SCHOOL EDUCATION PLAN (2015-2016 2017-2018) St. Maria ... · AERR: 2014-2015 and THREE-YEAR EDUCATION PLAN 2015-2016 – 2017-2018 Page 1 ANNUAL EDUCATION RESULTS REPORT 2014-2015

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

ANNUAL EDUCATION RESULTS REPORT 2014-2015 and

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

St. Maria Goretti School

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

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

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

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

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

Some guiding questions are:

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

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

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

What learnings can be included based on the 2015-16 district focus books:

Lead with Humility – Jeffrey A. Krames

Shepherd Leadership – Blaine McCormack and David Davenport


THE SCHOOL’S VISION/MISSION STATEMENT

St. Maria Goretti School is a community of learners committed to educating the whole child, within the guidelines of the Catholic Church and the curriculum of Alberta. We foster and celebrate individual accomplishments. As a community of learners, we nurture a life-long love of learning. We are “Embraced by God and Inspired by Learning.”

SCHOOL COUNCIL INVOLVEMENT

Describe how the School Council was involved in the updating of the plan. The St. Maria Goretti School Council and parent input are integral in developing the School Plan. The school plan is developed in consultation with school staff and shared at School Council meetings. Feedback is gathered and changes are made as we progress through the year as we believe it is a “living document”. This feedback also influences the development of the School Plan in subsequent years.


ANNUAL EDUCATION RESULTS REPORT 2014-2015

DISTRICT VISION STATEMENT: FAITH

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

LOCAL GOAL ONE: Enhance and Support Catholicity within the District

ANNUAL EDUCATION RESULTS REPORTING for:

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

by promoting justice.

Performance Measure For AERR Number of projects

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

11

Comment on Results for Local Outcome 1.1 (The school district models the social teachings of the Catholic church by promoting justice.)

(Contextual information, factors affecting results, analysis of results). Include service learning projects, their success, and how they promoted justice, etc.)

St. Maria Goretti School has a very strong Catholic Community of Caring Program. We model the social teachings of the Catholic Church by promoting justice and practicing service. This past year we were involved in service projects that included support for St. Vincent de Paul through Thanksgiving and Lent food drives and spirit days where money raised was donated to the St. Vincent de Paul Society. We supported Free the Children where we raised money to purchase goats so villagers could use the goats to sustain them. We were also involved in choir performances for seniors, Terry Fox Run, Jump Rope for Heart, collecting baby supplies for single mom’s through Bow West Community Outreach, Holy Childhood, WE Day, and CCC values and teachings. These were all very successful.


LOCAL OUTCOME 1.2: The school district builds resiliency through the ongoing development

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

Performance Measure For AERR Results (in percentages)

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

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

2014 2015 Target

2016

School 100 100 100

District 93.9 93.4


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

(Contextual information, factors affecting results, analysis of results). Include Religion Education Achievement assessment results (Gr. 5, 8, 12) as applicable to your school; Catholic Community of Caring Plan; Tell Them From Me survey regarding how students face problems and life’s challenges; resiliency initiatives/projects, etc.)

The School Results are very positive. The staff, students and parents of the St. Maria Goretti School Community are very caring and positive Christian role models. We focus on monthly CCC values, and organize CCC assemblies that promote character building, daily prayer, service projects. CCC, Family Life, Kids in the Know and stressing Catholic values through the teaching of the Religious Education Program helps us build a positive culture in the school and community. The lessons provided through S4 also help teachers focus on building positive relationships and helping children learn strategies to be resilient and effectively deal with situations that arise.



DISTRICT VISION STATEMENT: FAITH

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

LOCAL DESIRED OUTCOME ONE:

Catholicity is enhanced and supported within the district.

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

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

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

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

LOCAL SPECIFIC OUTCOME 1.1: The school district models the social teachings of the Catholic church by promoting justice, loving kindness and walking humbly with God.

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

Initiatives/Projects: Strategies: Measure:

Continue to build a safe and caring school by implementing a Catholic Community of Caring Program. Encourage all staff to be Christ like role models for students, demonstrating Gospel values of love and kindness on a daily basis.

