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AERR: 2015-2016 and THREE-YEAR EDUCATION PLAN 2016-2017 – 2018-2019

ANNUAL EDUCATION RESULTS REPORT 2015-2016 and

SCHOOL EDUCATION PLAN (2016-2017 – 2018-2019)

Saint Monica Elementary and Junior High School

Alberta Education requires all schools to maintain an education plan that reflects and aligns with the district’s 3 Year Plan. These plans are cyclical and fluid and are to be considered “living documents”.

The Annual Education Results Reports (AERR) is the evaluation for all the desired and specific outcomes identified in the school plan. It is in the AERR that schools report their assessment of progress as it relates to the school’s past performance and achievement of targets. The AERR appears first followed by the 3 Year Plan to reflect the cyclical planning process. There should be a strong connection between the AERR and the School Education Plan.

The School Education Plans are to reflect the adjustment of strategies and targets for each year.

Target setting means establishing outcomes that arise from the analysis of current measures and performance at the school and district level and are expressed qualitatively.

Outcomes are measurable statements of what you seek to achieve. In broad terms, they answer the question, “What will this look like when we get to where we want to be?”

Some guiding questions are:

How can the school build on its current practice in empowering every student to be an engaged thinker and an ethical citizen with an entrepreneurial spirit? What needs to be enhanced? What is less effective and can therefore be decreased?

Is the school participating in new initiatives that may positively impact future school results?

What measures are collected to indicate that we are being successful?

Have strategies been developed to address the academic theme “Success for all students” with the focus on assessment and student wellness? Do the strategies encompass the Board priorities of academic excellence (diploma results in humanities), student wellness (mental health/resiliency) and FNMI (eliminating the gap between FNMI and non-FNMI student results)?

Have strategies been developed to address the faith theme, “Be merciful, just as your Father is merciful.” with a focus on the Board’s priority of faith formation (staff and students)?

Have strategies been developed to address any issues or concerns as indicated on the Accountability Pillar report?

Will the identified strategies meet the targets in a systematic and timely manner?

What learnings can be included based on the 2016-2017 district focus books:

Small Things – Dr. Gerry Turcotte

A Year of Mercy with Pope Francis: Daily Reflections

Dear Pope Francis


THE SCHOOL’S VISION/MISSION STATEMENT

The core purpose of St. Monica School is to facilitate lifelong learning in our diverse community. We will promote and model a Catholic Community of Caring School with a focus on: Faith, Trust, Respect, Caring, Responsibility and Family. Through a collaborative approach to learning, we are dedicated to developing a strong, supportive learning environment. Individuals are encouraged to take leadership roles and to take risks for school improvement. Diversity in our community is a strength where individual perspectives are encourage, acknowledged and respected.

SCHOOL COUNCIL INVOLVEMENT

An Advisory Council has been created in lieu of a School Council.

There continues to be a challenge with regard to parental participation, even though efforts continue to be made through the engagement of parents in the learning process. The key is to highlight the significant role that parents can play and to provide opportunities for active participation in organizing, funding and implementing this new initiative.

Parental commitment to school programs and initiatives appears to be strong, although physical presence and direct levels of support are limited. The challenge for administration will be to continue to explore ways to build relationships and encourage greater parental involvement.


ANNUAL EDUCATION RESULTS REPORT 2015-2016

DISTRICT VISION STATEMENT: FAITH

Our Catholic schools demonstrate their constitutional right to provide and support the development, permeation, and modeling of our faith.

LOCAL DESIRED OUTCOME ONE: Catholicity is enhanced and supported within the district.

ANNUAL EDUCATION RESULTS REPORTING for:

LOCAL SPECIFIC OUTCOME 1.1: The school district models the social teachings of the

Catholic church by promoting justice, loving kindness and walking humbly with God.

Performance Measure For AERR Number of projects

Total number of service acts as indicated within the context of the Catholic Community of Caring survey.

11 service acts were performed (8 local & 3 national/international)

Performance Measure For AERR Results (in percentages)

Percentage of parents/legal guardians who agree and strongly agree with the following statement from the annual District Satisfaction Survey:

The Religious Education program at the school supports me in teaching my child(ren) the Catholic faith.

The Religion Program, and the Catholic perspective across the curriculum, has positively influenced my child’s moral decision making. (e.g. citizenship, social justice, environmental stewardship, etc.)

2015 2016 Target 2017

Statement #1

School 100 100 100

District 89.4 91.6 91.7

Statement #2

School 100 100 100

District 93.6 91.0 91.1

Comment on Results for Local Specific Outcome 1.1 (The school district models the social teachings of the Catholic church by promoting justice, loving kindness and walking humbly with God.)

