SCHOOL EDUCATION PLAN (2018-2019 2020-2021) St. Angela … · 2018-11-21 · AERR: 2017-2018 and...

AERR: 2017-2018 and THREE-YEAR EDUCATION PLAN 2018-2019 – 2020-2021

ANNUAL EDUCATION RESULTS REPORT 2017-2018 and

SCHOOL EDUCATION PLAN (2018-2019 – 2020-2021)

St. Angela 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?”

THE SCHOOL’S VISION/MISSION STATEMENT

Vision Statement St. Angela school affirms the district Vision: “Living and Learning in our Catholic Faith.” Mission Statement The members of St. Angela School instruct students in a Catholic atmosphere such that “Students are empowered to reach their full potential and to reflect the image and likeness of God. They will internalize their faith values through integrated knowledge and understanding of, and respect for, the teachings of the Catholic Church appropriate to the great and development capacity. Students at St. Angela will have the attitudes, understandings and abilities appropriate to their grade and developmental capacity to become a life-long learners. They will strive to be positive contributors to society, dedicated to the common good, which is consistent with the teachings of the Catholic Church.”

SCHOOL COUNCIL INVOLVEMENT

St. Angela's School Plans were developed by the staff and administration. The plan development was through a consultative and reflective process. The plans were shared with


the school council in November 2018. The school council supported the direction and priorities of our school as outlined in the School Education Plans.


ANNUAL EDUCATION RESULTS REPORT 2017-2018

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.

ANNUAL EDUCATION RESULTS REPORTING for:

LOCAL OUTCOME 1.1: The school models the social teachings of the Catholic church by

engaging in works of mercy, and by permeating these teachings throughout the curriculum.

Performance Measure For AERR Number of projects

Total number of service acts as indicated within the context of the Catholic Community of Caring survey. 7

Comment on Results for Local Outcome 1.1 (The school models the social teachings of the Catholic church by engaging in works of mercy, and by permeating these teachings throughout the curriculum.)

St. Angela School based projects for 2017-2018 created opportunities for students and staff to promote the social teachings of the Catholic Church by both receiving and giving mercy and engaging in the works of mercy by raising money for our service projects. Participation in these projects makes our students aware of everyone’s role in looking out for their fellow man. In addition, we had opportunities to apply Gospel values on a daily basis, thus encouraging a culture of respect among staff, students and parents. Staff team building opportunities such as participation in the district ‘Opening Mass’, ‘Faith Day’ as well as on-going faith formation activities along with participation in our Professional Learning Community activities and Professional Development opportunities supported our focus of engaging in works of mercy.

St. Angela School fundraising for Social Justice projects totaled over $5773.25. Our school community provided food hampers and gifts for families at Christmas. Ten students participated in our Sacramental Preparation program; 10 received the Sacrament of First Communion, 4 received the Sacrament of Reconciliation and two received the Sacrament of Baptism. Results are affected by the population and demographic of the school. We were a small school with only 117 students (K-6) last year. We provide services for many out of area students whose parents work downtown as well as for those who live within the community of Bridgeland.

Our school community worked with St. Vincent de Paul to provide hampers for 10 families. Additionally, our staff funded a hamper for another family in our school community. The service projects for 2017-2018 were:

Terry Fox Run- money raised for cancer research ($1422.00)


Jingle Bell Run- collected money to purchase 64 meals ($220.25) for the homeless at the Mustard Seed

Left Over Foundation – 54 pounds of collected Halloween candy ($300.00) Poppy Fund ($150.00) Christmas Food Hampers for families in our school Humboldt and District Hospital Fund ($330.00) Jump Rope for Heart- collected money for the Heart Foundation ($3351.00)


LOCAL OUTCOME 1.2: The school fosters faith formation of staff and school leaders by

increasing knowledge, understanding and practice of the faith.

Comment on Results for Local Outcome 1.2 (The school fosters faith formation of staff and school leaders by increasing knowledge, understanding and practice of the faith.)

