ANNUAL EDUCATION RESULTS REPORT 2014-2015...ANNUAL EDUCATION RESULTS REPORT 2014-2015 and SCHOOL EDUCATION PLAN (2015-2016 – 2017-2018) Corpus Christi School Alberta Education requires

AERR: 2014‐2015 and THREE‐YEAR EDUCATION PLAN 2015‐2016 – 2017‐2018 Page 1

ANNUAL EDUCATION RESULTS REPORT 2014-2015 and

SCHOOL EDUCATION PLAN (2015-2016 – 2017-2018)

Corpus Christi 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 goals and outcomes identified in the school plan. It is in the AERR that schools report their assessment of progress as it relates to the schools 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 is every student being empowered to become an engaged thinker and an ethical citizen with an entrepreneurial spirit?

How can the school build on what is currently being done to empower every student to be an engaged thinker and an ethical citizen with an entrepreneurial spirit? What needs to be done more? What needs to be done less?

Have strategies been developed to address the academic theme “Success for all students” with the focus on assessment, academic excellence, student wellness (mental health/resiliency) and technology integration?

Have strategies been developed to address the faith theme “Walk humbly with God” and with the focus on faith formation and advocacy?

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 2015-16 district focus books:

Lead with Humility – Jeffrey A. Krames Shepherd Leadership – Blaine McCormack and David Davenport Well Aware: Developing Resilient, Active and Flourishing Students – Patrick Carney


THE SCHOOL’S VISION/MISSION STATEMENT Corpus Christi School facilitates lifelong learning in our diverse learning community striving for success for each child. We promote and model Catholic values in a caring and secure environment. Each member being treated with dignity and respect. Engaging all learners in success, unlocking the potential for all.

SCHOOL COUNCIL INVOLVEMENT

The 2015/2016 School Plan was developed collaboratively between the staff at Corpus Christi School and the Corpus Christi School Council. Communication through the school newsletter, website and twitter feed invites all parents are to attend monthly school council meetings. A feedback sheet is also included in each monthly newsletter to allow parents to submit feedback in written form to the school. Provincial Achievement Exam results and results from parent/teacher/student survey results are also discussed and communicated at these meetings. School plans are posted on the school’s website mid-November but are considered to be a fluid document with ongoing reflection, addition and revisions.


ANNUAL EDUCATION RESULTS REPORT 2014-2015

DISTRICT VISION STATEMENT: FAITH

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

LOCAL GOAL ONE: Enhance and Support Catholicity within the District

ANNUAL EDUCATION RESULTS REPORTING for:

LOCAL OUTCOME 1.1: The school district models the social teachings of the Catholic church by promoting justice.

Performance Measure For AERR Number of projects

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

6

Comment on Results for Local Outcome 1.1 (The school district models the social teachings of the Catholic church by promoting justice.) (Contextual information, factors affecting results, analysis of results). Include service learning projects, their success, and how they promoted justice, etc.)

District Faith Theme

Our district faith theme based on Micah 6:8, “Do Justice, Love Kindness, Walk Humbly with God,” is now in its third and final year. The 2015-2016 school year will focus specifically on walking humbly with God. Students and staff will focus on what it means to walk humbly and how to live out this action in our daily lives.

Service Projects

In 2014-2015 our service acts included Holy childhood, Free the Children - Local, Free the Children - Global, Inn from the Cold, Mission Mexico and the St. Vincent de Paul Society.

Connecting with Our Parish

Students and staff attended mass monthly and individual classes take turns in hosting the mass. A special advent evening was also held at Corpus Christi Parish in December 2014. A baptism course, for older students that had not been baptized, was held and 2 students attended. We work closely with our parish liaison in providing information to parents throughout the school year. Our liaison attend our literacy evening and had a spiritual literacy station that all families went to as part of their passport.

School council and our parish liaison worked to celebrate and recognize all students who completed sacraments. We encourage families to seek out more information about the sacraments if they have not received them.



LOCAL OUTCOME 1.2: The school district builds resiliency through the ongoing development of the Catholic Community of Caring within the school climate and culture.

Performance Measure For AERR Results (in percentages)

Percentage of parents who agree and strongly agree with the following statement from the annual parent satisfaction survey:

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

2014 2015 Target

2016

School 100 98.9

District 93.9 93.4

Comment on Results for Local Outcome 1.2 (The school district builds resiliency 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 Religion Education Achievement assessment results (Gr. 5, 8, 12) as applicable to your school; Catholic Community of Caring Plan; Tell Them From Me survey regarding how students face problems and life’s challenges; resiliency initiatives/projects, etc.)

