary and surrounding areas. Hosting locally reduced travel barriers, as IB workshops are typically offered in Vancouver, Toronto, or the United States. Following the conference, PYP educators formed a local network to support one another and share resources.

Through the leadership of our PYP Coordinator and ABIBS, STS worked with IB Directors to enable future workshops to be hosted at STS for IB schools across Alberta. This will further strengthen collaboration among IB schools in aligning International Baccalaureate frameworks with the Alberta Programs of Study.

Primary Years Programme (PYP)

Students demonstrate their learning in the PYP Exhibition in Grade 6 by exploring real-world topics that interest them. After using their well-developed research skills to build knowledge, they create an action plan to make a difference within their chosen subject. Finally, they share their learning and action at the STS IB Continuum Exhibition. This exhibition demonstrates the use of all of the Approaches to Learning Skills and exempliﬁes the Learner Proﬁle Attributes. These projects allow students to engage in collaborative, interest-centred inquiry, exploring their passions beyond traditional assignments.

Middle Years Programme (MYP)

The Middle Years Programme (MYP) at STS is compulsory for students in Grades 7-10.

MYP Statement of Inquiry Board

The Middle School at STS established an MYP Statement of Inquiry Board in a prominent student lounge area, providing a visible and dynamic focal point for learning across all subjects. The board displays the current Statements of Inquiry for each unit, summarizing the key concept, subject-speciﬁc concepts, and contextual lens guiding student learning. Updated regularly, it helps students see how what they are learning connects to bigger ideas and real-world contexts, and how units relate across disciplines. This initiative makes the conceptual nature of the MYP visible to students, teachers, and visitors while supporting inquiry-based learning that aligns with both IB standards and the Alberta Programs of Study.

STS Participates in MYP Beta Test

STS is participating in the IB beta trial of the Enhanced Middle Years Programme, enabling our faculty to help shape upcoming updates to the MYP. Key enhancements being tested include:

• Specified Concepts: The traditional “Key” and “Related” Concepts have been refined into a focused list of subject-specific concepts, making it easier to link MYP units to Alberta curriculum outcomes while retaining flexibility for school-specific contexts.

• Contextual Lens: Units can now be framed through Individual, Local, or Global contexts, supporting learning that is meaningful, relevant, and connected to students’ own experiences.

• ATL Skills: The Approaches to Learning (ATL) skill framework has been streamlined, making it more straightforward for students to understand and apply these essential skills across all subject areas.

• Inquiry Statements and Questions: Teachers now have more ﬂexibility to frame inquiry in ways that are clear and engaging for students, supporting deeper understanding without unnecessary complexity.

• Guiding Questions: The previous requirement to categorize questions as “Factual,” “Conceptual,” or “Debatable” has been removed, making the inquiry process more natural and student-friendly.

• Community Engagement: Previously known as “Service Learning,” this component now emphasizes meaningful interaction, reﬂection, and connection with the community, fostering authentic learning experiences.

Participation in the beta trial allows teachers to test enhancements in real classrooms, ensuring the MYP remains rigorous, accessible, and aligned with both global standards and Alberta expectations

MYP Personal Project

In Grade 10, the final year of the Middle Years Programme, students complete the MYP Personal Project an extended, independent investigation into a topic of personal interest. The project consolidates the skills and understandings developed throughout the MYP and represents a significant milestone in students’ growth as self-directed, reflective learners.

Each Personal Project includes three interconnected components:

• The process: research, planning, documentation, and reﬂection.

• The product or outcome: a tangible or intangible demonstration of the student’s learning goals.

• The report: a structured reﬂection that evaluates learning, decision-making, and the project’s impact.

The Personal Project provides a formal opportunity for students to demonstrate their Approaches to Learning (ATL) skills communication, research, self-management, collaboration, and critical and creative thinking. Students complete approximately 25 hours of independent work under the guidance of a teacher-advisor, and all projects are assessed using IB-mandated criteria. Moderation by the IB ensures global consistency and academic rigour.

Each spring, projects are showcased publicly at the IB Continuum Exhibition, celebrating student creativity, perseverance, and authentic engagement with real-world issues.

Apostoli Marinakos ’18 MYP Personal Project Award

This annual award honours exceptional achievement in the Personal Project and commemorates a former STS student whose legacy exempliﬁed creativity, perseverance, and innovation. This year’s recipient designed and programmed a robotic arm demonstrating strong initiative, technical competence, and creative problem-solving.

Diploma Programme (DP)

In Grades 11 and 12, students may pursue either the full IB Diploma or IB Certiﬁcate courses , allowing ﬂexibility to align with strengths, interests, and post-secondary pathways.

IB Diploma

IB Diploma students complete a rigorous two-year program integrating Alberta curriculum with IB academic standards. Diploma candidates complete a combination of Higher Level (HL) and Standard Level (SL) courses across six subject groups, culminating in up to 18 externally assessed ﬁnal exams with potential for university credit.

The DP Core

All Diploma students complete:

• Extended Essay (EE): A 4,000-word independent research essay.

• Theory of Knowledge (TOK): A course examining the nature of knowledge.

• Creativity, Activity, Service (CAS): A program promoting personal growth and community engagement.

Recent EE topics included:

• To what extent is war the primary driver of medical advancements through history?

• To what extent is science used to highlight the shifting cycle of indulging in evil to upholding moral standards, from The Strange Case of Dr. Jekyll and Mr. Hyde to A Clockwork Orange?

• How does light density (lux) transmitted through tap water vary with liquid depth, and what is the coefﬁcient of absorption?

DP Arts

• IB Visual Arts students curate a public exhibition of their completed works.

• IB Music students premiere original compositions in a Spring Concert. These culminating events showcase students’ technical skill, creativity, and personal voice.

To earn the IB Diploma, students must achieve at least 24 out of 45 points while meeting the IB’s academic and ethical standards.

IB Certiﬁcate

Students taking individual DP courses may earn IB Certiﬁcates in each subject area. This pathway allows students to experience the depth and challenge of IB in speciﬁc disciplines without completing the full Diploma.

IB DP Courses Offered at STS

• Group 1: English Literature HL

• Group 2: French B SL; French ab initio; Spanish B SL; Spanish ab initio

• Group 3: Economics SL/HL; History SL/HL

• Group 4: Biology SL/HL; Chemistry SL/HL; Physics SL; Design Technology SL/HL

• Group 5: Mathematics: Analysis & Applications SL/HL

• Group 6: Visual Arts SL; Music SL

IB Diploma Results

In the May 2025 IB session, 60 students from STS registered for at least one IB assessment, including 7 full Diploma candidates. All Diploma candidates successfully earned the IB Diploma, resulting in a 100% pass rate. Across all 155 subject entries, students performed exceptionally well, with an average grade of 5.57 out of 7, significantly above the global average. The highest Diploma score was 39 points, demonstrating strong individual achievement within the cohort. These results reflect both the depth and breadth of IB participation at STS, highlighting outstanding student engagement, academic rigour, and success across both full Diploma and certificate pathways.

Elementary School (ES) | Kindergarten to Grade 6

Student-Led Innovation in Co-Curricular Programming: The Evolution of Encore

As our embedded co-curricular program Encore continues to grow, student agency and leadership have become central to its development. Increasingly, students are not only participating in Encore offerings but are actively designing, advocating for, and facilitating sessions with guidance from educators.

Highlights from the past year showcase this shift:

• Slime Club: Initiated and led by Grade 5 students, this club engaged younger peers from Kindergarten through Grade 2 in hands-on science and creativity.

• Tabletop Games Encore: A group of Grade 6 students conceptualized and ran this program, dedicating weeks to designing custom game pieces using digital design tools and 3D printing technology.

Encore continues to serve as a dynamic platform for student-driven learning and innovation, empowering students to explore their interests, make choices, and develop leadership skills in meaningful ways.

Strengthening Foundations: Literacy and Numeracy at the Core

Our continued implementation of the new Alberta curriculum reﬂects a deliberate focus on developing strong foundational literacy and numeracy skills across all grades. Proﬁciency in reading, writing, and mathematics is essential not only for academic success but also for meaningful participation in inquirybased learning.

By embedding explicit instruction, targeted interventions, and rich practice opportunities into daily learning, we ensure students build the ﬂuency, comprehension, and problem-solving skills required to engage conﬁdently with complex ideas. These foundational competencies enable students to ask thoughtful questions, communicate clearly, and make connections across disciplines.

We continue to strengthen literacy and numeracy through evidence-based programs such as UFLI (University of Florida Literacy Institute) and MathUp.

• UFLI provides a structured, research-driven approach to phonics and word recognition, supporting early literacy development and strong decoding and comprehension skills.

• MathUp offers rich mathematical tasks and embedded professional learning, promoting conceptual understanding and ﬂexible reasoning.

Both programs also build teacher capacity by equipping educators with high-impact strategies and tools. As foundational skills become more secure, students engage more conﬁdently in inquiry, applying their literacy and numeracy knowledge across disciplines.

See Appendix A for numeracy and literacy data.

Middle School (MS) | Grades 7-9

This year, we continued strengthening student support systems and overall school culture in the Middle School (MS). Enhancements to the Advisory program provided students with more consistent mentorship and guidance across grade levels.