(Contextual information, factors affecting results, analysis of results). Include service learning projects, their success, and how they promoted justice, kindness and walking humbly with God, percentage of students achieving the acceptable standard on district-developed Religious Education assessment instruments at grades 5, 8 and 12 levels as applicable to your school, Tell Them From Me survey data, faith exemplars, etc.)

Our projects involved student action through our Catholic Community of Caring program, Big Family Group focus activities and the leadership of our Student Activity Council. There were eight local initiatives, as well as three with an international focus. St. Monica School continued its support of the Free the Children movement, both locally and internationally, while attending the “We Day” gathering at the Scotia Bank Saddledome.

ANNUAL EDUCATION RESULTS REPORTING for:


LOCAL SPECIFIC OUTCOME 1.2: The school district builds student wellness through the

ongoing development of the Catholic Community of Caring within the school climate and culture.



Catholic Church teachings and practices are reinforced through the culture and climate of my child’s school.

2015 2016 Target

2017

School 100 100 100

District 93.4 92.6 92.7

Comment on Results for Local Specific Outcome 1.2 (The school district builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.)

(Contextual information, factors affecting results, analysis of results). Include Catholic Community of Caring Plan; Tell Them From Me survey regarding how students face problems and life’s challenges; student wellness initiatives/projects, etc.)

Although the results indicate strong support, the number of 2016 Parent Satisfaction Survey respondents increased to a total of five. Hard copy distribution of the Satisfaction Survey through the front office provided personal contact, hereby demonstrating the importance of input received by parents.



DISTRICT VISION STATEMENT: FAITH

Our Catholic schools demonstrate their constitutional right to provide and support the development, permeation, and modeling of our faith.

LOCAL OUTCOME ONE:

Catholicity is enhanced and supported within the district.

LOCAL OUTCOME ONE: Catholicity is enhanced and supported within the district.

The Catholic Community of Caring plan is embedded in this section and focuses on the 2016-2017 faith theme, “Be merciful, just as your Father is merciful.” Include how your school will:

Engage in the theme, “Be merciful, just as your Father is merciful”, by focusing on how mercy is both received from God and how we give mercy to others.

Continue to promote mercy and justice through social justice initiatives—corporal and spiritual works of mercy and Catholic social teachings.

Continue to foster faith formation of staff and students through participation in prayer and liturgy, professional learning, retreats, pilgrimages and other formation activities.

Continue to build student wellness through school climate and culture, aligned with the Catholic Community of Caring values (faith, caring, respect, responsibility, trust and family).

LOCAL OUTCOME 1.1: The school district models the social teachings of the Catholic church by both receiving and giving mercy and engaging in works of mercy.

2016-2017 School Outcome(s):

Initiatives/Projects: Strategies: Measure:

Create action through awareness of District Theme, “Be merciful, just as your Father is merciful.”

Participation in programs of support (emotional, physical and spiritual)

Our theme must permeate all events, activities and class-based discussions.

Student Activity Council must include the concept of merciful works as a guiding principle in planning.

Targeted service acts are to be developed with merciful works in mind.

Families And Schools Together (F&ST) engagement by trained staff leaders and volunteers (10 week program)

FANS program for breakfast nutritional support

Fresh Fruit Program coordinated by staff, supported with help by Student Activity Council

Percentage of students achieving the Acceptable Standard on district developed Religious Education assessment instruments at grades 5 and 8.

Total number of service acts/projects, in addition to the degree of student engagement, reported for Catholic Community of Caring survey.

http://www.loyolapress.com/corporal-and-spiritual-works-of-mercy.htm

http://www.loyolapress.com/corporal-and-spiritual-works-of-mercy.htm

http://www.usccb.org/beliefs-and-teachings/what-we-believe/catholic-social-teaching/seven-themes-of-catholic-social-teaching.cfm


members and financially supported by Louis Dreyfus Commodities Inc. corporate partners.

Volunteering in Feed the Hungry Program, financially supported by ATA Local 55, as offered through Saint Mary’s Parish Hall

Continue registration for Brown Bagging 4 Calgary’s Kids (lunch supplementation, delivery twice a week)

Organize participation of grade 9 students in Brown Bagging 4 Calgary’s Kids. Students to make lunches and snacks for distribution to Calgary schools; including Saint Monica.

LOCAL OUTCOME 1.2: The school district fosters faith formation of staff by increasing knowledge, understanding and practice of faith.