Throughout the school year, our staff prayed together and reflected on their personal faith journey. Part of our faith journey and day-to-day goal is to model the gospel values and as a community of prayer, all staff attended monthly Mass services at Our Lady of Perpetual Help parish along with our student population. During each Day 6, prior to our PLC meeting, staff gathered, read and reflected on the Daily Reflection from the book "A Year of Mercy with Pope Francis" and the prayer booklet ‘Ask, and it will be Given You’. Each staff meeting began with a prayer and reflection from these resources as well. All staff members are also encouraged to become active members of their local parish through volunteer opportunities. Teachers are provided support to develop faith through links to reflections, through the Gospel Values recognized each month, and by encouraging them to attend parish events and retreats provided by the diocese of Calgary. Students in each class act as leaders for the monthly Mass services, taking on roles as response readers. Our teachers take great pride instructing their students about the message of the mass they are about to lead and the importance of leading the rest of the school population in prayer. Two of our staff members escorted members of our student Health Team to participate in the HASS conference where they all learned about mindfulness and how to incorporate meditative aspects into our classes by participating in Meditation Mondays. This is a benefit not only for all our school leaders, by increasing their knowledge and understanding of meditative practice, but has implications as a reflective practice to strengthen their faith and help to calm and center them. Many of our classes spent time researching various Saints to better understand the role of God in their lives and how we, as Catholics, can emulate their examples. Utilizing our Champion Groups as an opportunity to reflect and find tangible faith exploration chances, our St. Angela Community has become more cohesive by allowing students of all ages and abilities to work collaboratively. Furthermore, it has created an opportunity for students to work and connect with different adults in the building.


LOCAL OUTCOME 1.3: The school fosters faith formation of students by increasing knowledge,

understanding and practice of the faith.


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

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

2017 2018 Target 2019 (percentage) N % N %

School 28 89.3 8 75 80.0

District 4,946 91.4 3,744 91.1 91.2

The Religious Education 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.)


School 28 92.9 8 87.5 90.0

District 4,946 91.2 3,744 90.2 90.3

I am satisfied with the collaboration between my child’s school, parish and home in preparing my child to receive the sacraments of the Catholic church. (i.e. baptism, first holy communion, first reconciliation and confirmation)


School 28 85.7 8 75 80.0

District 4,946 85.8 3,744 84.5 84.6

Comment on Results for Local Outcome 1.3 (The school fosters faith formation of students by increasing knowledge, understanding and practice of the faith.)

8 Parent /guardians responded to the Parent/Legal guardian Satisfaction Survey Report for Saint Angela school for the 2017-2018 school year as compared to 28 responses the previous year. With a small sample group of parents responding form the District Satisfaction Survey, the results may not be indicative of a valid outcome as this does not represent a fair cross section of the school community population. This year we saw a decline in the result for statement number one for local outcome 1.3. However, parents strongly feel that the religious program offered at Saint Angela School positively influenced their child's moral decision-making (e.g. citizenship, social justice, environmental stewardship, etc.) despite a moderate decline in the reported score both with the previous year and the district score. With respect to statement number three regarding sacramental preparation of students, one must once again keep in mind the lack of validity due to low parent response. This past year, working in collaboration with Our Lady of Perpetual Help parish, we provided Sacramental Preparation sessions for those students interested in furthering their ‘faith formation’. In total 10 students participated in this offering: 10 students received the Sacrament of First Communion; 4 received the Sacrament of Reconciliation; 2 received the Sacrament of Baptism. Students continue to be given many opportunities to practice and grow in their faith through daily prayer, by attending and leading mass celebrations at OLPH parish, by participation in the ‘virtue of the month’ discussions, Champion Group activities(which always include a faith element), through daily religious education instruction, and through the reflective practice of meditation on Meditation Mondays. We will continue to provide and support our Lady of Perpetual Help through the collaborative offering of sacramental preparation classes for students of Saint Angela School.



LOCAL OUTCOME 1.4: The school builds student wellness through the ongoing development of the

Catholic Community of Caring within the school climate and culture.

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

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


School 28 89.3 8 52.5 70.0

District 4,946 92.3 3,744 91.1 91.2

Comment on Results for Local Outcome 1.4 (The school builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.)