Corpus Christi School implemented the S4 program and worked closely with our S4 officer to focus on resiliency. Big family groups (BFG’s) were used to foster friendships among grade levels and focus on building positive relationships and strategies for enhancing each person’s ability to be resilient. The S4 officer visited each class and taught a lesson on one of the S4 blocks of service, significance, success and self-awareness.



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.

The Catholic Community of Caring plan is embedded in this section and focuses on “Walk Humbly with God”, the 2015-2016 part of the three year faith theme, “Do Justice, Love Kindness, Walk Humbly with God.” Include how your school will:

Build “Walk Humbly with God” by focusing on the hallmarks of humility within our faith – mercy, forgiveness, generosity, gratitude, a teachable spirit, selflessness and the recognition that we are both dependent and interdependent

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

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

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.

2015-2016 School Outcome(s): Corpus Christi School models the social teachings of the Catholic Church by promoting justice, loving kindness and walking humbly with God.

Initiatives/Projects: Strategies: Measure:

SCHOOL Daily Community Prayer on

the intercom in the morning and at lunch hour.

Catholic Community of

Caring Big Family Groups – Book Study “The Tower - A Story of Humility”

Students will read our morning

prayer on the intercom. Classes rotate on a monthly basis so all students have the opportunity to lead prayer. Students volunteer to lead grace after meals.

Book was read by principal

and discussed in large school assembly. Student broke off into smaller BFG groups to discuss and learn about what humility looks like. Continued reflections on the book throughout the school year.

Feedback from teachers,

students and visitors to the school.

Teacher reflection at

staff meeting on the activity.

Feedback from students.


Grade 6 Leadership Team’s

participation in WE day on Oct. 27, 2015. Service projects related to this.

Staff Faith Formation (PD

with Michael Chiasson – August 30th and ongoing throughout the year)

Student Faith Day “Feel the Pulse”– Oct. 16, 2015

PARISH/SCHOOL Collaboration with parish

liaison to support faith development of students.

Catholic Education Sunday Nov. 1, 2015

14 students participated by

attending WE day. Remaining students focused on WE day projects at school.

Staff implement learned

concepts and prayer into their daily teaching.

Students participate in school

wide retreat. Sacrament information given

to all students, parish updates in newsletter and encouraged by staff.

Monthly masses and Christmas Concert/Advent Evening.

Students invited to join and assist in delivering message to the congregation.

Student, parent and staff

feedback. Completion of both local

and global projects. Staff feedback

Student, staff and parental feedback.

Number of students completing sacraments

Masses/Christmas Concert/Advent night - feedback from community and attendance.

Feedback from parents,

parishioners, principal. Donations to the

Catholic Education Fund.

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.

2015-2016 School Outcome(s): Corpus Christi builds students wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.

Initiatives/Projects: Strategies: Measure:


Catholic Community of Caring

Grade 6 Leadership Team

Mission Mexico and Holy

Childhood

Team made up of staff members meets regularly to plan BFG activites.

Plan and implement CCC spirit days that occur monthly.

School council student presentation

Students are educated on

these Catholic organizations and are involved in service projects related to them.

TTFM survey results Student and staff feedback TTFM survey results Student, staff, parental

feedback School Council feedback

Staff, Student, parental

feedback Number who participated.



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 GOAL FOUR: Engaged and Effective Governance

ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 4.1: The school district strengthens communication with parents and the parental role in decision-making.

Performance Measure For AERR Results (in percentages)

Percentage of parents who agree and strongly agree with the following statement from the annual parent satisfaction survey:

I am satisfied with opportunities to be involved in decisions about my child’s education.

2014 2015 Target 2016

School 92.1 97.8

District 90.6 90.5

Comment on Results for Local Outcome 4.1 (The school district strengthens communication with parents 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 and the parental role in decision-making.

