Living and Learning in our Catholic Faith

Living and Learning in our Catholic Faith

Table of Contents

Combined Annual Education Results Report & Three-Year Education Plan 1

Priorities Identified by the Board of Trustees 2

Accountability Statement 5

Planning & Communication 5

District Mission, Value & Vision 6

Profile 8

Components & Requirements 11

Provincial Accountability Pillar Summary 12

District & Provincial Linkages 15

District Vision Statement: Faith 17

District Vision Statement: Relationships 29

District Vision Statement: Excellence in Teaching & Learning 41

Highlights of Facility & Capital Plans 82

Conclusion 93

Calgary Catholic School District – November 30, 2016 1

Combined Annual Education Results Report and Three-Year Education Plan

o develop this year’s Combined Annual Education Results Report and Three-Year Education Plan, the Board of Trustees identified priorities through an ongoing process of discussions. Broad-based input from stakeholders was incorporated into an organizational framework, which creates linkages between each of the district’s three Vision Statements and:

Alberta Education’s mandatory outcomes and measures; District monitoring and accountability reports; Web links to related documents and resources; Ongoing strategies carried forward from the previous Three-Year Education Plan; and Baseline measures from previous school years that are required by Alberta Education.

The final plan submitted in November 2016 will be evaluated and reviewed by Alberta Education with district staff. This opportunity for direct dialogue with Alberta Education about the district’s Combined Annual Education Results Report and Three-Year Education Plan continues to be an important and valued part of the planning process as it supports shared understanding, identification of best instructional practices and collaborative discussion in areas of concern.

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2 Combined Annual Education Results Report and Three-Year Education Plan

Board of Trustees Priorities Identified by the

Leadership by Governance Board of Trustees


Priorities Identified by the Board of Trustees

Priority Strengths Administrative Issues Key Results Indicators

Faith Formation

Incorporating annual faith theme in the District Opening Mass, Faith Day and prayer packages for schools

Providing PD offerings to staff related to faith themes

Theme included in all school Three-Year Plans, identifying strategies, which focus on Catholic social teachings and works of mercy

Staff knowledge, skills and understanding to share our faith effectively

Faith formation of school-based administration

Time allocated for senior administration to have in-depth conversations with principals about school-based faith formation of staff and students

Staff Faith Formation District offerings and engagement Staff survey and reflection Leadership retreat Focus on faith formation by distribution of three

religious books: A Year of Mercy with Pope Francis Small Things Dear Pope Francis

Student Faith Formation OurSCHOOL (Tell Them From Me) additional

question on faith formation Sacrament Survey District Satisfaction Survey

Academic Excellence

Above provincial excellence in some Diploma Exams

Above provincial achievement in many PATs Alternative opportunities for students (e.g. dual

credit, fine arts, CTS, work experience)

Below provincial excellence in some Diploma Exams

Below provincial achievement in some PATs

Focus on Diploma results in humanities English Language Arts 30-1 (1.5 below

excellence) English Language Arts 30-2 (1.9 below

acceptable, 2.8 below excellence) Replication of techniques used for Chemistry 30

KPI; focus on assessment

First Nations, Métis and Inuit (FNMI) - Eliminating the Gap

All district FNMI Accountability Pillar results above provincial FNMI results

Gap between FNMI and Non-FNMI results reduced from previous year in PAT (Acceptable), Diploma (Acceptable and Excellence), High School Completion, Diploma Examination Participation rate (+4 exams)

OurSCHOOL (Tell Them From Me) showing higher results in participation in clubs, sports and fitness for FNMI than non-FNMI

District FNMI results below those of non-FNMI student results

OurSCHOOL (Tell Them From Me) survey results for FNMI show higher levels of anxiety, substance abuse and depression

Continued work required to support curriculum and culture

Truth and Reconciliation Commission outlines some of our goals

Continued increased engagement with First Nation groups

Accountability Pillar Data results comparing FNMI to non-FNMI students: High School Completion, Drop-out Rate, PAT, Diploma Exams, Rutherford Eligibility, Diploma Examination Participation Rate (+4 exams)

Results from OurSCHOOL (Tell Them From Me) Survey

FNMI community and Board of Trustees meetings FNMI team and Elders feedback to advise future

planning


Priorities Identified by the Board of Trustees (continued)

Priority Strengths Administrative Issues Possible Key Results Indicators

Student Wellness

Arranging guest speakers to speak to district leaders and at Parent/Trustee Forums on the subject of student wellness

Training staff in the Go To Educator program to identify and support young people who are at high risk of having a mental disorder

Providing additional personnel to support students and schools (e.g. in-school social workers in select elementary schools, full-time guidance counsellors in select elementary/junior high schools, increased the number of district mental health workers, etc.)

High level of anxiety among students with an increase each year

Highest level of anxiety among girls

OurSCHOOL (Tell Them From Me) Survey results for student anxiety and depression

Guest speakers at Parent/Trustee Forums Feedback from Parent/Trustee Forums to support

future planning in the area of student wellness


Accountability Statement

he Annual Education Results Report for the 2015-2016 school year and the Education Plan for the three years commencing September 1, 2016 for the Calgary Catholic School District were prepared under the direction of the Board of Trustees in accordance with its

responsibilities under the School Act and the Fiscal Planning and Transparency Act. This document was developed in the context of the provincial government’s business and fiscal plans. The Board of Trustees has used the results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and results.

The Board approved this combined Annual Education Results Report for the 2015-2016 school year and the Three-Year Education Plan for

2016-2019 on November 30, 2016.

Cheryl Low Gary Strother Chair, Board of Trustees Chief Superintendent November 30, 2016 November 30, 2016

Planning & Communication he 2015-2016 Combined Annual Education Results Report and 2016-2019 Three-Year Education Plan was prepared under the direction of the Board of Trustees. The process included meeting with staff groups; trustee forums with school council executive and chairpersons; and collaboration with principals, parents, students, local school councils and school communities. This collaborative process also included working with Alberta Education and community partners. The plan will be communicated to stakeholders through:

Presentation and approval at public meetings of the Board of Trustees;

Its use as an ongoing reference throughout the 2016-2017 school year;

Posting on the Calgary Catholic School District website;

Distribution of copies to: School principals for access by school staff, school councils, parents, students and as a complement to local school plans; Education Centre departments; Communications department for access by the public and the media; Alberta Education and other key public sector groups; and Individuals upon request.

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http://www.cssd.ab.ca/about-us/reports-and-publications/


District Mission, Value & Vision

Mission: Living and Learning in our Catholic Faith.

Value Statement: All members of our community are sacred and must be treated with dignity and respect.

We value excellence in Catholic education, guided by shared responsibility and the moral authority of the Church.

Vision Statements:

Faith Our Catholic schools demonstrate their constitutional right to provide and support the development,

permeation and modeling of our faith.

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.


“Success for All Students” (Academic Theme 2016-2017)


Profile he Calgary Catholic School District (CCSD) is the largest Catholic school district in Alberta, serving over 55,000 students in Calgary, Airdrie, Cochrane, Chestermere and the Rocky View County. Calgary Catholic is also one of the most successful districts provincially and nationally. Our achievement results have consistently earned numerous and high accolades from our business and university partners. CCSD was recognized with a number of notable communication awards from the N.S.P.R.A. (National School Public Relations Association) this year, including: the Golden Achievement Award for the entry entitled ‘Social Media Engagement and Growth Campaign’; the Publications and Electronic Media Awards 2016; and the Award of Excellence for the 2014-2015 Annual Report. The district had 13 Edwin Parr Teacher Award nominations that recognize outstanding novice teachers in Alberta. One of those nominees was honoured to be the Zone 5 representative at the Edwin Parr awards celebration. CCSD was also recognized as one of Alberta’s Top 70 Employers in 2016 and had the distinct honour of having two CCSD principals acknowledged by Canada’s Outstanding Principals program nationally.

CCSD educates and empowers students from kindergarten to Grade 12 through its mission of Living and Learning in our Catholic Faith and through the delivery of successful, high quality instructional programs to its diverse urban and rural student populations. In meeting the needs of students and delivering the wide range of program options, CCSD is guided by the question, “How can we ensure all students achieve success?” The responses to this question resulted in the implementation of a model of continuous improvement, innovative problem solving and proactive development of instructional programs designed to address emergent and ongoing student needs. For example, the district English Language Learner (ELL) population is currently 29 per cent of the overall enrolment and ELL supports are addressed throughout this document.

The programs and supports listed on page 9 and 10 are designed to address the emergent and ongoing needs in the district and are consistent with the district’s Mission, Value and Vision statements.

Program and Enrolment Overview

Number of Schools (2016-2017) Employees (Full and Part Time) Elementary 52 (Note: Includes staff on leave) Elementary/Junior High 38 Instructional Staff 3,394 Junior High 5 Support Staff 1,367 Junior/Senior High 3 Caretaking Staff 336 Senior High 9 Exempt Staff 170 Special Education 2 Senior Officers 8 Total 109 Trustees 7

Enrolment (Kindergarten to Grade 12) Total (September 2016) 5,282 September 30, 2016 55,062

Programs and Supports (2016-2017)

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Curriculum Advanced English Critical Reading and Writing Dual Credit course Combined Extended French/International Baccalaureate program (grades 10-12) Diploma preparation courses Early French Immersion (kindergarten-Grade 9) ESL High School courses (Level 2, 3 and 4) ESL Locally Developed courses Knowledge & Employability (K & E) courses U-Learn Online School program (hosted by St. Anne Academic Centre and available at all district senior high schools)

Program Options Advanced Placement program (AP) Advanced Acting Continuous Progress (independent learning) (Bishop Carroll High School) Career and Technology Foundations (CTF) (grades 5-9); Career and Technology Studies (CTS) (grades 10-12) Extended French (grades 10-12) Fine Arts schools (grades 4-6 and grades 7-9) Hockey Canada Skills Academy (grades 4-12) International Baccalaureate (IB) programming Italian Language and Culture (kindergarten-Grade 6) Late French Immersion (grades 7-9) Marching Band program (Bishop Grandin High School) Returning Grade 12 school (St. Anne Academic Centre) Senior High Summer School Single Gender (Sacred Heart School) Spanish Bilingual program (kindergarten-Grade 12) Sports Performance (senior high) Workplace School Year-Round Education (elementary and junior high)

Program Supports Alternative Outreach Youth program (Sanctuary) Blind and visually impaired supports Bridge program (senior high students with no or interrupted formal schooling) Congregated program for gifted students (St. Jean Brebeuf and Blessed Cardinal Newman Schools) Connections (St. Monica School) Deaf and hearing impaired supports Diverse learning teachers Diverse learning coordinating teachers Educational support programs (grades 1-12)


English Language Learning Summer Literacy programs (high school) English Language Learning support First Nations, Métis and Inuit programming for Aboriginal students Fresh Start Outreach program – junior high (Bishop Kidd School) Fresh Start Outreach program (St. Anne Academic Centre) Gifted programming support Guidance and counselling support High school literacy classes Kara program (pregnant and parenting students) Learning disabilities satellite programs (St. Jean Brebeuf, St. Bonaventure and Father Scollen schools) Multi-Agency School Support Team (MASST) – early intervention collaboration with Calgary Police Service New Beginnings program (high school learners at risk) Next Steps program (St. Monica School) Observation program (grades 1-6) Our Lady of Lourdes School (congregated setting for students with emotional/behavioural disabilities) PARK – Program for At Risk Kids (Bishop McNally and St. Mary’s high schools) Preschool English Language Learning program Program Unit Funding (PUF) and mild/moderate supports in kindergarten RCSD – Regional Collaborative Service Delivery St. Anthony School (congregated setting for students with learning disabilities) Specialized programming classes (grades 1-12) Starting Points – Elementary Behaviour program Start Smart Stay Safe Transition programs – Mental Health (grades 4-12)

Off-Campus Education Campus Calgary/Open Mind School CTS Centres of Excellence (in Autoservice Technician, Welding, Carpentry, Culinary, Hair Stylist, Costume Design and Information

Technology) Discovery program (summer job shadowing placement) Health Care Aide Health internships (paid summer placements) Off-Campus Work Experience program Pharmacy Assistant program Production Field Operations Pre-Employment Carpenter Registered Apprenticeship Program (RAP) Veterinary Tech Assistant


Components and Requirements

lberta Education outlines the requirements for school board planning and results reporting in the Policy and Requirements for School Board Planning and Results Reporting April 2016 document. The required components include:

An Accountability Statement

Accountability Pillar Overall Summary chart

FNMI Accountability Overall Summary chart

Performance measure results

Provincial outcomes, performance measures, targets (*see definition below) and strategies o Include for each outcome:

The measures used to assess progress and achievement of outcome Results and evaluations for the measures Targets for measures with an overall evaluation of “Issue” or “Concern” – Calgary Catholic sets a target to close the gap if below

the provincial standard At least one strategy to address the outcome

Summary of financial results

Capital and facilities projects

Parent involvement strategies

Timelines and Communication o Plan must be posted on the jurisdiction website by November 30, 2016 o Web link to the jurisdiction’s average class size report

Whistleblower protection o Section 32 of the Public Interest Disclosure Act (2013) requires that school authorities include their annual report of disclosures;

Calgary Catholic had no disclosures during the 2015-2016 school year

Produce a summary of their AERR

Each jurisdiction is responsible to ensure: o Each school prepares its report and updates its plan annually o Each school involves the school council in preparing the report and updating the plan o Each school posts its report and plan on the school’s or jurisdiction’s website *The only targets Alberta Education requires are in the areas where there is an overall measure of “Issue” or “Concern” in the Accountability Pillar Overall Summary. However, the district is always striving to continuously improve by meeting or exceeding our own results. For this reason, Calgary Catholic School District creates our own targets in specific areas to always meet provincial standards and where we are already above provincial standards to improve by at least 0.1 per cent each year.