Key developments included:

• Ensuring Advisory teachers teach at least one class to their homeroom group, increasing contact time and familiarity

• Providing more ﬂexibility to complete advisory tasks meaningfully and consistently

• Continuing implementation of The Social Institute’s #WinAtSocial program, with more intentional grade-level customization

This differentiated approach allows Advisors to address developmental needs and digital challenges more effectively. The Social Institute’s data-driven insights also help identify emerging trends in online behaviour, enabling teachers to facilitate relevan t and timely conversations. Taken together, these reﬁnements strengthen students’ digital citizenship, decision-making skills, and overall well-being aligning with Alberta Education’s expectations and the IB learner proﬁle.

Positive Behaviour Supports

Positive behaviour supports have been implemented across MS classrooms and common areas, helping create a cohesive and supportive environment. Teachers collaborated to articulate baseline expectations, such as arriving to class on time and sitting in assigned seats and developed shared strategies for communicating these expectations.

To further support student success:

• A behaviour support logging system was introduced to help teachers coordinate and respond consistently

• Seating plans were implemented in all classes, and teacher-determined groups were used for collaborative tasks

• Personal devices such as smartphones were removed from classrooms

These practices reduce negative social dynamics, promote pro-social behaviour, and foster a calm, focused learning environment. The next phase of this work involves using the IB ATLs framework even more intentionally to strengthen transferable academic and interpersonal skills.

Enhancing Student Belonging Through Common Area Improvements

To further support belonging and connection, we added two additional seating areas in the MS, creating welcoming “pull-over” spots where students can gather, collaborate, or pause. A new breakout workspace was also created for Design labs, providing a ﬂexible area for creative project work.

These additions were well-received and reinforce our commitment to creating a school culture where every student feels they have a place to belong. The improvements support both academic collaboration and informal relationship-building, aligning with the IB emphasis on balanced, caring learners.

Senior School (SrS) | Grades 10–12

High-Quality Instruction with Student Choice and Flexibility

The Senior School (SrS) maintains high-quality learning opportunities through both the IB Diploma Programme (DP) and the Alberta Programs of Study. Additional locally developed courses at the 25 and 35 levels provide IB DP students with the instructional time and support needed to thrive in this rigorous program. Notably, nearly half of Grade 10 students chose the IB pathway this year.

The timetable also offers ﬂexible pathways, including on-ramps into IB courses and off-ramps for students whose post-secondary plans evolve. In the Alberta curriculum, more students are choosing to write their Diploma exams in Grade 11, creating personalized timetables that better balance academics, extracurricular commitments, and personal well-being.

Students also continue to access a wide range of high-quality elective opportunities across the arts, STEM, design, outdoor education, and the humanities.

Experiential Arts

In fall 2024, the IB Diploma Visual Arts students participated in an experiential learning trip to Vancouver to deepen their engagement with contemporary art, post-secondary pathways, and professional creative industries. The experience aligned with the IB requirement to respond to artworks and exhibitions students have directly encountered, strengthening the connection between viewing, making, and reﬂection.

Students visited the Vancouver Art Gallery and the Bill Reid Gallery of Northwest Coast Art, where they explored Haida artistic traditions, symbolism, and cultural narratives, gaining meaningful insight into Indigenous worldviews and material practices. At the University of British Columbia, students toured faculty and student studios and viewed collections that highlighted global artistic perspectives and research-based creative work. They also participated in hands-on workshops at the Vancouver Film School, exploring production design, animation, and digital media tools used in professional creative industries.

The trip enhanced students’ visual literacy, cultural understanding, critical thinking, and reﬂective practice, while also supporting exploration of future post-secondary and career pathways in the arts.

Elective Offerings for the 2024-2025 School Year

STS continues to offer high-quality electives to our Senior Students, including additional offerings in Grades 10, 11, and 12 to ensure students have choices.

Art

Design & Innovation

Computer Science

Drama

General Music

Instrumental Music

Musical Theatre

Outdoor Education

Sports Medicine

Art

Design & Innovation

Computer Science

Drama

Economics

Instrumental Music

Musical Theatre

Outdoor Education

Physical Education

Sports Medicine

STEM Racing

See the STS Class of 2025 School Proﬁle in APPENDIX B

Art

Design & Innovation

Computer Science

Drama

Economics

Instrumental Music

International Politics

Legal Studies

Outdoor Education

Physical Education

Sports Medicine

STAND School

STAND School entered its second year of operation under the Alberta Collegiate School Framework, offering ﬂexible, personalized programming through online and hybrid models. Dual credit agreements with the University of Calgary, SAIT, and Bow Valley College remained active, and off-campus education procedures continued to be reﬁned in alignment with provincial guidelines. STAND School serves different student cohorts in the 2024-2025 school year

STAND School Enrollment by Cohort | 2024-2025

Grade STAND Hybrid

(Students taking a mix of online and oncampus courses with STAND)

(Fully online learners taking all of their courses online with STAND)

(STS campus students taking 1-3 courses online)

(external students who have purchased 1-2 of our online courses)

Diverse Learning Pathways

STAND students represent a diverse range of learners with unique needs, including:

• Hybrid learners who participate in on-campus, experiential opportunities connected to the STAND Innovation Diploma, emphasizing project-based learning, entrepreneurial thinking, and problemsolving through collaboration with industry and community partners

• Elite athletes and performers who are mostly fully online because they require ﬂexible scheduling to balance academics with training or performance commitments.

• Students needing adaptable programming due to family travel, medical circumstances, or challenging personal situations.

• Students with on-campus timetable conﬂicts who take individual courses online (both STS students and external students from other schools).

Alignment to the Assurance Framework

STAND continues to strengthen its foundation across the Assurance domains by:

• emphasizing student growth, personalized pacing, and engagement

• gathering emerging evidence of learning and wellness trends

• aligning instructional practices through shared assessment and professional collaboration

• maintaining clear communication with Alberta Education, post-secondary partners, students, and families

• developing baseline measures to inform future planning and improvement

STAND remains a developing program, with ongoing reﬁnement of data systems, wellness supports, and feedback structures to enhance student success in a ﬂexible learning environment.

See the STAND School Proﬁle 2025 in APPENDIX C

Commentary of Results

STS consistently ranks at the top tier across nearly all provincial measures, with eleven of twelve indicators achieving "Very High" levels and overall ‘Excellent’ standings demonstrating sustained performance well above provincial standards. The school outpaces provincial averages by 8-10 percentage points on most indicators, shows excellence rates in provincial testing approximately double the provincial average, and exceeds provincial completion rates by 8-9 percentage points. These results confirm that STS delivers exceptionally high-quality education compared to typical Alberta schools, with particular strengths in ensuring students complete their programs and maintaining outstanding learning environments. The outcomes reflect the collective efforts of students, staff, leadership, and the broader school community, and the priority moving forward is to sustain this level of excellence while continuing to strengthen areas where improvement opportunities exist. The board can take confidence that STS remains among Alberta's leading educational institutions, consistently delivering results that exceed provincial expectations.

STS did not administer PAT 6 subject assessments in Social Studies, opting instead to implement a ministry-developed pilot program of study. However, STS performed exceptionally well in the new ELA 6, with 100% of the students meeting the Acceptable level and 67.2% with Exceptional. The Mathematics PAT 6 results were also well above the provincial standings, with 88.5% of STS students achieving the Acceptable level and 65.6% achieving the Exceptional level.

STS’s Grade 9 students consistently demonstrate exceptional performance, with 90-93% meeting acceptable standards over a 3-year average compared to the provincial average of 62.6% a remarkable 27-30 percentage point advantage and 42-45% achieving excellence compared to the provincial rate of 15.5%, meaning our students reach excellence at nearly three times the rate of their peers across Alberta. While the most recent three-year period shows a slight decline of 2-3 percentage points, this modest variation falls within normal ﬂuctuation, and our performance remains substantially above provincial standards.

The tight clustering of results across all three-year periods demonstrates the stability and quality of our Grade 9 programming, and the dramatic performance gap between STS and provincial averages conﬁrms that our students are exceptionally well-prepared as they transition to high school diploma programs.

STS students sitting the Grade 12 Diploma Examination have achieved outstanding results on their 2025 diploma examinations, with both "Very High" achievement ratings and "Excellent" overall evaluations. Our students signiﬁcantly outperform provincial averages, with 94.0% meeting acceptable standards (compared to 82.0% provincially) and an impressive 45.9% achieving the standard of excellence (nearly double the provincial rate of 23.0%). Most notably, our excellence rate has increased substantially from 39.9% in 2024 to 45.9% in 2025, representing our highest performance in the past four years.

Our semester-based delivery of Alberta Programs of Study has signiﬁcantly increased the number of students writing diploma exams, as many Grade 11 students pursuing the IB Diploma or IB Certiﬁcate pathway complete courses that meet Alberta curriculum expectations before Grade 12. In 2025, 116 students wrote diploma exams up from 85 in both 2023 and 2024, and higher than the 106 students in 2022. This represents a 36% increase in exam participation over the past two years. Importantly, maintaining high achievement levels with a larger, more diverse testing cohort is statistically more challenging than with a smaller, highly selective group, making our strong diploma results which

signiﬁcantly exceed provincial averages evidence of consistent program quality across a broader student population even more noteworthy.