Corpus Christi’s results reveal a growth in parents’ satisfaction due to parents having more opportunities to be involved in their child’s education in the 2014-2015 school year. Events such as our Advent Night and Literacy Night brought many of our families into school and encouraged parental participation. Meeting with teachers regularly through parent/teacher interviews has also improved communication between home and school. Communication between school and home takes on many forms. We use student’s agendas, monthly newsletters, school website and our twitter account. Our staff contacts parents regularly to discuss individual programs. Corpus Christi has a diverse population in regards to students learning, languages and socio economic backgrounds. Together we strive to ensure all stakeholders are able to communicate and be active in their child’s educational journey. Our Diverse Learning Coordinating teacher works with staff and interpreters, accesses supports within the district that will benefit all families in the communication process and to engage them in their child’s program. Corpus Christi has a vibrant School Council. Families new to our school are encouraged to join and participate. Together they support programs, day to day activities, special events, fundraising and awareness of school goals.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 4.1: 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 2015 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation

Achievement Improvement Overall

School 84.2 92.1 89.3 Very High Maintained Excellent

CCSD 79.6 80.1 80.2 High Maintained Good

Province 80.7 80.6 80.2 High Improved Significantly Good

Performance Measure For AERR Results (in percentages) Target

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

Overall (required) 2011 2012 2013 2014 2015 2016

School 94.1 84.7 90.9 92.1 84.2

CCSD 79.7 80.1 80.5 80.1 79.6 80.7

Province 79.9 79.7 80.3 80.6 80.7

* Data provided by Alberta Education October 2015.

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




Province 89.5 89.2 89.5 High Maintained Good


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


School 94.6 91.2 93.3 91.1 90.6

CCSD 89.4 89.2 89.3 89.8 89.2 89.5

Province 89.4 89.4 89.8 89.2 89.5



Comment on Results for Provincial Outcome 4.1 (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 schools) that may have contributed to this improvement.

With the result of our survey indicating 89.3% satisfaction rate in the area of collaboration and engagement, this is an area we hope to maintain or improve. Looking at the last 5 years indicates slight drops in this area. We will continue to do the following: Invite all parents and stakeholders to participate in school events and encourage then to

share their visions at these events. Examples include liturgies, concerts, community nights, school and council meetings.

Maintain regular communication through newsletter feedback form, twitter and website. Parental input through school council and parental surveys. Teachers involved in community nights to strengthen the relationships with family.

In the upcoming year we will attempt to improve parental satisfaction in this area by implementing: Monthly communication from each homeroom teacher sent out to their parent community.

This may take the form of a newsletter, a class twitter feed, an Instagram account, class website or email newsletters.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 4.2: 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 87.9 89.4 90.0 High Maintained Good

CCSD 89.1 89.8 89.3 Very High Maintained Excellent

Province 89.2 89.1 88.9 Very High Improved Significantly 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 92.0 91.3 89.1 89.4 82.9 89.1

CCSD 88.9 89.1 88.9 89.8 89.1 89.2

Province 88.1 88.6 89.0 89.1 89.2 * Data provided by Alberta Education October 2015.

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 2015 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation




Province 79.6 79.8 80.1 High Declined Significantly Issue


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 84.3 81.9 87.1 83.3 87.7

CCSD 80.3 80.3 78.7 79.4 79.1 79.6

Province 80.1 80.0 80.6 79.8 79.6



Comment on Results for Provincial Outcome 4.2 (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.

Corpus Christi School continues to maintain a high percentage in the area of 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. The statistics from the last 5 years do indicate a slight drop each year. Goals for the upcoming year include: to use the S4 program to develop a school wide “tool kit” for conflict resolution and the

buildup of resiliency skills. The “tool kit” will be communicated to the parental community to build strong connections between home and school to support our students in feeling safe, learning respect for others and how to treat one another fairly.

Our faith theme of walking humbly with God will also assist in the developing of these skills. Through our Catholic Community of Caring we will promote a sense of community by working together in our “big family groups” and our “spirit days.”

A strong focus will also be made in the area of grade 6 leadership. An emphasis will be placed on mentorship of younger students in the areas of respect and caring for one another.



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.

LOCAL SPECIFIC OUTCOME 3.1: The school district strengthens communication with parents and the parental role in decision making.

2015-2016 School Outcome(s): Corpus Christi School strengthens communication with parents and the parental role in decision making.

Initiatives/Projects: Strategies: Measure: 1. Increased and Improved Methods of Communication Welcome Postcards

Welcome phone calls Parent “Coffee and Tea

Social” event Improved communication

from the homeroom teacher to their homeroom group.

Implement the use of

electronic communication to send home newsletters.

Improved use of Twitter to

Sent out to all students in mid-August welcoming them back to school.

Homeroom teachers will call each child in their class prior to the first day of school to welcome them into their homeroom.

A coffee and tea social will be held on first day of school with Administrative direction for the year.

Teacher weekly or monthly updates sent to their homeroom parent group to give an overview of what their children were learning.