Staff leadership in modeling faith formation development

Student Leadership opportunities

Liturgical planning of liturgical calendar and organization through homeroom support

Inclusion of morning prayer, as led by students, beginning each school day

Participation in Catholic Education Sunday with student support

Inclusion of religious symbols and banners for every liturgy

Inclusion of liturgies and prayer to start off all staff meetings and professional development activities

Liturgical Choir and Guitar Clubs that support every liturgy

Development and clear delineation of roles and responsibilities for leadership at the elementary and junior high levels: Free the Children (grades 5 - 9), Community Care Services (grades 7 - 9), BFG mentorship (multi-aged groups)

Staff faith formation survey

Staff participation in prayer and liturgy, professional learning, retreats, pilgrimages and other formation activities


Second consecutive year of School Safety Patrols at grade 5 – 8 levels. Re-establishment of new patrol crossing at the corner of 2nd Street and 18th Avenue S.W; in collaboration with Calgary Police Service and the AMA School Safety Patrol program.

Continuation of recycling initiatives, such as: E-Waste Recycling, Recycling 4Life (pop, juice & milk containers) and Recycling Renegades (paper recycling) and Listening Program.

Fresh fruit for Students program, requiring student leadership in ordering, washing and distribution of fresh fruit to all homeroom classes.

LOCAL OUTCOME 1.3: The school district fosters faith formation of students by increasing knowledge, understanding and practice of faith.



Inclusion of Saint Mary’s Parish religious and sacramental development as part of Religious Education Programming

Student Leadership opportunities

Organized class visitations by religious staff

Deepen understanding of sacraments through Religious Education curriculum and communication to parents

Participation in Leadership opportunities, as Community Care Service

Participation in Free the Children movement with attendance at We Day celebration.

Service projects (11 total; 8 local & 3 international) resulting in joint effort between Catholic Community of Caring program, Student Advisory and Free the Children advocacy.

District Satisfaction Survey results (Questions 4 and 5)

OurSchool Survey results

Degree of Acceptable Standards achievement by students in grades 5 and 8


LOCAL OUTCOME 1.4: The school district builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.



Catholic Community of Caring plan promoting virtues of Faith, Caring, Respect, Responsibility, Trust and Family, as coordinated between Student Activity Council and staff.

Develop the “Fourth ‘R’ Healthy Relationship Plus” program through our counseling services.

• Develop Year Plan bringing all students together on a monthly basis in support of social justice projects.

• Create Big Family Groups (BFG’s), which are multi- graded and inclusive in focus.

• Student mentorship program involving older grades and buddy classes; taking primary grade students to lunch, assemblies and church.

• Actively participate in Liturgical Calendar with all attendance at St. Mary’s Cathedral.

• Host Welcome Back barbeque for all families on Oral Interview/Meet The Teacher Night in late September.

• Acknowledge student and staff birthdays as part of the morning announcements over the intercom.

• Host Shrove Tuesday Pancake Breakfast.

• Apply appropriate strategies for

social skill development for students requesting support.

District Satisfaction Survey results


Accountability Pillar Survey results

Same performance measures as above



DISTRICT VISION STATEMENT: RELATIONSHIPS

Our Catholic schools promote shared responsibility for stewardship of resources, transparency and the success of the students in our care.

PROVINCIAL DESIRED OUTCOME THREE: Alberta’s education system is governed effectively.

ANNUAL EDUCATION RESULTS REPORTING for LOCAL SPECIFIC OUTCOME 3.1: The school district strengthens communication with parents/legal guardians and the parental role in decision-making.



I am satisfied with information received from the district informing me about opportunities which allow me to be informed about my child’s education. (Connections newsletter, website, social media, Parent/Trustee forums, etc.)

2015 2016 Target 2017

School 100 80 80.1

District 90.5 90.2 90.3

Comment on Results for Local Specific Outcome 3.1 (The school district strengthens communication with parents/legal guardians and the parental role in decision-making.)

(Contextual information, factors affecting results, analysis of results). Indicate ways in which your school strengthened communication with parents/legal guardians and the parental role in decision-making.