Our acceptable standard rate has improved steadily over the past four years, climbing from 88.7% to 94.0% a gain of 5.3 percentage points. This upward trajectory demonstrates consistent program improvement and increasing success in ensuring all students master core competencies. The "Maintained" rating reﬂects statistical stability relative to our three-year average, even as we've continued to improve year over year.

Our excellence rate has shown remarkable growth, increasing by 13.3 percentage points over four years (from 32.6% to 45.9%). The 6-point jump from 2024 to 2025 is particularly impressive and represents our strongest performance in recent history. Nearly half of our graduating students are achieving excellence on their diploma exams a testament to rigorous programming and high academic expectations.

A Story of Continuous Improvement (2022-2026)

Our diploma exam results demonstrate sustained improvement over the past four years across both acceptable and excellence standards. At the acceptable standard, we have grown from 88.7% in 2022 to 94.0% in 2025 a gain of 5.3 percentage points and now exceed the provincial average by 12 points. Even more impressive is our excellence trajectory: starting at 32.6% in 2022, we have steadily climbed to 45.9% in 2025, representing a dramatic 13.3 percentage-point increase. This growth has nearly doubled our advantage over the provincial average for excellence, expanding from 14.4 points above the provincial average in 2022 to 22.9 points above in 2025. This consistent year-over-year improvement across both measures demonstrates that our academic programs are not only maintaining high standards but are becoming increasingly effective at supporting all students to achieve at higher levels.

STS continues to achieve Very High results across all measures in the Student Growth and Achievement domain. Student Learning Engagement (88.5%), Citizenship (92.9%), and both 3-year (94.5%) and 5-year (96.9%) High School Completion rates remain signiﬁcantly above provincial outcomes, demonstrating strong academic preparation and sustained student success.

Understanding the Authority-Level Declines: AUTHORITY (9072) PAT Results = STS (9922) + 2371 (STAND)

The authority-level “Declined” ratings in English Language Arts, Mathematics, and Science are largely the result of how School 2371’s results are reported, not actual student underperformance. While School 9922 continues to demonstrate strong results, School 2371’s percentages appear low only because participation was extremely small typically just 3–4 students writing each Grade 9 PAT. With such small numbers, each student represents 25–33% of the total cohort, causing the acceptable and excellence percentages to drop sharply despite strong individual performance. In reality, the participating 2371 students achieved solid to excellent results: Social Studies writers averaged 81.5%, Mathematics 73%, Science 92%, and English 83.75%. The “Declined” ratings, therefore, reﬂect statistical distortion from very low participation rather than actual underperformance.

Statistical Anomaly: The disconnect between strong individual performance (73-92% averages) and low "acceptable standard" percentages (27-36%) suggests that Alberta Education's reporting methodology

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Page 27 of 122

counts non-participating students as not meeting standards, effectively treating absences as failures in the aggregate statistics. This creates a distorted picture in which a school with strong actual student achievement appears to have poor results solely because of low test participation. When School 2371's results deﬂated by non-participation are combined with School 9922's 76 students in the authority aggregate, they pull down the overall percentages and create the year-over-year declines that trigger the "Declined" improvement ratings.

Contextual Factors

School 2371's context is critical to understanding these results. The school serves a specialized student population primarily students for whom traditional brick-and-mortar schools do not appeal and delivers all instruction online with assessment practices that differ significantly from School 9922's inquiry-based assessment model. Many School 2371 students likely did not write PATs due to scheduling conflicts with athletic commitments, flexible course completion timelines, or because standardized testing does not align with their individualized learning plans or because they are Grade 8 students who have been advanced in Mathematics and only wrote the one PAT. The combination of very small sample sizes (n=11 total, n=3-4 per test), specialized student demographics, self-paced online delivery, and low test participation rates makes School 2371's aggregate PAT percentages statistically unreliable indicators of instructional quality. Notably, the students who did participate demonstrated that School 2371's online programming can produce strong academic outcomes, with particularly impressive Science results (92% average).

While School 9922 maintains exceptional performance, with results in the 81-95% acceptable range across all subjects, the apparent performance disparity between School 2371 reﬂects differences in participation patterns and reporting methodology rather than fundamental differences in educational quality. Moving forward, improving PAT participation rates at School 2371, or allowing them to be recorded more accurately, would provide more precise data for measuring student achievement and comparing authoritylevel performance over time.

REQUIRED ALBERTA EDUCATION ASSURANCE MEASURES

Fall 2025 Required Alberta Education and Childcare Assurance Measures – Overall Summary

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 high school completion rate results over time, as participation in the 2019/20 to 2021/22 Diploma Exams was impacted by the COVID-19 pandemic. In the absence of Diploma Exams, achievement level of diploma courses were determined solely by school-awarded marks.

3. Aggregated Grade 9 PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each Grade 9 course. Courses included: English Language Arts (Grades 9, 9 KAE), Français (9e année), French Language Arts (9e année), Mathematics (Grades 9, 9 KAE), Science (Grades 9, 9 KAE), Social Studies (Grades 9, 9 KAE).

4. 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 Exam for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Mathematics 30-1, Mathematics 30-2, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.

5. Participation in the PATs and Diploma Exams was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. School years 2020/21 and 2021/22 are not included in the rolling 3-year average. Caution should be used when interpreting trends over time.

6. Participation in the PATs was impacted by wildfires in 2022/23 and 2023/24 and participation in Diploma Exams was impacted by wildfires in 2022/23. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

7. Security breaches occurred over the last few days of the 2021/22 PAT administration window. Students most likely impacted by these security breaches have been excluded from the provincial cohort. All and school authority reporting. Caution should be used when interpreting these results.

Measure Evaluation Reference (Required AECAMs)

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.

Notes:

1. For all measures: 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%.

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.

DOMAIN 1: STUDENT GROWTH & ACHIEVEMENT

The percentage of teachers, parents and students who agree that students are engaged in their learning at school.

Notes:

1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). 2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph of Authority Results

Citizenship

Citizenship remains a signiﬁcant strength for STS, with a Very High rating of 92.9% substantially higher than the provincial result of 79.8%.

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

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

3. The Citizenship measure was adjusted to reflect the introduction of the new AECA survey measures in 2020/21. Caution should be used when interpreting trends over time.

Graph of Authority Results

High School Completion Rate

High School Completion Rate - percentages of students who completed high school within three, four and five years of entering Grade 10.

of Authority Results

Notes:

of Authority Results

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

2. Participation in the 2019/20 to 2021/22 Diploma Exams was impacted by the COVID-19 pandemic, including the cancellation of the January 2022 Diploma Exam administration. In the absence of Diploma Exams, achievement level of diploma courses were determined solely by school-awarded marks. Caution should be used when interpreting trends over time.

3. STS did not have anyone identifying as First Nation, Metis, or Inuit in the 2025 Graduation class.

Student Completion Rates Commentary

STS continues to post exceptional high school completion outcomes. Our 3-year rate increased by more than 3 percentage points, rising to 94.5% (13.1 percentage points above the provincial average). Our 5-year rate remains extremely strong at 96.9% (9.8 percentage points above the provincial average). These results show that nearly all students who begin high school at STS successfully graduate. Minor year-to-year changes are largely due to students relocating out of province, which affects the provincial completion-rate calculation.

Graph

Graph of 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 (*).

Lifelong Learning

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

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

3. A "N/A" response was added to the AECA survey in 2020/21, allowing respondents to clearly indicate when a question was not applicable. Unlike "Don't Know", a response of "N/A" does not count towards the total number of responses in the survey result. Caution should be used when interpreting trends over time.

Graph of Authority Results

Rutherford Eligibility Rate

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

Rutherford eligibility rate details.

Graph of 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 (*).

AERR 2024-2025 | Strathcona-Tweedsmuir Schools | Authority 9072

Safe and Caring

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.

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph of Authority Results

Satisfaction with Program Access

Percentage of teacher, parent and student satisfaction with the accessibility, effectiveness and efficiency of programs and s ervices for students in their community.

Notes:

Graph of Authority Results

School Improvement

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.

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph of Authority Results

Work Preparation

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.

Notes:

Graph of Authority Results

Provincial Achievement Test (PAT) Results – Grades 9

Grade 9 PAT Results By Number Enrolled Measure History

Graph of Overall Grade 9 Provincial Achievement Test 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. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 9, 9 KAE), Français (9e année), French Language Arts (9e année), Mathematics (Grades 9, 9 KAE), Science (Grades 9, 9 KAE), Social Studies (Grades 9, 9 KAE).

3. Participation in the Provincial Achievement Tests was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

4. Participation in the Provincial Achievement Tests was impacted by wildfires in 2022/23 and 2023/24. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

6. have been included in school and school authority reporting. Caution should be used when interpreting these results.

7. STS did not have anyone identifying as First Nation, Metis, or Inuit write the Alberta Provincial Achievement Tests. - STS did not have any students who required English language supports write the Alberta Provincial Achievement Tests.

PAT Course by Course Results by Number Enrolled.

English Language Arts & Lit 6

Social Studies 6

English Language Arts 9

K&E English Language Arts 9

Language Arts 9 année

9 année

K&E Mathematics

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. 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 tests.