Opportunity for parents to have monthly newsletter and/or other schools communications can be sent home electronically.

Updates to twitter on a regular basis about all events

Measures for communication initiatives and strategies include:

Survey (Parent Satisfaction and Alberta Learning Accountability Feedback)

Monthly Newsletter Feedback sheets

Monitor attendance and

response to school wide community activities.

Obtain informal parental feedback

School Council Feedback

Attendance at meetings

Growing number of

followers to our twitter account.


communicate with our community.

2. Communication with the Larger Community

Monthly submissions to the Thorncliffe community newsletter.

Billboard signs used to encourage registrations for all students (August) and kindergarten students for next year (March-April)

Feedback from community

Increased registrations.

PROVINCIAL SPECIFIC OUTCOME 3.1: The education system demonstrates collaboration and engagement.

2015-2016 School Outcome(s): Corpus Christi School demonstrates collaboration and engagement.

Initiatives/Projects: Strategies: Measure: 1. Increased

opportunities for parental involvement.

2. Increased and improved methods of communication

Volunteer orientation available on an ongoing basis

Promotion of school council involvement (Opening coffee/tea social, newsletter, website, twitter)

Invitations to attend school

liturgies.

Invitation to Parent Trustee Forums to all parents

See above: Local Goal 4.1

Number of parent volunteers in the school monitored

Number of school council members that attend each month is monitored.

Monitor number of parents

who attend.

Attendance of school council chair and others at the forums.

See above: Local Goal 4.1


PROVINCIAL SPECIFIC OUTCOME 3.2: Students and communities have access to safe and healthy learning environments.

2015-2016 School Goal(s): Corpus Christi Students and community members have access to safe and healthy learning environments.

Initiatives/Projects: Strategies: Measure: 1. Occupational Health

and Safety

2. Community of Caring and S4 Programs.

3. School Wellness

4. Breakfast Program

5. Daily Physical Activity

Compliance with District and Provincial OH & S standards.

Teacher teams developed in

September and that meet regularly through the school year to plan activities.

Development of a “Resiliency Toolbox” to provide students with strategies to solve peer conflicts. Share with the parent community.

Liaison with our S4 community officer regularly. Inviting her into classrooms and to special events.

In collaboration with the S4 team a “Wellness Evening” will be held in the Spring.

School and Family Support Workers role in facilitating friendship clubs and play groups to support student needs and home visits to support families.

Smoothie Days & Nutrition

Awareness

Breakfast Clubs of Canada and FANS programs run daily.

Opportunities for students to be involved in physical activity throughout each

Successful completion of all OH & S requirements eg. fire drills, maintenance of qualified first aiders.

Participation in Community of

Caring and S4 activities.

Parental and school council feedback

Attendance of S4 officer at

school events. Completion of classroom S4 lessons.

Participation monitored

Feedback from parents, students and staff.

Feedback from parents, staff and students.

Monitor number of students

attending clubs and groups and the number of families accessing home support.

Feedback from school

council, staff and students

Monthly reports completed indicating number of students accessing these programs.

Scheduling of classes to

maximize opportunities for PE.


school day. (Physical education classes, DPA)

Soccer clubs and intramurals

Use of DPA kit

Monitor attendance at these clubs.



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 GOAL ONE: An Excellent Start to Learning


LOCAL OUTCOME 1.1: Preschool children receive appropriate programming.

Comment on Results for Provincial Outcome 1.1 (Pre-school children receive appropriate programming.) (Indicate number of children registered in preschool programs; ways in which your school involved parents in programming)

Corpus Christi has full preschool program with 32 students currently enrolled: 16 students in the morning class and 16 in the afternoon class. There is currently a waiting list of families wishing to enroll their child into this program. Our preschool is an ELL preschool program that encourages parental involvement in the class for 20 minutes every day.


LOCAL OUTCOME 1.2: Children demonstrate learning outcomes within the Kindergarten Program Statement.

Comment on Results for Provincial Outcome 1.2 (Children demonstrate learning outcomes within the Kindergarten Program Statement.) (Indicate Kindergarten completion rate; number of PUF and Mild/Moderate children receiving early intervention support and Welcome to Kindergarten/orientation involvement)

Corpus Christi’s kindergarten program changed from a full day program to a half day program for the 2015-2016 school year. For this reason we did have a decrease in our kindergarten enrollment numbers. A “Welcome to Kindergarten” orientation was done in June 2015 and was well attended and feedback was positive. Early intervention screening to support learners and to provide early intervention in areas such as SLP, OT and PT if offered. Parents are encouraged to volunteer in the kindergarten program.


