SCHOOL EDUCATION PLAN (2017-2018 2019-2020) … EDUCATION PLAN (2017-2018 – 2019-2020) Monsignor Neville ... of staff and students through participation in prayer and ... day for

AERR: 2016-2017 and THREE-YEAR EDUCATION PLAN 2017-2018 – 2019-2020 Page 1

ANNUAL EDUCATION RESULTS REPORT 2016-2017 and

SCHOOL EDUCATION PLAN (2017-2018 – 2019-2020)

Monsignor Neville Anderson School

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

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

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

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

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

THE SCHOOL’S VISION/MISSION STATEMENT

The aim of Monsignor Neville Anderson School is to promote the development of the “whole

child”. By fostering their spiritual, intellectual, social, emotional and physical dimensions, students

are assisted towards developing a Christian personality and character. In partnership with home and

church, Monsignor Neville Anderson School strives to develop in students the necessary attitudes,

skills, knowledge and values that will enable them to function as Catholic citizens in our rapidly

changing society.

1. Catholic gospel values are evident, operative and celebrated. 2. The teaching and learning

environment is positive, safe and caring. 3. The diversity of all learners is accepted, facilitated and

celebrated. 4. Leadership is shared within a collaborative environment. 5. Risk‐taking and

innovation are valued and supported by current research to promote best practice. 6. Students are

facilitated and challenged to reach their individual academic potential. 7. Healthy active lifestyles

are promoted and practiced.

SCHOOL COUNCIL INVOLVEMENT

School Goals and issues are discussed regularly with School Council and the executive. The

document will be shared with the School Council and feedback will be gathered to help with

implementation of any changes and goals for subsequent years



ANNUAL EDUCATION RESULTS REPORT 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 DESIRED OUTCOME ONE: Catholicity is enhanced and supported within the district.

ANNUAL EDUCATION RESULTS REPORTING for:

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

receiving and giving mercy and engaging in the works of mercy.

Performance Measure For AERR Number of projects

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

6

Comment on Results for Local Outcome 1.1 (The school models the social teachings of the Catholic church by both receiving and giving mercy and engaging in the works of mercy.)

Projects included: Collections for the Terry Fox Foundation, St. Vincent de Paul food drives, Christmas Hampers for families, Christmas Candy Grams, Valentine Candy grams

The grade 5 Religion Achievement results for 2016/17were very good. The school and staff will focus on promoting ‘Ask and it will be given you”, with the students and the school community. We will continue to work on our Catholic Community of Caring initiative with buddy groups to focus on cooperative games. We are working hard to continue to build a strong relationship with Ascension Church and we have several initiatives in place that will continue during the 2017/18 school year. We will continue to have regular visits from a sister from the FCJ center to speak about our religious theme to our students this year.


LOCAL OUTCOME 1.2: The school fosters faith formation of staff by increasing knowledge,

understanding and practice of the faith.

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

Our staff will have a p.d. day with a Sister from the FCJ center to concentrate on our “Ask and it will be given you theme”. The staff will be able to participate in a weekly staff prayer on Tuesday mornings. Actively participate in faith journey through reflection and prayer. Delivery of quality religious education program with a focus on prayer The staff will plan and participate in a Faith Day for staff and students at our school. Faith formation will be part of our monthly staff meetings.



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

understanding and practice of the faith.

Performance Measure For AERR Results (in percentages)

Percentage of parents/legal guardians who agree and strongly agree with the following statement from 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.)

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

2016 2017

Target

2018

Statement #1

School 91.7 90.9 92.0

District 91.6 91.4 91.5

Statement #2

School 91.7 90.9 92.0

District 91.0 91.2 91.3

Statement #3

School n/a 81.8 83.0

District n/a 85.8 85.9

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

1. To model and actively participate in our Catholic faith through visible signs of our faith including a prayer corner, bulletin board displays and a crucifix

2. Build enthusiasm for liturgical participation and hymn sing 3. School Wide Faith day for students 4. FCJ sister present our theme to students during liturgical seasons: Advent, Lent, Easter etc. 5. Daily Prayer 6. Environmental Stewardship 7. Sacramental Support and Recognition 8. Parish Connection


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

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



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

2016 2017

Target

2018

School 91.7 90.9 92.0

District 92.6 92.3 92.4

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

It is important to note that we had a small number of respondents this year (11 responses) it was still

significantly limited and as a result we feel that the data may not be representative of the school


population and is statistically invalid.



DISTRICT VISION STATEMENT: FAITH

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

LOCAL OUTCOME ONE:

Catholicity is enhanced and supported within the district.

