INTERNAL MONITORING REPORT - CCSD · INTERNAL MONITORING REPORT ... Evidence in this report includes accountability pillar results reported annually by Alberta Education ... Spanish

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INTERNAL MONITORING REPORT

Policy Name: Life-long Learners Number: E-2 Policy Type: Ends Reporting Period: January 17, 2015 to January 15, 2016 Vision Statements: Relationships: Our Catholic schools promote shared responsibility for stewardship of resources, transparency, and the success of the students in our care. Excellence in Teaching and Learning: Our Catholic schools develop students who reflect the image of God and are successful contributors to a global society. Report: This report constitutes my assurance that as reasonably interpreted, these Ends have been achieved and further, that the data submitted below are accurate as of this date: January 15, 2016.

___________________________________

Gary Strother Chief Superintendent GLOBAL POLICY PROHIBITION: E-2 All students will have the behaviour, understandings and abilities, appropriate to their grade and

developmental capacity, to become life-long learners. Interpretation: This policy statement is interpreted to mean that from kindergarten to Grade 12 all students are engaged, through the instructional program and their day to day learning experiences, in the process of becoming life-long learners relative to their grade level and developmental capacity. Students’ development of attitudes, understandings and abilities identified in the program of studies as outcomes, support them in building their capacity to learn throughout their lives. Among these outcomes are mastery of the disciplines, thinking and communication skills, the ability to use learning tools, being accountable for personal learning and demonstrating appropriate interpersonal skills.

Evidence: Compliant. The documentation provided in this E-2 monitoring report supports the conclusion that district students have the behaviours, understandings, and abilities to become life-long learners.

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SPECIFIC POLICY PROHIBITION: 1. Students will develop critical thinking, systematic problem solving, and clear communication skills.

Interpretation: This policy statement is interpreted to mean students successfully acquire thinking, problem solving, and communication skills in all subjects and across all grade levels as assessed through the grades 6 and 9 provincial achievement tests and Grade 12 diploma examinations.

Evidence: Compliant. Overall provincial achievement test and diploma examination data are reported in two categories: knowledge and skills. Specifically, students are tested on critical thinking and problem solving skills within the context of questions on the provincial achievement tests and diploma examinations in the subjects of English Language Arts, French Language Arts, Sciences, Social Studies and Mathematics. Evidence in this report includes accountability pillar results reported annually by Alberta Education based on examination data, parent/teacher/student surveys and achievement results. These results were published on the district website in October 2015 and in the district Annual Education Results Report 2014-2015 and Three-Year Education Plan 2015-2018, which provides evidence for Quality Indicator 2.7 from Board Policy BC-5 which states, “Ensures the Division’s academic results are published.” Results were also used and published in the development of the Three-Year Education Plan 2015-2018 which provides evidence for Quality Indicator 2.2 from Board Policy BC-5 which states, “Identifies trends and issues related to student achievement to inform the Three-Year Planning process, including recommendations for innovative means to improve measurable student achievement.” and Quality Indicator 2.4, “Ensures there is measurable improved student achievement over time.” These results can also be found in the Appendix beginning on page 7. Included are the tables which show:

Provincial achievement test (PAT) results by subject (Table 1 and 2) – page 13 and 14 PAT Multiyear Results (Table 3) – page 15 PAT Comparison of 2014 Results to 2015 Results (Table 4) – page 16 Diploma examination results by course (Table 5) – page 17 Diploma Multiyear Results (Table 6) – page 18 Diploma Comparison of 2014 Results to 2015 Results (Table 7) – page 19

Identified Administrative Issues:

To address those diploma examination results which are below the province in Acceptable Standard (English Language Arts 30-1, French Language Arts 30-1, Social Studies 30-1, Physics 30, Science 30) and the Standard of Excellence (English Language Arts 30-1 and 30-2; French Language Arts 30-1, Mathematics 30-1, Social Studies 30-1, Physics 30, Science 30).

To address those provincial achievement test results written in French below the province in Acceptable Standard (French Language Arts 6, Mathematics 6, Science 6, Social Studies 6, French Language Arts 9, Science 9, Social Studies 9) and the Standard of Excellence (Social Studies 6, French Language Arts 9, Science 9, Social Studies 9) and to increase participation rates.

Continue to eliminate the gap between First Nation, Métis and Inuit students and all other students in CCSD.

Strategies to Address Administrative Issues: All data was shared with schools and analyzed to identify areas of weakness. Instructional

Services offers support to target professional development of teachers and assist them with short

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and long range plans and planning and implementing professional development. This provides evidence for Quality Indicator 2.1 from Board Policy BC-5 which states, “Conducts an analysis of student success and ensures school principals develop plans to address concerns.” and Quality Indicator 8.3 from Board Policy BC-5 which states, “Develops short- and long-range plans to meet the needs of the Division and provide for continuous improvement.”

Diploma Examination Improvement Projects as outlined in the Three-Year Education Plan 2015-2018 will be updated and implemented by Instructional Services in collaboration with each school.

Increase teacher access to the Critical Thinking Consortium website by providing a link on the district intranet that aims to help teachers create thinking classrooms centered on engaging all students, developing assessment-rich classrooms and supporting a competency-focused approach and understanding of academic language.

Continue to incorporate strategies that are proving to be successful. Continue the in-depth work with all schools regarding effective assessment strategies.

2. Students will develop the capacity to use available learning tools. Interpretation: This policy is interpreted to mean students are expected to utilize a variety of learning tools in order to meet the outcomes of the provincially mandated program of studies. Evidence: Compliant. There are many learning tools, such as textual resources, online resources, manipulatives and technology, to name a few, available for district students to be successful in their studies. READ & WRITE EXTENSION

One of the technology tools students are able to access is the Read & Write Extension by TextHelp. This software is a UDL (Universal Design for Learning) tool that can support all students across the district. It has been added to every student and staff learn.cssd Google account. Read & Write provides the following supports for students: Text to speech read documents, websites and information located on the internet Track and highlight text as it is being read Predictive text suggestions while a student is writing in a document Vocabulary builder with dictionary and picture dictionary Highlight summarizing Reading level reduction Text language translation

Each of these facets of Read & Write support many different profiles of students: English Language Learners (ELL), early and emerging readers, students with learning disabilities, Immersion and bilingual students, students studying for exams or working on assignments. This tool was launched across the district at the end of August 2015.