Create a Community of Caring Plan and monitor it to ensure we are on track as a school community. Observation of and meetings with staff to ensure that they are positive Catholic role models for all students.

Successful completion of CCC projects and number of CCC assemblies held. Observation of all staff with a focus on our District Faith theme, “Love Kindness, Do Justice, Walk Humbly With God.” Staff will show kindness so that Christ’s light shines through them. There will be discussion at staff meetings and individual meetings.

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

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

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


Religious Celebrations, Liturgies and Character Education assemblies will take place throughout the year. Recognize and celebrate students who receive sacraments and display the CCC values of Faith, Family, Caring, Trust, Respect and Responsibility Our Parish priest will be invited to visit the school and be involved in liturgies, classroom visits and sacramental preparation as we are in a partnership with St. Peter’s Church to teach sacraments of Reconciliation, First Communion and Confirmation. Virtues will be introduced monthly to students and parents to promote character building and focus on the Catholic values of love and kindness. All teachers will instruct students in Religion, Family Life and Kids In The Know Programs. Provide all Grade 1 teachers with the new Religion Program resources We will provide leadership opportunities for our Grade Six students and instruct and involve students in service learning and social justice projects approved by our school district and tied to our parish.

Schedule religious celebrations, liturgies and CCC character education assemblies. Schedule a Sacramental Recognition assembly, sacramental retreats and invite parents. Schedule CCC award presentations, recognizing all students for their contributions. Invite Father Jerome and Father Jude to preside at liturgies, to participate in school events, sacramental retreats and visit classes. Provide staff with a handout of the virtue of the month, include Family discussion questions in the newsletter and review the virtue daily during announcements and at the CCC Character Education assemblies. Ensure that teachers are using the approved resources for Religion instruction. Multi Graded Culture Club Groups will be created to provide leadership opportunities for our Grade Six students. Grade 6 students will also lead our service learning and social justice projects.

All religious liturgies and celebrations have been scheduled as have monthly CCC assemblies. The scheduled date for Sacramental Recognition is June 10th. Monthly CCC assemblies and award ceremonies have also been scheduled. Father Jude and Father Jerome have been invited to all of the liturgies, for class visits and sacramental retreats. Ensure that a handout is completed at the beginning of each month for each staff member and that it is reviewed with children regularly in class, during morning announcements and at monthly CCC Character education assemblies. Monitor to ensure approved resources have been provided to teachers and that they are being used. Number of Leadership Opportunities provided for Grade 6 students along with number of service projects tied to social justice teachings and the theme of, “Love Kindness, Do Justice and Walk Humbly With God”


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

2015-2016 School Outcome(s): St. Maria Goretti School works to assist students in building wellness through the development of the Catholic Community of Caring to enhance school climate and culture.

Initiatives/Projects: Strategies: Measure:

Continue to focus on building a caring climate and culture at St. Maria Goretti School through the Catholic Community of Caring and Religious Education Programs.

Monthly CCC assemblies will be held to promote kindness, sharing, treating others with respect, forgiveness, tolerance, etc. Focus on wellness through the S4 program.

All students will have an opportunity to participate in various service learning activities, meaningful Liturgical Celebrations that include our parish priest, classroom religious education, and our sacramental recognition assembly. All students will be in attendance at the CCC assemblies and participate in them. All students, by years end, will be recognized at one of the CCC assemblies for exhibiting one of the CCC values. Have our S4 Officer present to staff about available lessons tied to the Alberta Program of Studies that build on Service (having something to offer), Success (setting goals and achieving them), Self Awareness (making choices that affect my life) and Significance (I am loved, I belong and I matter).

Accountability Pillar results along with parent survey results and feedback from students (Tell Them From Me Survey), parents and staff. A CCC plan will be developed and implemented. AERR Results along with student, staff and parent feedback. Total number of CCC Assemblies and total number of students recognized. Use of the Kids In the Know Resources, number of teachers who have accessed the S4 lessons, continue to focus on building positive playground culture (use of CCC Buddy Bench) and continue to promote CCC values of respectful, responsible and safe behavior that brings justice and peace to others.