PROVINCIAL GOAL TWO: Success for Every Student

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 2.1:

Students achieve student learning outcomes. (High School only and those schools with Drop Out Rate data)


Students demonstrate proficiency 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 2015 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).

65.0 78.8 69.7 Very Low Maintained Concern

Overall percentage of students in Grades 6 and 9 who achieved the Acceptable Standard on Provincial Achievement Tests (District).

75.3 75.5 76.6 Intermediate Declined

Significantly Issue

Overall percentage of students in Grades 6 and 9 who achieved the Acceptable Standard on Provincial Achievement Tests (Province).

73.0 73.1 73.9 Intermediate Declined

Significantly Issue

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


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

20.1 19.9 20.7 High Maintained Good

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

18.8 18.4 18.9 Intermediate Maintained Acceptable

“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 2015 2012-2014 Average

Acceptable Excellence Acceptable Excellence

Grade 6

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

English Language Arts 6 School 75.0 5.0 63.6 6.8

CCSD 95.2 23.9 95.8 22.8

Prov. 91.4 21.5 90.9 19.0

French Language Arts 6 School N/A N/A N/A N/A

CCSD 87.7 14.3 93.6 21.9

Prov. 89.7 13.9 90.7 16.8

Mathematics 6 School 60.0 5.0 56.7 1.7

CCSD 87.2 17.4 87.7 20.8

Prov. 80.7 15.5 81.2 17.8

Science 6 School 55.0 10.0 62.7 9.8

CCSD 89.9 30.6 90.7 32.3

Prov. 84.6 28.1 85.0 29.0

Social Studies 6 School 70.0 10.0 63.1 4.9

CCSD 85.1 21.3 87.0 23.7

Prov. 77.7 20.1 80.0 20.4

* For all Achievement Tests, schools complete Analysis Packages to address specific strategies and goals 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 Outcome 2.2: Students demonstrate proficiency 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.

Corpus Christi School serves a diverse community with a very high ELL population. Our school focus continues to be on numeracy and literacy with the infusion of technology to support all of our diverse learner needs. The results from the June 2015 achievement exams do indicate improvements in most areas. Although we continue to achieve below district and provincial levels we are steadily improving. Language Arts – Increase is acceptable level was significant (11%) and a minor decrease in excellence level.


Mathematics – Increase in both the acceptable level and excellence level. Science – Decrease in acceptable level but an increase in excellence level. Social Studies – Increase in both acceptable and excellence level.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 2.3: Students demonstrate citizenship and entrepreneurship.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA 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 78.8 82.2 84.6 High Declined Acceptable

CCSD 84.8 85.2 84.2 Very High Improved Excellent

Province 83.5 83.4 83.1 Very High Improved Significantly 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 84.5 83.6 87.9 82.2 78.8 84.8

CCSD 83.4 83.7 83.7 85.2 84.8

Province 81.9 82.5 83.4 83.4 83.5


Overall teacher and parent agreement that students are taught attitudes and behaviours that will make

them successful at work when they finish school. (Require d Provincial Accountability Measure)

CURRENT MEASURES: Work Preparation


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 85.0 80.8 85.3 High Maintained Good


Province 82.0 81.2 80.4 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.

Overall (required

) 2011 2012 2013 2014 2015 2016

School 67.3 83.3 91.7 80.8 85.0

CCSD 78.5 77.9 76.8 79.5 78.5 82.0

Province 80.1 79.7 80.3 81.2 82.0



Comment on Results for Provincial Outcome 2.3 (Students demonstrate citizenship and entrepreneurship.) (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.

As indicated in the above data, Corpus Christi maintains a high level of parental and student satisfaction in demonstrating citizenship and entrepreneurship. To continually strive for excellence a strong focus will be given this year to grade 6 leadership and the development of leadership skills through: active participation in school planning of spirit days, presentations to school council, WE day local and global projects, S4, and Community of Caring. Corpus Christi also has an active environment club that is responsible for paper and container recycling throughout the year, care of the school garden and playground clean up. This club assists students in gaining a sense of responsibility in caring for the environment in which they live.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 2.4: The 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 2015 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).

n/a n/a n/a n/a n/a n/a

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


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).

n/a n/a n/a n/a n/a n/a

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).

6.5 5.8 5.9 Very Low Improved Issue

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.


Comment on Results for Provincial Outcome 2.4: (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.