3. Participation in the Provincial Achievement Tests was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

5. Beginning in 2022/23, results for the Grade 6 Provincial Achievement Tests do not include students participating in subjects where the tests were not administered due to new curriculum being piloted or optionally implemented.

6. Security breaches occurred over the last few days of the 2021/22 PAT administration window. Students most likely impacted by these security breaches have been excluded from the provincial cohort. All students have been included in school and school authority reporting. Caution should be used when interpreting these results.

7. STS did not have anyone identifying as First Nation, Metis, or Inuit write the Alberta Provincial Achievement Tests.

8. STS did not have any students who required English language supports write the Alberta Provincial Achievement Tests.

Notes:

This authority is performing exceptionally well, with a perfect Acceptable rate and an Excellence rate more than 5 times higher than the provincial average (67.2% vs 12.7%). This represents a 30.9-point advantage in meeting Acceptable standards and a remarkable 54.5point advantage in Excellence. This suggests strong instructional implementation of the new curriculum, effective teacher preparation, or strategic resource allocation that other jurisdictions haven't matched.

The authority signiﬁcantly outperforms the province by 35.4 percentage points in Acceptable achievement and 10.5 points in Excellence. While the Excellence gap is more modest than in ELA, the fact that 88.5% of students meet Acceptable standards (compared to barely half provincially) indicates strong mathematics instruction despite the challenges of new curriculum implementation. The provincial struggles suggest this curriculum is challenging to implement effectively, making the authority's performance even more noteworthy.

Explanation for Absence of Grade 6 Social Studies PAT Data

STS does not have Grade 6 Social Studies PAT results this year because we participated in Alberta Education’s pilot curriculum. The pilot content does not align with the current curriculum on which the PATs are based, so the test would not provide valid or useful data. Schools using pilot curriculum are therefore exempt from PATs in those subjects. STS continues to use internal assessments to monitor student progress.

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

2. Participation in the Provincial Achievement Tests was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

3. Participation in the Provincial Achievement Tests was impacted by wildfires in 2022/23 and 2023/24. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

4. Beginning in 2022/23, results for the Grade 6 Provincial Achievement Tests do not include students participating in subjects where the tests were not administered due to new curriculum being piloted or optionally implemented.

Graph of Provincial Achievement Test Results by Course

5. Security breaches occurred over the last few days of the 2021/22 PAT administration window. Students most likely impacted by these security breaches have been excluded from the provincial cohort. All students have been included in school and school authority reporting. Caution should be used when interpreting these results

Graph of Provincial Achievement Test Results by Course

No data for ELA 9 KAE, French Language Arts 9, Français 9, Mathematics 9 KAE

Notes:

ENGLISH 9: Our students are performing exceptionally well, signiﬁcantly surpassing provincial benchmarks. At the acceptable level, 97.3% of our students meet expectations, compared to the provincial average of 68.8% a substantial 28.5 percentage-point advantage. At the excellence level, 47.4% of our students achieve this higher standard compared to just 11.1% provincially, meaning our students reach excellence at over four times the provincial rate. Both measures are rated "Excellent" with "Very High" achievement levels, and performance has been "Maintained" across reporting periods, indicating consistent, stable results. These outcomes demonstrate that our Grade 9 ELA program exceptionally develops both fundamental literacy skills and advanced comprehension and communication abilities, positioning students remarkably well for diploma-level English courses and success across all academic disciplines in high school.

MATHEMATICS

9: Our math results remain very strong compared to provincial standards we more than double the provincial acceptable rate and nearly quadruple the excellence rate. However, the "Declined" rating on the acceptable standard indicates a slight drop from our three-year average of 92.9%. It is important to note that the “Declined” status does not indicate low performance; rather, it reﬂects that current-year results are slightly below the previous three-year average. Importantly, all measures continue to demonstrate Very High or High achievement, indicating that the school remains at the top provincial standard. Clearly, this is an area to monitor, but not a serious concern given our continued strong performance It's worth noting that the provincial acceptable standard in Math 9 is only 51.7%, meaning fewer than half of Alberta students meet grade-level expectations. Our 93.2% rate demonstrates that we are far exceeding typical performance.

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

2. Participation in the Provincial Achievement Tests was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

of Provincial Achievement Test Results by Course

No data for Science, KAE, Social Studies 9 KAE

Notes:

SCIENCE 9: Science represents one of our strongest areas of performance, signiﬁcantly exceeding provincial benchmarks. At the acceptable standard, 99.5% of our students meet expectations, compared to the provincial average of 68.6% a 30.9 percentage-point advantage. At the excellence level, 40.5% of our students achieve this higher standard compared to just 21.1% provincially, meaning our students reach excellence at nearly double the provincial rate. Both measures are rated "Excellent" with "Very High" achievement levels, and performance has been "Maintained" across reporting periods, indicating consistent, stable results. These outcomes demonstrate that our Grade 9 Science program effectively prepares students with both foundational knowledge and advanced understanding, positioning them exceptionally well for diploma-level science courses in high school.

SOCIAL STUDIES 9: Social Studies shows outstanding performance with 93.4% meeting acceptable standards (compared to just 60.5% provincially) and 44.7% achieving excellence (nearly triple the provincial rate of 17.1%). Both measures are rated "Excellent" with "Very High" achievement levels, and performance has been "Maintained" across reporting periods, indicating consistent, stable results. These outcomes conﬁrm that our Grade 9 Social Studies program effectively develops both core competencies and advanced critical thinking skills, ensuring students are exceptionally well-prepared for diploma-level social studies courses in high school.

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

2. Participation in the Provincial Achievement Tests was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

6. STS did not have anyone identifying as First Nation, Metis, or Inuit write the Alberta Provincial Achievement Tests.

7. STS did not have any students who required English language supports write the Alberta Provincial Achievement Tests.

Graph

Note: We have included the data for STS 9922 on its own to show that there has only been a decline noted in Mathematics 9. This data represents the achievement of students registered in Grade 9 who wrote the PATs.

PAT Results Course by Course Summary by Enrolled with Measure Evaluation

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 tests.

3. Participation in the Provincial Achievement Tests was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. School years 2020/21 and 2021/22 are not included in the rolling 3-year average. Caution should be used when interpreting trends over time.

Note: At a jurisdictional level 9072 the “Declined” ratings in English Language Arts, Mathematics and Science are largely the result of how STAND school 2371’s results are reported but are not actually a student underperformance. School 2371 is a small cohort with only 10 students some of whom are in Grade 8 but wrote a Grade 9 Mathematics PAT. While School 9922 continues to demonstrate strong results, School 2371’s percentages appear low only because participation was extremely small—typically just 3–4 students writing each Grade 9 PAT. With such small numbers, each student represents 25–33% of the total cohort, causing the acceptable and excellence percentages to drop sharply despite strong individual performance. In reality, the participating 2371 students achieved solid to excellent results: Social Studies writers averaged 81.5%, Mathematics 73%, Science 92%, and English 83.75%. The “Declined” ratings therefore, reﬂect statistical distortion from very low participation rather than actual underperformance.

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.

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 tests.

Improvement Table

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

Declined

+ (current < previous 3-year average)

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

less than 1.00 Improved 1.00 - 3.83 (current > previous 3-year average)

Significantly

Overall Evaluation Table

+ (current > previous 3-year average)

Diploma Examination Results

STS Diploma Exam outcomes remain Very High, with 93.6% of students achieving an Acceptable standard and 44.7% achieving Excellence both well above provincial averages.

Diploma Exam Results By Students Writing Measure History

Notes:

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

2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Exams. 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, Français 30-1, Mathematics 30-1, Mathematics 30-2, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.

3. Participation in the Diploma Exams was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

4. Participation in the Diploma Exams was impacted by wildfires in 2022/23. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

5. STS did not have anyone identifying as First Nation, Metis, or Inuit write the Alberta Diploma Exams.

6. STS did not have any students who required English language supports write the Alberta Diploma Exams.

Graph of Diploma Examination Results - Overall

Diploma Exam Course by Course Results by Students Writing.

Notes:

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

3. Participation in the Diploma Exams was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

No data for ELA 30-2, French Language Arts 30-1, Français 30

Notes:

Our English 30-1 diploma exam results demonstrate exceptional performance with an "Improved" designation at the acceptable standard. Students achieved 95.6% at the acceptable level, exceeding the provincial average by 10.2 percentage points, signaling measurable growth in mastering advanced literacy competencies. At the excellence level, 28.2% of students reached the highest standard 10.3 percentage points above the provincial average earning "Maintained" status that reflects consistent high achievement. When combined school-awarded marks and diploma exam results are considered, 98.6% of students met or exceeded acceptable standards, well above the provincial rate of 94.2%, and all students achieved acceptable or higher when final blended marks were calculated.

Mathematics 30-2 - The provincial acceptable rate of 73.6% indicates that Math 30-2 is highly challenging across Alberta, with more than 1 in 4 students not meeting grade-level expectations. Our 100% rate demonstrates that our students in the modified mathematics stream are succeeding at exceptional rates. Our students demonstrated outstanding diploma examination results, achieving perfect acceptable scores and exceptional excellence rates that far exceed provincial standards. Most notably, the excellence rate has nearly quadrupled from our historical average of 15.3%, representing one of the most dramatic improvements across all diploma subjects and earning an "Improved" evaluation rating.The jump from 15.3% to 57.1% represents a 273% increase in excellence achievement the most dramatic improvement of any course at our school and earning the formal "Improved" rating.