DISTRICT VISION STATEMENT: RELATIONSHIPS

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

PROVINCIAL GOAL FOUR: Engaged and Effective Governance

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

Performance Measure For AERR Results (in percentages)

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

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

2014 2015 Target 2016

School 100 100 100

District 90.6 90.5

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

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

The results are very positive. Parents have opportunities to volunteer in the school and receive daily information in the agenda regarding homework or if there are areas of growth or concern. All parents are asked to sign the agenda daily to ensure communication and to be partners in the learning process. Teachers at St. Maria Goretti are most willing to meet with parents to discuss concerns that may arise including the academic program laid out by the province and district. We will continue to work at strengthening communication with parents by using Twitter and to e-mail monthly newsletters to parents.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 4.1: The education system demonstrates collaboration and engagement.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

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

CURRENT MEASURES: Parental Involvement

3 Year Plan

Current Result 2015 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation

Achievement Improvement Overall

School 88.9 79.5 85.8 Very High Maintained Excellent

CCSD 79.6 80.1 80.2 High Maintained Good

Province 80.7 80.6 80.2 High Improved Significantly Good

Performance Measure For AERR Results (in percentages) Target

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

Overall (required) 2011 2012 2013 2014 2015 2016

School 88.5 88.3 88.7 79.5 88.9 90

CCSD 79.7 80.1 80.5 80.1 79.6 80.7

Province 79.9 79.7 80.3 80.6 80.7

* Data provided by Alberta Education October 2015.

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

Provincial Accountability Measure)

CURRENT MEASURES: Education Quality

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 93 93.2 93.6 Very High Maintained Excellent


Province 89.5 89.2 89.5 High Maintained Good


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


School 94.8 93.6 94.1 93.2 93 95

CCSD 89.4 89.2 89.3 89.8 89.2 89.5

Province 89.4 89.4 89.8 89.2 89.5



Comment on Results for Provincial Outcome 4.1 (The education system demonstrates collaboration and engagement.)

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

Overall teachers, parents and students agree that parents are involved in decisions about their child’s education and are happy with the quality of education children are receiving at St. Maria Goretti School.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 4.2: Students and communities have access to safe and healthy learning environments.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

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

CURRENT MEASURES: Safe and Caring

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 91.5 88.1 88.9 Very High Maintained Excellent

CCSD 89.1 89.8 89.3 Very High Maintained Excellent

Province 89.2 89.1 88.9 Very High Improved Significantly Excellent


Percentage of teacher, parent and student agreement that students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school.


School 96.5 95.8 82.8 88.1 91.5 93

CCSD 88.9 89.1 88.9 89.8 89.1 89.2

Province 88.1 88.6 89.0 89.1 89.2


Overall percentage of teachers, parents, and students indicating that their school and schools in

their jurisdiction have improved or stayed the same in the last three years. (Required Provincial Accountability Measure)

CURRENT MEASURES: School Improvement

3 Year Plan Current Result 2015 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 91.4 84.7 84.7 Very High Improved Excellent


Province 79.6 79.8 80.1 High Declined Significantly Issue


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


School 90.6 83.7 85.8 84.7 91.4 93

CCSD 80.3 80.3 78.7 79.4 79.1 79.6

Province 80.1 80.0 80.6 79.8 79.6



Comment on Results for Provincial Outcome 4.2 (Students and communities have access to safe and healthy learning environments.)

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

We have a strong Catholic Community of Caring Program that focuses on Character education with significant service learning opportunities for children, liturgical celebrations and a strong focus on letting Christ’s light shine through you. Staff members are caring and respectful role models for children who teach respectful character traits through our virtues program, CCC assemblies and direct instruction about being safe and caring on the playground. We also follow the District OH&S guidelines that assist us with having a safe learning environment in our school.



DISTRICT VISION STATEMENT: RELATIONSHIPS

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

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

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

2015-2016 School Outcome(s): St. Maria Goretti Staff demonstrates goodwill and

understanding when communicating with parents.