MATHLETICS

Mathletics, an online Math program aligned with the Alberta Math Program of Studies from kindergarten to Grade 12, is being used in 63 district schools to support student teaching and learning in Math. The website offers pre and post assessments, grade level units with numerous lessons and interactive printable workbooks for teachers to use with the entire class and animated and video examples, providing a mix of online and offline activities for students. The program can be adapted to differentiate instruction to meet learner needs. The program also includes assessments aligned to the Alberta Math

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Outcomes for grades 2 to 9 and provincial achievement test online practice assessments. These assessments guide teachers with teaching and learning within a specific outcome. Teachers have commented that the Mathletics computerized practice environment motivates students to practice and learn, develop a positive attitude towards Math in general and helps develop self-confidence in their Math skills.

3. Students will demonstrate the behaviour skills and ability that will enable them to be accountable for their personal development and learning.

Interpretation: This policy statement is interpreted to mean that district students accept responsibility for their learning by demonstrating self-confidence, self-discipline, quality work habits, adaptability, independence, self-control and the ability to set personal goals. Evidence: Compliant. A variety of survey data supports the conclusion that students are given opportunities to demonstrate self-confidence, self-discipline, quality work habits, adaptability, independence, self-control and are given the ability to set personal goals. LANGUAGE COURSE CHALLENGE

Twice a year, in March and October, district high school students who believe they have sufficient cultural and language proficiency in French, Spanish or Filipino, initiate the process to challenge the 30 level courses for these languages in order to earn valuable credits and/or raise current average marks. In 2015, 27 students challenged French 30, 58 students challenged Filipino 35 and 103 students challenged Spanish 30. All students were successful and received 15 credits per language course challenged.

ACCOUNTABILITY PILLAR SURVEY DATA Teachers, parents and students indicated their satisfaction with the overall quality of basic education and satisfaction with the accessibility, effectiveness and efficiency of programs and services for students in their community. These results can be found in the Appendix on page 20 and provide evidence for Quality Indicator 2.3 from Board Policy BC-5 which states, “Ensures parents and students are satisfied with levels of achievement.”

TELL THEM FROM ME SURVEY DATA Each year all district junior high and high schools participate in the Tell Them From Me survey, which allows students an opportunity to provide input on a variety of topics related to student engagement and high school completion. This year all elementary schools (grades 4-6) took part except for the two schools with a specialized population. Although there are fewer questions asked in the elementary survey, the results, if available, are provided along with the grades 7 to 12 data and can be found in the Appendix on Page 23. The student survey data indicate all grades in Calgary Catholic School District scored higher than Canadian norms in the areas of student interest and motivation, effort (trying hard to succeed in school) and skills challenge (grades 7-12) data also indicates district students have moderate to high rates of anxiety (grades 4-12) and depression (grades 7-12) compared to Canadian norms.

Identified Administrative Issues: To address the two per cent increase over last year with levels of anxiety at both the elementary

(grades 4-6) and secondary (grades 7-12) level.

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To address CCSD’s higher rates than Canadian norms in levels of depression (grades 7-12). Strategies to Address Administrative Issues:

Continue to address the areas of anxiety and depression through the identified priority of Student Wellness – Mental Health/Resiliency by implementing Dr. Stan Kutcher’s “Go to Educator Program” and “Go to Parent Program” as well as his other mental health resources.

Implement the 4th R Resources (social/emotional literacy). Implement Dr. Dean Kriellaars’ Tool Kit on Physical Literacy K-6. Hold a Parent/Trustee forum to focus on mental health literacy. Provide in-school social workers in select elementary schools. Provide full time guidance counsellors in select elementary/junior high schools. Create greater awareness and understanding of the role of positive anxiety versus negative

anxiety. 4. Students will demonstrate appropriate interpersonal and social skills.

Interpretation: This policy statement is interpreted to mean that students, by their day-to-day actions and interactions demonstrate the ability to work well together and cooperate with others, both teachers and peers.

Evidence: Compliant. Tell Them From Me school survey data indicates district students demonstrate appropriate interpersonal and social skills, and have positive teacher-student relations compared to Canadian norms. See results in the Appendix on page 24.

INCLUSIVE COMMUNITIES

In order to continue to build Inclusive Communities, staff were engaged in a variety of opportunities for professional learning. Specifically, the LIFE (Lived Inclusion for Everyone) Framework was shared and used to support the implementation of student groups promoting inclusion of all through advocacy, peer support and counselling.

FIRST NATIONS, MÉTIS AND INUIT (FNMI) LEADERSHIP PROGRAM

In order to foster leadership among our FNMI students, students and teachers were involved in a variety of opportunities to foster cooperation and leadership. One such example was the participation in the Youth Leading Reconciliation Forum in conjunction with the Boys’ and Girls’ Club of Calgary. CCSD staff and students were involved in the design of this event. A number of our FNMI youth participated in the two day event to discover how to be a change maker and seek knowledge about the truths of our shared history.

5. Students will demonstrate respect for the rights of all peoples.

Interpretation: This policy statement is interpreted to mean that students, in their day-to-day actions and interactions, accept and value others.

Evidence: Compliant. Results from the 2015 provincial accountability pillar survey related to safe and caring schools indicate that 89.1 per cent of district parents, students and teachers agree that students are safe at school, are learning the importance of helping and respecting others, and are learning respect for

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others. This is a decrease of 0.7 per cent from 2014 and 0.1 per cent below the province. This provides further evidence for Quality Indicator 3.1 from Board Policy BC-5 which states, “Develops measurements and monitors progress relative to providing a welcoming, caring, respectful and safe learning environment.”

Safe & Caring Schools

Calgary Catholic School District Results Provincial Results Overall Result Parent Student Teacher

Overall Result Parent Student Teacher

Parent, Student, Teacher, & Overall Responses

2011 N 13,824 2,594 9,167 2,063 191,071 33,552 130,102 27,417 % 88.9 86.8 85.1 94.7 88.1 86.6 83.3 94.5

2012 N 15,852 2,625 11,040 2,187 200,954 34,559 139,207 27,188 % 89.1 87.6 85.0 94.6 88.6 87.4 83.7 94.8

2013 N 16,978 2,352 12,763 1,863 206,648 32,876 146,019 27,153 % 88.9 87.7 84.4 94.8 89.0 87.8 84.2 95.0

2014 N 14,701 2,421 10,449 1,831 258,297 32,366 198,652 27,279 % 89.8 89.1 85.2 95.1 89.1 88.9 83.1 95.3

2015 N 27,829 2,414 23,162 2,253 309.172 32,208 248,089 28,875 % 89.1 88.7 83.6 95.1 89.2 89.3 83.0 95.4

Alberta Education: Accountability Pillar Report (2015) Note: There was an increase in the number of students responding to the survey due to the introduction of the questions being included in the Tell Them From Me survey.