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https://education.alberta.ca/media/3115398/policy-and-requirements-for-school-board-planning-and-results-reporting-may-2016.pdf


https://www.cssd.ab.ca/AboutUs/ReportsandPublications/Pages/default.aspx

https://www.cssd.ab.ca/AboutUs/ReportsandPublications/Documents/AERR2015-2016.pdf


Provincial Accountability Pillar Summary

nnually, Alberta Education’s Accountability Pillar Summary and data are made available to school jurisdictions for the purpose of:

Supporting informed decision making

Improving instructional programs

Supporting increased student achievement in subsequent years Through the Accountability Pillar, school jurisdiction performance is measured, evaluated and reported by comparing current results against past performance and against provincial standards on a common set of measures for all jurisdictions, using a common evaluation methodology. Alberta Education groups the Accountability Pillar measures into seven key aspect categories identified as important to parents and the public:

Safe and Caring Schools

Student Learning Opportunities

Student Learning Achievement (grades K-9)

Student Learning Achievement (grades 10-12)

Preparation for Lifelong Learning, World of Work and Citizenship

Parental Involvement

Continuous Improvement

Detailed information related to the Accountability Pillar Summary and data, as well as, the methodology used to generate the summary is available on Alberta Education’s website under Policy and Requirements for School Board Planning and Results Reporting 2016. Review and analysis of the district’s Accountability Pillar Overall Summary reports at the district and school level support the development of the Combined Annual Education Results Report (AERR) and Three-Year Education Plan. The Calgary Catholic School District’s October 2016 Accountability Pillar Summary reflects a trend of positive improvement. Of the 16 accountability pillar measures evaluated by Alberta Education, Calgary Catholic’s overall measure evaluation included: six - Excellent, eight - Good and one - Acceptable. As required by Alberta Education, the Calgary Catholic Accountability Pillar Overall Summary data and Accountability Pillar FNMI (First Nations, Métis and Inuit) data are provided on the following pages. In addition to the summary data, district and school personnel review, analyze and plan the in-depth data from:

Parent, teacher and student surveys

Provincial Achievement Tests and Diploma Examinations

Additional data sources

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District & Provincial Linkages his Combined AERR and Three-Year Education Plan reflects broad-based stakeholder input incorporated into an organizational framework that links the

district Vision Statements to Alberta Education’s mandatory desired and specific outcomes and measures as outlined in the Annual Education Results Report (AERR) 2015-2016 chart below.

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Calgary Catholic District Vision Statements

Annual Education Results Report (AERR) (2015-2016) Desired Outcomes and Specific Outcomes

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.

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 (Faith formation, Catholic Community of Caring – Inclusive Communities, Teaching and Learning).

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

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.

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

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


PROVINCIAL DESIRED OUTCOME ONE: Every student is successful.

PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes.

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

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.

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.


he Three-Year Education Plan (2016-2017 – 2018-2019) chart below reflects links between the district Vision Statements to Alberta Education’s mandatory outcomes and performance measures which align with the government’s framework for Education Business Plan 2016-2019.

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Calgary Catholic District Vision Statements

Three-Year Education Plan (2016-2017 – 2018-2019) Outcomes

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

LOCAL OUTCOME ONE: Catholicity is enhanced and supported within the district. LOCAL OUTCOME 1.1: The school district models the social teachings of the Catholic Church by both

receiving and giving mercy and engaging in the works of mercy. LOCAL OUTCOME 1.2: The school district fosters faith formation of staff by increasing knowledge,

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

understanding and practice of the faith. LOCAL OUTCOME 1.4: The school district builds student wellness through the ongoing development

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

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

PROVINCIAL OUTCOME THREE: Alberta’s education system is inclusive. LOCAL OUTCOME 3.1: All district students are supported in a respectful, caring and faith-filled

environment.

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

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

LOCAL OUTCOME 5.2: The school district strengthens engagement with parents/legal guardians and the parental role in decision-making.


PROVINCIAL OUTCOME ONE: Alberta’s students are successful.

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

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

http://www.finance.alberta.ca/publications/budget/budget2016/education.pdf


Faith

“Do Justice, Love Kindness, Walk Humbly with God.”

Micah 6:8 (Faith Theme – 2013-2016)


District Vision Statement: Faith

Our Catholic schools demonstrate their constitutional right to provide and

support the development, permeation and modeling of our faith.

LINKAGES TO LOCAL DESIRED AND SPECIFIC OUTCOMES LOCAL DESIRED OUTCOME ONE: Catholicity is enhanced and supported within the district.

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 (Faith formation, Catholic Community of Caring – Inclusive Communities, Teaching and Learning). LOCAL SPECIFIC OUTCOME 1.2: The school district builds resiliency through the ongoing development of the Catholic Community of Caring within the school climate and culture.

LINKAGES TO DISTRICT MONITORING REPORTS

Additional evidence of compliance and achievement in relation to the district’s Vision Statement and related outcomes is provided in the following Calgary Catholic School District monitoring report:

E-1 Living the Catholic Faith

Complete copies of district monitoring reports can be found on the district website.

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

Performance measures for parent/legal guardian satisfaction Results (in percentages) Improvement Target

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

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

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

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

2014 2015 2016 2017

Statement #1 91.2% 89.4% 91.6% 91.7%

Statement #2 89.6% 93.6% 91.0% 91.1%

Statement #3 93.9% 93.4% 92.6% 92.7%

http://www.cssd.ab.ca/board-of-trustees/monitoring-reports/


QUALITATIVE STATEMENT

Based on the data collected from the annual District Satisfaction Survey distributed to all schools in May each year, there continues to be a high level of satisfaction in all three areas surveyed. There was a 2.2 per cent increase over the previous year in satisfaction with the Religious Education program at the school supporting parents/legal guardians in teaching their children the Catholic faith.

Performance measures for modeling the social teachings of the Catholic church by promoting justice, loving kindness and walking humbly with God.

Faith Formation

Excellent Catholic Teacher resource (Council of Catholic School Superintendents of Alberta) shared at Principals Council, Family of Schools, Faith Formation focus group

Lead Like Jesus (Brett Powell Instructional Leaders Network - March 15, 2016)

Established a focus group and received feedback from Catholic Community of Caring school contacts

Fall Leadership and Instructional Services sessions: Lead With Humility

Created and utilized prayers and liturgies related to the faith theme, Walk Humbly with God

Leadership, religious education and chaplains’ retreats were held with Brother Loughlan Sofield

Religious Education consultant and district chaplain attended a faith formation symposium and gathered faith formation resources

Grade 1 teachers completed professional development modules: Liturgical year, Evangelization

Catholic Community of Caring Inclusive Communities

o Shared LIFE Framework with all leadership councils o Enhanced resources for gender identity and expression

o Expanded professional learning sessions (more than 1,200 participants)

Collaborated with Development and Peace to engage staff in understanding social teachings and to share resources

Created learning resource related to Syrian refugees and made available through BrightSpace (D2L)

All schools engaged in service learning projects, including a district-wide initiative “Walk Humbly with Fort Mac”, which raised over $155,000 and was matched by the federal government

Teaching and Learning Implementation of Grade 1 curriculum, Growing in Faith, Growing in Christ, was completed

Implementation of Religious Education 15, 25, 35 completed. The program has an increased emphasis on evangelization and prayer, and uses a comparative world religions topic-specific approach

High school human sexuality resources were developed to support instruction


NUMBER OF SCHOOLS PARTICIPATING IN MAJOR SCHOOL SERVICE LEARNING PROJECTS 2015-2016 School Year

Adopt a Family Calgary Catholic

Immigration Society

Canadian Red Cross Cancer Foundation (Terry Fox Run)

Catholic Missions in

Canada

11 13 29 76 2

CAWST

(Centre for Affordable Water

Sanitation & Technology)

Chalice Disaster Relief Feed the Hungry Food Bank

8 2 21 35 69

Free The Children

(Global)

Free The Children

(Local)

Hampers (Preparation and

donation for various organizations)

Holy Childhood Inn From the Cold

52 38 69 11 28

Jacket Racket Mission Mexico Mustard Seed Plan Canada Service to Support Seniors

32 17 28 2 22

Share Lent (Development and Peace)

Sheldon Kennedy Child Advocacy Centre

St. Vincent de Paul Society

Staff-a-Gift Other*

13 13 82 14 89

Total Projects: 776

*The Other category consists of “one-off” projects selected by the individual schools.

As well as these service learning projects, all schools and district worksites were invited to raise money to “Walk Humbly with Fort Mac” and over $155,000 was raised and matched by the federal government.


Accountability Pillar Survey: 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. (Jurisdiction – specific survey measure)

Overall Parents Students Teachers

2015-2016 89.7% 90.9% 83.2% 94.9%

2014-2015 89.1% 88.7% 83.6% 95.1%

2013-2014 89.8% 89.1% 85.2% 95.1%

2012-2013 88.9% 87.7% 84.4% 94.8%

2011-2012 89.1% 87.6% 85.0% 94.6%

Percentages of teachers, parents and students who are satisfied that students model the characteristics of active citizenship within a Catholic context such as: students are following the rules; students are helping each other when they can; students are respecting each other; students are involved in activities that help the community and students are encouraged at school to try their best. (Jurisdiction – specific survey measure)

Overall Parents Students Teachers

2015-2016 84.8% 84.3% 75.9% 94.3%

2014-2015 84.8% 83.3% 76.4% 94.7%

2013-2014 85.2% 83.3% 78.8% 93.7%

2012-2013 83.7% 80.7% 76.8% 93.5%

2011-2012 83.7% 80.7% 77.0% 93.5%

Student Achievement Data on Formal Religious Education Assessments: The district Religious Education assessment is comprised of three parts: Demonstration of Learning, Personal Reflection and a multiple choice final exam. The Demonstration of Learning is a project-based assignment that students completed at school. Students did an in-depth study of a unit of their choice, demonstrating their learning in a variety of formats. For the Personal Reflection, students completed a written response reflecting on a passage from scripture or on a major curricular outcome. The multiple choice component tested students’ religious knowledge.

A total of 3,859 Grade 5 students completed the district Religious Education assessment. Specific district results were:

District Results by Category

Excellence (EX) Above Acceptable (AB)

Acceptable (AC) Not Yet Meeting Acceptable (NY)

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Demonstration of Learning 21.4% 20.8% 36.9% 34.8% 39.2% 40.7% 2.5% 3.7%

Personal Reflection 15.2% 16.7% 38.3% 33.9% 42.1% 44.6% 4.4% 4.9%

Multiple Choice Final 77.4% 63.2% 22.6% 22.9% 0.0% 11.2% 0.0% 2.6%

Note: At the Grade 5 level, district results are by category only and overall rating is not reported.


A total of 3,586 Grade 8 students completed the district Religious Education assessment. Specific district results were:

2014-15 2015-16

Exceptional Standard 80% -100% 52.7% 41.5%

Above Acceptable Standard 65% - 79% 33.1% 39.6%

Acceptable Standard 50% - 64% 12.0% 15.9%

Below Acceptable Standard Below 50% 2.2% 3.1%

The Grade 12 Religious Studies students completed the district assessment based on a demonstration of learning completed throughout the term and a final exam. This district assessment was completed by 3,223 students. Specific district results were:

2014-15 2015-16

Exceptional Standard 80% - 100% 31.6% 35.2%

Above Acceptable Standard 65% - 79% 41.2% 40.8%

Acceptable Standard 50% - 64% 22.9% 19.5%

Below Acceptable Standard 0% - 49% 4.3% 4.5%


The faith theme, Walk Humbly with God, was successfully shared and embedded in district and school culture and activities. Many faith formation opportunities were offered with good participation rates. Additional resources were developed for Inclusive Communities and numerous workshops were facilitated at the school level and district-wide. The new Grade 1 curriculum was successfully implemented throughout the district. The new Grade 2 and 3 curriculum will be implemented in the upcoming year. Catholic social teachings were linked with two curriculum areas – Science and Social Studies.


Performance measures for building student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture

Dr. Stan Kutcher, psychiatrist and renowned expert in adolescent mental health, presented to 174 teachers, counsellors, assistant principals, vice-principals, diverse learning teachers and Instructional Services personnel on January 12, 2016

On January 13, 2016, at the Instructional Leaders Network (ILN), Dr. Stan Kutcher presented to over 105 principals, 25 senior administrators and supervisors

Implemented the “Go to Educator program” and was successfully delivered to 1,500 district teachers Implemented the Mental Health Curriculum (resources) successfully in four schools: Our Lady of the Assumption, St. Gregory, St. Matthew and St.

Rose of Lima Implemented the 4th R resources (Social/Emotional Literacy for Students) successfully in 29 district schools The “Go to Parent” program was presented to 82 school council chair, executive members and parents as well as school administrators, trustees and

senior administrators at the November Parent/Trustee Forums and was well received Dr. Kriellaars’ Tool Kit (Physical Literacy K-6) was presented to 56 district schools Ten full-time in-school social workers worked in 17 schools with four schools having a full-time worker All junior high and high schools had access to a guidance counsellor with six junior high schools having access to a full-time guidance counsellor


Within the Catholic Community of Caring, schools continued to promote initiatives that support the development of healthy relationships, student wellness and resilience. Dr. Kutcher’s presentations on the “Go to Educator program” (Mental Health Literacy for Staff and Mental Health Literacy for Students) were well received by those in attendance. All district diverse learning coordinating teachers have been trained in the “Go to Educator program” (Mental Health Literacy for Staff) and all Health teachers have been trained as Go to Educators (Mental Health Literacy for Students). Ongoing training will continue in the 2016-2017 school year, with the goal of having three educators trained per school in the Mental Health Literacy for Staff, all Health teachers trained in the mental health resources, at least one junior high teacher per school trained in the 4th R (Social/Emotional Literacy for Students) and at least one elementary teacher per school trained in the Physical Literacy Tool Kit.


Faith

“Be merciful, just as your Father is merciful.” Luke 6:36 (Faith Theme – 2016-2017)


District Vision Statement: Faith

Our Catholic schools demonstrate their constitutional right to provide and

support the development, permeation and modeling of our faith.

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

THREE-YEAR EDUCATION PLANNING:

2016-2017 Outcome: The school district models the social teachings of the Catholic Church by both receiving and giving mercy and engaging in works of mercy.

Initiatives / Projects: Strategies: Measures:

Catholic Community of Caring Inclusive Communities Focus on works of mercy in service

learning projects

Teaching and Learning Implementation of new Religious

Education program Permeation of Catholicity into the

curriculum – Catholic social teachings and core curriculum areas

Excellent Catholic Teacher resource (Council of Catholic School Superintendents of Alberta)

Catholic Identity of Schools (Catholic Education Symposium – Alberta Council of School Trustees)

Utilize A Year of Mercy with Pope Francis, Small Things, Dear Pope Francis, the professional learning book in prayers, in-services and school-based activities

Catholic Community of Caring lead teacher sessions New Religious Education program – professional

learning modules Implementation of updated high school resources for

human sexuality Additional resources and professional learning to

support inclusive communities (e.g. LIFE Framework, CCSSA resources, AHS, Alberta Education, ATA, etc.)

Resources to support social justice

Percentage of students achieving the acceptable level on district-developed Religious Education assessment instruments at grades 5, 8 and 12 levels

Total number of service acts reported by schools as indicated in the Catholic Community of Caring survey

Faith exemplars Link to Accountability Report:

Faith Leadership



2016-2017 Outcome: The school district fosters faith formation of staff by increasing knowledge, understanding and practice of faith.