8 Parent /guardians responded to the Parent/Legal guardian Satisfaction Survey Report for Saint Angela school for the 2017-2018 school year as compared to 28 responses the previous year. With a small sample group of parents responding form the District Satisfaction Survey, the results may not be indicative of a valid outcome as this does not represent a fair cross section of the school community population. St. Angela School community continues to create an open and welcoming Catholic school culture based on Gospel values. Through our Catholic Community of Caring program, students focused on the cornerstones of faith, caring, respect, responsibility, trust, and family. Our leadership group focused on modeling a welcoming and compassionate environment and creating a culture of respect and understanding. With this base, we promoted social justice initiatives like the; Terry Fox Run focused on the social justice teachings of 1) Human dignity 2) Common Good 3) Solidarity; Jingle Bell Run focused on the social justice teachings of 1) Human dignity 2) Option for the Poor 3) Common good 4)

Solidarity; Christmas Food hampers focused on the social justice teachings of 1) Human dignity 2) Option for the poor 3) Family and

community 4) Common good 5) Solidarity; Jump Rope for Heart focused on the social justice teachings of 1) Human dignity 2) Solidarity;

focused on the social justice teachings of 1) Human dignity 2) Solidarity; Left Over Foundation focused on the social justice teachings of 1) Human dignity 2) Option for the poor 3) Common good

4) Solidarity; Humboldt and Hospital donation focused on the social justice teachings of 1) Family and community 2)Common good

3) Solidarity; Poppy Fund focused on the social justice teachings of 1) Human dignity 2) Family and community 3) Common good 4)

Solidarity

Our initiatives to keep Catholicity as a central focus will continue, as our goal is to strive for and maintain a

100% agreement with such statements.



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.

LOCAL OUTCOME 1.1: The school district models the social teachings of the Catholic church by engaging in works of mercy, and by permeating these teachings throughout the curriculum.

2018-2019 School Outcome(s): The school models the social teachings of the Catholic church by engaging in works of mercy, and by permeating these teachings throughout the curriculum.

Initiatives/Projects: Strategies: Measure:

Ensure a safe environment exists through anti-bullying and resiliency presentations, Mindfulness training, as well as through student team- building activities, such as buddy reading, hymn sing, and Wellness Club. • Enhance the Catholic Community of Caring program through Big Family Group activities and community service projects. • Staff team building activities. • Social Justice and Community Service Projects involving the students: Terry Fox Advent and Lenten projects Food Bank drives Jingle Bell Run Jump Rope for Heart Humboldt and Hospital donation Poppy Fund • Becoming a Champion at St. Angela School

Ensure students and staff seek opportunities to apply Gospel values on a daily basis. • Continue to build links between school and parish (e.g. Catholic Education Sunday, Sacrament training at the school site) • Ensure students participate in the faith life at St. Angela School by participating in daily religious education classes, morning and end of day prayers, grace before meals, and a prayer corner in every classroom. • Attend Monthly Masses. Every class will lead a mass. • Create Community of Caring planning Group and Big Family Groups • Participate in a District-Wide Faith Day. • Calgary Police Service, S4 program • Prepare and participate in school wide liturgies. • Plan a year-end retreat for Grade 6 students. • Support families within our community with specific needs through collaboration with OLPH

Percentage of parents, teachers and students satisfied with the opportunities to participate in the Catholic faith at the school (OurSchool Survey). • To maintain our standard of excellence in our parent survey results (Accountability Survey). • The number of service projects undertaken by the school. • The number of students receiving a sacrament at the school.

• The recognition of students who receive a sacrament. • School results for Grade 5 Religion Assessment • Fundraising results. • Parent, teacher, student participation at community building events.

Grade 4-6 participation in Breakfast Club, Popcorn Day, and Fun Lunch volunteer opportunities


Parish and Women’s Emergency Shelter. • Maintain a clearly communicated progressive discipline plan as outlined on our web page, the student agenda, teacher/staff handbook and discussed with School Council. • Increased opportunities for social justice projects • Grade 4, 5, & 6 leadership opportunities. School Community Building events such Year opening barbeque, Christmas Concert, Family Dance, Student Dance, Board Game Night. • Staff team building activities such as Volunteer Appreciation breakfast, Birthday desserts, Pot luck lunch during Lent (Soul in a bowl), Staff a Gift, Christmas hampers.

Becoming a Champion by learning what your strengths are as a champion to yourself and to others.

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

2018-2019 School Outcome(s): The school fosters faith formation of staff and school leaders by increasing knowledge, understanding and practice of the faith.


Prayer through the Liturgical Year.

District School Opening Mass

District Faith Day

Prayer as the center of each meeting and gathering of the staff

Sacramental Preparation sessions offered for students through collaborative relationship with OLPH parish

Leadership roles as Catholic leaders in our school community.

Teachers to participate in the District Catholic Opening Mass and Faith Day and to share their experiences of the day

Ensure staff seek opportunities to apply Gospel values on a daily basis

Catholic Community of Caring involvement

Staff-a-Gift

Staff liturgies at the outset of PD Days

Percentage of teachers satisfied with the opportunities to participate in the Catholic faith at the school (OurSchool Survey).