The following 2015 Tell Them From Me school survey data also indicates district students in grades 7 to 12 feel safe at school as well as going to and from their school compared to Canadian norms.

Feel Safe Attending School (7-12) Students feel safe at school as well as going to and from school. 71 per cent of students felt safe attending Calgary

Catholic Schools; the Canadian norm for these grades is 65 percent.

68 per cent of the girls and 73 per cent of the boys felt safe attending Calgary Catholic Schools. The Canadian norm for girls is 64 per cent and for boys is 66 per cent.

No change from 2014 results.

CCSD

Canadian Norms

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APPENDIX POSITIVE PROVINCIAL ACHIEVEMENT TEST, DIPLOMA EXAMINATION AND ACCOUNTABILITY

PILLAR RESULTS

Students have achieved consistently positive overall performance on annual provincial achievement tests, diploma examinations and accountability pillar results.

High school completion: 83.4 per cent of CCSD students graduate in three years. This is 7.0 per

cent above the provincial average of 76.4 per cent. 67.2 per cent of CCSD FNMI students graduate in three years; 21.2 per cent above the provincial FNMI average of 46.0 per cent. 70.1 per cent of CCSD ELL students graduate in three years; 6.0 per cent above the ELL provincial average of 64.1 per cent.

Transition to post-secondary rate: 68.9 per cent of CCSD students go on to attend post-secondary, which is 9.1 per cent higher than provincial rates. 48.5 per cent of CCSD FNMI students go on to attend post-secondary; 18.2 per cent higher than FNMI provincial rates. 53.6 per cent of CCSD ELL students go on to attend post-secondary; 3.2 per cent higher than provincial ELL rates.

Rutherford Scholarship eligibility rate: 66.0 per cent of students earn an average of 75 per cent or higher in any of the eligible grade 10, 11 or 12 courses (4.8 per cent above the provincial average of 61.2 per cent), while 46.0 per cent of CCSD FNMI students earn an average of 75 per cent or higher in any of the eligible grade 10, 11 or 12 courses (14.5 per cent above the FNMI provincial average of 31.5 per cent).

Drop out rate: 1.8 per cent of all students aged 14 to 18 dropped out, compared to the provincial rate of 3.4 per cent. 3.2 per cent of CCSD FNMI students dropped out, compared to the provincial FNMI rate of 8.0 per cent. 2.8 per cent of CCSD ELL students dropped out, compared to the provincial ELL rate of 3.3 per cent.

Provincial Achievement Tests (Grades 6 and 9)

Grade 3 students took part in diagnostic assessments as part of their student learning assessments and did not write the provincial achievement tests in 2014-2015.

In all Grade 6 and 9 English courses, CCSD scored above the province at the Acceptable Standard and above the province at the Standard of Excellence.

Highlights of Acceptable Standard scores higher than provincial results:

In Grade 6 English Language Arts: 95.2 per cent (3.8 per cent higher) In Grade 6 Math: 87.2 per cent (6.5 per cent higher) In Grade 6 Science: 89.9 per cent (5.3 per cent higher) In Grade 6 Social Studies: 85.1 per cent (7.4 per cent higher) In Grade 9 English Language Arts: 91.1 per cent (5.6 per cent higher) In Grade 9 Math: 78.9 per cent (6.5 per cent higher) In Grade 9 Science: 87.4 per cent (5.0 per cent higher) In Grade 9 Social Studies: 79.2 per cent (5.7 per cent higher) At the Standard of Excellence, the following results were above the province:

2.4 per cent higher in Grade 6 English Language Arts

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1.9 per cent higher in Grade 6 Math 2.5 per cent higher in Grade 6 Science 1.2 per cent higher in Grade 6 Social Studies 1.3 per cent higher in Grade 9 English Language Arts 2.3 per cent higher in Grade 9 Math 4.3 per cent higher in Grade 9 Science 1.8 per cent higher in Grade 9 Social Studies

Calgary Catholic students did well in the Grade 6 and 9 French provincial achievement tests. In four out of eight courses, students were at or above the provincial average in both the Acceptable Standard and the Standard of Excellence.

Diploma Examinations (High School) CCSD students continue to perform well in the 2014-2015 diploma examinations when compared to the province. There was high performance at the Acceptable Standard with the following results above the province: 2.2 per cent higher than the province in Math 30-2 1.8 per cent higher than the province in Social Studies 30-2 1.8 per cent higher than the province in Biology 30 1.7 per cent higher than the province in Chemistry 30 1.7 per cent higher than the province in English 30-1 1.6 per cent higher than the province in Math 30-1 There was high performance at the Standard of Excellence with the following results above the province: 4.9 per cent higher than the province in Social Studies 30-2 4.2 per cent higher than the province in Chemistry 30 0.8 per cent higher than the province in Math 30-2 0.8 per cent higher than the province in Biology 30 The participation rate in 9 of 11 diploma courses was above provincial rates: 11.7 per cent higher than the province in English 30-1 9.5 per cent higher than the province in Math 30-1 6.4 per cent higher than the province in Social Studies 30-1 3.7 per cent higher than the province in Chemistry 30 3.6 per cent higher than the province in Biology 30 3.3 per cent higher than the province in Science 30 2.0 per cent higher than the province in Social Studies 30-2 1.9 per cent higher than the province in Math 30-2 0.8 per cent higher than the province in French Language Arts 30-1

Although provincial data is only available for grades 6, 9 and 12, student achievement on provincial tests and examinations is a valid indicator of the cumulative achievement in all previous grades and divisions. For example, Grade 6 reflects learning that occurs from kindergarten to Grade 6 while Grade 12 reflects learning that occurs from kindergarten to Grade 12. Since the Alberta Program of Studies is designed to provide students with a wide range of knowledge, skills, abilities, behaviours, and attitudes that will support

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life-long learning, strong performance on standardized provincial tests is a good indicator that the instructional program delivered in CCSD is achieving this goal. Additional specifics related to student achievement in all subject areas are available in the Annual Education Results Report prepared in the fall of 2014 and available on the district website. Instructional Services personnel work collaboratively with school administrators and teachers to address areas of concern. Professional learning plans are developed that focus on areas for improvement for all subject areas. PARTICIPATION RATE FOR DIPLOMA EXAMINATIONS

The following charts describe the percentage of students that wrote four or more exams by the end of their third year in high school. Diploma examination results decreased during 2013 due to the June floods in which students had the option to accept the school mark as their final grade and not write the Diploma exam. Caution should be taken when comparing the results across the years.