Initiatives/Projects: Strategies: Measure: Work closely with School Council and the various committees that exist as part of Council.

Work closely with parents and communicate with them about their child’s progress and about school events.

Encourage parent volunteering in the school.

Hold eight meetings per year and support activities that Council is involved in including Family Dance, fundraising, Spirit Wear, Fun Lunch, Sacramental recognition, Carnevale, etc. Use agendas as a communication tool and hold parent teacher conferences to communicate about children’s progress. Promote open communication as a school by using Twitter, e-mail, newsletters, etc. Make beginning of the year phone calls to welcome each child, and provide a monthly newsletter that is sent out electronically. A volunteer coordinator will help with big events such as Book Fairs, Activity Day, and the Family Dance. A Volunteer orientation will provide guidance, encouragement and direction for parent volunteers. Each teacher will have a room rep. to assist with volunteers.

Feedback from Council, parent survey and AERR Listen to feedback at School Council meetings and other parent feedback regarding the use of the agenda, beginning of year phone calls, newsletters and conferences along with results from Parent survey and AERR. Feedback from teachers and parents regarding volunteers. The Volunteer coordinator position will be a part of School Council to assist the greater school community with volunteer opportunities. The Volunteer orientation will be held in the Fall and throughout the year.


Provide a safe and caring environment at school. The school and teachers will use Twitter to share information about upcoming school events and classroom information.

Create a Catholic Community of Caring Plan that focuses on respect, service, responsibility, trust, caring, faith and family. Each teacher will be in-serviced on using Twitter and setting up their own Twitter account

Parents will be encouraged to come forward to serve as room reps. AERR and Parent survey results along with feedback from parents and students. Student, Teacher and parent feedback.

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

2015-2016 School Outcome(s): Saint Maria Goretti School demonstrates a willingness to

work collaboratively with stakeholders for the benefit of children.

Initiatives/Projects: Strategies: Measure: Encourage parental involvement through volunteer opportunities. Work closely with district personnel and contracted services for the benefit of all children.

Ensure that we have a volunteer coordinator to communicate with parents interested in volunteering, run volunteer orientations, have a designated classroom representative for each homeroom and provide volunteer opportunities in the school.

Ensure that Renfrew Educational Services has access to assess and identify Kindergarten children with learning needs and that students who need speech therapy, OT and PT are identified and placed on a priority list for therapy

Identification of a volunteer coordinator, home room representative and provide volunteer opportunities. Results from district parent survey and AERR.

Number of children identified with learning concerns and number of visits from specialists


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

2015-2016 School Goal(s): Continue to work at creating an environment at Saint Maria

Goretti School that is safe and healthy.

Initiatives/Projects: Strategies: Measure: Continue to provide a safe environment for children by following the guidelines in the Occupational Health and Safety Program. St. Maria Goretti School will continue to enhance learning for children in the area of character education and through active citizenship as part of our Community of Caring initiative, religious education and Family Life programs.

Staff will be oriented on OH&S requirements and we will be compliant in all areas. Work with our District and Parish to promote caring behaviors and active citizenship through service projects that encourage “a hand up” instead of “a hand out” and that assist in developing an attitude of alms-giving.

Regular OH&S inspections will take place along with playground inspections. Focus on Character virtues and service projects through CCC with a focus on alms-giving and ensuring the District Religious Education and Family Life curriculum are delivered.



DISTRICT VISION STATEMENT: EXCELLENCE IN TEACHING AND LEARNING

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

PROVINCIAL GOAL ONE: An Excellent Start to Learning


LOCAL OUTCOME 1.1: Preschool children receive appropriate programming.

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

We have 77 Kindergarten students registered at St. Maria Goretti. All students enrolled in this program will follow the provincially mandated program. We have three very dedicated Kindergarten Teachers and two assistants who work hard to program for the Kindergarten students and vary their program according to the individual needs of each child. Parental input is sought at the beginning of the year conferences and volunteer opportunities are available to parents to help with field trips, memory books, letter and number recognition, craft days, etc.