Focus on prayer practices as central to Christian living

District retreats and pilgrimages Social media initiatives

Liturgy guidelines Church tour – symbols of our faith Traditional prayers, devotions and prayers for

school use Leadership retreat Staff pilgrimages Leadership academy modules – Faith

Formation Series New Teacher Orientation - Faith Formation

Series Online faith formation supports – PD modules,

3-minute retreats, video series, etc. Instructional Leadership Network – John

Roberto Leadership council presentations Social media initiatives – Scripture Mondays,

Why Wednesdays, celebration of school feast days, scripture

District Opening Mass Faith Day – all district staff attend; school

council chairpersons are invited to attend Highlight faith theme at all district events and

in prayers for leadership teams and school resources

Staff faith formation survey Staff participation in prayer and liturgy,

professional learning, retreats, pilgrimages and other formation activities

Link to Accountability Report: Faith Leadership



2016-2017 Outcome: The school district fosters faith formation of students by increasing knowledge, understanding and practice of faith.


District retreats and pilgrimages District liturgy packages and resources for

students Social media initiatives

Liturgy guidelines and packages Traditional prayers, devotions and prayers for school use District retreats and pilgrimages Social media initiatives – Scripture Mondays, Why

Wednesdays, celebration of school feast days, scripture

District Satisfaction Surveys Student participation in prayer, liturgy and sacraments OurSCHOOL (Tell Them From Me) survey data Link to Accountability Report:

Faith Leadership


2016-2017 Outcome: The school district builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.


Student Wellness – Mental Health/Resiliency

Continue to implement the Dr. Stan Kutcher mental health resources o Mental Health Literacy for Students – 13 schools to be

trained using five modules o Mental Health Literacy Training for Grade 9 Health

teachers o Continue to train teachers in the “Go to Educator

program” to have a minimum of three teachers per school

Implement the 4th R Resources (social/emotional literacy) o Implement Year 1 of the PATHS (Promoting Alternative

thinking Strategies) program in five K-6 schools o Provide teacher training in PATHS

Continue to ensure a minimum of one teacher per elementary school is trained in the Physical Literacy Tool Kit

Continue providing parent presentations on Mental Health Literacy for Parents

District Satisfaction Surveys OurSCHOOL (Tell Them From Me) Survey Faith exemplars Link to Accountability Report:

Faith Leadership


Relationships

“If we can develop a truly humble attitude, we can change the world.” - Pope Francis


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/legal guardians and the parental role in decision-making. PROVINCIAL SPECIFIC OUTCOME 3.1: The education system demonstrates collaboration and engagement. PROVINCIAL SPECIFIC OUTCOME 3.2: Students and communities have access to safe and healthy learning environments.

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

Performance measures for parent/legal guardian satisfaction Results (in percentages) Improvement Target

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

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

2014 2015 2016 2017

90.6% 90.5% 90.2% 90.3%


There was a decrease in the number of respondents to the annual District Satisfaction Survey; 3,425 compared to 4,799 the previous year. 90.2 per cent, a slight decrease of 0.3 per cent indicated they were satisfied with the information received from the district about opportunities to be informed about their child’s education.


Performance measures for Parent/Trustee Forums and strengthening engagement with parents/legal guardians

School Council Chair and Executive Orientation Meetings The new School Council Chair and Executive Orientation meetings were held on September 24, 2015 at Bishop Grandin High School in the south and on September 29, 2015 at Notre Dame High School in the north. Becky Kallal from the Alberta School Councils’ Association (ASCA) presented a session on Meeting Management. The session covered how to create effective agendas, the Rules of Order, the role of the chair during meetings and how to direct discussions. As well, the role of the ASCA was presented and clarification was provided on the difference between school councils and education societies. This was followed by breakout sessions on the role of the chair/vice chair, secretary and treasurer.

School Council Chair and Trustee General Meeting The School Council Chair and Trustee General Meeting took place on October 8, 2015 with 163 school council chairs, parents and school administrators, as well as, trustees and senior administrators in attendance. Dr. Debbie Pushor, a professor in the Department of Curriculum Studies at the University of Saskatchewan, was the keynote speaker and spoke on the topic, School Councils: Engaging Parents in a Circle of Shared Responsibility. The goal of the presentation was to differentiate between ‘parent involvement in their child’s school’ and ‘parent engagement in their child’s school’ as parent engagement significantly contributes to student success. This session was followed by a presentation by the Board of Trustees titled What We Do and How We Serve You.

Parent and Trustee Forums Parent and Trustee Forums took place in November, January and March during the 2015-2016 school year. The invitation to attend these forums was extended to school council chairs, as well as, other members of school council who wished to attend. Several schools responded to this invitation and in some cases, more than one parent per school attended. School council chairs and principals were requested to submit suggestions for the forum agendas on their feedback sheets. Agenda items were developed from the input received. The November forum was held in three different locations in the city and on different dates to promote participation and attendance while the January and March forums were a combined forum at one location. Agenda items for each of the 2015-2016 Parent and Trustee Forums included:

November 2015 Forums Trustee Updates:

Shepherd leadership ASBA (Alberta School Board Association) – Safe and Caring Schools Funding (Provincial Budget 2015) Education Act Faith Day New schools

Presentation:

Mental Health Literacy: Building Wellness in Kids - Andrew Baxter, MSW, RSW, Alberta Health Services, Mental Health and district personnel This presentation included the “Go to Parent” program (Mental Health Literacy for Parents).


January 2016 Forum Trustee Updates:

Safe and caring learning environments Collective Bargaining – Bill 8 ThoughtExchange budget input Trustee Governance Model – Governing Through Engagement and Collaboration (GTEC) Alberta Excellence in Teaching Awards

Presentation: Online Social Networking Safety - Paul Davis from the Social Network Society

This presentation included the topic of cyber wellness and healthy student use of the Internet and social media.

March 2016 Forum Trustee Updates:

ThoughtExchange budget input Alberta School Councils Conference and Annual General Meeting Advocacy - Municipal Government Act (MGA) Trustee governance model

Presentation: Authentic Parenting: Raising Accountable Young People – David Irvine, MSW, The Leader’s Navigator

This presentation introduced the Three Essential Building Blocks for Accountable Young People and the Twelve Principles of Good Parenting.

The district again facilitated an extensive public engagement process through the ThoughtExchange online survey. Over 10,000 unique individuals participated, providing over 18,000 thoughts with over 600,000 stars applied to prioritize these ideas. This was the largest public participation process undertaken to date in North America. This information was used to inform decisions on budget, strategic direction and many other areas in the upcoming school year. It is through this community input and views that provides a better understanding of the needs in our district and informs much of the district work.

The Board of Trustees not only used the Parent/Trustee Forums to communicate with parents, but also wrote monthly columns, which were submitted to local community newsletters and publications to provide a better understanding of the role of the Board of Trustees and to share information on the district. These columns appeared in one to eight publications each month and were featured on the district website and social media.

Two teleconference sessions were held with school council chairs and trustees that provided background information on the importance of school board’s advocating to have the ability to provide input into changes to the Municipal Government Act (MGA). School Council Chairs had the opportunity to ask questions and were encouraged to register for the MGA Summer tour, which was being held in Calgary on June 8, 2016 by the Minister of Municipal Affairs.

The district established the Help Plan Our Future (HPOF) initiative to ensure engagement and public participation would be an integral part of the planning process to allow for input from parents and the wider community. During the 2015-2016 school year, there were 14 public participation processes initiated and details about these can be found on pages 35 and 36 of this document.

As governors for the district, the Board of Trustees are committed to continuous improvement. Throughout the year, the Board reviewed and revised their policies using the G-TEC model (Governing through Engagement and Collaboration) with an external facilitator. This resulted in a new Board Policy Handbook that was unveiled in April 2016. The Board of Trustees continued to represent the district both locally and provincially with various associations, external boards and agencies, and maintained a very active role in shaping education in Alberta. Trustees also stayed connected with their school communities by attending a variety of meetings and school celebrations across the district throughout the year. A full listing of the Board’s involvement in governance and advocacy, as well as, their connections to their owners and with stakeholders during the 2015-2016 school year can be found in the Report for the Office of the Chair.

https://www.cssd.ab.ca/BoardOfTrustees/Governance/ReportsPoliciesProcedures/Documents/BoardPolicies.pdf

https://www.cssd.ab.ca/BoardOfTrustees/Governance/ReportsPoliciesProcedures/Documents/BoardChairReport_2015-2016.pdf



A high level of parental involvement and engagement in the consultation process continues to be an ongoing focus in the district. Feedback from the parent and trustee meetings and forums indicated a very high level of parental satisfaction in the relevance and value of the content of the meetings and forums; there were sufficient opportunities to ask questions and that they were effectively organized. The format of forums, which provide both a trustee update together with an educational component on topics identified, was well received. The district is very supportive of continuing the open and transparent communication process that is established.

The Board of Trustees worked diligently to ensure their voice was heard and the district was represented in the best interests of the students. Through a number of meetings with both the Minister of Education and the various MLAs, they were able to effectively continue the work of advocating for funding and support of programs to meet the need of the district’s students.


REQUIRED PROVINCIAL PERFORMANCE MEASURES

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

Performance Measure for Parental Involvement

Results in Percentages (Past five years)

Measure Evaluation (2016)

Improvement Target

Percentage of teachers and parents satisfied with parental involvement in decisions about their child’s education. (Required Provincial Accountability Measure)

2012 2013 2014 2015 2016 Achievement Improvement Overall 2017

CCSD 80.1 80.5 80.1 79.6 79.7 High Maintained Good 80.9%

Province 79.7 80.3 80.6 80.7 80.9 High Improved Good

*Survey questions are generated by Alberta Education. Results provided by Alberta Education: Accountability Pillar Report 2016

Performance Measure for Education Quality



Improvement Target

Percentage of teachers, parents and students satisfied with the overall quality of basic education. (Required Provincial Accountability Measure)


CCSD 89.2 89.3 89.8 89.2 89.8 Very High Improved Excellent 90.1%

Province 89.4 89.8 89.2 89.5 90.1 Very High Improved Significantly

Excellent



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

Performance Measure for Safe and Caring



Improvement Target

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




Excellent


Performance Measure for School Improvement



Improvement Target

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)


CCSD 80.3 78.7 79.4 79.1 79.7 High Improved Good 81.2%

Province 80.0 80.6 79.8 79.6 81.2 High Improved Significantly

Excellent

The target of 79.6 per cent set in the 2014-2015 Annual Education Results Report was met and exceeded by 0.6 per cent.



Performance measures for: All stakeholders are engaged in the decision-making process through public participation sessions.

The Help Plan Our Future initiative was established to ensure that public participation would be an integral part of the planning process in order to allow for input from parents and the wider community. The ultimate goal of Help Plan Our Future is to engage the community so as to gather input into changes that could include program relocations or program closures, school closures and modifying school boundaries in order to ensure the decisions made would be in the best interest of all students in the district while ensuring the district remained fiscally responsible.

During the 2015-2016 school year, there were 14 public participation processes initiated. Public participation was sought with respect to international travel, the closure of the St. Michael School International Baccalaureate program (IB), the development of school administration profiles for four new schools, the development of boundaries for two new schools and two school naming committees were struck to consider names for four new schools (Our Lady of Grace, Our Lady of the Rosary, Prince of Peace and St. Marguerite).

International travel: Seven meetings were held at seven district high schools to meet with the public and respond to questions and concerns with respect to the decision to place a moratorium on international travel as a result of global events. Attendance at each of these events was as follows:

o Bishop Carroll High School: 19 members of the public, one trustee, two superintendents

o Bishop O’Byrne High School: 92 members of the public, one trustee, two superintendents

o Notre Dame High School: 45 members of the public, one trustee, two superintendents

o St. Francis High School: 24 members of the public, two trustees, two superintendents

o St. Gabriel the Archangel High School: 15 members of the public, one trustee, two superintendents

o St. Martin de Porres High School: 20 members of the public, one trustee, two superintendents

o St. Mary’s High School: 10 members of the public, one trustee, two superintendents

St. Michael School IB program closure: In considering the closure of the IB program, a public participation meeting was held at the school in keeping with the School Act and the School Closure Regulation. This meeting was attended by 26 members of the public, two trustees and one superintendent.

School administration profile development: Prior to the selection of principals for the new schools, the communities served by those schools were offered an opportunity to provide input into the qualities, attributes and characteristics that they wanted to see in the new school administration team. To this end, four public meetings were held. Attendance at each of these events was as follows:

o Christ the King School: 15 members of the public and one superintendent o Don Bosco School: 38 members of the public and one superintendent o St. Albert the Great School: eight members of the public and one superintendent o St. Bede School: 43 members of the public and one superintendent

Boundary articulation processes: Two new school construction projects (Silverado and Skyview Ranch) led to the need to develop boundaries for the new schools. In addition to meetings with the school councils of the impacted schools, two public participation meetings were held to seek input in the development of the new school boundaries. Attendance at each of these events was as follows:

o Father Whelihan School: 53 members of the public, one trustee, one superintendent o Monsignor Hetherington School: 35 members of the public, one trustee, one superintendent

School naming committees: The naming of district worksites and schools is covered by administrative procedures. As required by Administrative Procedure 541, school naming committees were formed to address the need to name four new schools scheduled to begin operation in September 2016. One committee was formed to make recommendations with respect to the names of the new schools in Auburn Bay, Cranston and New Brighton. A second committee was formed to make recommendation with respect to the name of the new school in Evanston.

Representation was sought from all school councils representing schools that host students who would form the new school communities. New


school committee membership included those representatives, as well as, four trustees, both St. Albert the Great Parish and Ascension Catholic Parish, and the principals appointed to the new schools.

Utilizing the feedback for decision making: Input obtained from the public was incorporated into decisions made with respect to the closure of the IB program at St. Michael School, was given

consideration in the selection of the four principals of new schools and the final articulation of boundaries for the two new schools. Worthy of note was the promise to the public with respect to additional opportunities for input as the opening of each new school drew nearer, including the development of school administrator qualities, attributes and characteristics and the school naming process. In addition, the recommendations made by the School Naming Committees were accepted by administration and the Board.

In each of the 14 public participation initiatives that were part of the Help Plan Our Future process during the 2015-2016 school year, a copy of the public participation meeting presentation, feedback, questions and answers, along with the decisions made by the district were posted on the district and school websites. Incorporation of parent input and advice supported the district in making decisions that were not only technically feasible, environmentally sustainable and fiscally responsible, but also publicly acceptable.


Through the Help Plan Our Future process, feedback from parents obtained in 2015-2016 indicated an increased understanding in the decisions and reasons for the decisions. More than 95 per cent of participants agreed or strongly agreed that they felt heard as a result of the process.