Mathematics 30-1 represents one of our school's strongest diploma examination results, with exceptional performance that significantly exceeds provincial standards. With 102 students writing the exam, our school achieved an 88.2% acceptable rate (compared to 77.8% provincially) and a remarkable 57.8% excellence rate (compared to 37.1% provincially). Most notably, the excellence rate has nearly doubled from our historical average of 32.0%, representing one of the most dramatic improvements across all diploma subjects.

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

2. Participation in the Diploma Exams was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

3. Participation in the Diploma Exams was impacted by wildfires in 2022/23. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.

Social Studies 30-1 demonstrates strong diploma examination results, with performance that significantly exceeds provincial standards across both acceptable and excellence measures. With 68 students writing the exam, our school achieved an acceptable rate of 94.1% compared to 86.6% provincially a 7.5 percentage point advantage. This performance earned a "High Achievement" rating (meaning we're performing well above provincial standards), and because we've sustained this level over time, we received a "Maintained" improvement rating. When these two factors combine High Achievement plus Maintained improvement the overall evaluation is "Good," which is the second-highest rating category. Our excellence performance is even stronger: 35.3% of students achieved excellence compared to just 16.8% provincially, more than double the provincial rate. This earned a "Very High Achievement" rating (performing exceptionally above provincial standards) and "Maintained" improvement, which combine to produce an overall "Excellent" evaluation the highest possible designation. The key distinction is that "Very High Achievement" combined with "Maintained" produces "Excellent," while "High Achievement" combined with "Maintained" produces "Good." It should be noted that while the Ministry uses achievement categories such as "High" and "Very High," the specific numerical thresholds or formulas that determine these ratings are not publicly disclosed, making it impossible to identify precise targets for moving between achievement levels.

Biology 30 demonstrates exceptional diploma examination results, with outstanding performance that significantly exceeds provincial standards across both acceptable and excellence measures. With 63 students writing the exam, our school achieved an acceptable rate of 96.8%, compared to 90.5% provincially a 6.3 percentage-point advantage. This performance earned a "Very High Achievement" rating (meaning we're performing exceptionally above provincial standards), and because we've sustained this level over time, we received a "Maintained" improvement rating. When these two factors combine Very High Achievement plus Maintained improvement the overall evaluation is "Excellent," the highest possible designation. Our excellence performance is equally impressive: 54.0% of students achieved excellence compared to 43.1% provincially. This also earned a "Very High Achievement" rating with "Maintained" improvement, producing an overall "Excellent" evaluation. The key achievement is that Biology 30 earned "Excellent" ratings for both acceptable and excellence standards, demonstrating comprehensive program quality, with the vast majority of students succeeding and more than half achieving at the highest levels.

No data for Social Studies 30-2, Science 30

Notes:

Our Chemistry 30 results demonstrate exceptional performance with an overall "Excellent" standing. At the acceptable standard, we achieved 89.3% with an "Improved" designation, indicating measurable growth compared to our three-year average and exceeding the provincial average by nearly 6 percentage points. Our excellence rate of 42.6% earned "Very High" achievement with "Maintained" status, reflecting sustained outstanding performance that exceeds the province by an impressive 19 percentage points. Nearly half of our Chemistry students are achieving at the highest level more than double the provincial excellence rate demonstrating both the strength and continuous improvement of our science programming.

Our Physics 30 results show strong performance at the acceptable standard, with 88.9% of students achieving this level more than 7 percentage points above the provincial average and earning a "Very High" achievement rating with "Excellent" overall standing. Our excellence rate of 29.6% falls into the "Intermediate" achievement category with "Acceptable" overall standing, though we still exceed the provincial average by nearly 6 percentage points. While our students are successfully mastering core physics concepts and outperforming provincial standards at both levels, the "Intermediate" rating for excellence indicates an opportunity to strengthen our programming to help more students reach the highest achievement level.

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

2. Participation in the Diploma Exams was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. Caution should be used when interpreting trends over time.

4. STS did not have anyone identifying as First Nation, Metis, or Inuit write the Alberta Diploma Exams.

5. STS did not have any students who required English language supports write the Alberta Diploma Exams.

Diploma Examination Results Course By Course Summary With Measure Evaluation

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. Participation in the Diploma Exams was impacted by the COVID-19 pandemic from 2020/21 to 2021/22. School years 2020/21 and 2021/22 are not included in the rolling 3-year average. Caution should be used when interpreting trends over time.

5. STS did not have anyone identifying as First Nation, Metis, or Inuit write the Alberta Diploma Exams.

6. STS did not have any students who required English language supports write the Alberta Diploma Exams.

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.

Notes:

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

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

Declined Significantly

Diploma Examination Participation Rate

Percentage of students writing 0 to 6 or more Diploma Examinations by the end of their 3rd year of high school.

of 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. Participation in the Diploma Examinations was impacted by the COVID-19 pandemic from 2019/20 to 2021/22, including the cancellation of the January 2022 Diploma Exam administration. In the absence of Diploma Exams, achievement level of diploma courses were determined solely by school-awarded marks. Caution should be used when interpreting trends over time.

3. Participation in Diploma Exams was impacted by wildfires in 2022/23. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

Graph

Diploma Examination Participation Rate

Percentage of students writing 1 or more Diploma Examinations by the end of their 3rd year of high school, by course and subj ect.

Notes:

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

3. Participation in Diploma Exams was impacted by wildfires in 2022/23. Caution should be used when interpreting trends over time for the province and those school authorities affected by this event.

Drop Out Rate

Drop Out Rate - annual dropout rate of students aged 14 to 18

Graph of Authority Results

Notes:

Graph of Authority Results

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

DOMAIN 2 | TEACHING & LEADING

Education Quality

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

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph of Authority Results

Program of Studies

Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studie s, including fine arts, career, technology, and health and physical education.

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph of Authority Results

Innovative Instruction and Responsible Artiﬁcial Intelligence Integration

To support high-quality instruction and prepare students for a human-led, digitally enabled future, STS has advanced several initiatives focused on the responsible, ethical, and pedagogically meaningful integration of artiﬁcial intelligence in teaching and learning.

Preparing students for a human-led, digitally enabled, data-informed future requires acknowledging artiﬁcial intelligence as an arrival technology that is now ubiquitous. At STS, we recognize that without governance, policy, meaningful integration, and strong AI literacy, emerging tools could inadvertently undermine the primary aims of K–12 education. Our approach, therefore, centres on ensuring that AI strengthens rather than replaces the essential human elements of learning.

To guide responsible implementation, learner and organizational guidelines have been developed and put in place to support appropriate AI use by students and staff. Professional development has been offered across the School, recognizing that evolving pedagogical practice cannot be addressed through isolated training sessions; instead, this work must be embedded in collaborative planning, team meetings, employee onboarding, and ongoing PD cycles. Grounding all of these efforts is a central instructional question: How do we use AI to enhance education?

As part of this work, STS has deployed a student-facing AI tutor, Flint, following a successful pilot year. When used effectively by students and teachers, Flint supports personalized learning through adaptive practice and timely feedback. Its implementation reﬂects STS’s commitment to student safety and data privacy, as Flint adheres to the highest standards of the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA), and the General Data Protection Regulation (GDPR). Importantly, Flint does not use student interactions to train its AI models.

While guidelines and carefully selected tools support responsible classroom use, a comprehensive AI governance policy has also been developed and is currently pending approval. This policy will formalize expectations, roles, and safeguards to ensure consistent practice across the School.

Since the submission of the May 2025 Education Plan, STS has further advanced its strategic work by updating its “Future Skills” framework to align with the Organisation for Economic Co-operation and Development (OECD) AI Literacy Framework for primary and secondary education. This framework deﬁnes four domains of AI literacy: engaging with AI, creating with AI, managing AI, and designing AI. A survey administered in November 2025 to students in Grades 4 and above, parents, and teachers is providing baseline data on how these domains are currently emerging in classrooms. This information will help the senior leadership team determine where, when, how, and by whom the framework should be implemented.

Throughout this work, STS remains committed to ensuring equitable access, developmental appropriateness, and safe, ethical integration of AI in all learning environments. These efforts help ensure that students and teachers are not only prepared to navigate a rapidly evolving technological landscape but are empowered to shape it with conﬁdence, integrity, and purpose.

In-Service Jurisdiction Needs

The percentage of teachers reporting that in the past 3-5 years the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth.

Notes:

Graph of Authority Results

Welcoming, Caring, Respectful and Safe Learning Environments

The percentage of teachers, parents and students who agree that their learning environments are welcoming, caring, respectful and safe.

of Authority Results

Notes:

Graph

Access to Supports & Services

The percentage of teachers, parents and students who agree that students have access to the appropriate supports and services at school.