Alberta Education: Accountability Pillar Report (2015)

Diploma Exam Participation Rates (4+ Exams) ALL 2010 2011 2012 2013 2014 Percentage of students who have written four or more diploma exams by the end of their third year of high school.

CCSD 63.7% 64.5% 65.6% 47.1% 64.1%

PROV. 54.9% 56.2% 56.6% 50.5% 54.9%

Diploma Exam Participation Rates (4+ Exams) FNMI 2010 2011 2012 2013 2014 Percentage of self-identified FNMI students who have written four or more diploma exams by the end of their third year of high school.

CCSD 40.1% 34.9% 31.9% 26.5% 33.0%

PROV. 19.1% 19.6% 21.2% 18.9% 20.2%

Diploma Exam Participation Rates (4+ Exams) ELL 2010 2011 2012 2013 2014 Percentage of ELL students who have written four or more diploma exams by the end of their third year of high school.

CCSD 46.2% 53.8% 49.8% 37.3% 53.6%

PROV. 51.7% 52.4% 52.4% 48.8% 50.4%

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HIGH SCHOOL TO POST-SECONDARY TRANSITION RATES

Grade 10 students are tracked for four to six years to calculate high school to post-secondary transition rates. The rates are defined as the percentages of students who enter post-secondary programs, including apprenticeship, within four and six years of entering Grade 10. The Calgary Catholic School District’s four year transition rate for all students is 8.3 per cent above the provincial rate. For CCSD self-identified FNMI students the rate is 15.7 per cent above the provincial FNMI rate and for CCSD ELL the rate is 6.8 per cent about the provincial ELL rate.

ALL 2010 2011 2012 2013 2014

N % N % N % N % N %

4 Year CCSD 3,449 48.0 3,373 48.0 3,373 47.4 3,570 49.1 3,570 46.7

PROV 45,268 37.8 45,458 38.2 44,690 39.6 44,887 40.0 44,940 38.4

6 Year CCSD 3,298 69.4 3,432 69.0 3,437 71.2 3,364 69.5 3,363 68.9

PROV 44,547 59.3 45,326 58.4 45,205 59.5 45,399 59.2 44,647 59.8

FNMI 2010 2011 2012 2013 2014

N % N % N % N % N %

4 Year CCSD 74 22.4 69 33.4 81 29.6 86 25.9 66 32.5

PROV 2,280 16.6 2,574 17.4 2,590 16.5 2,739 18.0 2,858 16.8

6 Year CCSD 58 40.8 82 56.6 68 46.0 62 65.6 78 48.5

PROV 1,833 31.2 2,098 30.2 2,195 32.2 2,545 32.1 2,503 30.3

ELL

2010 2011 2012 2013 2014 N % N % N % N % N %

4 Year CCSD 176 46.7 161 39.0 246 44.5 249 41.2 237 44.9

PROV 1,170 43.0 1,233 39.4 1,594 38.8 1,592 39.1 1,604 41.8

6 Year CCSD 94 60.7 118 68.5 163 72.5 147 65.5 235 69.1

PROV 986 58.1 1,040 60.3 1,074 61.3 1,152 60.0 1,478 62.3


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HIGH SCHOOL COMPLETION RATES

The tables below describe high school completion rates for all students in the district and the province as well as the self-identified FNMI students and ELL students. First-time Grade 10 students are tracked for three, four, and five years. For any completion year, the group of students completing in three years is different from the group of students completing in five years. District three year completion rates for all students are 7.0 per cent higher than the province. CCSD self-identified FNMI students are 21.2 per cent higher than the provincial rate. CCSD ELL students are 6.0 per cent higher than the provincial ELL rate.

ALL 2010 2011 2012 2013 2014

N % N % N % N % N %

3 Year Completion CCSD 3,374 78.6 3,382 80.4 3,592 81.8 3,574 81.0 3,622 83.4

PROV 45,478 72.6 44,711 74.1 44,904 74.8 44,976 74.9 44,046 76.4


PROV 45,268 76.9 49,458 78.1 44,690 79.4 44,887 79.6 44,940 80.0


PROV 45,344 79.0 45,222 79.6 45,433 80.8 44,679 81.7 44,880 82.1

FNMI

2010 2011 2012 2013 2014 N % N % N % N % N %

3 Year Completion CCSD 70 56.4 92 57.3 94 63.9 70 57.4 89 67.2

PROV 2,666 38.2 2,539 40.2 2,739 43.9 2,998 43.6 2,883 46.0


PROV 2,280 42.1 2,574 45.9 2,590 46.4 2,739 48.7 2,858 50.6


PROV 2,135 45.0 2,215 46.9 2,573 49.9 2,572 50.1 2,665 53.2

ELL 2010 2011 2012 2013 2014

N % N % N % N % N %


PROV 1,450 60.4 1,803 61.2 1,853 59.6 1,898 65.4 1,576 64.1


PROV 1,170 69.7 1,233 70.2 1,594 70.5 1,592 68.6 1,604 76.1


PROV 1,059 72.8 1,087 75.0 1,181 74.8 1,518 75.4 1,500 73.8


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RUTHERFORD SCHOLARSHIP ELIGIBILITY RATES A student must have a minimum combined average based on five designated courses in at least one grade: Grade 10, 11 or 12. The minimum average, value of the award and courses that can be used depend on the year the student graduated. The specific requirements for the Alexander Rutherford Scholarships are available at Alberta Scholarship Programs. District Rutherford Scholarship rates for all students are 4.8 per cent higher than the province. CCSD self-identified FNMI students are 14.5 per cent higher than the FNMI provincial rate. CCSD ELL students are 1.5 per cent below the provincial ELL rate.