Due to the small sample size of respondents, any minor change in category selection can alter the outcome. I draw on the results of the District Satisfaction Survey (formerly Parent Satisfaction Survey) with question #8, that was very similar, “I am satisfied with information received informing me about opportunities which allow me to be informed about my child’s education.” This question has been very high in respondent’s agreement over the last five-year period, too.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL SPECIFIC OUTCOME 3.1: The education system demonstrates collaboration and engagement.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

Overall teacher and parent satisfaction with parental involvement in decisions about their child’s education. (Required Provincial Accountability Measure)

CURRENT MEASURES: Parental Involvement

3 Year Plan

Current Result 2016 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation

Achievement Improvement Overall

School 67.6 61.9 62.1 Very Low Maintained Concern

CCSD 79.7 79.6 80.1 High Maintained Good

Province 80.9 80.7 80.5 High Improved Good

Performance Measure For AERR Results (in percentages) Target

Percentage of teacher and parent satisfaction with parental involvement in decisions about their child's education.

Overall (required) 2012 2013 2014 2015 2016 2017

School 87.1 70.3 54.1 61.9 67.6 67.7

CCSD 80.1 80.5 80.1 79.6 79.7 80.9

Province 79.7 80.3 80.6 80.7 80.9

* Data provided by Alberta Education October 2016.

Overall teacher, parent and student satisfaction with the overall quality of basic education. (Required

Provincial Accountability Measure)

CURRENT MEASURES: Education Quality

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 94.4 86.1 87.2 Very High Improved Significantly Excellent

CCSD 89.8 89.2 89.4 Very High Improved Excellent

Province 90.1 89.5 89.5 Very High Improved Significantly Excellent


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


School 92.1 91.4 84 86.1 94.4 94.5

CCSD 89.2 89.3 89.8 89.2 89.8 90.1

Province 89.4 89.8 89.2 89.5 90.1



Comment on Results for Provincial Specific Outcome 3.1 (The education system demonstrates collaboration and engagement.)

(Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or school) that may have contributed to this improvement.

Quality Education programming is ranked highly by parents and teachers over this current performance measure, but also over the five year period from 2012 to 2016. The degree of Parental Involvement continues to be a challenge, as indicated in the performance measures. It is noteworthy, however, that the performance measure results over the past 3 years have seen a steady increase of 13.6%. Our attempt to build bridges and encourage a greater degree of parental involvement is the primary focus of family-first opportunities available at Saint Monica School, included in the upcoming 2016-2017 school year: Pre-School Parenting programming, Parent Volunteer Orientations, Welcome Back Barbeque for families, Family Movie Nights, Calgary Reads/Read2Gether, alternative survey formats, F&ST parent program, plus district, community and interagency support.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL SPECIFIC OUTCOME 3.2: Students and communities have access to safe and healthy learning environments.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

Overall teacher, parent, and student agreement that students are safe at school, are learning the importance of caring for others, learning respect for others, and are treated fairly at school. (Required Provincial Accountability Measure)

CURRENT MEASURES: Safe and Caring

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 88.8 92.5 87.6 Very High Maintained Excellent




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.


School 91.8 87.5 82.9 92.5 88.8 88.9

CCSD 89.1 88.9 89.8 89.1 89.7

Province 88.6 89.0 89.1 89.2 89.5


Overall percentage of teachers, parents, and students indicating that their school and schools in their jurisdiction have improved or stayed the same in the last three years. (Required Provincial Accountability Measure)

CURRENT MEASURES: School Improvement

3 Year Plan Current Result 2016 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 78.7 79.4 79.6 High Maintained Good

CCSD 79.7 79.1 79.0 High Improved Good



Percentages of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.


School 86.5 85.5 73.9 79.4 78.7 78.8

CCSD 80.3 78.7 79.4 79.1 79.7 81.2

Province 80.0 80.6 79.8 79.6 81.2



Comment on Results for Provincial Specific Outcome 3.2 (Students and communities have access to safe and healthy learning environments.)

(Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

Our school consists of a great number of caring and supportive teachers, educational assistants and support staff who build strong and healthy relationships within our school community. By our actions we are there in support of the needs of all students, as indicated by the Safe and Caring performance measures. That is the reason for our High performance measure score for Safe and Caring scoring at 88.8%. In an extremely complex community requiring multiple levels of support, the school is perceived to be improving and responsive to the needs of school community, as indicated by the School Improvement performance measures. Our staff is deeply committed to our students as represented in our Mission Statement.



DISTRICT VISION STATEMENT: RELATIONSHIPS

Our Catholic schools promote shared responsibility for stewardship of resources, transparency and the success of the students in our care.



Champions for Life program

Steps in this program are undertaken for purpose of providing personal levels of support/contact for every student. Part of this program’s long-term commitment is the annual review of operations and activities that allow for the continued improvement in this program. Program options include: For the initial start-up all

staff took on “guardian angel” status. Approximately 6 students/staff member were selected, with those students be looked after without the students’ knowledge. The goal of each staff member is to connect and be a positive influence on the students’ lives.