Performance measures for: The district satisfaction rate will meet or exceed the provincial satisfaction rate for the Accountability Pillar Survey Results.

All schools, except the two specialized schools, had students from grades 4 - 12 take part in the OurSCHOOL (Tell Them From Me) survey, which include the Accountability Pillar Survey questions in the areas of Safe & Caring, Education Quality, Work Preparation, Parental Involvement and School Improvement. Schools were supported in having students complete the surveys through information sessions, as well as, ongoing email communication and reminders in the IS Weekly. The results of the surveys were shared with parents/legal guardians through a variety of means, such as, including results on school websites and inclusion in school plans.

Measure CCSD 2015 CCSD 2016 Difference CCSD to Province Province 2016 CCSD 2016 to 2015

Safe & Caring 89.1% 89.7% +0.2% 89.5% +0.6%

Education Quality 89.2% 89.8% -0.3% 90.1% +0.6%

Work Preparation 78.5% 79.7% -2.9% 82.6% +1.2%

Parental Involvement 79.6% 79.7% -1.2% 80.9% +0.1%

School Improvement 79.1% 79.7% -1.5% 81.2% +0.6%


Although there was an increase in satisfaction over the previous year’s district results in all five identified areas of the Accountability Pillar Data Survey (Safe & Caring, Education Quality, Work Preparation, Parental Involvement and School Improvement), only the measure of Safe & Caring exceeded the provincial results. There was a 10 per cent increase in the overall number of participants taking part in the survey for the measures of Safe & Caring, Education Quality and School Improvement, those measures survey parents, students and teachers. The measures of Work Preparation and Parental Improvement, completed by parents and teachers only, also saw an increase of participation by approximately 2 per cent over the previous year.


“Let the Church always be a place of mercy and hope, where everyone is welcomed, loved and forgiven.” – Pope Francis


District Vision Statement: Relationships

Our Catholic schools promote shared responsibility for stewardship of resources,

transparency and the success of the students in our care.

PROVINCIAL OUTCOME THREE: Alberta’s education system is inclusive.

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


2016-2017 Outcome: All district students are supported in a respectful, caring and faith-filled environment.


Catholic Community of Caring Inclusive communities Service learning projects Professional development for diverse learning

coordinating teachers (DLCTs) and new SPED teachers

Catholic Community of Caring professional learning sessions

Additional resource and professional learning to support inclusive communities (e.g. CCSD Supporting Inclusive Communities, LIFE Framework, CCSSA resources, Alberta Health Services, Alberta Education, Alberta Teachers’ Association, etc.)

Resources to support social justice Professional development for DLCTs through

general and community group meetings so they can serve as coaches for the school staff to support diverse learners

Professional development and mentoring for teachers new to teaching diverse learners in special needs programs

Professional development on school-based professional development days on specific needs topics

Actively advertise and recruit trained special education teachers

Catholic Community of Caring Survey District Satisfaction Survey Accountability Pillar Survey OurSCHOOL (Tell Them From Me) Survey Feedback from DLCT meetings Number of professional development

opportunities and mentorships for new special needs teachers

Links to Accountability Report: Faith Leadership Personnel Management


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

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


2016-2017 Outcome: The Board of Trustees provide visionary leadership to ensure the district is well governed and managed.


Role of the Board – providing direction and leadership to the district in the following areas:

Faith leadership Accountability for student learning Catholic community assurance Accountability to provincial government Fiscal responsibility Board/chief superintendent relations (“First

Team”) Board development Policy Political advocacy

Continue with the G-TEC (Governing Through Engagement and Collaboration) model of governance

The Board of Trustees will develop policy to provide direction and guidelines

The Board of Trustees will adhere to Trustee Quality Standards

The Board of Trustees will be involved in building positive, collaborative relationships with all levels of government

Meet with Bishop/Diocesan representatives Meet with municipal, provincial and federal

officials and community partners (i.e. stakeholder engagement meetings with indigenous communities, MGA advocacy)

Participation in school council chair and executive orientation meetings, the School Council Chair and Trustee General Meeting and Parent and Trustee Forums

The Board of Trustees will have representation in the: o ACSTA (Alberta Catholic School

Trustees’ Association) – Board of Directors

o ASBA (Alberta School Boards Association) - Board of Directors and Zone 5

o St. Mary’s University College Community Advisory Council

o Metro School Board Group o Teachers’ Employee Bargaining

Association

Board Policy Handbook Report From the Office of the Chair Minutes of Board meetings Board Self-Evaluation School Council Chair and Executive

Orientation Meetings School Council Chair and Trustee General

Meeting Parent and Trustee Forums Link to Accountability Report:

Policy/Administrative Procedures


LOCAL OUTCOME 5.2: The school district strengthens engagement with parents/legal guardians and the parental role in decision-making.


2016-2017 Outcome: All stakeholders are engaged in the decision-making process through public participation sessions.


Help Plan Our Future Hold a series of public participation sessions designed to engage all stakeholders in conversation regarding future programs and student accommodations in Calgary Catholic

Using the feedback from the public participation sessions to make decisions on future programs and student accommodation plans for 2016-2017 and onwards

Board of Trustees involved in advocacy at all levels of government

Attendance at public participation meetings Utilizing the feedback for decision making Report on Help Plan Our Future that shares

all input and feedback, makes decisions based on incorporating parent input and advice to the maximum extent possible and shares decision and reasons for decisions

Link to Accountability Report: Communications and Community Relations


Excellence in Teaching & Learning

“God is not known through grand ideas and extensive study, but rather through the littleness of a humble and trusting heart.”

– Pope Francis


District Vision Statement: Excellence in Teaching & Learning

Our Catholic schools develop students who reflect the image of God and are

successful contributors to a global society.

PROVINCIAL DESIRED OUTCOME ONE: Every student is successful. PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes. PROVINCIAL SPECIFIC OUTCOME 1.2: Students demonstrate a strong foundation in literacy and numeracy.



PROVINCIAL DESIRED OUTCOME FOUR: First Nations, Métis and Inuit (FNMI) students are successful. PROVINCIAL DESIRED OUTCOME 4.1: The achievement gap between First Nations, Métis and Inuit (FNMI) students is eliminated.


REQUIRED PROVINCIAL MEASURES AND DATA:

PROVINCIAL DESIRED OUTCOME ONE: Every student is successful. PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes.

Performance Measure for Diploma: Acceptable



Improvement Target

Percentages of students who achieved the Acceptable Standard on Diploma Examinations (overall results – all coursed combined). (Required Provincial Accountability Measure)


CCSD 84.0 84.0 86.0 86.1 86.5 Intermediate Maintained Acceptable 86.6%

Province 83.7 84.4 85.5 85.2 85.0 Intermediate Maintained Acceptable

*Data provided by Alberta Education: Accountability Pillar Report 2016

Performance Measure for Diploma: Excellence



Improvement Target

Percentages of students who achieved the Standard of Excellence on Diploma Examinations (overall results – all courses combined). (Required Provincial Accountability Measure)


CCSD 19.8 18.1 19.8 21.1 21.2 High Maintained Good 21.3%

Province 19.3 19.6 21.1 21.0 21.0 High Improved Good


Notes: Results have been adjusted to reflect the change from previous data source systems to Provincial Approach to Student Information (PASI). Aggregated Diploma results are a weighted average of per cent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the fires in May and June 2016. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.


Percentages of students who achieved the Acceptable Standard and the percentage who achieved the Standard of Excellence on Diploma Examinations

(by individual course)

Measure Details

Diploma Exam Course by Course Results by Students Writing

Results (in percentages)

2012 2013 2014 2015 2016

A E A E A E A E A E

English Lang Arts 30-1 Authority 85.8 11.7 84.7 7.8 88.5 10.1 88.2 10.7 87.2 9.2

Province 86.3 11.3 85.9 10.4 87.6 11.8 86.5 11.4 86.8 10.7

English Lang Arts 30-2 Authority 89.2 8.2 85.6 6.9 86.9 8.9 87.9 7.9 87.2 9.5

Province 89.6 10.7 89.4 10.9 89.8 13.1 88.6 11.2 89.1 12.3

French Lang Arts 30-1 Authority 94.5 13.1 93.7 6.3 99.3 15.2 93.9 8.3 90.8 10.6

Province 95.6 13.5 95.4 12.4 96.6 14.6 95.5 9.9 93.8 8.7

Mathematics 30-1 Authority NC NC 84.3 39.3 77.5 27.0 77.8 30.5 73.0 25.4

Province NC NC 80.9 35.9 75.1 27.9 76.1 31.6 70.7 25.9

Mathematics 30-2 Authority NC NC 70.2 8.7 72.1 15.8 76.1 16.3 77.8 16.1

Province NC NC 69.5 9.7 71.3 15.0 73.9 15.5 75.4 16.8

Social Studies 30-1 Authority 87.6 18.3 85.0 14.1 86.7 12.2 86.6 14.3 86.8 14.5

Province 86.3 16.7 85.4 15.2 85.6 14.2 87.1 16.2 84.9 14.3

Social Studies 30-2 Authority 84.9 17.9 80.4 15.5 85.6 17.4 83.1 17.4 85.3 16.8

Province 83.0 13.7 82.2 13.7 83.9 14.8 81.3 12.5 81.1 13.1

Biology 30 Authority 82.3 30.2 84.8 34.4 86.2 31.7 87.8 33.8 88.4 33.9

Province 81.9 28.2 84.4 32.2 85.2 31.8 85.8 33.0 85.1 32.4

Chemistry 30 Authority 76.4 27.4 83.7 34.9 81.2 34.7 83.8 38.3 83.6 36.9

Province 77.1 28.7 78.8 31.8 81.5 35.2 82.1 34.2 81.5 34.5

Physics 30 Authority 86.2 31.6 80.4 33.2 82.5 35.1 83.7 34.7 87.5 45.0

Province 81.1 30.5 81.5 30.4 83.2 34.3 83.9 35.8 85.8 39.8

Science 30 Authority 71.2 17.6 81.3 22.5 84.3 19.0 82.7 22.7 84.0 24.6

Province 79.8 22.0 84.1 25.8 85.0 25.4 83.9 26.6 84.4 27.6

*Data provided by Alberta Education: Accountability Pillar Report 2016 Current and historical Diploma results have been adjusted to reflect change in data source system. Note: “A” = Acceptable; “E” = Excellence — the percentages achieving the Acceptable Standard include the percentage achieving the Standard of Excellence. NC – New curriculum


Performance Measure for High School

Completion Rate (3 yr)



Improvement Target

Percentage of students who completed high school within three years of entering Grade 10. (Required Provincial Accountability Measure)


CCSD 80.7 82.3 81.5 83.8 84.5 Very High Improved

Significantly Excellent 84.6%

Province 74.2 74.8 75.3 76.5 76.5 High Improved

Significantly Good


Performance Measure for Drop Out Rate



Improvement Target

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




Good

Note: The drop out rate is the inverse to most measures (i.e. lower values are “better”).


Performance Measure for Post-Secondary

Transition Rate (6 yr)



Improvement Target

Percentage of students who have enrolled in a post-secondary program within six years of entering Grade 10. (Required Provincial Accountability Measure)



Province 58.4 59.3 59.0 59.7 59.4 High Maintained Good



Performance Measure for Rutherford

Scholarship Eligibility Rate



Improvement Target

Percentage of Grade 12 students who meet the Rutherford Scholarship eligibility criteria. (Required Provincial Accountability Measure)


CCSD n/a n/a n/a n/a 65.7 n/a n/a n/a 65.8%

Province n/a n/a n/a n/a 60.8 n/a n/a n/a


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.

n/a - Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship Eligibility

Rate results are not available.

Performance Measure for Diploma Exam

Participation Rate (4+ Exams)



Improvement Target

Percentage of students who have written four or more Diploma Exams by the end of their third year of high school. (Required Provincial Accountability Measure)


CCSD 64.2 65.5 46.8** 64.0 64.5 High Maintained Good 64.6%

Province 55.6 55.9 50.1 54.4 54.6 Intermediate Improved Significantly

Good


Diploma Participation Rate is the percentage of students who write four or more Diploma Examinations by the end of their third year of high school. It is calculated by tracking Grade 10 students for three years and is adjusted by attrition.

** Please note: Participation in Diploma Examinations was impacted by the flooding in June 2013 and the fires in May and June 2016. Caution should be used when interpreting trends over time for both

the district and province.

http://alis.alberta.ca/ps/fo/pay/scholarships/info.html?EK=11


Performance Measure for Citizenship



Improvement Target

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. (Required Provincial Accountability Measure)


CCSD 83.7 83.7 85.2 84.8 84.8 Very High Maintained Excellent 84.9%


Excellent


Performance Measure for Work Preparation



Improvement Target

Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. (Required Provincial Accountability Measure)


CCSD 77.9 76.8 79.5 78.5 79.7 High Improved Good 82.6%


Good

The target of 82.0 per cent set in the 2014-2015 Annual Education Results Report was not met, although there was a 1.2 per cent increase over the previous year.



Performance measures for: The district Standard of Excellence results on the English Language Arts 30-1 (ELA 30-1) and English Language Arts 30-2 (ELA 30-2) Diploma Exams will meet or exceed the provincial Standard of Excellence results.

On the ELA 30-1 Diploma Exam, 9.2 per cent of Calgary Catholic students achieved the Standard of Excellence, compared to 10.7 per cent in the province.

On the ELA 30-2 Diploma Exam, 9.5 per cent of Calgary Catholic students achieved the Standard of Excellence, compared to 12.3 per cent in the province.

On the ELA 30-1 Diploma Exam, 87.2 per cent of Calgary Catholic students achieved the Acceptable Standard, compared to 86.8 per cent in the province.

On the ELA 30-2 Diploma Exam, 87.2 per cent of Calgary Catholic students achieved the Acceptable Standard, compared to 89.1 per cent in the province.

Holding Tanks, a digital tool that houses gradebooks, assignments, projects and other resources, were created for all ELA courses in the fall of 2015. The district Diploma Prep courses were restructured in December 2015. This resulted in common teaching and learning resources being distributed to

all district Diploma Prep teachers. In January 2016, 90 students took the ELA 30-1 district Diploma Prep course and 13 took the ELA 30-2 district Diploma Prep course. This was a slight increase from January 2015, when 88 students took the ELA 30-1 Diploma Prep course and 13 took ELA 30-2 Diploma Prep.