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

The Catholic Community of Caring plan is embedded in this section and focuses on the 2017-2018 faith theme, “Ask, and it will be given you.” Include how your school will engage in the theme by focusing on how we as servants of God are always called to discern His will, and through prayer we develop a closer relationship with Him who loves us.

Continue to promote mercy and justice through social justice initiatives—corporal and spiritual works of mercy and Catholic social teachings and by permeating these teachings throughout the curriculum.

Continue to foster faith formation of staff and students through participation in prayer and liturgy, professional learning, retreats, pilgrimages and other formation activities.

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

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

2017-2018 School Outcome(s):

Initiatives/Projects: Strategies: Measure:

• Continue to actively promote

and participate in Social Justice

Activities that model the

teachings of the Catholic

Church.

Food Bank, Christmas

Hampers, Socks for the

homeless, funds for

purchasing a cow for

another community in

Africa

Involve students in

community Justice:

such as: Terry Fox

Run, St. Vincent de

Paul, Christmas

hampers/Angel Tree

Increased participation in

school based projects –

number and quality of service

projects as documented on the

Increased participation

in school based projects

– number and quality of

service projects as

documented on the

“Contributors to

Society” survey in May,

2016

Participation rate in

CCC

• Donations: Amount of

money/items raised

• Student Engagement in

activities

• Accountability results

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


indicating satisfaction of social

justice and active citizenship.

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

2017-2018 School Outcome(s): The school fosters faith formation of staff and school leaders by increasing knowledge, understanding and practice of faith.


“Ask and it will be

given you” (District

Theme)

Visits from Sister M

from the FCJ center

3 minute retreats or

staff prayer every

Tuesday

Liturgies and Prayers at

P.D. sessions and staff

meetings

Have a school faith theme

day for students and

teachers

Sister M will visit with

the teachers and

students quarterly to

discuss the topic of


given you”

Every Tuesday staff

get to together for

reflection or prayer for

the week

At the beginning of

each meeting and p.d

session we either have

a prayer or small

liturgy.

Feedback from staff

members

Feedback from staff

members

Feedback from staff

members

Feedback from staff

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

2017-2018 School Outcome(s): The school fosters faith formation of students by increasing knowledge, understanding and practice of faith.



given you” (District

Theme)

Visits from Sister M

from the FCJ center

Have a school faith theme

day for students and

teachers

Sister M will visit with

the students and

students quarterly to

discuss the topic of

Feedback from students

and parents


and parents.


Morning Prayer, lunch

prayer and Dismissal

prayer

Model and actively

participate in our

Catholic Faith


given you”

On a daily basis

students will pray in

their classrooms and

school wide over

announcements

Ensure that each

classroom has visible

signs of our faith

including a prayer

corner, bulletin board

displays and a crucifix


and parents

Greater number of

students receiving

sacraments

Greater family

engagement and

attendance at Church

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.

2017-2018 School Outcome(s): The school builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.


School Nurse

Our School Survey

Work closely with the

school nurse to access

mental health resources

Invite the school nurse

to Parent-Teacher

Conference evenings to

network with parents

and provide additional

information on mental

health issues

Work with school

nurse to incorporate

Comprehensive School

Health Ideas for our

school

Survey all grade 4, 5, 6

students in November

Parent interest and

feedback

Student, Parent and

Teacher feedback

Healthier Student

lunches

Analysis of student data

to determine needs


PATHS – Promoting

Alternative Thinking

Strategies

The PATHS® curriculum is a

comprehensive program for

promoting emotional and social

competencies and reducing

aggression and behavior

problems in elementary school-

aged children while

simultaneously enhancing the

educational process in the

classroom.

Champions

Community of Caring

Buddy Groups

We are piloting the

PATHS program at our

school this year.

We will start in

October, teaching in

our health classes.

K-3 – will have the

PATH student of the

day

Staff Star of the week

for each staff member

Plan to make sure each

child has an Adult that

they can speak with at

school

Ensure each child feels

welcomed and special

at our school

Our classes each have

a buddy to meet with

twice a month to

participate in

cooperative games

We conducted a pre-test

using teachers about

students and we will

conduct a post test in

May to see how we are

progressing

Student, Staff and

Parental input and

feedback

Student, Staff and

Parent feedback

Student, Staff and

Parent feedback



DISTRICT VISION STATEMENT: RELATIONSHIPS

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

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

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

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

CURRENT MEASURES: Safe and Caring

3 Year Plan

Current Result 2017 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation

Achievement Improvement Overall

School 88.9 89.7 88.6 Very High Maintained Excellent

CCSD 89.3 89.7 89.5 Very High Maintained Excellent

Province 89.5 89.5 89.3 Very High Improved Significantly Excellent

Performance Measure For AERR Results (in percentages) Target

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

Overall (required) 2013 2014 2015 2016 2017 2018

School 88.1 88.6 88.1 89.3 88.9 90.0

CCSD 88.9 89.8 89.1 89.7 89.3 89.5

Province 89.0 89.1 89.2 89.5 89.5

* Data provided by Alberta Education October 2017.