Participation in district celebrations

Implementation of catholic faith initiatives within the school

Leadership roles undertaken for staff liturgies


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

2018-2019 School Outcome(s): The school fosters faith formation of students by increasing knowledge, understanding and practice of the faith.


Sacramental Preparation collaboratively with Our Lady of Perpetual Help church

Celebration of the Eucharist at OLPH parish

Grade 6 retreat

Preparation of Mass participation by students and teachers

Daily religious education training for all students

Social Justice and Community service projects involving the students: Advent and Lenten projects as well as Food Bank drives

OLPH parish is supported by St. Angela School in the preparation of sacraments

Grade 6 Retreat

Students participate in the planning and presentation of monthly liturgies at OLPH church

Participation in Community of Caring and Big Family Groups

Grade 5 Religion exam results

Feedback from OurSchool Survey and Parent Satisfaction Survey

Accountability Pillar Survey measuring school climate and culture

Number of candidates participating in sacramental preparation

Participation in the preparation of liturgies at OLPH church

Response to needs within and outside our community

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.

2018-2019 School Outcome(s): The school builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.


Every student has a Champion

Ensure that a focus on student and staff wellness is developed and maintained through our Catholic Community of Caring, BFG’s, and staff professional development and staff professional development.

Multi Agency School Support Team (MASST)

Creation of Champions Group

Mindfulness training(as part of HAAS participation)

Healthy eating/Active Life as part of our school’s Health Club

Yoga training as part of our P.E. residency program

Ongoing PLC sessions to assist students in areas of resiliency and becoming champions and help students to promote self-confidence, resiliency, and inclusion.

OurSchool Survey

District Satisfaction Survey

Accountability Survey

Participation by classrooms and projects completed and displayed throughout the school



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 OUTCOME THREE: Alberta’s education system is inclusive.

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

Current Result 2018 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation

Achievement Improvement Overall

School 85.5 92.4 86.4 High Maintained Good

CCSD 87.8 89.3 89.4 High Declined Significantly Issue

Province 89.0 89.5 89.4 Very High Declined Significantly Acceptable

Performance Measure For AERR Results (in percentages) Target

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.

Overall (required) 2014 2015 2016 2017 2018 2019

School 88.2 85.7 81.0 92.4 85.5 87.8

CCSD 89.8 89.1 89.7 89.3 87.8 89.0

Province 89.1 89.2 89.5 89.5 89.0

* Data provided by Alberta Education October 2018.


The school is a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.


School 28 89.3 8 50 75.0

District 4,946 91.6 3,744 91.1 91.2

ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 3.1:

All students are supported in a respectful, caring and faith-filled environment.


Comment on Results for Local Outcome 3.1 (All students are supported in a respectful, caring and faith-filled environment.)

Our results from the AERR indicate a high achievement of 85.5% and that students feel safe and cared for at the school. We are working on the Champion project and continue to focus on building student resiliency. We promote resiliency and strengthen bonds between staff and students by encouraging students to ask questions, seek help when needed and follow through with support. With a small sample group of parents responding form the District Satisfaction Survey, the results may not be indicative of a valid outcome as this does not represent a fair cross section of the school community population.


The school optimizes resources to meet the diverse learning needs of all students.

Comment on Results for Local Outcome 3.2 (The school optimizes resources to meet the diverse learning needs of all students.)

Saint Angela optimizes the resources available to meet the diverse learning needs of all of our students. We offer support in most classrooms from our 0. 5 DLCT. Approximately 70% of their time is used for in-class support. Education Assistants provide support in every classroom based on student need and classroom diversity. Ed Assistants also provide movement breaks for those students who require it. Both our Principal and Assistant Principal provide scheduled support in the areas of Language Arts and Math in our division two classes. Our Professional Learning Community time has been used for student SRT‘s, collaborative work on ELL benchmarks and LSP formation. This has allowed past teachers to aid the current teachers of our diverse learners. District consultants for Diverse Learning, Gifted and Talented, ELL, Behavior and our school DDLT have all been in the school and working with the DLTCT, administration and teachers to ensure appropriate programming and the meeting of our students diverse needs(learning and otherwise). Student SRT‘s are organized with classroom teachers, DLTCT, administration and, in some cases, the DDLT. This time is spent triaging the needs of each specific students and working for their success. We make use of retired teachers, in our grade one and grade three classrooms, who volunteer to help work with ELL and diverse learning students. Diverse Learners with Behavior Challenges The school has purchased therabands, slam balls and other tools for in class used and the body breaks. Daily PE is incorporated into the schedule so all students are getting opportunities for more movement. Meditation Monday - we are working with staff and students on calm-down techniques as well as reflective practice with the need to be present in our daily activities. Stampeders and School Council funds are used to provide a Yoga and Capoeira residencies. Both of these activities promote physical movement and strength as well has build on resiliency and mindfulness.