After discussing strengths and challenges related to teaching and learning in English Language Arts, several supports were put in place to improve assessment strategies in ELA 30-1 and ELA 30-2. The ELA 30-2 Excellence Improvement Initiative and implementing more formative assessments across ELA 30-1 and ELA 30-2 continue to support learning. Due to teacher feedback about the functionality of Holding Tanks, teachers demonstrated a much greater use of the secondary ELA ePD rather than the Holding Tanks. As such, focus will continue to be put on ensuring a variety of strong and relevant resources are consistently available on the ePD site. Teachers and students have benefitted from the creation of high quality, consistent district Diploma Preparation course materials, but there is a large discrepancy between ELA 30-1 and ELA 30-2 students enrolling in these courses.

Performance measures for: The district Standard of Excellence results on the Mathematics 30-1 Diploma Exam will meet or exceed the provincial Standard of Excellence results.

2015-2016 Diploma Exam results show Standard of Excellence results on Diploma Examination for Math 30-1 is 0.5 per cent below the provincial standard.

2015-2016 Diploma Exam results show Acceptable Standard results on Diploma Examination for Math 30-1 is 2.3 per cent above the provincial standard.

As a district we are above the Provincial Average for the Diploma Exam Mark for 30-1 (+0.8 per cent) Diploma Prep course numbers: 252 students attended the 30-1 Prep course at three sites in 2015 while 161 students attended the 30-1 Prep course at

three sites in 2016. 65 per cent (182/278) of the possible users accessed the Holding Tanks, which is a digital tool that houses gradebooks, assignments, projects and

other resources.



Diploma prep student review packages were created and given to all students taking 30-1 and 30-2 Diploma Prep courses in January and June of 2016. The Diploma Examination Improvement Project group created a large variety of teaching strategies and student resources focussed directly on hands-on review activities that incorporated various formative assessment strategies, all of which were part of the Holding Tanks and are now being shared through the ePD site. All of these documents have been validated for alignment with the curriculum standards documents to ensure appropriate levels of Standard of Excellence questions are being presented to students.

Performance measures for: The district Standard of Excellence results on the Social Studies 30-1 Diploma Exam will meet or exceed the provincial Standard of Excellence results.

2015-2016 Diploma Exam results show Standard of Excellence results for Social Studies 30-1 0.2 per cent above the provincial standard. 2015-2016 Diploma Exam results show Acceptable Standard results on for Social Studies 30-1 1.9 per cent above the provincial standard. The district Diploma Prep courses were restructured in December 2015. This resulted in common teaching and learning resources being distributed to all

district Diploma Prep teachers. The 2015-2016 school year saw 94 students enrolled in the Social Studies 30-1 Diploma Prep course, whereas during the 2014-2015 year, 101 students took the course. Enrolment in the Social Studies 30-2 Diploma Prep course dropped to 29 students in 2015-2016 from 42 students taking the course in 2014-2015.

A Social Studies 30-1 Academic Excellence Committee was created with teachers from all 12 high schools represented.


The Diploma Examination Improvement Project group created a large variety of teaching strategies and student resources focused directly on multiple choice and written response diploma assessments, all of which have been shared through ePD. This project will continue for the 2016-2017 school year. Due to teacher feedback about the functionality of Holding Tanks, teachers demonstrated a much greater use of the secondary Social Studies ePD rather than Holding Tanks. As such, focus will continue to be put on ensuring a variety of strong and relevant resources are consistently available on the secondary Social Studies ePD site. Diploma Prep student review packages have been created and were given to all students taking 30-1 Diploma Prep courses in January and June 2016. The slight decrease in enrolment between the 2014-2015 year and 2015-2016 school year may be in part due to the Diploma Exam weightings changing from 50 per cent to 30 per cent of a student’s final mark.


Performance measures for: The district Standard of Excellence results on the Physics 30 and Science 30 Diploma Exams will meet or exceed the provincial Standard of Excellence results.

2015-2016 Diploma Exam results show Standard of Excellence results for Physics 30 is 45.0 per cent (5.2 per cent above the provincial standard). 2015-2016 Diploma Exam results show Acceptable Standard results for Physics 30 is 87.5 per cent (1.7 per cent above the provincial standard). District results are above the provincial average for the actual Diploma Exam mark for Physics 30 by +2.1 per cent. 2015-2016 Diploma Exam results show Standard of Excellence results on Diploma Examination for Science 30 is 24.6 per cent (3.0 per cent below the

provincial standard). 2015-2016 Diploma Exam results show Acceptable Standard results on Diploma Examination for Science 30 is 84.0 per cent (0.4 per cent below the

provincial standard). District results are below the provincial average for the actual Diploma Exam mark for Science 30 by 0.2 per cent. The number of students taking the district Diploma Prep for Physics increased from 29 students in 2014-2015 to 58 students in 2015-2016 while the

number of students taking the district Diploma Prep for Science 30 decreased from 58 students in 2014-2015 to 53 students in 2015-2016. The number of users of the secondary Science ePD site increased from 282 users in September 2015 to 436 users in May 2016. The Diploma Excellence project for Science 30 and Physics 30 was established and had teacher participation from all high schools.


Diploma prep course student review packages were created and given to all students taking Physics 30 and Science 30 Diploma Prep courses in January and June of 2016. Diploma excellence projects for Physics 30 and Science 30 provided professional development on cognitive levels and blueprinting. District assessment banks were created and shared with all high schools. Sharing of instructional strategies (labs, PowerPoints, work booklets, activities) occurred and were placed on ePD. All of these documents have been validated for alignment with curriculum standards documents. Due to teacher feedback about the functionality of Holding Tanks, teachers demonstrated a much greater use of the secondary Science ePD rather than the Holding Tanks. As such, focus will continue to be put on ensuring a variety of strong and relevant resources are consistently available on the secondary Science ePD site.


Performance measures for: More students will achieve the Acceptable Standard and Standard of Excellence in the French Language Arts 30-1 (FLA 30-1) Diploma Examination.

2015-2016 district Diploma Exam results show Standard of Excellence results for French Language Arts 30-1 are 1.9 per cent above the provincial standard.

2015-2016 district Diploma Exam results show Acceptable Standard results for French Language Arts 30-1 are 3.0 per cent below the provincial standard.

In comparison with the 2015 results, district Diploma Acceptable Standard decreased by 3.1 per cent, but increased by 0.7 per cent in Standard of Excellence.

Eight students took the FLA 30-1 Diploma Preparation course in June 2016, which was offered for the first time.


Assessment strategies were discussed at every meeting or session held with FLA teachers. Action plans to ensure student success were put in place in all FLA 30-1 courses during the 2015-2016 school year. No Holding Tank was created, as teachers felt they wanted to go to only one place to access resources - the French Immersion ePD site. A Diploma Preparation course for FLA 30-1 was created in January 2016 and offered for the first time in June 2016.

Performance measures for: Through the High School Redesign Initiative, student engagement will be enhanced and high school completion rates will be improved in all high schools.

All district high schools are involved in the High School Redesign Initiative. Schools are at various stages in the process and their focus is as outlined below:

Bishop Carroll: Two areas of focus - student engagement and assessment; use of professional development day staff feedback and Tell Them From Me (TTFM) Survey data to drive year-long high school re-design refinements with the goal to raise three-year completion rate to 90 per cent knowing there are students with a myriad of needs that slow their pace to completion; use of Tom Schimmer’s Ten Things That Matter from Assessment to Grading and video to research and action changes that improve engagement and assessment, as well as, Daniel Coyle’s The Talent Code with the goal of achieving deep practice in all skill areas.

Bishop Grandin: Look at relationships with students using TA (teacher advisor) as a focal point. Changing communication processes through the TA. Bishop McNally: Started the Learning Commons with assistance from support staff and diverse learning teachers; redesigned Math 15 and Science 15

courses; tweaking the Flex Period (specific title, topic specific sessions targeting specific outcomes and/or skills, authentic, purposeful and meaningful, mandatory attendance); credit recovery in Academic Centre for students who were not successful (achieving between 40 and 47 per cent); self-directed studies – an option when unable to schedule and/or meet credit requirements.

Bishop O’Byrne: Student and staff focus on RAW (Resiliency, Assessment and Wellness) and are looking towards reassessment; collaborating around a new Flex Period; semester two collaboration period once a week.

Father Lacombe: Continuing with the Flex Period while looking to include an additional Flex Period; however, moving slowly to ensure that the additional Flex Period will assist students in their learning.

Notre Dame: Formalizing assessment strategies/blueprinting; also looking at classes outside of the schedule. St. Anne Academic Centre: Enrolment has increased by 60 per cent during the changes; embedded professional development also included within the

schedule.


St. Francis: Focus on assessment working to increase the staff’s knowledge about assessment and working on a school-wide philosophy on assessment; focus on learning and facilitating students.

St. Gabriel the Archangel: Focus on mastery learning, flexible learning environments and meaningful relationships; goal to improve Diploma results at both Acceptable and Standard of Excellence; address challenges with the TA (teacher advisor) period. Community of parents, teachers and students desire to: allow students to be drivers of their education; allow all students the flexibility to access flexible learning opportunities during the structure of the regular day; ensure the structure of the TA program is effective at developing meaningful relationships with students; embedding professional development for departments; utilizing the Flex Period on a rotational basis; and developing processes and consider opportunities for re-assessment when students meet school criteria.

St. Mary’s: Continue to focus on assessment through the embedded professional development as well as an increased time in supporting all students through tutorials; revised bell schedule that supports teachers and students; focus on an initiative on student mental health.

St. Martin de Porres: Focussed on assessment and reassessment; focussing on the Flex Period this year. St. Timothy: Moving forward looking at transition models; students from feeder schools has increased student enrolment, especially First Nations, Métis

and Inuit students (FNMI); looking at a Flex model and will be piloting it this year.


Bishop McNally High School is in its seventh year as one of the first 16 schools in Alberta to initiate the High School Redesign philosophy. These Phase 1 schools focused on three outcomes: engaged students, high levels of achievement and quality teaching, and promoted schools that were more student-centred and responsive. Following the High School Redesign principles, Bishop McNally High School has continued to focus on the areas of personalizing learning, developing meaningful relationships, creating rigorous and relevant learning opportunities and supporting mastery learning. Father Lacombe High School and St. Anne Academic Centre were next to adopt the High School Redesign principles in Phase II. St. Mary's, St. Francis, Bishop Carroll and St. Martin de Porres high schools came on board in Phase III. All participating schools created flexible learning environments and allowed students to be the centre of their learning. Finally in Phase IV, Bishop Grandin, Bishop O’Byrne, St. Gabriel the Archangel, St. Timothy and Notre Dame high schools adopted and incorporated the principles of High School Redesign.


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

Performance Measure for PAT: Acceptable



Improvement Target

Percentage of students enrolled in grades 6 and 9 who achieved the Acceptable Standard on each Provincial Achievement Test (overall cohort results – combined subjects and grades). (Required Provincial Accountability Measure)


CCSD 77.8 78.5 75.4 75.2 76.7 Intermediate Improved Significantly

Good 76.8%

Province 74.5 74.2 73.1 72.9 73.6 Intermediate Maintained Acceptable



Performance Measure for PAT: Excellence



Improvement Target

Percentages of students enrolled in grades 6 and 9 who achieved the Standard of Excellence on each Provincial Achievement Test (overall cohort results – combined subjects and grades). (Required Provincial Accountability Measure)


CCSD 21.6 22.1 19.8 20.1 21.7 High Improved Significantly

Good 21.8%


Good


Notes: Alberta Education requires jurisdictions and schools to report results for Provincial Achievement Test data on the basis of cohort groups. 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. The Aggregated Provincial Achievement Test results are based on a weighted average of the per cent meeting the standards (Acceptable, Excellence). Courses include: English Language Arts (grades 6, 9, 9 KAE), Français (grades 6, 9), French Language Arts (grades 6, 9), Mathematics (6, 9, 9 KAE), Science (grades 6, 9, 9 KAE), Social Studies (grades 6, 9, 9 KAE). Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and the district.


Measure Details

Provincial Achievement Test Course by Course Results by Number Writing


2012 2013 2014 2015 2016

A E A E A E A E A E

English Language Arts 3 Authority 93.7 25.8 95.0 23.5 N/A N/A N/A N/A N/A N/A

Province 89.3 22.3 89.2 19.4 85.2 16.7 N/A N/A N/A N/A

French Language Arts 3 Authority 82.2 10.0 91.7 12.9 N/A N/A N/A N/A N/A N/A


Mathematics 3 Authority 88.3 31.3 88.1 28.9 N/A N/A N/A N/A N/A N/A


English Language Arts 6 Authority 95.9 23.9 96.1 21.9 95.2 22.5 95.2 23.9 96.0 26.3

Province 91.0 19.6 90.9 18.0 90.6 19.5 91.3 21.5 91.5 22.6

French Language Arts 6 Authority 96.9 18.6 92.6 21.7 91.5 25.4 87.7 14.3 96.5 20.8

Province 91.7 17.7 90.4 16.6 90.1 15.9 89.7 13.9 89.6 14.5

Mathematics 6 Authority 89.6 22.4 86.1 21.4 87.3 18.6 87.2 17.4 87.4 18.5

Province 82.2 18.3 80.3 18.1 81.0 17.0 80.7 15.5 79.3 15.4

Science 6 Authority 91.5 33.1 90.9 33.7 89.7 30.1 89.9 30.5 91.0 34.7

Province 85.7 31.0 85.3 28.5 84.2 27.6 84.5 28.0 86.1 29.9

Social Studies 6 Authority 87.9 23.9 87.6 26.4 85.5 20.7 85.1 21.3 87.4 28.7

Province 80.7 21.5 80.7 21.1 78.6 18.6 77.7 20.1 79.2 24.4

English Language Arts 9 Authority 93.3 21.6 N/A N/A 91.9 19.8 91.0 17.6 91.9 17.8

Province 87.1 18.4 87.2 16.8 86.4 17.0 85.5 16.3 86.7 17.1

French Language Arts 9 Authority 85.9 9.9 89.0 13.0 91.1 13.1 87.8 10.0 82.7 7.7

Province 89.8 12.6 89.9 14.3 89.3 11.5 89.3 10.5 85.9 11.2

Mathematics 9 Authority 79.0 21.7 N/A N/A 79.5 21.1 78.9 22.4 81.1 21.8

Province 74.1 19.8 75.3 20.6 75.2 19.4 73.0 20.1 75.8 19.5


*Data provided by Alberta Education: Accountability Report 2016

“A” = Acceptable; “E” = Excellence — the percentage achieving the Acceptable Standard include the percentage achieving the Standard of Excellence.

N/A - Grade 9 Provincial Achievement Tests, with the exception of Grade 9 French Language Arts, were cancelled due to the floods in June 2013. Participation was also impacted by the fires of May to June 2016. Caution should be used when interpreting trends over time for the province and the district.