ALL 2010 2011 2012 2013 2014

Total Grade 12 Students

CCSD 3,834 3,889 4,121 4,214 4,404

PROV. 52,903 53,676 54,605 57,006 57,400

Percent Eligible for Scholarship

CCSD 62.4 65.6 65.2 63.8 66.0

PROV. 59.6 61.5 61.3 60.9 61.2

FNMI 2010 2011 2012 2013 2014

Total Grade 12 FNMI Students

CCSD 77 86 94 82 100

PROV. 2,372 2,399 2,797 3,324 3,372


CCSD 45.5 47.7 39.4 32.9 46.0

PROV. 32.1 34.4 35.1 33.0 31.5

ELL 2010 2011 2012 2013 2014

Total Grade 12 ELL

Students

CCSD 422 528 597 572 501

PROV. 52,903 53,676 54,605 57,006 57,400


CCSD 44.5 50.9 48.6 47.6 48.5

PROV. 48.9 51.1 50.5 50.6 50.0


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DROP OUT RATE The tables below indicate the annual number and percentage of students aged 14 to 18 who drop out. The district drop out rate for all students is 1.6 per cent better than the provincial rate. The CCSD FNMI drop out rate is 4.8 percent better than the provincial FNMI rate. The CCSD ELL drop out rate is 0.5 per cent better than the provincial ELL rate.

ALL 2010 2011 2012 2013 2014

N % N % N % N % N %

Drop Out Rate

CCSD 13,116 2.3 13,290 1.5 13,683 1.5 13,863 1.6 14,139 1.8

PROV 178,800 4.2 179,593 3.2 179,511 3.5 177.460 3.3 179,761 3.4

FNMI

2010 2011 2012 2013 2014 N % N % N % N % N %

Drop Out Rate

CCSD 302 4.7 309 3.8 331 5.2 346 3.7 337 3.2

PROV 10,298 10.4 10,592 9.0 11,064 8.5 11,725 7.8 11,789 8.0

ELL

2010 2011 2012 2013 2014 N % N % N % N % N %

Drop Out Rate

CCSD 1,192 2.8 1,361 2.5 1,554 2.3 1,669 2.6 1,473 2.8

PROV 7,727 3.9 8,235 3.1 9,068 3.1 9,713 3.5 8,894 3.3


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Data provided by Alberta Education School Authority Report 2014-2015 school year.

SUBJECT TESTED &

GRADE LEVEL

NUMBER OF STUDENTS ACCEPTABLE STANDARD

%

STANDARD OF EXCELLENCE

%

CCSD PROV. CCSD PROV. DIFF. CCSD PROV. DIFF.

English Language Arts 6 3,369 43,098 95.2 91.3 +3.9 23.9 21.5 +2.4 Mathematics 6 3,162 39,731 87.4 80.4 +7.0 17.0 15.3 +1.7 Science 6 3,174 39,496 90.8 84.8 +6.0 31.2 28.8 +2.4 Social Studies 6 3,148 39,351 85.9 78.0 +7.9 22.1 21.0 +1.1 English Language Arts 9 3,257 38,602 91.0 85.5 +5.5 17.6 16.3 +1.3 Mathematics 9 3,036 35,954 78.2 72.0 +6.2 21.7 19.7 +2.0 Science 9 3,085 36,597 87.4 82.0 +5.4 30.3 25.5 +4.8 Social Studies 9 3,000 35,795 79.4 73.1 +6.3 24.9 22.7 +2.2

Calgary Catholic School District ACHIEVEMENT TEST RESULTS

BASED ON NUMBER OF STUDENTS WRITING THE TEST (Written in English)

School Year 2014-2015

Table 1

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Data provided by Alberta Education School Authority Report 2014-2015 school year.

SUBJECT TESTED &

GRADE LEVEL

NUMBER OF STUDENTS ACCEPTABLE STANDARD

%


%

CCSD PROV. CCSD PROV. DIFF. CCSD PROV. DIFF.

French Language Arts 6 203 2,910 87.7 89.7 -2.0 14.3 13.9 +0.4 Mathematics 6 209 3,372 83.7 83.9 -0.2 23.0 18.2 +4.8 Science 6 209 3,382 76.1 81.8 -5.7 20.6 18.7 +1.9 Social Studies 6 207 3,324 72.9 73.7 -0.8 9.7 10.1 -0.4 French Language Arts 9 229 2,506 87.8 89.3 -1.5 10.0 10.5 -0.5 Mathematics 9 225 2,733 88.0 86.3 +1.7 31.6 25.1 +6.5 Science 9 227 2,730 86.3 87.1 -0.8 21.6 23.6 -2.0 Social Studies 9 217 2,803 75.1 77.7 -2.6 14.3 18.3 -4.0

Calgary Catholic School District ACHIEVEMENT TEST RESULTS

BASED ON NUMBER OF STUDENTS WRITING THE TEST (Written in French)


Table 2

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Calgary Catholic School District ACHIEVEMENT TEST MULTIYEAR RESULTS – 2010/2011 to 2014/2015

BASED ON RESULTS FOR ALL STUDENTS WRITING THE TEST

*No Grade 9 results due to 2013 June Flood. Data provided by Alberta Education Provincial Achievement Test Multiyear Reports – Report Generated: Sep 28, 2015

SUBJECT TESTED &

GRADE LEVEL

Results for Students Writing in Grades 6 and 9 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Acceptable % students

Excellence % students

Participation Rate %













English Language Arts 6 CCSD 95.1 22.7 88.1 95.9 23.9 86.5 96.1 21.9 86.9 95.2 22.5 86.5 95.2 23.9 86.1

PROV. 91.4 20.4 90.8 91.0 19.6 90.8 90.9 18.0 90.8 90.6 19.5 90.4 91.4 21.5 90.6

French Language Arts 6 CCSD 94.2 20.3 98.1 96.9 18.6 99.5 92.6 21.8 98.2 91.5 25.4 96.6 87.7 14.3 96.7