PROVINCIAL OUTCOME FIVE: Alberta’s education system is well governed and managed.

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


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 81.6 88.1 81.3 High Maintained Good

CCSD 80.9 79.6 79.6 High Improved Good

Province 81.2 81.2 81.0 High Maintained Good


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


School 87.5 80.0 75.9 88.1 81.6 81.7

CCSD 80.1 79.6 79.7 79.6 80.9 81.2

Province 80.6 80.7 80.9 81.2 81.2


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 2018 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 72.3 84.0 69.2 Intermediate Maintained Acceptable

CCSD 76.7 80.0 79.6 High Declined Significantly Issue

Province 80.3 81.4 80.7 High Declined Significantly Issue


The Board of Trustees provide visionary leadership to ensure the district is well governed and

managed.

managed.


Parents/legal guardians have confidence that the school is well governed and managed.



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 73.1 63.8 59.7 84.0 72.3 76.7

CCSD 79.4 79.1 79.7 80.0 76.7 80.3

Province 79.8 79.6 81.2 81.4 80.3


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 95.0 90.0 85.6 Very High Improved Excellent

CCSD 89.4 89.7 89.6 High Maintained Good

Province 90.0 90.1 89.9 Very High Improved Excellent


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


School 92.1 88.2 78.7 90.0 95.0 95.1

CCSD 89.8 89.2 89.8 89.7 89.4 90.0

Province 89.2 89.5 90.1 90.1 90.0


Comment on Results for Local Outcome 5.2: (Parents/legal guardians have confidence that the school is well governed and managed.)

We continue to communicate with parents via the school agenda, phone calls, emails, School Connects phone-out system, parent meetings, school newsletters, school website, home notices and parent orientation nights. In addition, our staff speak to parents/guardians through daily face-to-face opportunities prior to and after school. We also engage parents in phone conversations to discuss avenues to student success. Parents continue to strongly agree that they have involvement in the decisions about their child’s education which speaks to the overall collaborative environment in our school community. Additionally, parent responses indicate that they view the education quality to have improved form the previous year, each of which resulted in excellent outcomes. Our goal is to promote the many district initiatives to support parents/guardians and maintain a collaborative relationship with our parent group.



The school strengthens engagement 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.)


School 28 89.3 8 87.5 89.8

District 4,946 90.3 3,744 89.7 89.8

Comment on Results for Local Outcome 5.3 (The school strengthens engagement with parents/legal guardians and the parental role in decision-making.)

The response in this area remains extremely positive regarding satisfaction levels about information received from the district about keeping parents informed. The score of 87.5% indicates that the Connections newsletter, website, social media, Parent/Trustee forums, and personal engagement are effective means whereby parents are kept informed about activities at their local school and in the district in general. We will continue to make use of these excellent forms of communication in our ongoing effort to keep parents informed.



DISTRICT VISION STATEMENT: RELATIONSHIPS

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

LOCAL OUTCOME 3.1: All district students are supported in a respectful, caring and faith-

filled environment.

2018-2019 School Outcome(s): All students are supported in a respectful, caring and

faith-filled environment.


Observation of Bullying Awareness and Prevention week

Championing Initiative for St. Angela School

Mindfulness training

Pink Shirt day in February-BFG to work on anti-bullying and effective relationships.

Champions initiative -done through BFG which promotes positive student relationships and student/adult connections.

Aboriginal Day-BFG activity to promote understanding and respect for our indigenous cultures.

Development of Champion Groups

The Catholic Community of Caring strategy along with support of mental health initiatives and training of staff will attempt to address concerns as they develop throughout the school year. The goal is that every staff member is a go to educator whereby students understand and experience social/emotional, spiritual and physical support when and where necessary.