N/A - District Grade 3 students did not participate in the 2014, 2015 or 2016 Provincial Achievement Tests but took part in the provincial Student Learning Assessments.

Strategies to address improvement in Provincial Achievement Test results based on both those writing the test and those enrolled in the grade (cohort) are found throughout the district’s Three-Year Plan.


2012 2013 2014 2015 2016

A E A E A E A E A E

Science 9 Authority 87.5 28.0 N/A N/A 86.5 27.4 87.3 29.7 87.9 29.4

Province 82.3 24.9 81.7 22.4 81.7 24.6 82.4 25.4 82.6 24.9

Social Studies 9 Authority 83.2 23.3 N/A N/A 78.4 23.0 79.1 24.2 77.3 22.6

Province 77.3 21.4 74.0 21.2 73.9 22.4 73.4 22.3 72.7 20.3


Performance measures for: English language learners (ELL) will meet or exceed the provincial ELL Acceptable Standard and Standard of Excellence results.

The following activities took place to support English language learners: Msgr. J. J. Smith: Google Read & Write for ELL students project - Introductory session on the features of Google Read & Write to support ELL and

all students. ELL consultants received 120 program referrals to support schools in academic programming for ELL students. Fifty professional learning sessions were facilitated for schools on professional development days. Four-part professional learning series was held for senior high ELL. ELL four-day Professional Learning Collaborative was held for 20 Grade 4-9 classroom teachers. AP/VP/Principals’ Council data sharing on ELL PAT and Diploma results. Compared CCSD results to provincial ELL results. Oral Language Project was held in collaboration with international languages consultants. Collaborated with secondary Language Arts consultant on the use of LLI (Levelled Literacy Intervention) in senior high. Initiatives to support Syrian refugee students and families in collaboration with immigrant serving agencies and other school districts. Additional

professional development sessions were developed for diverse learning coordinating teachers (DLCTs), school staff and educational assistants focussing on supporting refugees.

DLCT professional development sessions focused specifically on the refugee experience and strategies to support refugee students. Four professional development sessions were offered on Culturally Responsive Practices/ELL Classroom Strategies.


ELL professional development sessions focused on culturally responsive teaching practices, supporting refugee students and families and embedding language development in content areas. After the positive qualitative feedback from ELL Professional Learning Collaborative (Grade 4-9) participants, an ELL Professional Learning Collaborative will be offered for senior high content area teachers for 2016-2017 school year.

“This has been a valuable and inspiring professional development. I feel like I have a better awareness of my role as an educator and partner when I work with all my students; this session was not only for my ELL students BUT for all my students.” “I feel more confident now that the ELL PLC has given me adequate strategies in order to be confident in ensuring I am meeting the language and learning needs of my students.” “By far one of the best professional development opportunities I have experienced while I have worked in this district. Elizabeth Coelho's book is a gem and a tool I will refer to over and over again. The sessions were intentional and well planned. An excellent use of my time and participants wanted to participate. The professional dialogue was fantastic and we were able to learn and grow from one another. This info gained "first-hand" from this PLC will certainly impact my teaching.”


Performance measures for: Students in the Calgary Catholic School District will improve to meet or exceed the 2015 district Provincial Achievement Test (PAT) results.

All Grade 6 and Grade 9 Provincial Achievement Tests written in English exceeded the provincial results in both the Acceptable Standard and the Standard of Excellence.

All Grade 6 Provincial Achievement Tests written in French exceeded the provincial results in both the Acceptable Standard and the Standard of Excellence.

All Grade 6 Provincial Achievement Tests written in English were above the district 2015 results except Math Acceptable Standard (0.2 per cent below 2015 results).

All Grade 9 Provincial Achievement Tests written in English were above the district 2015 results except Social Studies Acceptable Standard (0.9 below 2015 results) and Standard of Excellence (0.6 per cent below 2015 results) and Math Standard of Excellence (0.4 below 2015 results).

All Grade 6 Provincial Achievement Tests written in French were above the district 2015 results. All Grade 9 Provincial Achievement Tests written in French were below the district 2015 results and the province in both the Acceptable Standard and the

Standard of Excellence. Participation rates for all Grade 6 Provincial Achievement Tests written in English were above the district 2015 participation rates. Participation rates for all Grade 6 Provincial Achievement Tests written in French were above the district 2015 participation rates except Math (0.4 per

cent below 2015 rates). Participation rates for all Grade 9 Provincial Achievement Tests written in English were above the district 2015 participation rates except Math (0.2 per

cent below 2015 rates) and Science (0.1 per cent below 2015 rates). Participation rates for all Grade 9 Provincial Achievement Tests written in French were above the district 2015 participation rates except French Language

Arts (1.6 per cent below 2015 rates) and Science (1.5 per cent below 2015 rates). The target of 89.7 per cent in the Acceptable Standard of French Language Arts 6 was met and exceeded by 6.8 per cent. The target of 89.3 per cent in the Acceptable Standard and 10.5 per cent in the Standard of Excellence for French Language Arts 9 were not met.


In order to increase achievement in PAT results as well as target academic vocabulary for students at the secondary level, the district purchased the final two kits of the Fountas & Pinnell Levelled Literacy Intervention (LLI) system in early 2015. Professional development sessions were held to support teachers with the various ways to utilize the LLI in their classroom with a focus on the new purple and teal kits. Grade 6 teachers worked on best practices and formative assessment. Grade 9 teachers were encouraged to use Quest A+, performance tasks and formative assessment. French Language Arts 7 and 8 teachers incorporated new resources into their practice and worked on formative assessment strategies to better meet the needs of French immersion students.




Performance Measure for Program of Studies



Improvement Target

Percentage of teachers, parents and students satisfied 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)


CCSD 82.1 82.5 83.8 82.8 82.4 Very High Declined Good 82.5%


Excellent


Performance measures for: The Human Resources department will support professional development for new administrators in order to increase teacher excellence.

Two years ago a survey of participants in the New Principal Mentorship program and input collected for the area superintendents supported the extension of the program into a second year.


Input from the participants in the New Principal Mentorship program recognized the value of the networking and focused professional development sessions provided for new principals and their mentors. The group supported the provision of an opportunity to new principals to deepen their exploration of key administrative topics as well as to apply the administrative knowledge and skills developed during their first year. The second year focused heavily on real-life scenarios shared by the members of the group and supported by senior administration and Instructional Services.


Performance measures for: The Human Resources department, in conjunction with the Alberta Teachers’ Association (ATA), will support teacher excellence and growth through new professional development opportunities.

The Calgary Catholic School District and the Alberta Teachers' Association, Local 55 established a new joint Professional Improvement Fund (PIF), which is a new source of financial granting available to teachers. The new guidelines for applications and criteria for applications to this fund, are found on both the district intranet and on the ATA Local 55 website. There was $750,000 available in PIF grants to be used during the 2016-2017 school year. Three grant periods were established in which applications were received. During grant period 1 (August 31, 2015 to January 15, 2016) and grant period 2 (January 18, 2016 to April 20, 2016), $468,892 has been allotted, leaving $263,108 to be allotted during grant period 3 (May 2, 2016 to September 30, 2016). To date, 71 employees will have received monies to further their education. Ten FTE sabbatical leaves were granted to 12 employees for 2016-2017 with two employees each taking a .50 FTE sabbatical leave.


As the program is currently in the pilot year, no determination of future direction has been decided. The fund has been fully embraced by staff and preliminary indicators are very positive.

Performance measures for: Teachers will use the Instructional Planning tool to support and enhance their planning and reflective practice.

Initial response from the seven pilot schools (Msgr. Doyle, St. Clare, St. Jean Brebeuf, St. Jude, St Martin de Porres, St. Rupert, St. Timothy) was very positive. During the October 2015 school-based professional development days, the Instructional Planning Tool (IPT) was introduced to the staff who were then encouraged to plan a unit using the tool.

Positive feedback on the IPT included: “there is consistency among teachers and all curricular outcomes are there for you” and “what you do in the unit plan automatically goes into the Long Range Plan.”

Unfortunately, as schools used the IPT, technical issues arose and although addressed by the team, were extremely time consuming and extensive. The response rate from the feedback survey in January 2016 from the seven pilot schools was quite low with 28 respondents. Based on the responses, 64 per cent stated that they would not continue to use the planning tool due to technical issues. Feedback indicated, “In theory it is a good idea; however, there were way too many technical glitches to use.”


The Instructional Planning Tool was well received by the staff at the pilot schools. However, the ongoing functions of the tool were not effectively serving the population so the decision was made to end the pilot until functions could be improved.

http://ataloc55.ab.ca/professional-improvement-fund/


Performance measures for: Diverse learning coordinating teachers serve as coaches for other staff by enhancing their own professional development.

During the 2015-2016 school year, a total of 11 meetings were scheduled for diverse learning coordinating teachers (DLCTs) to enhance their professional development.

General Meetings:

Five general meetings were held that provided an opportunity for the DLCTs to come together as a full group, hear common messaging and share input.

Date Topics Number in Attendance

September 17, 2015 Instructional Services (IS) priorities

Referral process

Introduction to IS teams

Establish professional learning communities

DLCTs and DLTs (187), 13 consultants, 8 Instructional Services supervisors, 2 directors, 1 superintendent

November 5, 2015 Sheldon Kennedy Advocacy Centre

District attendance officers

DLCTs and DLTs (156), 8 consultants, 5 Instructional Services supervisors

January 21, 2016 Psychologist team

Assistive technology

DLCTs and DLTs (162), 14 consultants and psychologists, 4 Instructional Services supervisors

April 14, 2016 Go To Educator training DLCTs and DLTs (118)

June 8, 2016 Guest speaker – Chris Koch on “Supporting Disabilities”

Child Family Services: Success in School

DLCTs and DLTs (164), 7 consultants, 5 Instructional Services supervisors, 2 directors, 1 superintendent

Community Group Meetings:

DLCTs were also assigned to community groups – small clusters of nearby schools that would share similar needs and would be able to support each other with best shared practice. Professional development at each meeting was based on interests that the community groups identified and professional reading from Well Aware (Developing Resilient, Active, and Flourishing Students) by Patrick Carney. DLCTs met in these settings four times during the year.



October 27, 2015 English language learners

Learner support plan writing

Professional growth plans

DLCTs and DLTs (124)

December 14, 2015 Blackboard Collaborative: Leveled literacy intervention

School Resource Teams


February 23, 2016 Creating instructional change

CCSD assessment guidelines


May 19, 2015 Achievement test accommodations DLCTs and DLTs (130)

Additional Professional Development Opportunities

Two additional professional development opportunities were provided during the year: one for junior and senior high school DLCTs and one for high school DLCTs.


February 9, 2016 High school transition planning 52 DLCTs from junior and senior high schools

March 10, 2016 Moving forward with High School Redesign 12 DLCTs from high schools


All meetings were well received by those in attendance. Feedback indicated 92.5 per cent agreed or strongly agreed that the sessions focussed on priorities, 90.3 per cent indicated the professional development opportunities addressed their needs and 90.7 per cent felt the professional development contributed to their development.


Performance measures for: Educational assistants will improve their knowledge, competency and confidence for supporting students and teachers through the Professional Development Dinner Series.

A Needs Assessment Survey was completed in December 2015 with 412 respondents. Based on the results, two “PD Dinner Series” evenings were organized. On November 18, 2015, the following sessions were offered: “Prompt Hierarchy” with the Behaviour team and “Effective Use of Visuals and De-escalation Strategies” with the Special Needs team.

On March 9, 2016, the following sessions were offered. “Potential of English Language Learners” with the ELL team and “Balance for Yourself and Your Students” with the Health and Wellness team.

Both PD Dinner Series evenings exceeded the expected 100 participants.


The PD Dinner Series evenings were well received by those in attendance. Feedback indicated 92.2 per cent agreed or strongly agreed that the professional development was focused on district priorities, 89.1 per cent felt the professional development opportunities effectively addressed their professional development needs and 90.7 per cent felt the professional development opportunities significantly contribute to their on-going professional development. This offering will be continued through the PD Dinner Series, one in November and one in March, focusing on the district priorities.

Performance measures for: Educational assistants will improve their knowledge, competency and confidence for supporting students and teachers through the online professional development course.

The online professional development courses were streamlined and made easier to navigate based on feedback from the Needs Assessment Survey which was conducted in December 2015. Information about the online professional development courses was shared with the diverse learning coordinating teachers (DLCTs) at three of their meetings during the year. Diverse learning coordinating teachers were then able to share this information with the educational assistants at their school and promote the use of the online professional development courses.


Through the online professional development courses, educational assistants had access to content to support them in their role of working with students with diverse learning needs. Over 1,600 users accessed the content through the online professional development courses, with most users accessing the courses during the months of September and October. For the upcoming year, a key focus will be to continue to build capacity in the district by providing more in-depth professional development and more academic support for our students by utilizing the supports which are currently in place.


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.

Performance Measure for PAT: Acceptable



Improvement Target

Overall percentage of self-identified First Nations, Métis and Inuit students in grades 6 and 9 who achieved the Acceptable Standard on Provincial Achievement Tests (overall cohort results - combined subjects and grades). (Required Provincial Accountability Measure)


CCSD 58.8 61.1 51.8 51.9 60.4 Very Low Improved Issue 60.5%

Province 51.2 54.4 52.0 52.1 52.4 Very Low Maintained Concern


The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was met and the gap was reduced by 7.0 per cent over the previous year. It should be noted that Alberta Education made a change from previous data source systems to Provincial Approach to Student Information (PASI) and this changed past year results, which impacted targets set.


Note: The only targets Alberta Education requires are in the areas where there is an overall measure of “Issue” or “Concern” in the Accountability Pillar Overall Summary. However, the district is always striving to continuously improve by meeting or exceeding our own results. For this reason, Calgary Catholic School District creates our own targets in specific areas to always meet provincial standards and where we are already above provincial standards to improve by at least 0.1 per cent each year.

Performance Measure for PAT: Excellence



Improvement Target

Overall percentages of self-identified First Nations, Métis and Inuit students in grades 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (overall cohort results - combined subjects and grades). (Required Provincial Accountability Measure)


CCSD 10.2 9.5 8.3 8.6 8.4 Very Low Maintained Concern 8.5%


The target of 8.9 per cent set in the 2014-2015 Annual Education Results Report was not met.

The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was not met and the gap was not reduced over the previous year. It should be noted that Alberta Education made a change from previous data source systems to Provincial Approach to Student Information (PASI) and this changed past year results, which impacted targets set.