The next stage, once the school year is in full swing, is to reverse the process, allowing student selection of staff members with whom a perceived bond is identified.

Once completed, a first Champions meeting will be scheduled. The purpose is to deepen understanding and strengthen relationships.

Further meetings will be scheduled throughout the




PROVINCIAL OUTCOME THREE:

Alberta’s education system is inclusive.


school year, with a themed purpose/activity.

Students new to the school will be added throughout the year

A year-end meeting will be established for transitioning into the next school year.


PROVINCIAL OUTCOME FIVE: The education system is well governed and managed.

LOCAL OUTCOME 5.1: The school district strengthens communication with parents/legal guardians and the parental role in decision-making.



Communication Platforms

Connects contact lists through Power School created to open up lines of communication with parents (newsletters & emergent notices).

Continue to promote school news and events through Twitter account.

Strive towards the electronic distribution of 100% of the school’s newsletter.

Promote school news and events through television message screen in the school’s foyer.

Improve data collection methods for school, district and provincial surveys.

Increased opportunities for direct parental communication via district translation services

Ensure that District, Parent – Trustee Forum and Help Plan Your Future information is communicated directly to the school community

Provide opportunities for effective Parent – Teacher communication, as the need arises or through Interviews



PROVINCIAL OUTCOME 5.1: The education system is well governed and managed.

2016-2017 School Outcome(s): Special Education and Regular Education balance


Create collaborative engagement between Special Education programming (involving Connections I/II & Next Steps) and regular stream

• Create awareness and understanding of Connections student profiles.

• Dedicated professional development time for teaching and educational assistants throughout the year towards

Direct feedback from parents concerning programming, integration and discipline



understanding students with sensory overload profiles and how to engage them in the learning process.

• Planned professional development time through early dismissal of Connections students, on the last Wednesday of every month.

• Development of and strict adherence to accepted protocol for communicating, understanding and integrating Connections students into division I and II classroom settings.

• Deepening the understanding of an accurate student profile, specific to Connections’ classrooms, through involvement in the Intake process for students new to the program.

• Managing the physical environment of the Connections’ Classrooms, as well as the supportive Sensory Room, as well as the calming room

• Deepen understanding for ALL Connections and Next Steps staff for expected time out procedures as outlined by district and Alberta Education protocols.

Develop Behavior Support Plans and Safety Plans as the need arises.

Non-Violent Crisis Intervention training for key contact staff members.

Observations and feedback from teachers and educational assistants



DISTRICT VISION STATEMENT: EXCELLENCE IN TEACHING AND LEARNING

Our Catholic schools develop students who reflect the image of God and are successful contributors to a global society.

PROVINCIAL DESIRED OUTCOME ONE: Every student is successful.

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes. (For High Schools only and Junior High Schools with data.)

Annual drop out rate of students aged 14 to 18. (Required Provincial Accountability Measure)

CURRENT MEASURES: Drop Out Rate

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School NA NA NA Choose an item. Choose an item.

Choose an item.


Province 3.2 3.5 3.5 High Improved Significantly Good

The annual drop out rate is the percentage of students aged 14-18 in a given school year who leave the school system without having met the requirements for high school completion and who are not in the education system, including post-secondary and apprenticeship programs in the subsequent school year.


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


School NA NA NA NA NA NA

CCSD 2.1 1.6 1.6 1.8 1.5

Province 3.8 3.6 3.3 3.5 3.2

* Data provided by Alberta Education October 2016. (2016 results will be available May 2017.)


Overall teacher, parent and student agreement that students model the characteristics of active citizenship. (Required Provincial Accountability Measure)

CURRENT MEASURES: Citizenship


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 86.1 86 79.2 Very High Improved Excellent

CCSD 84.8 84.8 84.6 Very High Maintained Excellent


Performance Measure For AERR

Results (in percentages) Target

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


School 87 80.6 71 86 86.1 86.2

CCSD 83.7 83.7 85.2 84.8 84.8

Province 82.5 83.4 83.4 83.5 83.9


Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. (Required Provincial Accountability Measure)

CURRENT MEASURES: Work Preparation


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation



CCSD 79.7 78.5 78.3 High Improved Good

Province 82.6 82.0 81.1 High Improved Significantly Good


Percentages of teachers and parents who agree that students are taught attitudes and behaviors that will make them successful at work when they finish school.