• Other strategies include: diverse teaching to student levels of ability; modelling citizenship; school wide reading and writing literacy circles; developing a growth mindset; differentiation of best practice; fostering positive mental health; cultural days and celebrations; and, assisting students in recognizing how they are champions and recognizing characteristics of champions in others.


OurSchool Survey

Qualitative data • Student survey (Our School)

will assist in the collection of data that supports the initiative of Championing. The goal is to continually collect data from all stakeholders to support the growth and development of all our students.

• Students will be able to communicate how they are contributing to the school community and share those contributions with the greater St. Angela School community and stakeholders.

• Spring 2019 Parent/Guardian Satisfaction survey.

PROVINCIAL OUTCOME THREE:

Alberta’s education system respects diversity and promotes inclusion.


LOCAL OUTCOME 3.2: The district staff will be champions for each and every student in

the school district.

2018-2019 School Outcome(s): The school staff will be champions for each and every

student in the school.


Observation of Bullying Awareness and Prevention week

Championing Initiative for St. Angela School

Mindfulness training

Pink Shirt day in February-BFG to work on anti-bullying and effective relationships.

Champions initiative -done through BFG which promotes positive student relationships and student/adult connections.

Aboriginal Day-BFG activity to promote understanding and respect for our indigenous cultures.

Development of Champion Groups

The Catholic Community of Caring strategy along with support of mental health initiatives and training of staff will attempt to address concerns as they develop throughout the school year. The goal is that every staff member is a go to educator whereby students understand and experience social/emotional, spiritual and physical support when and where necessary.

• Other strategies include: diverse teaching to student levels of ability; modelling citizenship; school wide reading and writing literacy circles; developing a growth mindset; differentiation of best practice; fostering positive mental health; cultural days and celebrations; and, assisting students in recognizing how they are champions and recognizing characteristics of champions in others.


OurSchool Survey

Qualitative data

Student survey (Our School) will assist in the collection of data that supports the initiative of Championing. The goal is to continually collect data from all stakeholders to support the growth and development of all our students.

Students will be able to communicate how they are contributing to the school community and share those contributions with the greater St. Angela School community and stakeholders.

Spring 2019 Parent/Guardian Satisfaction survey.

LOCAL OUTCOME 3.3: The district optimizes resources to meet the diverse learning needs

of all students.

2018-2019 School Outcome(s): The school optimizes resources to meet the diverse

learning needs of all students.


Professional development opportunities in diverse learning for staff.

• Support diverse learning of all students by helping them to recognize how they learn including knowing their strengths and assisting

• Support provided through Buddy programs between grade levels; CCC initiatives; School Resource Team (SRT) referrals, collaboration between staff and all stakeholders in meeting the needs of all students.

• Achievement test results and ongoing summative assessment outcomes being met by students based on their individual needs.

• Support staff participation in ePD and other district supported professional development opportunities.


them in building their needed skills.


PROVINCIAL OUTCOME FIVE:

Alberta’s education system is well governed and managed.

LOCAL OUTCOME 5.1: The Board of Trustees provide visionary leadership to ensure the district is well governed and managed.

LOCAL OUTCOME 5.2: All district stakeholders have confidence that the district is well

governed and managed.

2018-2019 School Outcome(s): Parents/legal guardians have confidence that the school

is well managed.


Providing an open door culture and climate where all parents/guardians feel welcome

Provide ongoing communication with parents

School Council

Volunteer opportunities

Inviting parents to all celebrations with our school community at OLPH

School Council discussions and planning of events to support fundraising initiatives and promotion of the school in the community.

Calling parents to celebrate student success and challenges.

Volunteer in the school and/or at Stampeder home games as a fund raising opportunity

Accountability Survey results

Parent Satisfaction Survey

Feedback from parent discussion

Ongoing discussions with parents/guardians throughout the year – checking in with them during parent/teacher/student interviews to gain an understanding of how they have experienced the managed school.

LOCAL OUTCOME 5.3: The school district strengthens engagement with parents/legal

guardians and the parental role in decision-making.

2018-2019 School Outcome(s): The school strengthens engagement with parents/legal

guardians and the parental role in decision-making.


Review of yearly student and family goals in September meet-the-teacher night.

Meet at all Parent-Teacher-Student interview evenings.

Ongoing communication through phone calls to parents, emails and communication in student agendas.

Meetings with parents/guardians throughout the year to discuss student goals and areas of strength and improvement.