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


Performance Measure for Diploma: Acceptable



Improvement Target

Overall percentage of self-identified First Nations, Métis and Inuit students who achieved the Acceptable Standard on Diploma Examinations within three years of entering Grade 10 (overall results). (Required Provincial Accountability Measure)



Province 75.9 75.5 78.3 78.3 78.2 Low Maintained Issue




Performance Measure for Diploma: Excellence



Improvement Target

Overall percentage of self-identified First Nations, Métis and Inuit students who achieved the Standard of Excellence on Diploma Examinations within three years of entering Grade 10 (overall results). (Required Provincial Accountability Measure)



Province 8.4 8.6 10.1 9.5 10.0 Low Maintained Issue




Notes: Aggregated Diploma results are a weighted average of per cent meeting acceptable and excellence standards. The weights are the number of students writing the Diploma Examination for each course. The courses included are English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1 and Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data source system. Please note participation in the Diploma Examinations was impacted by the flooding in June 2013 and fires in May to June 2016. Caution should be used when interpreting trends over time for the province and the district.


Performance Measure for High School Completion

Rate (3 yr)



Improvement Target

Percentage of self-identified First Nations, Métis and Inuit students who completed high school within three years of entering Grade 10. (Required Provincial Accountability Measure)


CCSD 57.1 62.5 60.5 61.1 75.7 High Improved

Significantly Good 75.8%

Province 42.3 45.8 45.6 47.7 50.2 Very Low Improved

Significantly Acceptable




Performance Measure for Drop out Rate



Improvement Target

Annual drop out rate of self-identified First Nations, Métis and Inuit students aged 14 to 18. (Required Provincial Accountability Measure)


CCSD 5.1 4.8 3.6 3.0 5.6 Intermediate Declined Issue 5.5%


Good


The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was not met. It should be noted that Alberta Education made a change from previous data source systems to Provincial Approach to Student Information (PASI) and this changed past year results, which impacted targets set.

Note: The drop out rate is the inverse to most measures (i.e. lower values are “better”).



Performance Measure for Post-Secondary Transition Rate (6 yr)



Improvement Target

Percentage of self-identified First Nations, Métis and Inuit students who have enrolled in a post-secondary program within six years of entering Grade 10. (Required Provincial Accountability Measure)


CCSD 55.1 49.0 63.1 48.0 43.3 Low Declined Issue 43.4%


The target of 51.6 per cent set in the 2014-2015 Annual Education Results report was not met.

The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was not met. It should be noted that Alberta Education made a change from previous data source systems to Provincial Approach to Student Information (PASI) and this changed past year results, which impacted targets set.


Performance Measure for Rutherford Scholarship Eligibility

Rate



Improvement Target

Percentage of self-identified Grade 12 First Nations, Métis and Inuit students who meet the Rutherford Scholarship eligibility criteria. (Required Provincial Accountability Measure)


CCSD n/a n/a n/a n/a 43.2 n/a n/a n/a 43.3%

Province n/a n/a n/a n/a 31.9 n/a n/a n/a


The district First Nations, Métis and Inuit results are above provincial results.

n/a – Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), historical Rutherford Scholarship Eligibility Rate results are not available.



Performance Measure for Diploma Exam

Participation Rate (4+ Exams)



Improvement Target

Percentage of self-identified First Nations, Métis and Inuit students who have written four or more Diploma Exams by the end of their third year of high school. (Required Provincial Accountability Measure)


CCSD 35.8 27.9 22.1 29.6 40.5 Low Improved Acceptable 40.6%





Participation in Diploma Exams was impacted by the flooding in June 2013 and by the fires in May to June 2016. Caution should be used when interpreting trends over time both for the district and province.

Performance measures for: The achievement gap between First Nations, Métis and Inuit (FNMI) students and other students is eliminated.

A number of strategies were employed by the district FNMI team to address the needs of students and staff in an effort to eliminate the achievement gap. Student conference in collaboration with Calgary Board of Education and the Boys’ and Girls’ Club centering around residential schools

Cultural activities at district elementary schools tied to grade-level curricular outcomes in classrooms

Coordination of Aboriginal Week activities such as Pow Wow presentations

Lessons presented in high school and junior high school classes

Regular lunches with students featuring guest speakers

Access local Indigenous resources for activities with students such as: sweats and drum making

Collaboration with post-secondary – example – NAPI program with University of Calgary

Monthly meetings with target high schools to consult on diverse learning needs/referrals to Instructional Services

Addition of 1.0 FTE home/school support worker

Deployment of FNMI liaison to work in target high schools on a regular schedule in order to advocate for and build skills in students

Worked in collaboration with “All in for Youth” to ensure that basic needs were met for students (i.e. glasses, transportation, poverty resources, etc.)

School Trips Mentorship program initiated with St. Mary’s University (education students)

Cultural field trips – Glenbow Blackfoot exhibit, student conferences, WE Day

Field Trips to Calgary post-secondary institutions


Education Curriculum Expansion of Aboriginal Studies 30 program to include all high schools

Creation of two-week lesson set on residential schools for Grade 10

Collaboration with Blue Quills University on Grade 5 lesson set

Initiation of Grade 7 lesson set on Treaties

Annual FNMI graduation

Academic support in collaboration with school counsellors for students

Renewed focus on bridging the connection between students and tutorials

Scholarship application assistance

Professional Development Facilitated professional development for entire FNMI department staff

Developed day to day log book for liaisons

Developed protocols for attendance review for liaisons

Facilitated creation of presentations for liaisons

FNMI staff attended numerous professional development activities

Provided numerous presentations to district staff such as the new teacher orientation

Community Greater collaboration with outside agencies to acquire resources and delivery of those resources

Utilization of Elders for presentations to schools and classes

Consultant committee work on numerous outside agencies (University of Calgary, Chamber of Commerce)

Hosted community dinners with stakeholders and trustees

Created community events such as St. Timothy School’s Pow Wow

Accountability Pillar Data

Performance measure for High School Completion rate (3 year) improved significantly by 14.6 per cent to 75.7 per cent. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was met and the gap was reduced by 14.0 per cent.

Drop out rate declined by 2.6 per cent to 5.6 per cent and the goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was not met.

Post-Secondary Transition rate declined by 4.7 per cent to 43.3 per cent and the goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was not met.

Diploma Exam Participation rate was increased significantly by 10.9 per cent with the participation rate at 40.5 per cent and the goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was met and the gap was reduced by 10.4 per cent.

Acceptable Standard on the Provincial Achievement Tests increased by 8.5 per cent and the goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was reduced by 7.0 per cent.

Standard of Excellence on the Provincial Achievement Tests decreased by 0.2 per cent over last year and the gap was not reduced. Acceptable Standard on the Diploma Examinations increased by 3.1 per cent and the goal to reduce the difference between the First Nations, Métis

and Inuit results and the overall district results was reduced by 2.7 per cent. Standard of Excellence on the Diploma Examinations increased by 2.3 per cent and the goal to reduce the difference between the First Nations, Métis

and Inuit results and the overall district results was reduced by 2.2 per cent.



A key focus for the upcoming year will be to continue to build capacity in the district by providing more in-depth professional development and more academic support for students by utilizing the supports already in place. To continue to support the Diploma Exam Participation rate, the mentorship program will be expanded and through the liaisons, students will be encouraged to access more tutorial support. The Post-Secondary Transition rate will be addressed in a variety of ways such as providing more exposure to post-secondary institutions and advocating for four years of high school.


“Let us allow God to fill our hearts with his

goodness and mercy.” – Pope Francis


District Vision Statement: Excellence in Teaching & Learning

Our Catholic schools develop students who reflect the image of God and are

successful contributors to a global society.

PROVINCIAL OUTCOME ONE: Alberta’s students are successful.


2016-2017 Outcome: Research-based practices for teaching English language learners (ELL) will be utilized to build capacity and to further engage ELL in achieving academic success.


Build capacity in researched-based practices for teaching ELLs

Engaging English language learners in academic success.

Work to improve literacy engagement of beginning ELL students

ELL consultants and Intercultural Wellness Team to gather ELL student insights regarding academic engagement.

In collaboration with Instructional Services teams support academic language development for ELL students

Provide school/district-based professional development sessions that focus on research-based ELL strategies, academic language development, culturally responsive teaching practices

ESL Level 1-2 Locally Developed Course Pilot ELL students Wisdom on Academic Engagement

Project Feedback from teachers and students Feedback from the district and school-based

professional learning sessions Provincial Achievement and Diploma ELL district

results compared to Provincial ELL results in acceptable standard

Link to Accountability Report: Student Learning



2016-2017 Outcome: Each school will have a speech language therapist assigned so that students needing support will be identified and an appropriate therapy methodology will be chosen.


Speech Language Delivery Model Schools are assigned a speech language therapist based on proximity and need to significantly increase therapist-teacher time

Referral process will be streamlined for efficiency and to eliminate waitlists

Schools and therapists will meet on a regular basis, triaging students as needed

Provide service on a year round basis rather than on a quarterly basis

Satisfaction survey sent to schools in December and April

Increase in therapy time with identified students

Feedback from therapists Link to Accountability Report:

Student Learning


2016-2017 Outcome: Schools will be supported in meeting or exceeding the Acceptable Standard and Standard of Excellence in French Language Arts Provincial Achievement Tests.


French Language Arts 6 and 9 Provincial Achievement Tests Improvement Project

Identify areas of concern from PAT data analysis

Set goals to increase academic achievement Have expert teachers share best practice to

address common areas of concern Follow-up throughout the school year to

ensure best strategies are in place to meet goals

Work collaboratively with French Language Arts (FLA) teachers to create support documents and put them on the FLA ePD site

Implement new resources for program enrichment

Maintain or exceed the provincial average for the Acceptable Standard and Standard of Excellence for FLA 6

Meet or exceed the provincial average for the Acceptable Standard and Standard of Excellence for FLA 9

Number of users of the FLA ePD site Link to Accountability Report:

Student Learning



2016-2017 Outcome: The district Standard of Excellence results on the English Language Arts 30-1 (ELA 30-1) and English Language Arts 30-2 (ELA 30-2) Diploma Exams will meet or exceed the provincial Standard of Excellence results.


Diploma Examination Improvement Project (English Language Arts 30-1 and 30-2)

Evaluate and improve assessment strategies in ELA 30-1 and ELA 30-2 to ensure they are aligned with the Principles of Assessment document

Continue to develop and add to the 30-1 and 30-2 ePD sites, which is a digital tool that houses quality assessments, instructional strategies, projects

Increase school awarded grade to be more aligned with province

Decrease failure rate from previous year

Standard of Excellence results on Diploma Examination for English Language Arts 30-1 to meet or exceed provincial results

Standard of Excellence results on Diploma Examination for English Language Arts 30-2 to meet or exceed provincial results

Acceptable Standard results on Diploma Examination for English Language Arts 30-2 to meet or exceed provincial results




2016-2017 Outcome: The district Standard of Excellence results on the Mathematics 30-1 and Mathematics 30-2 Diploma Exam will meet or exceed the provincial Standard of Excellence results.


Diploma Examination Improvement Project (Mathematics 30-1 and 30-2)

Evaluate and improve assessment strategies in Math 30-1 and 30-2 to ensure they are aligned with the Principles of Assessment document

Continue to develop and add to the 30-1 and 30-2 ePD sites, which is a digital tool that houses quality assessments, instructional strategies, projects

Provide professional development on reassessment practices and provide a framework for implementation into daily practice

Introduce and implement formative assessment strategies to improve student and teacher feedback to increase student learning and instructional strategies

Decrease the failure rate from previous year

Standard of Excellence results on Diploma Examination for Math 30-1 to meet or exceed provincial results

Number of users who access secondary Math ePD site

Diploma Examination overall average to meet or exceed previous year




2016-2017 Outcome: The district Standard of Excellence results on the Science 30, Biology 30, Chemistry 30 and Physics 30 Diploma Exams will meet or exceed the provincial Standard of Excellence results.


Science Diploma Excellence Project (Science 30, Biology 30, Chemistry 30 and Physics 30 )

Evaluate and improve assessment strategies in Science 30, Biology 30, Chemistry 30 and Physics 30 to ensure alignment with the Principles of Assessment document

Continue to develop and add to the secondary Science ePD site. This digital tool provides access to best practice in assessment, instructional strategies, labs and projects

Provide professional development and implementation strategies to 30-level teachers with respect to formative assessment

Introduce and facilitate the implementation of reassessment strategies that best meet the needs of individual Science learning communities

Standard of Excellence results in Science 30, Biology 30, Chemistry 30 and Physics 30 to meet or exceed provincial percentages

The number of users of the secondary Science ePD will increase

The overall average on the Diploma Exam will increase from the previous year for Science 30, Biology 30, Chemistry 30 and Physics 30

The failure rate of students will decrease from the previous year for Science 30, Biology 30, Chemistry 30 and Physics 30




2016-2017 Outcome: The district Acceptable Standard and Standard of Excellence results on the Social Studies 30-1 Diploma Exam will meet or exceed the provincial results.


Social Studies 30-1 Excellence Project

Departments will analyze their school data and set their Diploma goals

Individual teachers will do a formal analysis of their individual results and look for ways to improve their practice

On the district Data Analysis and Goal Setting Day, two sessions will be held to allow teachers to share best practice between schools

Instructional Services supports will be put in place based on the Diploma goals. When commonality of goals appears between schools, supports will be structured to create success in all schools

Meeting conducted with each coordinating teacher and vice-principal to discuss their data driven goals and to organize specific Instructional Services supports

Supports will also be put in place that are unique to each school. These supports will be determined at the coordinating teacher (CT) and vice-principal meetings

Work will be done throughout the year via CT meetings to ensure schools are working with the CCSD Assessment Guidelines document

The Social 30-1 Excellence working group will continue to work collaboratively in the 2016-2017 school year to create and share resources, with a focus on identifying new resources

Acceptable Standard and Standard of Excellence in Social Studies 30-1

Number of students enrolled in Social 30-1 district Diploma Prep courses.

Number of users on ePD accessing current and new resources.




2016-2017 Outcome: Schools will be supported in meeting or exceeding the Acceptable Standard and Standard of Excellence in French Language Arts 30-1 Diploma Examinations.


Diploma Examination Improvement Project (French Language Arts 30-1)

Analyze data school-by-school to identify specific areas of concern for each school and set specific strategies

Meet with coordinating teacher and vice-principal to discuss goals

Work collaboratively with FLA teachers to create teaching documents and place them on the ePD site

Acceptable Standard on Diploma Exam to match the provincial average

Maintain the Standard of Excellence to be above the provincial average

Number of students taking FLA 30-1 Diploma Prep course

Number of users on ePD site Link to Accountability Report:

Student Learning



2016-2017 Outcome: Through the High School Redesign Initiative, student engagement will be enhanced and high school completion rates will be improved in all high schools.


High School Redesign – This initiative currently involves all district high schools.