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph of Authority Results

Program of Studies | At-Risk Students

Percentage of teacher, parent and student agreement that programs for children at risk are easy to access and timely.

of 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. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph

DOMAIN 3 | LEARNING SUPPORTS

Access to Supports and Services

The Student Services Team guides Kindergarten to Grade 12 students through their educational journey from elementary to senior school, prioritizing well-being. Well-being encompasses physical, social, emotional, academic, spiritual, and mental health. These domains are context-independent and do not exist in a vacuum or isolation. This approach informs how the school’s Student Support Services Team members work with students, parents, guardians, and teachers.

After receiving a provincial mental health grant last year, STS could hire a psychologist whose services were frequently accessed by all students. The provisional School Psychologist is a uniquely qualiﬁed Student Support Team member who applies expertise in mental health, behaviour, and learning to help Kindergarten to Grade 12 students succeed socially, emotionally, and academically. Working collaboratively with teachers, school counsellors, learning strategists, education assistants, administrators, and families, the provisional School Psychologist establishes safe, healthy, and supportive learning environments that strengthen connections between home, school, and the broader STS community. The provisional School Psychologist builds capacity among students, teachers, and parents regarding children and youth's social, emotional, and mental health and well-being needs. As warranted, the provisional school psychologist works collaboratively with families to connect with mental health community resources and support.

The grant was also used to purchase the Open Parachute program The program is a proactive, universal approach to strengthening a child's mental well-being at school and home. The evolving program supports students and aligns with the Alberta Education health curriculum. Through short, age-appropriate videos of real-life kids facing relatable scenarios, students gain empathy, understanding, strategies and conﬁdence to work through complicated topics like anxiety, social media, acting out, and boundaries. Students can dialogue with peers in a safe space, followed by guided voluntary discussion questions. The program in Elementary is delivered to students through Physical Health and Education classes and by homeroom teachers. In Middle School, Open Parachute is integrated into Health classes, while in Senior School, it is delivered monthly during Community Block.

Collaborative Meetings

In addition, Elementary, Middle, and Senior school teams meet weekly to discuss students' academic and emotional well-being challenges. These collaborative response meetings bring together teachers, guidance counsellors, and learning support staff to identify students who need extra support and develop comprehensive, individualized action plans. This proactive, team-based approach ensures that students receive timely and effective interventions. By regularly coordinating efforts, we create a network of support that is responsive to each student's unique needs, reinforcing our commitment to holistic student success.

Concussion Protocol

Concussions can signiﬁcantly impact students' learning. We recognize that concussion recovery is caseand student-speciﬁc. Members from STS worked as a co-design team with the University of Calgary to

update our concussion protocol and create a revised concussion policy. The protocol and policy were based on the most up-to-date information from the recent International Concussion Consensus. A revised STS Concussion Policy was developed and approved. Mandatory concussion training is required for all STS employees. An online concussion training module developed by Hour Zero enables employees to submit compliance reports for concussion training

See APPENDIX D for the STS Concussion Policy.

Universal Design for Learning (UDL) and Inclusive Education

The School’s selective admission process is informed, but not limited to, standardized assessment instruments, report cards, and interviews. Once accepted into the school, Universal Design for Learning (UDL) is the foundation for STS’s inclusion policy. UDL is based on three guiding design elements:

• Give learners different ways to acquire information through multiple means of representation

• Give learners different ways to demonstrate learning through multiple means of expression

• Tap into learners’ motivation and interests through multiple means of engagement.

STS supports Kindergarten to Grade 12 students through a multi-tiered Response to Intervention (RTI) approach based on UDL principles. RTI identifies and supports students with specific learning and behaviour needs, offering universal, targeted, and specialized support. Differentiated instructional and assessment practices, student-specific accommodations, and professional learning opportunities empower students to advocate for their learning needs within and beyond the school.

See APPENDIX E for the Inclusive Education Policy.

Mental Health in Schools Grant

Last year also marked the final cycle of our Mental Health in Schools Grant from Alberta Education, which played a significant role in strengthening the depth and consistency of wellness supports available to students. Funding from this grant enabled our school psychologist to continue his work providing direct consultation, supporting students with complex needs, and collaborating with teachers and counsellors to inform school-wide practices. Importantly, the grant funded the continued integration of Open Parachute, a comprehensive K–12 mental health curriculum that was embedded directly into our Health and Wellness programs. These lessons offered developmentally appropriate content focused on resilience, emotional regulation, coping strategies, and help-seeking skills, ensuring that every student had access to evidencebased mental health learning throughout the year. By integrating this curriculum across all divisions, we strengthened a common language, increased student engagement with mental health topics, and supported a more unified, preventive approach to wellness. The combined impact of increased psychological support and school-wide mental health education has contributed to a more informed, resilient, and connected student community, as reflected in the improvements and maintenance of results captured in this year’s AERR

Data-Informed Decisions

In addition to support from the Mental Health in Schools Grant, our school strengthened its data-informed approach to student well-being by using several measures of belonging and wellness. This year, students

across divisions participated in surveys such as the Belonging Survey, the TABS Student Experience Survey, and the SOS-Q (Student Orientation to School Questionnaire). These tools provided meaningful insights into students’ sense of connection, engagement, and overall well-being, helping us better understand where additional support may be needed. The data gathered helped us identify specific groups of students who could benefit from targeted intervention, as well as broader themes that informed schoolwide wellness planning. The Student Services Department used these findings collaboratively with teachers and school leaders to guide interventions, monitor trends, and prioritize areas for additional resources or programming. By intentionally listening to student voices and integrating these measures into our decision-making, we strengthened our ability to respond to emerging needs. We reaffirmed our commitment to fostering a culture of inclusion, belonging, and well-being across the school.

Continuum of Supports

Our school continues to rely on a well-defined continuum of supports to meet the diverse needs of students across all divisions. At the universal level, teachers incorporate inclusive classroom practices, evidence-based instruction, and proactive wellness strategies that benefit all learners. When additional support is required, targeted interventions such as small-group instruction, executive-function coaching, or short-term counselling are provided to address emerging academic or social-emotional needs. For students with more complex or persistent challenges, individualized supports are developed in collaboration with teachers, counsellors, learning strategists, and families. These personalized plans may include specialized accommodations or coordinated care with outside professionals. By using this structured continuum, we are able to respond flexibly and effectively to student needs, ensuring that all learners have access to the right support at the right time.

Collaborative Response to Intervention

At STS, fostering student learning and well-being is a shared responsibility, supported by a robust collaborative framework. Each week, educators, counsellors, and learning strategists from the elementary, middle, and senior school divisions come together to review student progress and address any emerging academic or social-emotional needs. These discussions allow the team to share insights, coordinate strategies, and design personalized support plans for students who require additional assistance. By drawing on our continuum of supports from inclusive classroom practices to targeted interventions and specialized services students receive the right level of help at the right time. This coordinated, multidisciplinary approach ensures that interventions are purposeful, timely, and consistent across divisions, reﬂecting our dedication to understanding each student holistically and nurturing both their academic and emotional development.

Commentary on Improvements

The positive trend reﬂected in our AERR results showing very high achievement and improvement in access to supports and services demonstrates the growing impact of our Student Services Department. Over the past several years, the department has expanded both in personnel and programming, enabling us to provide a fuller continuum of academic, social-emotional, and post-secondary support. This growth has enabled more proactive identiﬁcation of student needs, earlier intervention, and a more consistent

delivery of accommodations across all grade levels. The reﬁnement of our inclusion policy has clariﬁed expectations for equitable practice and strengthened collaboration between teachers and support staff.

In addition, the Student Services Department has taken deliberate steps to increase visibility and accessibility. Counsellors and learning strategists regularly present at assemblies, staff meetings, and parent sessions to share information about available supports, normalize seeking support, and reinforce a culture of care. These efforts have also enhanced communication between teachers, families, and support staff, ensuring that students receive targeted support when necessary. Another strength of our current model is the collaborative response-to-intervention that exists in each division. Regular communication among counsellors, learning strategists, teachers, and school leaders allows us to identify emerging needs, monitor student wellness, and coordinate timely interventions. This multi-tiered and team-based structure ensures that supports are responsive, cohesive, and grounded in a shared understanding of each student’s unique proﬁle. Additionally, faculty professional development has helped build capacity for inclusive practices and differentiated instruction.

As a result, students and families report greater conﬁdence in knowing how to access help when needed, and teachers express higher satisfaction with the support in place to meet diverse learner needs. The continued upward trend in survey responses from students, parents, and teachers underscores the effectiveness of these initiatives and highlights our school’s shared commitment to inclusion, belonging, and student well-being.

DOMAIN 4 | GOVERNANCE

Parental Involvement

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

Notes:

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

2. The AECA survey was introduced as a pilot in 2020/21, when participation was also impacted by the COVID-19 pandemic. Caution should be used when interpreting trends over time.

Graph of Authority Results

Allocation of Actual Revenues & Expenses to Programs For the year ending August 31, 2025

ACTUAL REVENUE 2024-2025

Instruction AB Ed Grants Transportation Board & System Admin

ACTUAL EXPENSES 2024-2025

Instruction Operations & Maintenance Transportation Board & System Admin

STRATEGIC PRIORITIES | FLOURISH 2031

Launched in 2021, Flourish 2031 is our strategic 10-year plan and is at the heart of everything we do at STS. With a nod to our School motto, Nil nisi optimum, or Nothing but our best, Flourish is bold and ambitious. While future-focused, it also looks to our core and how we will continue STS’s legacy of developing good humans, thought leaders, and global citizens above all else.