• Monitor educational progress through formative and summative techniques.

• Phone calls to parents to support student’s success and areas of support required including attendance, homework completion, reading, online studies, etc.

• Positive influence on student grades.

• Growth of student

awareness of educational strengths and needs.



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 OUTCOME ONE: Alberta’s students are successful.

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME ONE: Alberta’s students are successful.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA Overall percentage of students in grade 6 and 9 who achieved the acceptable standard and overall

percentage of students who achieved the standard of excellence on Provincial Achievement Tests (based on cohort*). (Required Provincial Accountability Measure)

Student Learning Achievement (K-9)

(Percentage) October 2017 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).

87.5 68.2 73.8 Very High Maintained Excellent


Provincial Achievement Tests (District).

76.2 75.7 75.9 Intermediate Maintained Acceptable


Provincial Achievement Tests (Province).

73.6 73.4 73.3 Intermediate Improved Good

Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on

Provincial Achievement Tests (School).

12.5 18.2 14.9 Low Maintained Issue


Provincial Achievement Tests (District).

21.6 21.0 20.9 High Improved Good


Provincial Achievement Tests (Province).

19.9 19.5 19.2 Highe 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)

Participation in Provincial Achievement Tests were impacted by the fires in May and June 2016. Caution should be used when interpreting trends over time for the province and district.

Provincial Achievement Tests

Percentage of students in Grade 6 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 2018 2015-2017 Average

Acceptable Excellence Acceptable Excellence

Grade 6

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

English Language Arts 6 School 100 0 97.6 16.9

CCSD 96.0 22.9 95.5 25.1

Prov. 92.2 19.7 91.4 21.7

French Language Arts 6 School n/a n/a n/a n/a

CCSD 96.5 14.3 93.6 17.0

Prov. 88.9 12.9 89.3 14.1

Mathematics 6 School 60 0 77.0 8.5

CCSD 87.1 17.3 86.1 17.1

Prov. 80.1 15.3 78.9 14.9

Science 6 School 100 30 91.5 27.8

CCSD 92.5 40.0 90.4 34.1

Prov. 86.7 33.6 85.4 30.1

Social Studies 6 School 90 20 90.2 24.1

CCSD 89.7 28.8 87.0 25.8

Prov. 82.8 25.6 79.3 22.9

* 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.


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



CCSD 82.5 84.4 84.7 Very High Declined Significantly Acceptable

Province 83.0 83.7 83.7 Very High Declined Significantly Acceptable


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


School 74.5 76.5 69.6 89.2 74.9 82.5

CCSD 85.2 84.8 84.8 84.4 82.5 83.0

Province 83.4 83.5 83.9 83.7 83.0


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


School 67.2 82.6 66.2 Low Maintained Issue

CCSD 79.9 80.6 79.6 High Maintained Good

Province 82.4 82.7 82.4 High Maintained 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 100 50 65.9 82.6 67.2 79.9

CCSD 79.5 78.5 79.7 80.6 79.9 82.4

Province 81.2 82.0 82.6 82.7 82.4


Comment on Results for Provincial Outcome One: Alberta’s students are successful.


Comment on Results for School Outcomes: Literacy and numeracy is focused on as a means to achieve success for all students.(Elementary/Junior High)

Student achievement results are based on a small sample size of 10 Grade Six students writing the exam. We continue to involve our teaching staff in achievement test results review and engage them in discussions and analysis to address areas of student weakness. The teachers regularly participate in our Professional Learning Community where they explore new learning opportunities for students and approaches to implementation.


PROVINCIAL OUTCOME TWO: The systemic education achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated. (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 2018 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).

Not reported

Not reported

Not reported

Choose an item.

Choose an item.

Choose an item.

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

54.2 54.6 55.7 Very Low Maintained Concern

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

Not reported

Not reported

Not reported

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).

5.3 9.2 8.8 Very Low Declined Concern

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)

Participation in Provincial Achievement Tests were impacted by the fires in May and June 2016. Caution should be used when interpreting trends over time for the province and district.

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME TWO: The

systemic education achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.


Comment on Results for Provincial Outcome Two: (The systemic education achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.)

St. Angela School demographics includes approximately 3% Indigenous students who identify as members of the FMNI nations in Alberta. Data regarding FNMI achievement rates were not reported as there no FNMI students in the grade 6 class.


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

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME FOUR:

Alberta has excellent teachers, school and school authority leaders.