School 83.3 85.1 62.7 80.8 78.3 78.4

CCSD 77.9 76.8 79.5 78.5 79.7 82.6

Province 79.7 80.3 81.2 82.0 82.6



Comment on Results for Provincial Specific Outcome 1.1: Students achieve student learning outcomes.) (Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

Citizenship performance measures indicating overall achievement as being Excellent, which is indicative of the past year performance, as well as aligning with the five-year trend. Work Preparation ranked as High, with an overall achievement of Good. This level would be commensurate with the five-year average, but is 2.5% lower than last year.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL SPECIFIC OUTCOME 1.2:

Students demonstrate a strong foundation in literacy and numeracy.

Overall percentage of students in grades 6 and 9 who achieved the Acceptable Standard and overall percentage of students who achieved the Standard of Excellence on Provincial Achievement Tests (overall cohort* results). (Required Provincial Accountability Measure)

Student Learning Achievement (K-9)

(Percentage) October 2016 Evaluation

Current Measures Current Result

Prev Year

Result

Prev. 3-yr

Average Achievement Improvement Overall

Overall percentage of students in Grades 6 and 9 who achieved the Acceptable Standard on

Provincial Achievement Tests (School).

55.5 56.6 58.5 Very Low Maintained Concern


Provincial Achievement Tests (District).

76.7 75.2 75.3 Intermediate Improved

Significantly Good


Provincial Achievement Tests (Province).

73.6 72.9 73.4 Intermediate Maintained Acceptable

Overall percentage of students in Grades 6 and 9 who achieved the Standard of Excellence on

Provincial Achievement Tests (School).

15.9 10.2 11.6 Intermediate Maintained Acceptable


Provincial Achievement Tests (District).

21.7 20.1 20.0 High Improved

Significantly Good


Provincial Achievement Tests (Province).

19.4 18.8 18.6 Intermediate Improved

Significantly Good

“A” = Acceptable; “E” = Excellence – the percentages achieving the Acceptable Standard include the percentages achieving the Standard of Excellence. Alberta Education requires jurisdictions and schools to report results for Provincial Achievement Test data on the basis of the cohort group.

*This form of reporting accounts for all students enrolled at a grade level. For example, the number of students in the cohort is determined as the

total of number of students who write, the number of students who are absent, and the number of students who are excused from writing by the Superintendent for valid reasons as determined by Alberta Education (because participation would be harmful to the student or the student could not respond to the test instrument). When the percentage of students meeting Standards is calculated, students who are absent or excused are considered to have not demonstrated the Acceptable Standard for a given achievement test as their achievement is not known.

Aggregated PAT results are based upon a weighted average of per cent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (grades 6, 9, 9KAE), Français (grades 6 and 9), French Language Arts (grades 6 and 9), Mathematics (grades 6, 9, 9KAE), Science (grades 6, 9, 9KAE) and Social Studies (grades 6, 9, 9KAE)

Grade 9 Provincial Achievement Tests were substantially impacted by the flooding of June 2013 so caution should be used when interpreting trends over time for the province and district.


Provincial Achievement Tests

Percentage of students in grade 6 and 9 who achieved the Acceptable Standard and the percentage who achieved the Standard of Excellence on Provincial Achievement Tests. Results based on students who wrote the test (required by the district – see *note below).

PAT Results – By Number Writing 2016 2013-2015 Average

Acceptable Excellence Acceptable Excellence

Grade 6

(%) (%) (%) (%)

English Language Arts 6 School 100.0 0.0 100.0 41.3

CCSD 96.0 26.3 95.5 22.8

Prov. 91.5 22.6 90.9 19.7

French Language Arts 6 School NA NA NA NA

CCSD 96.5 20.8 90.6 20.4

Prov. 89.6 14.5 90.0 15.5

Mathematics 6 School 50.0 0.0 89.6 17.2

CCSD 87.4 18.5 86.9 19.1

Prov. 79.3 15.4 80.7 16.9

Science 6 School 85.7 42.9 100.0 38.6

CCSD 91.0 34.7 90.1 31.4

Prov. 86.1 29.9 84.7 28.0

Social Studies 6 School 71.4 14.3 100.0 19.8

CCSD 87.4 28.7 86.1 22.8

Prov. 79.2 24.4 79.0 19.9

Percentage of students in grade 6 and 9 who achieved the Acceptable Standard and the percentage who achieved the Standard of Excellence on Provincial Achievement Tests. Results based on students who wrote the test (required by the district – see *note below).