PROV. 91.9 17.6 97.3 91.8 17.7 97.4 90.4 16.6 98.0 90.1 15.9 97.6 89.7 13.9 97.6

Mathematics 6 CCSD 86.7 20.5 88.7 89.6 22.5 87.4 86.2 21.4 86.9 87.3 18.4 86.0 87.2 17.4 86.1 PROV. 81.2 19.6 90.8 82.2 18.3 91.0 80.4 18.1 90.9 80.7 17.0 90.1 80.7 15.5 90.8

Science 6 CCSD 88.4 29.2 89.4 91.5 33.2 87.8 90.9 33.8 87.2 89.8 30.4 86.5 89.9 30.6 86.4 PROV. 84.3 27.7 90.5 85.7 31.0 90.9 85.3 28.5 90.9 84.2 28.2 89.5 84.6 28.1 90.3

Social Studies 6 CCSD 84.3 22.8 89.0 88.0 23.9 87.5 87.6 26.4 86.0 85.9 21.0 85.7 85.1 21.3 85.7 PROV. 78.6 20.5 90.5 80.7 21.5 90.7 80.7 21.1 90.1 78.9 19.2 88.9 77.7 20.1 89.8

English Language Arts 9 CCSD 92.5 20.5 87.6 93.3 21.6 87.0 * * * 91.9 19.8 86.0 91.1 17.6 86.8

PROV. 88.9 18.4 88.9 87.1 18.4 88.9 87.2 16.8 87.5 86.4 17.0 88.3 85.5 16.3 88.5

French Language Arts 9 CCSD 88.6 16.9 97.1 85.9 9.9 97.7 89.0 13.0 96.9 91.9 19.8 96.7 87.8 10.0 97.9

PROV. 91.6 15.4 97.0 89.8 12.6 97.4 89.8 14.3 97.1 78.8 20.9 96.8 89.3 10.5 96.2

Mathematics 9 CCSD 78.0 21.1 88.7 79.0 21.7 88.9 * * * 78.8 20.9 86.8 78.9 22.4 87.3

PROV. 73.9 19.4 89.5 74.1 19.9 89.7 75.3 20.6 88.3 74.4 19.1 88.6 73.1 20.1 89.4

Science 9 CCSD 86.6 24.0 88.9 87.5 28.0 88.9 * * * 86.8 28.2 87.3 87.4 29.7 88.3

PROV. 83.2 23.1 90.0 82.3 24.9 90.1 81.7 22.4 88.8 81.5 24.7 89.0 82.4 25.4 89.9

Social Studies 9 CCSD 79.1 22.8 87.6 83.2 23.3 87.5 * * * 78.9 24.0 85.8 79.2 24.2 85.8

PROV. 75.7 21.4 88.8 77.4 21.4 89.1 74.0 21.2 88.3 73.6 23.0 88.2 73.5 22.4 88.7

Table 3

Page 17 of 26

ACHIEVEMENT TEST RESULTS Based on Number of Students Writing the Test

Comparison 2014 to 2015

Data provided by Alberta Education: Accountability Pillar Report 2015

SUBJECT TESTED & GRADE LEVEL

2014

Acceptable Standard %

2014

Standard of Excellence %

2015


2015


CCSD PROV. CCSD PROV. CCSD PROV. CCSD PROV.

English Language Arts 6 95.2 90.6 22.5 19.5 95.2 91.4 23.9 21.5

French Language Arts 6 91.4 90.1 25.3 15.9 87.7 89.7 14.3 13.9

Mathematics 6 87.3 81.1 18.6 17.0 87.2 80.7 17.4 15.5

Science 6 89.7 84.2 30.1 27.6 89.9 84.6 30.6 28.1

Social Studies 6 85.6 78.7 20.8 18.6 85.1 77.7 21.3 20.1

English Language Arts 9 91.9 86.4 19.8 17.0 91.1 85.5 17.6 16.3

French Language Arts 9 91.1 89.3 13.1 11.5 87.8 89.3 10.0 10.5

Mathematics 9 79.5 75.2 21.1 19.4 78.9 73.1 22.4 20.1

Science 9 86.5 81.8 27.5 24.7 87.4 82.4 29.7 25.4

Social Studies 9 78.4 73.9 23.0 22.4 79.2 73.5 24.2 22.4

District average percentage at or above previous year and at or above province.

District average percentage at or below previous year but at or above province.

District average percentage at or above previous year but at or below province.

District average percentage at or below previous year and at or below province.

Table 4

Page 18 of 26

Calgary Catholic School District GRADE 12 DIPLOMA EXAMINATION RESULTS


NUMBER OF STUDENTS WRITING

ACCEPTABLE STANDARD

(%) ▲


(%) ■

PARTICIPATION RATE (%) ¨

COURSE CCSD PROV. CCSD PROV. DIFF. CCSD PROV. DIFF. CCSD PROV. DIFF.

English L.A. 30-1 2,633 28,104 88.2 86.5 +1.7 10.7 11.5 -0.8 65.1 53.4 +11.7

English L.A. 30-2 1,199 16,324 87.8 88.7 -0.9 7.8 11.3 -3.5 25.9 28.7 -2.8

Mathematics 30-1 1,971 20,915 77.8 76.2 +1.6 30.5 31.7 -1.2 46.7 37.2 +9.5

Mathematics 30-2 1,050 12,558 76.1 73.9 +2.2 16.3 15.5 +0.8 24.3 22.4 +1.9

Biology 30 1,877 21,219 87.7 85.9 +1.8 33.8 33.0 +0.8 44.3 40.7 +3.6

Chemistry 30 1,694 19,050 83.9 82.2 +1.7 38.4 34.2 +4.2 39.5 35.8 +3.7

Physics 30 743 10,573 83.7 83.9 -0.2 34.7 35.8 -1.1 18.1 19.9 -1.8

Science 30 687 7,819 82.7 83.9 -1.2 22.7 26.7 -4.0 17.4 14.1 +3.3

Social Studies 30-1 1,966 21,038 86.6 87.1 -0.5 14.3 16.2 -1.9 50.0 43.6 +6.4

Social Studies 30-2 1,694 19,617 83.1 81.3 +1.8 17.4 12.5 +4.9 38.7 36.7 +2.0

French L.A. 30-1 132 1,278 93.9 95.5 -1.6 8.3 9.9 -1.6 3.6 2.8 +0.8

Source: Diploma Examination Multiyear Reports – Five-year Diploma Examination Results for Annual, Alberta Education, September 2015. ▲Percentage of students achieving Acceptable Standard; i.e., a mark of 50% to 100% ■ Percentage of students achieving Standard of Excellence; i.e., a mark of 80% to 100%. Included in the percentage of students achieving Acceptable Standard is the percentage of students achieving the Standard of Excellence.