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 82.8 82.8 82.7 Very High Maintained Excellent

Province 81.8 81.9 81.7 Very High Maintained Excellent


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 92.2 83.9 80.3 82.4 77.7 82.8

CCSD 83.8 82.8 82.4 82.8 82.8 82.9

Province 81.3 81.3 81.9 81.9 81.8


Comment on Results for Provincial Outcome Four (Alberta has excellent teachers, school and school authority leaders.)

The goal of the St. Angela School Administration is to continue to support the professional development of all staff members. Through conversations, the Teacher Professional Growth Plan process, and through planning during our Professional Learning Community, the goal is to recognize the competencies needed to help students learn and to support the staff in continuing to gain those competencies.

Comment on Results for School Outcome: A cohesive professional development plan is established.

A comprehensive professional development plan has been established for the 2018-2019 school year including a focus on student resiliency, data analysis and school planning including review of Provincial Achievement Test data, student survey data and staff wellness.





PROVINCIAL OUTCOME ONE:

Alberta’s students are successful.

2018-2019 School Outcome(s): Focusing on literacy and numeracy is a means to achieve

success for all students. (Elementary/Junior high)


Our literacy focus involves:

Guided Reading

Leveled Literacy Intervention

Remedial Literacy Intervention

Fountis and Pinnell

Tumble books

Daily five, Tumble books,

vocabulary development across all grades. -Promoting growth mindset in having a positive attitude towards reading and writing. -Literacy groups for early intervention utilizing Fontas and Pinnell. -Leveled reading books for differentiated opportunities. -Assisting students in developing an attitude for reading and writing.

-OurSCHOOL Survey which will measure the social and emotional issues with students regarding reading and writing needs. -Provincial Achievement Test results at the grade 6 level. -Fontas and Pinnell results. -CCat (Canadian Cognitive Achievement Test) Scores for grade 5.

• Numeracy Focus

includes: Zorbits for grade 1 to 3, Mathletics for grade 4-6, Daily 3 practices for beginning activities, math centres and games that allows students to come to enjoy the process of learning math skills.

• Analysis of PAT results

and focus on needs areas as identified by teachers at each grade level.

-Reducing math anxiety by providing many examples and strategies to solve problems. -Utilizing a large variety of websites available including Zorbits,and Mathletics program to improve basic skills. -Professional development days, data gathering and following during staff meetings and grade level meetings.

-OurSchool Survey

-PAT test results for grade 6. -Analyzing data regarding trends across the school with issues in numeracy skills development. -Teachers, will gather data, analyze the data, plan for specific teaching outcomes to assist student learning, test for success and report to staff thus creating a purposeful loop of teaching and learning with the students.





PROVINCIAL OUTCOME TWO: Alberta’s education system supports First Nations, Métis and Inuit students’

success.

2018-2019 School Outcome(s): All students, teachers and school leaders will learn about

First Nations, Métis and Inuit perspectives and experiences, treaties, and the history and legacy of

residential schools.


Recognize Canada’s National Aboriginal Day – June 21

Recognize Orange Shirt Day - September 30

Inviting the FNMI team to support teaching and learning about residential school experiences and other FNMI narratives.

Inviting a member of FNMI to speak about First Nations perspectives

-Orange Shirt Day was celebrated at St. Angela School with a follow-up discussion and activity. -Collaborating with and planning a presentation from the FNMI team. -Q and A following a presentation by a member of the FNMI community.

-Feedback from students and staff regarding the information from FNMI and other guest speakers in the support of teaching and learning at St. Angela School throughout the school year.


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

2018-2019 School Outcome(s): A cohesive professional development plan is established.


-Staff members to participate in a presentation on Mental Health from district consultant, Alison Byrne. -Neuroscience – during various staff meetings and staff development day, a segment of the Alberta Family Wellness Initiative program will be presented to the staff (brain game, etc.). -Concept Based Curriculum will be introduced to the staff through various professional development opportunities in grades one to six. The implementation process with begin in the spring of 2019.

-Through our Professional

Learning Community our staff will study educational issues, implement change and document professional growth.

• Teacher Professional Growth Plans (TPGP’s) will reflect individual goal setting and growth. • Utilization of the Concept Based curriculum in grade 1 to 6 classrooms.

SCHOOL EDUCATION PLAN (2018-2019 2020-2021) St. Angela … · 2018-11-21 · AERR: 2017-2018 and...

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