PAT Results – By Number Writing 2016 2013-2015 Average

Acceptable Excellence Acceptable Excellence

Grade 9 (%) (%) (%) (%)

English Language Arts 9 School 92.9 17.9 86.1 14.0

CCSD 91.9 17.8 91.4 18.7

Prov. 86.7 17.1 86.4 16.7

French Language Arts 9 School NA NA NA NA

CCSD 82.7 7.7 89.4 11.6

Prov. 85.9 11.2 89.5 12.1

Mathematics 9 School 69.0 31.0 80.6 23.9

CCSD 81.1 21.8 79.2 21.7

Prov. 75.8 19.5 74.5 20.0

Science 9 School 93.3 36.7 84.3 17.9

CCSD 87.9 29.4 86.9 28.6

Prov. 82.6 24.9 81.9 24.1

Social Studies 9 School 92.9 21.4 82.9 17.3

CCSD 77.3 22.6 78.8 23.6

Prov. 72.7 20.3 73.8 22.0


* For all Achievement Tests, schools complete Analysis Packages to address specific strategies and outcomes based on results. The Analysis Packages provide opportunities for individual teachers and divisional groups to reflect on achievement data and set priorities for instruction.

Comment on Results for Provincial Specific Outcome 1.2: Students demonstrate a strong foundation in literacy and numeracy. (Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

Grade 6: Acceptable Standard level of achievement was highest with ELA (100%) and Science (85.7%). In Social and Math the achievement level was down considerably over the previous year. Aside from specific targeted areas, one factor affecting the overall results can be linked to the actual number of students who wrote, with only 8 students writing in those two identified subjects. That number of students writing brings the results and interpretations very close to being statistically unreliable, due to the small sample size. In addition, considering the school & classroom profiles, students writing represented challenges with ELL, special education and behavioral backgrounds. The 50% Acceptable Standard level in Math obviously had a drastic effect on the overall level of achievement when Grade 6 and 9 are averaged out. This is not a true indication of the real level of achievement, when indicating evaluation measures as being Very Low and of Concern. Grade 9: An average Acceptable Standard level across the four subjects was 85.7% while the Standard of Excellence overall average achievement across all four subjects was 26.75%. Each individual subject had Standard of Excellence scores that exceeded the provincial average for each subject.


PROVINCIAL DESIRED OUTCOME TWO: Alberta has quality teaching and school leadership.

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL SPECIFIC OUTCOME 2.1:

Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.

Overall teacher, parent and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, health and physical education. (Required Provincial Accountability Measure)

CURRENT MEASURES: Program of Studies


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation



CCSD 82.4 82.8 83.0 Very High Declined Good



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


School 78.4 76.5 74.6 79.6 80.5 80.6

CCSD 82.1 82.5 83.8 82.8 82.4 82.5

Province 80.7 81.5 81.3 81.3 81.9


Comment on Results for Provincial Specific Outcome 2.1 (Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.)

(Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

Program of Studies offerings was once again trending upward, at its highest percentage of 80.5%. Teachers and parents alike were pleased with programs offered, including: regular programming, CTF, Junior High Options, Connections I & II, as well as Next Steps transitioning.


PROVINCIAL DESIRED OUTCOME 4.1: First Nations, Métis and Inuit (FNMI) students are successful. (FNMI data is published only when there is a sufficient population of FNMI students (more than 6 students).

PROVINCIAL PERFORMANCE MEASURES AND DATA Overall percentage of self-identified FNMI students in grades 6 and 9 who achieved the Acceptable

Standard and the percentage of self-identified FNMI students who achieved the Standard of Excellence on Provincial Achievement Tests (overall results). (Required Provincial Accountability Measure)

Student Learning Achievement (K-9)

(Percentages) October 2016 Evaluation

Current Measures Current Result

Prev Year

Result

Prev 3-Yr

Average Achievement Improvement Overall

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the Acceptable

Standard on Provincial Achievement Tests (School).

NA NA NA Choose an

item. Choose an

item. Choose an

item.


Standard on Provincial Achievement Tests (District).

60.4 51.9 51.9 High Improved

Significantly Good


Standard on Provincial Achievement Tests (Province).


Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (School).

NA NA NA Choose an

item. Choose an

item. Choose an

item.

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (District).


Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (Province).


Aggregated PAT results are based upon a weighted average of per cent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (grades 6, 9, 9KAE), Français (grades 6 and 9), French Language Arts (grades 6 and 9), Mathematics (grades 6, 9, 9KAE), Science (grades 6, 9, 9KAE) and Social Studies (grades 6, 9, 9KAE) Grade 9 Provincial Achievement Tests were substantially impacted by the flooding of June 2013 so caution should be used when interpreting trends over time for the province and district.