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

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

All students enrolled in Kindergarten last year completed the program. Kindergarten children identified with special learning needs will receive early intervention assistance through Renfrew, from the Kindergarten teacher and Kindergarten assistant. A welcome to Kindergarten was held at the Kindergarten Orientation meeting in May where 90% of parents were in attendance.


PROVINCIAL GOAL TWO: Success for Every Student

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 2.1:

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


Students demonstrate proficiency in literacy and numeracy.

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

Student Learning Achievement (K-9)

(Percentage) October 2015 Evaluation

Current Measures Current Result

Prev Year

Result

Prev. 3-yr

Average Achievement Improvement Overall

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

Provincial Achievement Tests (School).

92.2 89.8 89 Very High Maintained Excellent


Provincial Achievement Tests (District).

75.3 75.5 76.6 Intermediate Declined

Significantly Issue


Provincial Achievement Tests (Province).

73.0 73.1 73.9 Intermediate Declined

Significantly Issue

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


24 34.8 34.1 High Declined Acceptable



20.1 19.9 20.7 High Maintained Good



18.8 18.4 18.9 Intermediate Maintained Acceptable

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

*This form of reporting accounts for all students enrolled at a grade level. For example, the number of students in the cohort is determined as the total of number of students who write, the number of students who are absent, and the number of students who are excused from writing by the Superintendent for valid reasons as determined by Alberta Education (because participation would be harmful to the student or the


student could not respond to the test instrument). When the percentage of students meeting Standards is calculated, students who are absent or excused are considered to have not demonstrated the Acceptable Standard for a given achievement test as their achievement is not known.

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

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

Provincial Achievement Tests

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

PAT Results – By Number Writing 2015 2012-2014 Average

Acceptable Excellence Acceptable Excellence

Grade 6

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

English Language Arts 6 School 98 16 98.0 33.0

CCSD 95.2 23.9 95.8 22.8

Prov. 91.4 21.5 90.9 19.0

French Language Arts 6 School NA NA NA NA

CCSD 87.7 14.3 93.6 21.9

Prov. 89.7 13.9 90.7 16.8

Mathematics 6 School 95.9 16.3 94.5 35

CCSD 87.2 17.4 87.7 20.8

Prov. 80.7 15.5 81.2 17.8

Science 6 School 98 38 96.5 45

CCSD 89.9 30.6 90.7 32.3

Prov. 84.6 28.1 85.0 29.0

Social Studies 6 School 94 32 90 33

CCSD 85.1 21.3 87.0 23.7

Prov. 77.7 20.1 80.0 20.4

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

Comment on Results for Provincial Outcome 2.2: Students demonstrate proficiency in literacy and numeracy. (Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

Our students are performing above the provincial average in both literacy and numeracy. We will complete our analysis and set priorities for instruction.


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

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA Overall teacher, parent, and student agreement that students model the characteristics of active

citizenship. (Required Provincial Accountability Measure)

CURRENT MEASURES: Citizenship


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 90.2 85.9 84.6 Very High Improved Excellent

CCSD 84.8 85.2 84.2 Very High Improved Excellent

Province 83.5 83.4 83.1 Very High Improved Significantly Excellent

Performance Measure For AERR

Results (in percentages) Target

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


School 93 90.9 77.1 85.9 90.2 92

CCSD 83.4 83.7 83.7 85.2 84.8

Province 81.9 82.5 83.4 83.4 83.5


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

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

CURRENT MEASURES: Work Preparation


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 76.3 77.4 77.2 Intermediate Maintained Acceptable


Province 82.0 81.2 80.4 High Improved Significantly Good


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

Overall (required

) 2011 2012 2013 2014 2015 2016

School 76.3 80.6 73.6 77.4 76.3 80

CCSD 78.5 77.9 76.8 79.5 78.5 82.0

Province 80.1 79.7 80.3 81.2 82.0



Comment on Results for Provincial Outcome 2.3 (Students demonstrate citizenship and entrepreneurship.) (Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

The staff of St. Maria Goretti School work hard to ensure that children are prepared for the future by striving to meet the needs of all learners through differentiation, use of technology, involving children in service and working to instill a love for learning so that children will be successful now and in the future. Our goal is to work with parents in our community to provide the tools necessary for children so they develop into responsible adults who contribute to society in a positive way. Recently, we have made significant improvements to our Learning Commons to ensure students have access to technology through the use of I-Pads, Chrome books and Maker materials (so that students can tinker, play and explore through coding and video). Also, we have included robotics and lego to ensure that they are being challenged to solve problems creatively and develop a sense of entrepreneurship.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 2.4: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.