♦The participation rate reflects the percentage of students enrolled in their third year of high school in the province on September 30 of the reported school year and who completed the course by August 31 of the reported school year. Students may have completed the course in the reported year or an earlier school year. Regardless of how many times they complete the course, students are only counted as a participant once. Participation rates are preliminary and will be finalized when the Accountability Pillar Results are released in May 2016.

Table 5

Page 19 of 26

Table 6 Calgary Catholic School District DIPLOMA EXAMINATION MULTIYEAR RESULTS – 2010/2011 to 2014/2015

Page 20 of 26

DIPLOMA EXAMINATION RESULTS

Comparison 2014 to 2015

Data provided by Alberta Education: Accountability Pillar Report 2015 Current and historical Diploma results have been adjusted to reflect change in data source system.

COURSE 2014


2014


2015


2015


CCSD PROV. CCSD PROV. CCSD PROV. CCSD PROV.

English Language Arts 30-1 88.5 87.6 10.1 11.8 88.2 86.5 10.7 11.5

English Language Arts 30-2 86.9 89.8 8.9 13.1 87.8 88.7 7.8 11.3

French Language Arts 30-1 99.3 96.6 15.2 14.6 93.9 95.5 8.3 9.9

Mathematics 30-1 77.5 75.1 27.0 27.9 77.8 76.2 30.5 31.7

Mathematics 30-2 72.1 71.3 15.8 15.0 76.1 73.9 16.3 15.5

Social Studies 30-1 86.7 85.6 12.2 14.3 86.6 87.1 14.3 16.2

Social Studies 30-2 85.6 84.0 17.4 14.8 83.1 81.3 17.4 12.5

Biology 30 86.2 85.2 31.7 31.9 87.7 85.9 33.8 33.0

Chemistry 30 81.2 81.5 34.7 35.2 83.9 82.2 38.4 34.2

Physics 30 82.5 83.2 35.1 34.3 83.7 83.9 34.7 35.8

Science 30 84.3 85.0 19.0 25.4 82.7 83.9 22.7 26.7

District average percentage at or above previous year and at or above province.

District average percentage at or below previous year but at or above province.

District average percentage at or above previous year but at or below province.

District average percentage at or below previous year and at or below province.

Table 7

Page 21 of 26

ACCOUNTABILITY PILLAR SURVEY DATA

EDUCATION QUALITY Results from the 2015 provincial accountability pillar survey related to the percentage of teachers, parents and students who were satisfied with the overall quality of basic education indicate that 89.2 per cent of district parents, students and teachers agree that students understand what they are expected to learn at school, find the school work challenging and interesting and what they need to know. This is a decrease of 0.6 per cent from 2014 and 0.3 per cent below the province.

Education Quality

Calgary Catholic School District Results Provincial Results Overall Result

Parent Student Teacher Overall Result

Parent Student Teacher


2011 N 13,842 2,596 9,182 2,064 191,250 33,569 130,254 27,427 % 89.4 84.6 89.3 94.3 89.4 84.2 88.5 95.5

2012 N 15,867 2,626 11,051 2,190 201,116 34,566 139,357 27,193 % 89.2 84.3 89.2 94.1 89.4 84.2 88.6 95.4

2013 N 17,025 2,354 12,807 1,864 206,853 32,884 146,207 27,762 % 89.3 84.2 88.7 94.9 89.8 84.9 88.7 95.7

2014 N 14,747 2,421 10,495 1,831 259,083 32,382 199,420 27,281 % 89.8 85.8 89.1 94.4 89.2 84.7 87.3 95.5

2015 N 27,905 2,416 23,234 2,255 310,056 32,219 248,954 28,883 % 89.2 84.7 88.3 94.6 89.5 85.4 87.4 95.9

Alberta Education: Accountability Pillar Report (2015) Note: There was an increase in the number of students responding to the survey due to the introduction of the questions being included in the Tell Them From Me survey.

SATISFACTION WITH PROGRAM ACCESS

Results from the 2015 provincial accountability pillar survey related to the percentage of teachers, parents and students who were satisfied with the accessibility, effectiveness and efficiency of programs and services for students in their communities indicate that overall 72.7 per cent agree that students can access academic counselling, career counselling, school library services and services that help students to read and write (beyond regular instruction) in a timely manner. This is an increase of 2.5 per cent from 2014 and 1.0 per cent above the province.

. Program Access

Calgary Catholic School District Results Provincial Results Overall Result

Parent Student Teacher Overall Result

Parent Student Teacher


2011 N 13,753 2,542 9,153 2,058 190,205 32,919 129,954 27,332 % 70.1 57.4 79.1 73.7 70.9 57.3 79.6 75.6

2012 N 15,783 2,576 11,033 2,174 200,089 33,915 139,066 27,108 % 70.6 58.4 78.7 74.7 70.6 57.3 79.5 75.0

2013 N 8,967 2,297 4,809 1,861 195,400 32,221 135,510 27,669 % 69.8 57.2 79.4 72.9 70.8 57.4 79.4 75.6

2014 N 9,164 2,341 4,997 1,826 146,578 31,446 87,931 27,201 % 70.2 60.5 77.9 72.3 71.6 59.8 79.5 75.4

2015 N 7,234 2,352 2,634 2,248 131,636 31,336 71,494 28,806 % 72.7 60.2 84.1 73.9 71.7 59.9 79.7 75.5


Page 22 of 26

TELL THEM FROM ME SURVEY RESULTS

Students Who are Interested and Motivated

Effort

Students who are interested and motivated (7-12) Students are interested and motivated in their learning. 48 per cent of students in Calgary Catholic were

interested and motivated. The Canadian norm for these grades is 30 per cent.

47 per cent of the girls and 48 per cent of the boys in Calgary Catholic were interested and motivated. The Canadian norm for girls is 30 per cent and for boys is 30 per cent.

Overall percentage the same as last year; decrease of 1 per cent for boys.