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

The overall results are excellent. We will continue to create a safe and caring school

environment for all students with focus on “PATHS” for social/emotional regulation. The

infusion of our faith theme, “Ask and it will be given you”. Our buddy groups will focus on

caring for each other as a community. Champions will provide the one person each child needs to

feel secure and safe at our school.

ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 3.1:

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


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

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

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

CURRENT MEASURES: Parental Involvement

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation



CCSD 79.6 79.7 79.8 High Maintained Good

Province 81.2 80.9 80.7 High Improved Significantly Good


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


School 83.0 87.7 87.5 91.9 90.9 92.0

CCSD 80.5 80.1 79.6 79.7 79.6 81.2

Province 80.3 80.6 80.7 80.9 81.2


Overall percentage of teachers, parents, and students indicating that their school and schools in their jurisdiction have improved or stayed the same in the last three years. (Required Provincial Accountability Measure)

CURRENT MEASURES: School Improvement

3 Year Plan Current Result 2017 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation



CCSD 80.0 79.7 79.4 High Improved Good


ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 5.1:

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



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


School 67.5 78.3 74.3 89.0 80.8 82.0

CCSD 78.7 79.4 79.1 79.7 80.0 81.4

Province 80.6 79.8 79.6 81.2 81.4


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






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


School 92.8 87.5 91.4 93.7 91.4 93.0

CCSD 89.3 89.8 89.2 89.8 89.7 90.1

Province 89.8 89.2 89.5 90.1 90.1



ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 5.2: The school strengthens engagement with parents/legal guardians and the parental role in decision-making.



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

2016 2017 Target 2018

School 91.9 90.9 92.0

District 90.2 90.3 90.4

Comment on Results for Local Outcome 5.2 (The school strengthens engagement with parents/legal guardians and the parental role in decision-making.)

At Monsignor Neville Anderson, we believe that student success is secured when all team

members are working toward success for all students; parents are an integral member of the

learning team. Our focus continues to be on building partnership with stakeholders in order to

ensure that the students are able to access all that they may need to be successful in their learning.

We feel that our AERR result indicates improvement again this year due to our continued

commitment to this. For the 2017-18 school year our teachers committed to continue with greater

communication through Google Classroom, Google Sites, Remind App, use of agendas, phone

calls, emails and conferences. Administration also incorporated more consistent use of social

media –specifically Facebook and twitter, updated school website, email communication, School

Council meetings and PATHs think sheets to assist with communicating with our parent

community. Collaboration and partnership on goal setting continues to be completed through

various documents including progress reports, parent- teacher conferences, Learner Support Plans

and Learner profiles. Teachers are MNA are also great partners with the district team in that they

work collaboratively with IS consultants and supervisors.



DISTRICT VISION STATEMENT: RELATIONSHIPS

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

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

2017-2018 School Outcome(s): Students are supported in a respectful, caring and faith-

filled environment.


Championing Initiative

Community of Caring

Buddy Groups

PATHS

(social/emotional

regulation)

School Connects &

School Website

We will be doing a speed dating type style of students being introduced to staff.

Students will have the opportunity to select a staff member who they feel they have a connection or some commonalities with

We will meet every week with our champion group for fun activities or discussions

Buddy groups meet twice a month to work on Cooperative games together

Teach PATHs through our Health & Religion Curriculum

Provide information

opportunity for

feedback and to

provide timely e-mail

reminders to parents

and students

Feedback from students, staff and parents



Results from think papers, less behavior problems at the office


LOCAL OUTCOME 3.2: The district optimizes resources to meet the diverse learning

PROVINCIAL OUTCOME THREE:

Alberta’s education system is inclusive.


needs of all students.

2017-2018 School Outcome(s): The school optimizes resources to meet the diverse

learning needs of all students.


Use of technology to assist students and staff

Instructional Services

Use of Tumble Books

Chrome Books

Robots

Ipads

Prodigy

E resources through destiny

Mathletics

Smartboards

Document Cameras

Little Bits

LLI Reading

Guided Reading books

IMC resources

We call upon the many resources in Instructional services to assist our diverse learning needs of the students in our population.

Feedback from students and staff

Results for PAT’s, Our School Survey etc.

Feedback from staff and parents


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

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

LOCAL OUTCOME 5.2: All district stakeholders have confidence that the district is well governed and managed.