(FNMI data is published only when there is a sufficient population of FNMI students (more than 6 students).

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

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

Student Learning Achievement (K-9)

(Percentages) October 2015 Evaluation

Current Measures Current Result

Prev Year

Result

Prev 3-Yr

Average Achievement Improvement Overall

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


NA NA NA n/a n/a n/a



52.4 50.1 54.4 Very Low Maintained Concern




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


NA NA NA n/a n/a n/a






6.5 5.8 5.9 Very Low Improved Issue

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


Comment on Results for Provincial Outcome 2.4: (The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.) (Contextual information, factors affecting performance, analysis of results). Indicate whether the target was achieved, factors that influenced the

results, actions taken to improve results to date and in the future. If results on Accountability Pillar measures have an improvement evaluation of “Improved” or “Improved significantly,” identify the strategies or actions taken by the authority (or schools) that may have contributed to this improvement.

We have 3 FNMI students at St. Maria Goretti School. We will continue to work to enhance their program so that they are engaged in learning, have opportunities for service learning and citizenship while respecting the unique nature of their culture and heritage.





PROVINCIAL DESIRED OUTCOME ONE: Every student is successful.

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

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

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

Initiatives/Projects: Strategies: Measure: We have over 80 ELL students in our school. We want to help them and all students with reading by using the Razz Kids program Identify students with literacy concerns through benchmark testing and plan program modifications to address their needs. Students will complete educational outcomes identified in the Alberta Program of Studies.

Inservice all staff on Razz Kids software Using a Literacy assessment tool (Fountas and Pinnell) teachers will measure a student’s reading level at the beginning and end of the school year. DLT teachers will work with staff by providing professional development in the areas of literacy, particularly in the area of differentiating to meet all children’s needs. All teachers will have access to the Alberta Program of Studies and approved resources needed to deliver programs effectively so students meet identified outcomes.

Literacy Reading Assessment Benchmarks completed at the beginning and end of school year. Teachers have access to reading software programs to promote, encourage and improve reading performance Teachers will administer Fountas and Pinnell reading assessment and make adjustments in programming for individual students. Fountas and Pinnell reading assessment resources will be used to identify and record individual student reading levels. These will be recorded in our Literacy Assessment Portfolio. All teachers will be provided with access to the Alberta Program of Studies and District resources for planning.


Use of Provincial Achievement Test to identify areas of strength and concern in reading, writing and Math. Use of technology to meet the needs of the 21st century learners and prepare students for work related technology.

SRT will be active and meet regularly to help identify ways that assist teachers in meeting student’s needs. Use Mathletics as a pilot project in certain classes to determine effectiveness of program. Focus on the requirements for basic facts at each grade level.

DLT’s will provide clinical and small group support to identified ELL, coded and struggling students on a priority basis. Professional development will be provided for teachers by DLT’s and District personnel. Review achievement tests and identify strengths, concerns and set goals. All classes will have smart boards and accessibility to I-Pads and Chromebooks that teachers use to help meet student’s needs. Identification of students who are struggling and SRT meetings to discuss strategies to support children. Meet with Math consultant and set up PD sessions to assist teachers in implementing the mathletics program and present to teachers the requirements for teaching basic facts in math.