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL SPECIFIC OUTCOME 4.1: The achievement gap between First Nations, Métis and Inuit students is eliminated.


Annual dropout rate of self-identified FNMI students aged 14 to 18. (Required Provincial Accountability Measure)

CURRENT MEASURES: Drop Out Rate


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School NA NA NA

Choose an item.

Choose an item. Choose an

item.

CCSD 5.6 3.0 3.8 Intermediate Declined Issue

Province 6.1 7.0 7.2 Intermediate Improved Significantly Good

The annual drop out rate is the percentage of students aged 14-18 in a given school year who leave the school system without having met the requirements for high school completion and who are not in the education system, including post-secondary and apprenticeship programs in the subsequent school year.


Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18.


School NA NA NA NA NA NA

CCSD 5.1 4.8 3.6 3.0 5.6 5.5

Province 8.2 7.4 7.1 7.0 6.1

* Data provided by Alberta Education October 2016. (2016 results will be available May 2017.)

Comment on Results for Provincial Specific Outcome 4.1: (The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.) (Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

No results were provided due to the minimum number of First Nations, Metis and Inuit students. See Provincial Outcome Two, for reducing the gap in achievement for diverse learners.





PROVINCIAL OUTCOME ONE: Alberta’s students are successful.

2016-2017 School Outcome(s): Focusing on literacy and numeracy is a means to achieve success for all students. (Elementary/Junior high)


To clearly understand the difference between Formative and Summative Assessment, for the purpose of developing balanced assessment practices and using formative assessment strategies to improve student achievement

Review the District developed Assessment Guideline document, distinguishing the difference between Formative and Summative Assessment; while recognizing specific assessment issues.

Create a Professional Development Year Plan with Assessment focus.

Coordinate presentations on Assessment with Teaching and Learning Consultants and Supervisors

To be aware of assessment issues while developing a more balanced approach to assessment.

To develop Formative Assessment practices for the purpose of improving student achievement

OurSCHOOL Survey results


PAT Analysis






PROVINCIAL OUTCOME TWO: The achievement gap between First Nations, Métis and Inuit (FNMI) students

and all other students is eliminated.

Note: If there are no FNMI students in your school, focus on reducing the gap between diverse learners and the regular population of students.



Recognize Canada’s National Aboriginal Day – June 21

Diverse Learning Team support for At-Risk students.

Review of all students referred in order to identify students’ needs.

Participation in all scheduled School Resource Team (SRT) meetings with discreet Elementary and Junior High meetings.

Update and review of Learning Support Plan (LSP) to deepen understanding and create accurate student file information.

Accessing Instructional Services Team support for the purpose of developing strength in the referral process.

Seamless support for students in Connections I & II and Next Steps programs in support of appropriate program integration

Feedback and observation of all teachers and support staff as related to performance tracking.

Effectiveness of referral process.


PROVINCIAL OUTCOME FOUR: Alberta has excellent teachers, school and school authority leaders.

2016-2017 School Outcome(s): A cohesive professional development plan is established.


Go To Educator and Go To Curriculum programs (Year Two)

Assessment Guideline Review and Balanced Assessment practices

Develop competency in applying the concept of Zones of Regulation for students that struggle

Full-day “Go To Teacher” training for all staff new to Saint Monica School

Full-day “Go To Curriculum” training for all staff new to Saint Monica School

Integrated Mental Health Literacy program into Religion & Health curricula; applicable in six module format for junior high classes and modified format for upper elementary.

• Review the District

developed Assessment Guideline document, distinguishing the difference between Formative and Summative Assessment, while recognizing specific assessment issues.

• Create a Professional Development Year Plan with Assessment focus.

• Coordinate presentations on Assessment with Teaching and Learning Consultants and Supervisors

• To be aware of assessment issues while developing a more balanced approach to assessment.

• To develop Formative Assessment practices for the purpose of improving student achievement

Include Zones of Regulation in presentation in Professional Development Year Plan

Purchase Zones of Regulation and Superflex as resources for incorporating


Anecdotal observations of students’ general health and well-being.

Observable impact on School Resource Team referral process.

• OurSCHOOL Survey results

• District Satisfaction Survey results

• PAT Analysis

Direct observation, anecdotal

information and feedback from teachers, educational assistants and parents.




regulation and behavior management practices within classroom environments

Connect with Connections I & II diverse learning teachers and Our Lady of Lourdes School staff for advise and support

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