Goal Pillar #2 | Deep Learning and Engagement

Goal Pillar #3 | Enduring Sense of Community

Goal Pillar #4 | Global Hub in a Natural Setting

ADDITIONAL LEARNING OPPORTUNITIES

Athletic Highlights

In 2024–2025, STS expanded its Senior School athletics program by introducing two new varsity teams, each demonstrating strong student interest, high staff engagement, and a commitment to fostering healthy, community-oriented competition.

This year marked the inaugural season of the Senior Varsity Girls Soccer Team, which launched with exceptional enthusiasm and a large roster of student-athletes. Supported by a dedicated group of staff volunteers who contributed their time to coaching and mentorship, the team experienced a highly successful ﬁrst season marked by strong participation, steady skill development, and a positive team culture.

STS also launched a Senior School Curling Team, practicing out of the Okotoks Curling Club. This team quickly became a vibrant addition to the athletics community, drawing significant student interest and supported by a large group of staff coaches who brought expertise, encouragement, and continuity to the program. The team’s first year was highly successful competitive, fun, and deeply community-oriented reflecting the strength of STS’s athletics culture and the value of expanding diverse opportunities for students.

These new programs highlight STS’s commitment to offering inclusive, high-quality co-curricular opportunities that support physical wellness, teamwork, school spirit, and student connection.

Whole-School Learning Experiences | Tipi Project

In 2024–2025, STS undertook an extraordinary whole-school land-based learning initiative led by our Elder-in-Residence, Saa’kokoto, culminating in the construction of a 21-foot tipi on campus. Every student from K-12 participated in different stages of the project, contributing their time, energy, and spirit to a shared learning experience that honoured Indigenous knowledge, protocols, and cultural teachings.

This work builds on the ongoing presence of Saa’kokoto within the STS community. Throughout the school year, he visits classrooms across all grades to share stories, perspective, wisdom, and cultural teachings connected to a wide range of subject areas, including Social Studies, Outdoor Education, Art, and Physical Health and Wellness. His guidance helps students understand Indigenous ways of knowing, land relationships, and the importance of respect, gratitude, and reciprocity in daily life and learning.

The tipi project began with ceremony acknowledging the land, expressing gratitude, and learning the cultural protocols required before harvesting natural materials. Students offered tobacco to Na’a (Mother Earth) and were taught that everything on the land has a spirit and is alive. These teachings grounded the learning in respect, responsibility, and a deep sense of connection before any physical work began.

Older students engaged in the harvesting of the 19–21 poles required for the tipi, experiencing ﬁrsthand the physical effort, teamwork, and commitment historically required to build a home. As they stripped bark and prepared the poles, students developed resilience and character while also experiencing the joy and camaraderie of working together. Younger students gathered pegs and buttons from chokecherry and Saskatoon bushes plants with deep cultural signiﬁcance learning to identify, honour, and respectfully use natural materials.

Painting the tipi offered yet another meaningful learning opportunity. In keeping with traditional roles, young women took the lead as “keepers of the lodge,” guided by teachings and supported in bringing their creativity, understanding, and spirit to the work. Each symbol painted reﬂects the teachings, dreams, and gifted stories shared by Saa’kokoto, as well as the individual contributions of the students involved. In this way, the tipi became not only a structure but a “mooyis” a home and a lasting legacy infused with the collective energy and learning of the community.

Throughout the project, students learned that authentic knowledge is lived rather than read. The laughter during harvesting, the teamwork during preparation, and the shared sense of purpose reﬂected a powerful feeling of belonging and connection. Students gained a deeper understanding of land-based learning, traditional ways of knowing, and relationships built through shared experience.

When the tipi is raised with the community, it will stand as a symbol of connection between students and the land, between past and present, and between the teachings shared by Saa’kokoto and the generations of learners who will follow. This project exempliﬁes STS’s commitment to meaningful, experiential learning that honours Indigenous perspectives and strengthens whole-school community building.

STS Cares | Community Service and Giving

In 2024–2025, STS launched STS Cares, a refreshed and uniﬁed approach to the School’s longstanding culture of generosity and community engagement. Rooted in the Flourish values of kindness, humility, integrity, joy, and creativity, STS Cares provides an umbrella for the many acts of service, giving, and compassion already present across the School, while supporting a stronger sense of belonging and shared purpose.

Generosity has been a deﬁning feature of STS throughout its history from character-building activities in every grade to the philanthropic support that has shaped our campus. STS Cares aims to celebrate and strengthen this culture by encouraging participation, modelling empathy, and ensuring that all members of the community can contribute in ways that reﬂect their capacity, interests, and strengths.

The goals of STS Cares are to:

• Inspire others by sharing stories of kindness and service that motivate participation across the community.

• Strengthen trust and transparency by engaging students, staff, parents, alumni, and partners in open dialogue about giving and service.

• Nurture a culture of compassion that encourages students to pursue lives of purpose and contribute positively to their communities.

• Support accessible and inclusive giving, ensuring participation is meaningful and achievable for all.

• Align with the IB learner attributes, reinforcing empathy, caring, and principled action as part of lifelong learning.

STS Cares includes a wide range of initiatives organized by students, staff, and community partners. Activities this year included Round Square service projects, winter clothing and essential-item drives for local charities, the Terry Fox Run, fundraising for veterans, and other student-led acts of service. These efforts bring the community together in purposeful, values-aligned action.

Through STS Cares, the School afﬁrms that each act of kindness big or small has the power to uplift, connect, and create lasting impact. This initiative strengthens community bonds and reinforces the School’s mission to develop compassionate citizens who contribute meaningfully to the world.

SUMMER PROGRAMMING

Summer programming is included in the AERR to demonstrate additional learning opportunities, community engagement, and ﬁnancial stewardship that support the School’s priorities and strategic initiatives.

Overview

STS continued to expand its summer learning and enrichment opportunities in 2025, offering high-quality programming that supports student growth, community engagement, and alternative revenue generation. Summer programming at STS now spans academic preparation, Outdoor Education (OE), athletics, ﬁne arts, STEM, and transition programming for new students, with offerings that welcome both STS and nonSTS participants, including international students.

In 2025, STS offered 78 camps, with 65 camps successfully operated, serving a record 1,196 participants a 27% increase from 2024. Summer school remained intentionally scaled to a smaller set of high-demand courses, with 61 students enrolled across three academic offerings.

Overall, the 2025 summer programs generated an estimated $220,000 in net proﬁt, supporting the school authority’s goal of building sustainable auxiliary revenue streams.

Program Growth and Participation

Signiﬁcant year-over-year growth was achieved across camp categories:

• Total participants: increased from 943 (2024) to 1,196 (2025)

• Number of camps offered: grew from 65 (2024) to 78 (2025)

• Successful camps run: increased from 56 to 65

• Summer school participants: 61 students (75% were current or incoming STS students)

• Outdoor Education: grew from 89 (2024) to 156 participants, now one of STS’s most in-demand offerings

• Debate Camp: doubled enrolment (30 → 66)

• STS Robotics Camps: expanded from one to three classes (6 → 32 participants)

• Golf programs: nearly doubled (33 → 55 students)

• StoryBook Theatre: expanded from two to four offerings, serving 72 students

These data reﬂect increasing demand for experiential, outdoor, arts, academic enrichment, and STEMrelated programming.

Partnerships and Community Engagement

STS worked with 17 external partners in 2025, up from 15 in 2024, to broaden student opportunities and expand its international reach. New partnerships include:

• Little Medical School

• Circuit Stream (AI/ML, Health Sciences)

• Alberta University of the Arts

• Jamie Gosling Football Academy

• Comic City Camps

• Studio on Fire

Coding/robotics programs operated by Next Gen EduCare attracted 185 students, while third-party sport partners (NBC Camps, Stryker Sports, Pivot Pointe Golf, ARES Fencing, Gosling Soccer) strengthened STS’s athletics proﬁle.

STS continued its partnership with the Fans Foundation, supporting 8 newcomer youth with subsidized camp access in alignment with STS’s commitment to inclusion and community support.

Taste of STS Orientation

The Taste of STS transition program continued to be a strong contributor to student readiness and connection-building. In its sixth year, the program supported a record 158 new STS and STAND students

(up from 132 in 2024), providing orientation to campus life, routines, expectations, and community values. Participation was strong across all grade cohorts:

• Kindergarten – Grade 2: 38 students

• Grades 3–6: 42 students

• Grades 7–12: 78 students

Feedback indicated high satisfaction with the “Starting Well” sessions, which introduced academic expectations, organizational skills, and school culture.

Operational Improvements

STS invested in expanded operational capacity to meet rising demand:

• Added a second bus route, increasing ridership from 169 to 336 students, generating approximately $9,000 in revenue.

• Introduced a pre-order summer lunch program through Chartwells, with 466 meals ordered, generating approximately $3,500.

• Expanded summer camp merchandise, selling t-shirts and stickers and generating more than $1,500 in new revenue.