Focus on the nine principles of High School Redesign (Rigorous and Relevant Curriculum, Personalization, Flexible Learning Environments, Educator Roles and Professional Development, Meaningful Relationships, Home and Community Involvement, Assessment and Welcoming, Caring, Respectful and Safe Learning Environment)

Provide professional development for teachers to examine and implement strategies that support student engagement, flexibility of course work and alignment with the Principles of Assessment

Increase the integration of feedback from students/parents/legal guardians/teachers to provide increased opportunities for when and how students can select the variety of courses available

Modify timetables to support all students learning and engagement and provide additional entry and exit points

Support will be provided to principals and teachers through collaborative sessions through Principals’ Council, staff meetings and professional development opportunities

Continue to attend High School Redesign provincial and regional meetings

OurSCHOOL (Tell Them From Me) Survey

High School Completion Rate Drop Out Rate Diploma Examination results District Satisfaction Survey Links to Accountability Report:

Student Learning


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


2016-2017 Outcome: The achievement gap between district First Nations, Métis and Inuit students and all other district students is eliminated.


Academic success for First Nations, Métis and Inuit students

District-wide delivery of cultural activities and lessons based on curricular outcomes to students by FNMI team

Professional development - deliver PD sessions to district staff during school staff meetings and district PD sessions

Home support workers engage with students and families by collaborating with school counsellors to connect needs with the appropriate resources. Place in-home support workers in scheduled and regular times in schools to take a grassroots approach

Coordinate and collaborate with outside agencies and stakeholders to utilize available resources

FNMI department personal: o FNMI team to monitor and support student

attendance o FNMI team to engage and support families

Work with schools to increase the number of students who participate in the Provincial Achievement Tests and Diploma Examinations

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 percentage of self-identified FNMI students who achieved the Acceptable Standard and the overall percentage of self-identified FNMI students who achieved the Standard of Excellence on Diploma Examinations

High school completion rate of self-identified FNMI students within three years of entering Grade 10

Annual drop out rate of self-identified FNMI students aged 14 to 18

High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10

Percentage of self-identified FNMI Grade 12 students eligible for a Rutherford Scholarship

Percentage of self-identified FNMI students writing four or more Diploma Examinations within three years of entering Grade 10



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


2016-2017 Outcome: New special needs teachers (SPED) will improve their knowledge, competency and confidence in supporting students through professional development sessions and mentorship opportunities.


New SPED teacher PD sessions (first and second year)

SPED specific PD offerings for all SPED teachers

New SPED teacher mentors

Utilizing Instructional Services (IS) personnel to plan and coordinate professional development throughout the year specifically for first and second year SPED teachers

Utilizing Instructional Services (IS) personnel to plan and coordinate professional development throughout the year specifically for SPED teachers on school-based professional development days as per principal request

Ongoing promotion of the sessions through diverse learning coordinating teacher meetings, IS Weekly and Family of Schools meetings

Pairing up new SPED teachers with mentors and providing guest teacher time throughout the year for collaborative opportunities (program visits, planning sessions, etc.)

Number of professional development (PD) sessions offered (both new SPED teacher PD and SPED specific PD for all SPED teachers)

Number of attendees at these sessions Number of mentor relationships established Feedback from new SPED teachers (survey –

spring 2017) Link to Accountability Report:

Personnel Management


“A little bit of mercy makes the world less cold and more just.” – Pope Francis


HIGHLIGHTS OF THE 2015-2016 AUDITED FINANCIAL STATEMENTS

For the 2015-2016 fiscal year ended August 31, 2016, the district had an operating deficit of $0.6 million (0.1 per cent of revenue) which

was worse than the balanced budget. At the end of the 2015-2016 fiscal year, and after capital transfers, the district’s accumulated operating surplus (AOS or savings) has increased to $14.9 million, which is 2.5 per cent of expenditures or 6.4 days of operations.

Total district revenues were $582.0 million in 2015-2016 (compared to $564.8 million in 2014-2015). The district’s revenues are up by $17.2 million (3.0 per cent) over 2014-2015 due primarily to:

o Increased enrolment of 1,427.0 FTE students or 2.7 per cent o A 1.8% increase in basic grant rate and a 2 per cent increase in the class size grant and o Partially offset by a $3.0 million decrease in the Infrastructure Maintenance and Renewal (IMR) grant.

Total district expenditures were $582.6 million. Expenditures are up by $22.2 million (4.0 per cent) over 2014-2015 due primarily to: o Increased certificated and non-certificated salary and benefit costs due to a grid increase and an enrolment increase.

Detailed information on School Generated Funds can be found in the Audited Financial Statements - see Note 18.

For additional information please see the District’s 2015-2016 Audited Financial Statements on the district’s website or contact Communications

Services at (403) 500-2763. Comparative information is available in a provincial report, which is available at Alberta Education.

https://www.cssd.ab.ca/AboutUs/DistrictGovernance/FinanceAndBusiness/Documents/AuditedFinancialStatements_2015-2016_Ministry.pdf

https://www.cssd.ab.ca/AboutUs/DistrictGovernance/FinanceAndBusiness/Pages/default.aspx

https://education.alberta.ca/financial-statements/school-jurisdictions/


Capital Summary 2015-2016

For the 2015-2016 fiscal year, additions to tangible capital assets of $93,005,318 (2015 - $23,099,581) are comprised of the following:

($000)

Our Lady of Grace School (K-9)

17,411

Prince of Peace School (K-9)

14,688

Our Lady of the Rosary School (K-6)

10,331

St. Marguerite School (K-6)

10,202

Skyview Ranch School (K-9)

7,947

Silverado School (K-9)

7,847

New modular classroom construction

6,338

St. Cyril School modernization

4,642

Aspen Woods school (K-6)

4,326

Legacy high school (10-12)

3,341

St. Vincent de Paul School modernization

1,516

Portal Solution Project - Unified Collaboration/Communication Platform

1,114

Mahogany school (K-6)

608

Sherwood school (K-9)

553

St. Francis High School modernization

500

Notre Dame High School modernization and addition

181

Nutanix Server

181

Two modulars at Light of Christ School

130

Holy Spirit School playground

107

Father Lacombe High School commercial kitchen

101

Other (assets with current year costs less than $100,000)

941

Total additions to tangible capital assets

93,005


Total Revenue

2015-2016

(Actuals)

2014-2015

(Actuals)

Provincial and Related Parties*79.0%

Local Property Taxes *16.0%

Student Fees2.0%

Other Revenue**

3.0%

Provincial and Related Parties*79.6%

Local Property Taxes *15.1%

Student Fees2.1%

Other Revenue**

3.2%

2

0

0

2

2

0

0

3

(

A

c

t


2014-2015 (Actuals) 2015-2016 (Actuals)

$ % of Total $ % of Total

Provincial and Related Parties* 449,623,803 79.6% 460,176,350 79.0%

Local Property Taxes * 85,344,095 15.1% 92,966,500 16.0%

Student Fees 11,599,148 2.1% 11,634,559 2.0%

Other Revenue** 18,231,809 3.2% 17,206,900 3.0%

TOTAL 564,798,855 100.0% 581,984,309 100.0%

*

**Other consists of Federal Government grants, donations, fundraising, lease and rental revenue, interest income, etc.

Property Taxes are collected locally, although mill rates are established by government. Actual amounts are not known until year-end.

Provincial grants from Alberta Education are reduced by the amount of property taxes received.


Total Expenditures by Function

2015-2016

(Actuals)

2014-2015

(Actuals)

Schools & Instruction

76.0%

Board, Administration & Instruction

Support*8.6%

Plant Operations & Maintenance

12.6%

Transportation2.8%

Schools & Instruction

75.5%

Board, Administration & Instruction

Support*8.4%

Plant Operations & Maintenance

13.3%

Transportation2.8%


2014-2015 (Actuals) 2015-2016 (Actuals)


Schools & Instruction 423,187,108 75.5% 442,541,567 76.0%

Board, Administration & Instruction Support* 46,817,947 8.4% 49,878,118 8.6%

Plant Operations & Maintenance 74,505,339 13.3% 73,745,776 12.6%

Transportation 15,906,254 2.8% 16,404,177 2.8%

Total TOTAL 560,416,648 100.0% 582,569,638 100.0%

* Includes Central Office positions assigned to provide instructional support and certain school-based expenditures (e.g., teacher sabbaticals).

Based on Alberta Education's definition of Administration, 3.07% of expenditures was expended in 2015-2016, whereas 3.6% is the maximum

allowable.


Total Expenditures by Object

2015-2016

(Actuals)

2014-2015

(Actuals)

Certificated Salaries & Benefits63.5%

Non-certificated Salaries & Benefits16.5%

Services, Contracts and

Supplies16.2%

Amortization of Capital Assets

3.6%

Interest and Charges

0.1%Other Expenses

0.1%

Certificated Salaries & Benefits63.1%

Non-certificated Salaries & Benefits16.3%

Services, Contracts and

Supplies16.7%

Amortization of Capital Assets

3.7%

Interest and Charges

0.1%Other Expenses

0.1%


2014-2015 (Actuals) 2015-2016 (Actuals)


Certificated Salaries & Benefits 353,672,920 63.1% 370,173,139 63.5%

Non-certificated Salaries & Benefits 91,047,398 16.3% 96,223,071 16.5%

Services, Contracts and Supplies 93,776,474 16.7% 94,327,425 16.2%

Amortization of Capital Assets 20,984,706 3.7% 20,862,306 3.6%

Interest and Charges 427,732 0.1% 431,107 0.1%

Other Expenses 507,418 0.1% 552,590 0.1%

TOTAL 560,416,648 100.0% 582,569,638 100.0%


he district has recently completed its review and analysis of upcoming capital priorities as required by Alberta Education. The three-year 2017-2018 to 2019-2020 submission is summarized as follows and includes elements of new core school construction and

additions/modernizations to existing schools.

CCSD 2017-2020 Capital Plan Priorities

Year 1: 2017/2018 Priorities Ranking Project Description

1 Airdrie Elementary Core School + 16 modulars (Airdrie) $20,104,379.40

2 Auburn Bay Elementary School, core + 12 modulars (SE) $15,813,130.68 3 St. Bonaventure School Modernization (SE) $9,837,528.71 4 St. Boniface School Modernization (SE) $4,893,389.25 5 Evanston Elementary School, core + 12 modulars (NW) $15,813,130.68 6 St. Andrew School Modernization (SW) $3,010,289.13 7 St. Benedict School Modernization (SW) $5,967,156.98

Total $75,439,004.83


8 Walden Elementary/ Jr. High School, core + 16 modulars (SE) $25,129,534.70 9 Redstone Elementary School, core + 16 modulars (NE) $20,104,379.40

100

Airdrie Jr./ Sr. High School, core + CTS + 16 modulars (Airdrie) $39,165,437.54 11 St. Mark School Modernization (NE) $6,108,723.37 12 St. Teresa of Calcutta School Modernization (SE) $7,179,820.03 13 Bishop Grandin Modernization (SW) $26,892,758.00

14 St. Henry School Modernization (NW) $4,893,389.25

Total $129,474,042.29


15 St. Catherine School Modernization (SW) $4,893,389.25 16 Legacy Elementary/ Junior High School, core + CTS + 16 modulars (SE) $25,129,534.70 17 Nolan Hill Elementary/ Junior High School, core + CTS + 16 modulars (NW) $25,129,534.70 18 St. Cecilia School Modernization (SE) $9,121,683.56 19 West Calgary High School, core + CTS (SW) $48,770,695.45 20 Rangeview High School, core + CTS (SE) $48,770,695.45

21 St. Peter School Modernization (SE) $5,240,627.57

22 St. Gerard School Modernization (SW) $9,621,172.53

Total $167,056,160.68

Grand Total $371,969,207.80

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SCHOOL FACILITIES PROJECTS

Education purposes of the projects and benefits to students that accrue to the Capital Plan requests are summarized as follows:

New school construction The new schools requested in the Capital Plan (Airdrie elementary, Auburn Bay elementary, Evanston elementary, Walden elementary/junior high, Redstone elementary, Airdrie junior/senior high, Legacy elementary/junior high, Nolan Hill elementary/junior high, West Calgary high school, Rangeview high school) will all achieve or produce the following positive outcomes:

Provide new age school facilities and program specific areas to meet the current and future pedagogical needs of the students. Reduce busing times, provide equity of opportunity and enhance safety for students now able to attend neighbourhood schools. Provide relief from overcrowding and better learning opportunities for students at both the new school and the previous bus receiver school. Provide space to accommodate ongoing growth resulting from community residential development. Release portable classrooms from current bus receiver schools, which then can be re-allocated to meet classroom space shortages in other

schools.

School preservation The requested modernizations (St. Bonaventure School, St. Boniface School, St. Andrew School, St. Benedict School, St. Mark School, St.

Teresa of Calcutta School, Bishop Grandin High School, St. Henry School, St. Catherine School, St. Cecilia School, St. Peter School and St. Gerard School) are all necessary to meet the mandated outcomes of the provincial school audit with respect to mechanical systems, etc.

Additionally, the provision of new enhanced facilities will better meet current and future pedagogical needs.

New modular construction and portable/modular relocations* Provision of additional classroom space to accommodate both enrolment growth and reduced class sizes in the local community school

and/or to replace aging units with new ones. Precludes busing of students out of their neighbourhood and associated concerns over travel times, distances, equity of access and safety. Allows for formation of “school community” keeping neighbourhood students together and ensuring access to the same school for siblings. Assists in maintaining viable utilization rates across sectors.

* While included here for information purposes, these related items are now reviewed and approved separately from the Capital Plan.

Spaces for child care and community-based services into school facilities Alberta Education, working with other ministries, has identified the value of integrating child care and community-based services into school facilities. To support this initiative, district personnel have undertaken ongoing consultation with a wide range of community partners to explore and to support the creation of a number of child care and community-based services in district school facilities where possible. Calgary Catholic will continue to work proactively with community partners, particularly United Way, Child & Family Services and the YMCA to support the number of schools hosting these programs. Continued growth in this area is limited as space is currently not available.

Deferred Maintenance Deferred maintenance values are determined by Alberta Infrastructure and are continually updated through site inspections and collaboration with district facilities staff.


Conclusion

he Calgary Catholic School District's results are evidence of a top performing school district with a focus on supporting the success of all students. All decisions in the district focus on:

Is this in the best interest of our students? How can we support the success of all of our students?

The Board of Trustees aim to respond to these questions is reflected in this year’s Combined Annual Education Results Report and Three-Year

Education Plan.

It is through the dedication and commitment of all our parents/legal guardians, students, staff and stakeholders that the ongoing success of all

students in Calgary Catholic is a reality.

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