CCSD

Canadian Norms

Students who are interested and motivated (4-6) Students are interested and motivated in their learning. 89 per cent of students in Calgary Catholic were

interested and motivated. The Canadian norm for these grades is 71 per cent.

90 per cent of the girls and 87 per cent of the boys in Calgary Catholic were interested and motivated. The Canadian norm for girls is 74 per cent and for boys is 68 per cent.


Effort (4-6) Students try hard to succeed in their learning. 94 per cent of students in Calgary Catholic tried

hard to succeed. The Canadian norm for these grades is 91 per cent.

95 per cent of the girls and 94 per cent of the boys in Calgary Catholic tried hard to succeed. The Canadian norm for girls is 93 per cent and for boys is 89 per cent.

Overall percentage the same as last year; increase of 1 per cent for boys.

Page 23 of 26

Skills (Grades) – Challenge

This provides further evidence for Quality Indicator 2.3 from Board Policy BC-5 which states, “Ensures parents and students are satisfied with levels of achievement.”

Effort (7-12) Students try hard to succeed in their learning. 74 per cent of students in Calgary Catholic tried hard to

succeed. The Canadian norm for these grades is 69 per cent.

75 per cent of the girls and 73 per cent of the boys in Calgary Catholic tried hard to succeed. The Canadian norm for girls is 72 per cent and for boys is 66 per cent.

Overall decrease of 1 per cent over last year; 1 per cent decrease for both girls and boys.

Skills (Grades) – Challenge (7-12) Students feel challenged in their Language Arts/English, Math and Science classes and feel confident of their skills in these subjects. 66 per cent of students in Calgary Catholic had scores

that placed them in the desirable quadrant with high skills and high challenge. The Canadian norm for these grade levels is 52 per cent.

14 per cent of the students were confident of their skills but did not find classes challenging. The Canadian norm for these grades is 22 per cent.

18 per cent of the students were not confident of their skills and found Language Arts/English, Math or Science challenging. The Canadian norm for this category is 22 per cent.

2 per cent of students lacked confidence in their skills and did not feel they were challenged. The Canadian norm for this category is 4 per cent.


CCSD

Canadian Norms

Page 24 of 26

Students with Moderate or High Levels of Anxiety

Students with Moderate or High Levels of Depression

CCSD

Canadian Norms

Students with Moderate or High Levels of Anxiety (7-12) Students have intense feelings of fear, intense anxiety, or worry about particular events or social situations. 27 per cent of students in Calgary Catholic had moderate

to high levels of anxiety; the Canadian norm for these grades is 18 per cent.

35 per cent of the girls and 19 per cent of the boys in Calgary Catholic had moderate to high levels of anxiety. The Canadian norm for girls is 21 per cent and for boys is 14 per cent.

Overall increase of 2 per cent over last year; 1 per cent increase for girls and 2 per cent increase for boys

Students with Moderate or High Levels of Anxiety (4-6) Students have intense feelings of fear, intense anxiety, or worry about particular events or social situations. 24 per cent of students in Calgary Catholic had moderate to

high levels of anxiety; the Canadian norm for these grades is 16 per cent.

28 per cent of the girls and 21 per cent of the boys in Calgary Catholic had moderate to high levels of anxiety. The Canadian norm for girls is 20 per cent and for boys is 13 per cent.

Overall increase of 2 per cent over last year; 3 per cent increase for girls and 1 per cent increase for boys.

Students with Moderate or High Levels of Depression (7-12) Students have prolonged periods when they feel sad, discouraged, and inadequate. 23 per cent of students in Calgary Catholic had moderate to

high levels of depression; the Canadian norm for these grades is 18 per cent.

30 per cent of the girls and 17 per cent of the boys in this district had moderate to high levels of depression. The Canadian norm for girls is 20 per cent and for boys is 15 per cent.

Overall percentage the same as last year; increase of 1 per cent for boys.

Page 25 of 26

STUDENTS WILL DEMONSTRATE APPROPRIATE INTERPERSONAL AND SOCIAL SKILLS. Students demonstrate appropriate interpersonal and social skills through their day-to-day actions and interactions which further indicated their ability to work well together and cooperate with others. Evidence of this is seen through some of the ongoing programs and strategies including:

The Catholic Community of Caring program which is implemented in all 105 schools. The opportunity for students to engage in service learning to live out the Catholic social teachings as

evidenced by students being involved in 728 major service learning projects during the 2014-2015 school year.

Ninety-six schools were involved in the WE Day and WE Schools in Action initiatives.

TELL THEM FROM ME SURVEY RESULTS

Students with Positive Relationships

CCSD

Canadian Norms

Students with Positive Relationships (7-12) Students have friends at school they can trust and who encourage them to make positive choices. 77 per cent of students in Calgary Catholic had positive

relationships; the Canadian norm for these grades is 76 per cent.

80 per cent of the girls and 75 per cent of the boys in Calgary Catholic had positive relationships. The Canadian norm for girls is 81 per cent and for boys is 71 per cent.

Overall decrease of 2 per cent over last year; 1 per cent decrease for both girls and boys.

Students with Positive Relationships (4-6) Students have friends at school they can trust and who encourage them to make positive choices. 85 per cent of students in Calgary Catholic had positive

relationships; the Canadian norm for these grades is 80 per cent.

87 per cent of the girls and 83 per cent of the boys in Calgary Catholic had positive relationships. The Canadian norm for girls is 84 per cent and for boys is 77 per cent.

Overall decrease of 2 per cent over last year; 2 per cent decrease for girls and 1 per cent decrease for boys.

Page 26 of 26

Positive Teacher-Student Relations

CCSD

Canadian Norms

Positive Teacher-Student Relations (7-12) Students feel teachers are responsive to their needs, and encourage independence with a democratic approach. Positive teacher-student relations in Calgary Catholic were rated

6.8 out of 10; the Canadian norm for these grades is 6. Positive teacher-student relations in Calgary Catholic were rated

6.8 out of 10 by girls and 6.8 out of 10 for boys; the Canadian norm for girls is 6.1 and for boys is 5.9.

No change to overall rating from last year; 0.1 out of 10 increase for girls.

Documents

INTERNAL MONITORING REPORT - CCSD · INTERNAL MONITORING REPORT ... Evidence in this report includes accountability pillar results reported annually by Alberta Education ... Spanish