• Expanded after-camp childcare, supporting 29 families and generating $1,450.

• Continued implementation of CampBrain, enabling improved registration, payment options (credit card and e-chequing), medical form tracking, event reminders, and greater ﬂexibility for families.

STS also employed 10 STS high-school students, several STS alumni, and approximately 15 faculty members to support camp operations strengthening leadership development and community involvement.

Financial Summary

The 2025 Summer Program contributed meaningfully to STS’s auxiliary revenue strategy. Key ﬁnancial outcomes included:

• $220,000 net proﬁt

o $195,000 from summer camps

o $24,000 from summer school

• Additional alternate revenue

o ~$9,000 from busing

o ~$3,500 from cafeteria service

o ~$1,450 from after-camp childcare

o $2,410 in cancellation fees

o ~$1,500 from merchandise

This marks the ﬁfth consecutive year of positive ﬁnancial performance for summer programming.

Alignment with STS Strategic Goals

Summer Programs continue to advance several authority priorities:

• Global Hub in a Natural Setting: expanding international partnerships and international student participation.

• Experiential Learning: signiﬁcant growth in Outdoor Education, arts, robotics, and leadership camps.

• Student Well-Being and Readiness: strong participation in transition programming (Taste of STS), academic enrichment, and conﬁdence-building camps.

• Community Engagement: increased involvement of STS high-school students, staff, families, and external partners.

• Financial Sustainability: substantial net revenue contributing to long-term organizational resilience.

Future Directions

Planned developments for 2026 include:

• Optimization of camp pathways using CampBrain analytics

• Expansion of Outdoor Education and exploration of a Forest School model

• Increased use of STS’s new athletic facilities (track and turf)

• Additional merchandise and food-service options

• Continued evaluation of partnerships to ensure program quality and alignment

• Exploration of new program streams (e.g., dance, equine, ninja/parkour, VR/AI, Mandarin)

These initiatives support STS’s commitment to offering exceptional, diverse learning opportunities during the summer months while strengthening connections to the broader community.

WHISTLEBLOWER PROTECTION

STS is deeply committed to establishing and maintaining a work environment that fosters trust and encourages employees to report wrongdoing without fear of reprisal. The School's values are grounded in providing high-quality education in a safe and nurturing environment that aligns with its moral and ethical beliefs.

STS pledges that any disclosure of wrongful conduct or alleged wrongdoing brought to the attention of the Designated Ofﬁcer will be duly reviewed, investigated, and handled by the school in a manner appropriate for the situation.

All STS personnel have the right and obligation to report any wrongdoing. An employee who reports such behaviour in good faith will be protected against any form of retaliation or adverse action within the school's power

Teachers and other employees may report any wrongdoing to the Designated Ofﬁcer to address the matter in accordance with the principles of due process and fundamental justice. If the report pertains to the Designated Ofﬁcer, the individual should report directly to the Commissioner.

If a report of wrongdoing is submitted directly to the Commissioner, named under Alberta's Public Interest Disclosure (Whistleblower Protection) Act, the Designated Ofﬁcer and STS will exert every effort to assist the Commissioner's ofﬁce in reviewing the report and bringing the matter to a reasonable and just conclusion.

Before making any disclosures, employees may seek guidance from their Supervisor, Designated Ofﬁcer, or the Public Interest Commissioner. Because they seek advice, they are protected from adverse employment action

For Fiscal 2023-24, the Designated Ofﬁcer or the Public Interest Commissioner has not received any Protected Disclosures.

The complete Whistleblower Policy can be found in APPENDIX F

DEVELOPING THE AERR

The Deputy Head of School compiled the Annual Education Results Report (AERR) for Strathcona Tweedsmuir Schools in collaboration with and with input from the Head of School, the Heads of the Elementary, Middle, and Senior Schools, the Chief Financial Ofﬁcer, the Controller Finance, Learning Leaders, various Directors from throughout the school, and the Student Services Department.

Articles and photographs were collected under the auspices of the STS Community Relations Ofﬁce for the 2025 edition of Optimum – an STS publication.

The report was submitted for review by the Board of Governors on November 28, 2025.

The report was approved by the Board of Governors on December 8, 2025.

The report was submitted to Alberta Education by December 9, 2025, and posted to the school’s website at:

https://www.strathconatweedsmuir.com/academics/aerr-and-education-plan/

Acknowledgements

Thank you to the following STS team members for contributing to the 2024-2025 AERR:

Kelly Ames | Elementary School Learning Strategist

Michelle Bartoshyk | Elementary PHE & Experimental Education Learning Leader

Scott Bennett | Head of Strategic Innovation & Partnerships

Jennifer Conway | Deputy Head of School

Annabel Dias | Director of Student Services

Nicole Egli | MYP Coordinator

Jody Frowley | Chief Financial Ofﬁcer

Dr. Carol Grant-Watt | Head of School

Andrea Hahn | Communications & Marketing Specialist

Kristi Kraychy | STAND School Principal

Scott McKay | DP Coordinator

Kim Milnes | Elementary School Learning Strategist

Season Prevost | Head of Elementary School

Jessica Richmond | Head of Middle School

Dale Roth | Director of Outdoor Education

Lisa Roth | Middle School Learning Strategist

Dr. Michael Simmonds | Assistant Head of School: Academics

Rory Stabler | Head of Senior School

Shannon Taggart | PYP Coordinator

Lara Unsworth | Head of Community Relations

Jana Wager | Director of Executive Services and Privacy Ofﬁcer

Alanna Wellwood | Head of Learning Research & Innovation

Ken Zelez | Director of Athletics

APPENDICES

Appendix A | Early Years Literacy & Numeracy Assessments

CC3, LeNS, Numeracy Screening

*January

Literacy Summary

To advance foundational literacy outcomes in early primary grades, a structured intervention initiative was implemented across Kindergarten to Grade 3 classrooms. The program targeted at-risk students through

individualized and small-group instruction, supported by a strategy team consisting of an Elementary Strategist and an Educational Assistant.

The intervention was anchored in UFLI Foundations, a research-based, explicit, and systematic literacy program developed by the University of Florida Literacy Institute. Designed for both core instruction and remediation, the program ensures students acquire essential reading skills through a carefully sequenced scope and instructional routine.

Key components of the program included:

• Daily implementation in all K–3 classrooms, with additional small-group and one-on-one support in Kindergarten and Grade 1.

• A consistent eight-step instructional framework emphasizing phonemic awareness, phonics, decoding, and application in connected text.

• Focused skill development in phoneme segmentation, grapheme-phoneme correspondence, decoding ﬂuency, irregular word recognition, and encoding.

• Comprehensive teacher support through detailed lesson plans, instructional slide decks, and downloadable practice materials.

The program’s design balances instructional rigour with responsiveness to individual student needs, offering repeated practice and gradual release of responsibility. This initiative aligns with ministry priorities for evidence-based literacy instruction, equitable access to support, and scalable intervention models that promote early reading proﬁciency.

Numeracy Summary

To strengthen foundational mathematics skills in early primary grades, targeted numeracy intervention activities were implemented in classrooms, with additional support from a dedicated strategy team. This team worked collaboratively with teachers to deliver individualized instruction for students identiﬁed as at risk in numeracy development.

Two key resources guided instructional support:

• Math Up Teacher Guides for Grades K–3

• Alberta Education Teacher Guide for Numeracy Intervention Activities (Grades K–3)

These resources provided structured, evidence-informed strategies to address speciﬁc learning needs and reinforce core numeracy concepts. Intervention focused on the following skill areas:

• Comparing and ordering numbers

• Counting and number recognition

• Understanding and applying number facts

• Locating and interpreting numbers on the number line

• Writing numbers accurately

• Constructing and solving basic equations

The program emphasized hands-on learning, conceptual understanding, and repeated practice to build ﬂuency and conﬁdence. Strategy team members supported classroom teachers in delivering differentiated instruction, ensuring that interventions were responsive to individual student needs and aligned with curriculum outcomes.

AERR 2024-2025 | Strathcona-Tweedsmuir Schools | Authority 9072 Page 94 of 122

This initiative reﬂects a commitment to early numeracy development. It supports ministry goals for equitable access to high-quality mathematics instruction, early identiﬁcation of learning gaps, and scalable intervention models that promote long-term academic success.

Foundation Program

Launched in February, the Foundations Program at STS was designed to provide intensive, targeted instruction in literacy and numeracy to students in Grades 3 and 4 who require additional intervention (beyond traditional interventions) in foundational skills, equipping them with the tools they need for longterm success.

By focusing on intensive intervention, personalized instruction, and evidence-based practices, the Program aimed to empower students with the literacy and numeracy skills they will need at higher grade levels and to foster a love of learning in a supportive environment.

Students in the ‘Foundations Program’ received targeted literacy and numeracy instruction in the mornings (or an equivalent amount of time) with their foundation cohort. They rejoined their grade-level homeroom cohort in the afternoons (or equivalent time) for Unit of Inquiry studies and other specialist classes.

Appendix B | STS Class of 2025 School Proﬁle

Appendix C | STAND School Proﬁle 2025

Appendix D | Concussion Policy

Appendix G | Parental Choice in Matters of Gender Identity, Human Sexuality, and Sexual Orientation Policy