Corpus Christi school supports all diverse learners. Through the support of our diverse learning teacher we focus on early literacy intervention and run daily common literacy time. This program allows for students to work in multi-aged groups at their current reading level to support students as they learn to read. We work closely with the FNMI consultant and team in order to meet the needs of our FNMI community. Offering support at school and at home.





PROVINCIAL DESIRED OUTCOME ONE: Every student is successful.

PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes. (High School only)

PROVINCIAL SPECIFIC OUTCOME 1.2: Students demonstrate a strong foundation in literacy and numeracy.

2015-2016 School Outcome(s): To focus on literacy and numeracy as a means to achieve success for all students.

Initiatives/Projects: Strategies: Measure: Literacy focus. Numeracy focus.

Literacy Portfolios for every student.

Fountas and Pinnell reading assessment for each student at beginning and end of year.

RAZ kids – leveled literacy reading program that bridges home and school.

Leveled literacy initiative. Library re-design into a

learning commons with a focus on technology integration.

Mathletics Use of numeracy nets to

guide instruction Grade 5 & 6 multi-aged

ability leveled math groups

Tell Them from Me Survey

Grade 3 SLA results analysis

Grade 6 Provincial Achievement

Exam Analysis

Parent, student and teacher feedback.

Beginning of year and end of

year F & P results analysis.

Completed re-design of library into learning commons.

Numeracy Outcome Checklist

Teacher observation and feedback.



PROVINCIAL GOAL THREE: Quality Teaching and School Leadership


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 82.8 83.8 82.8 Very High Maintained Excellent

Province 81.3 81.3 81.2 High Maintained 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 90.4 88.9 90.0 89.7 87.0

CCSD 82.3 82.1 82.5 83.8 82.8

Province 80.9 80.7 81.5 81.3 81.3


Comment on Results for Provincial Outcome 3.1 (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.

Corpus Christi Teaching Staff continue to strive for excellence by always seeking to grow professionally. Teachers participate in lunch-in-learns, professional learning communities and district professional development opportunities. In the 2015-2016 school year the following areas will be of focus for the teaching staff collectively: School wide writing focus using the resources of Barbara Mariconda. Supported by our language

arts consultant.

The transformation of the library into a learning commons with a focus on collaboration with the learning commons librarian to support project based learning and the creation of maker spaces.


Continued exposure to the fine arts through: the use of the district loan pool for students to participate in djembe drumming, the running of hand bells choirs in grade 4 -6, Christmas Concert and volunteer tea student performances and school wide musical presentations such as “Feel the Pulse.”





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

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.

2015-2016 School Outcome(s): To develop a cohesive professional development plan.

Initiatives/Projects: Strategies: Measure: Individualized Teacher

professional growth plans School Based

Professional Development

Project based learning

Focus on Teacher Quality Standards.

Continuous meetings between administration and teachers to help support growth and development.

Individual teacher “spotlight” their personal learning at staff meetings.

Staff Meetings PLC’s Lunch-n-Learns Learner support plan

planning sessions. SRT’s

Teacher and learning commons librarian to support students in their research and successful completion of project based learning. Eg. using databases, green screen technology and maker spaces.

Meet with all teaching staff by Oct. 30th to discuss growth plans.

Meet with staff in May 2016 to review completion of growth plans.

Improved achievement by diverse learners.

Successful completion of learner support plans and ELL benchmark assessments

PD session feedback

Completion of project based learning projects.

Student and staff feedback on

process/learning.


PROVINCIAL DESIRED OUTCOME FOUR: First Nations, Métis and Inuit (FNMI) students are successful.

PROVINCIAL SPECIFIC OUTCOME 4.1: 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.

2015-2016 School Goal(s): The achievement gap between First Nations, Metis and Inuit (FNMI) students at Corpus Christi and all other students is eliminated.

Initiatives/Projects: Strategies: Measure: Recognize Canada’s

National Aboriginal Day – June 21

Collaborate with FNMI team to support students and families.

Acknowledge this day in a school wide activity through BFG groups.

Regular check in with students and families through school and family support worker.

Student and teacher feedback and observation.

Record of resources contacted eg. Christmas hampers, breakfast clubs

Documents

ANNUAL EDUCATION RESULTS REPORT 2014-2015...ANNUAL EDUCATION RESULTS REPORT 2014-2015 and SCHOOL EDUCATION PLAN (2015-2016 – 2017-2018) Corpus Christi School Alberta Education requires