Number of clinics and small group sessions provided for students in need of assistance. Number of PD opportunities at Staff meetings, Lunch and Learns and PD Days. Analyze each test and set priorities for planning and PD for staff. Introduce Mathletics Math program for Grades 1, 4 and 6 students. Ensure all classes are equipped with smart boards and projectors. Number of students identified and strategies to meet individual student needs. Achievement Test results



PROVINCIAL GOAL THREE: Quality Teaching and School Leadership


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

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

CURRENT MEASURES: Program of Studies


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 93 93.2 93.6 Very High Maintained Excellent

CCSD 82.8 83.8 82.8 Very High Maintained Excellent

Province 81.3 81.3 81.2 High Maintained Good


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


School 94.2 86.6 89.2 93.2 93 95

CCSD 82.3 82.1 82.5 83.8 82.8

Province 80.9 80.7 81.5 81.3 81.3


Comment on Results for Provincial Outcome 3.1 (Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.) (Contextual information, factors affecting performance,

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

Teachers at St. Maria Goretti School follow the Alberta Program of Studies as a guide so that children are learning what they are supposed to. The teachers go beyond this and differentiate instruction to meet the needs of all students. We have a strong focus on providing feedback to children to assist them in learning effectively along with the importance of varied assessment. Also, students have the opportunity to be involved in a wide variety of extra-curricular activities including Drama Club, Choir, Recycling, Basketball, Floor Hockey, Patrols, Dance Club, Italian, Carnevale, Skipping and others.





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

PROVINCIAL SPECIFIC OUTCOME 2.1: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.

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

Initiatives/Projects: Strategies: Measure: Work closely with Staff and the various committees that exist as part of the School to enhance learning. Work closely with parents and communicate with them about their child’s progress and about school events. Provide appropriate feedback for students that allows them to progress academically, socially and spiritually Provide a safe and caring environment at school where students feel comfortable asking questions about their work

Support, guide and encourage activities that Staff are involved in from Professional Development to Growth Plans and evaluation documents, CCC, technology, assessment that allow teachers to learn to better assist students. Use agendas, Twitter and e-mail as a communication tool and hold parent teacher conferences to communicate about children’s progress. Promote open communication as a school. Make beginning of the year phone calls to welcome each child and provide a monthly newsletter.

Teachers will focus on assessment for learning and provide prescriptive feedback for students so they know where and how to improve their work.

Create a Catholic Community of Caring Plan that focuses on respect, service, responsibility, trust, caring, faith and family. All staff will be encouraged to be Christ like role models for

Feedback from parents through parent survey and AERR. Listen to feedback at School Council meetings and other parent feedback regarding the use of the agenda, beginning of year phone calls, newsletters and interviews along with results from Parent survey and AERR. Feedback from students and parents. AERR and Parent survey results along with feedback from parents and students.


Encourage all staff to be Christ like role models for children. Support the development of positive learning environments for all students so that we build confidence in students and see visibly their growth. Run an active School Resource Team that focuses on assisting students who are struggling.

children in all situations. This will be monitored. Work with staff on professional development and focus on differentiating to meet individual student needs, providing effective feedback so that confidence grows and learning is visible. Meet monthly to discuss ways to assist students who are struggling academically, socially or behaviorally.

AERR and Parent Survey results Feedback from staff regarding PD opportunities that are in the best interest of assisting children. Feedback from teachers to see if strategies are working to assist students academically, social and behaviorally

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

PROVINCIAL SPECIFIC OUTCOME 4.1: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.

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

2015-2016 School Goal(s): Continue to work on improving instruction and achievement for FNMI students.

Initiatives/Projects: Strategies: Measure: Recognize Canada’s National Aboriginal Day – June 21 Ensure FNMI students are engaged in learning

Differentiate instruction based on interest and level for FNMI students. Use culturally relevant materials when possible. Access the First Nations team for students and families. Provide opportunities for service learning.

AERR report and Parent Satisfaction survey. Access First Nations team to assist in PD for First Nations students so that culturally relevant materials are available for programming. Number of opportunities for service learning

Documents

SCHOOL EDUCATION PLAN (2015-2016 2017-2018) St. Maria ... · AERR: 2014-2015 and THREE-YEAR EDUCATION PLAN 2015-2016 – 2017-2018 Page 1 ANNUAL EDUCATION RESULTS REPORT 2014-2015