2017-2018 School Outcome(s): Parents/legal guardians have confidence that the school

is well managed.


Maintain a safe and caring learning environment

Daily Physical Activity (DPA)

Occupational Health and Safety (OH&S)

School patrols

Traffic patrol

Security

Catholic Community of Caring work

Focus on district theme “Ask and it shall be given you”

Continuation of PATHs think paper

Build teacher repertoire of DPA activities to be used in the classroom/gym/outside

Include DPA in one staff meeting/per month

Focus on DPA during at least one Professional Development Day Ensure orientations, room inspections, lockdown drills and fire drills follow OH&S regulations

Effective training, regular meetings

Visible presence outside (in the front and side of the school) by administration team before and after school to monitor traffic and promote safety over convenience

Work closely with bylaw officer and traffic officer to promote safety over convenience

Collaborate with all staff to ensure doors are closed and locked

Visitors required to enter

Observations

Number of students completing think papers

Informal observation as to the amount of DPA occurring in the school

Feedback from teachers

Audit results

Paperwork complete and up to date

Marks and feedback provided by the Patrol Officer

Community feedback

Community Feedback

Flow of traffic

Number of people using the crosswalk


through the front door, sign in and wear identification

Visitors wearing identification



DISTRICT VISION STATEMENT: EXCELLENCE IN TEACHING AND LEARNING

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

PROVINCIAL OUTCOME ONE: Alberta’s students are successful.

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

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

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

Student Learning Achievement (K-9)

(Percentage) October 2017 Evaluation

Current Measures Current Result

Prev Year

Result

Prev. 3-yr

Average Achievement Improvement Overall

Overall percentage of students in Grade 6 who achieved the acceptable standard on

Provincial Achievement Tests (School).

83.7 82.6 81.9 High Maintained Good

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

Provincial Achievement Tests (District).

75.7 76.8 75.8 Intermediate Maintained Acceptable

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

Provincial Achievement Tests (Province).

73.4 73.6 73.2 Intermediate Maintained Acceptable

Overall percentage of students in Grade 6 who achieved the standard of excellence on

Provincial Achievement Tests (School).


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

Provincial Achievement Tests (District).


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

Provincial Achievement Tests (Province).

19.5 19.4 18.8 Intermediate Improved

Significantly Good


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

*This form of reporting accounts for all students enrolled at a grade level. For example, the number of students in the cohort is determined as the total of number of students who write, the number of students who are absent, and the number of students who are excused from writing by the Superintendent for valid reasons as determined by Alberta Education (because participation would be harmful to the student or the student could not respond to the test instrument). When the percentage of students meeting Standards is calculated, students who are absent or excused are considered to have not demonstrated the Acceptable Standard for a given achievement test as their achievement is not known.

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

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 2017 2014-2016 Average

Acceptable Excellence Acceptable Excellence

Grade 6

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

English Language Arts 6 School 97.5 27.5 100.0 33.3

CCSD 95.4 25.0 95.5 24.2

Prov. 91.5 20.9 91.1 21.2

French Language Arts 6 School

CCSD 96.7 15.9 91.9 20.2

Prov. 88.5 14.0 89.8 14.8

Mathematics 6 School 87.8 12.2 86.7 3.3

CCSD 83.8 15.5 87.3 18.2

Prov. 76.7 13.9 80.4 16.0

Science 6 School 95.2 40.5 96.6 37.9

CCSD 90.3 37.0 90.2 31.8

Prov. 85.7 32.3 84.9 28.5

Social Studies 6 School 97.5 27.5 86.2 13.8

CCSD 88.5 27.3 86.0 23.6

Prov. 81.0 24.1 78.5 21.0

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


Overall teacher, parent and student agreement that students model the characteristics of active citizenship. (Required Provincial Accountability Measure)

CURRENT MEASURES: Citizenship


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 80.6 85.3 81.5 High Maintained Good

CCSD 84.4 84.8 85.0 Very High Declined Good

Province 83.7 83.9 83.6 Very High Maintained 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 80.0 80.5 78.7 85.3 80.6 84.0

CCSD 83.7 85.2 84.8 84.8 84.4 84.5

Province 83.4 83.4 83.5 83.9 83.7


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 75.0 87.5 86.4 Intermediate Declined Issue

CCSD 80.6 79.7 79.2 High Improved Good

Province 82.7 82.6 81.9 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.


School 63.4 81.3 90.6 87.5 75.0 78.0

CCSD 76.8 79.5 78.5 79.7 80.6 82.7

Province 80.3 81.2 82.0 82.6 82.7


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


Comment on Results for School Outcomes: Literacy and numeracy is focused on as a means to achieve success for all students. We are doing very well in Language Arts at our school. We are above the District and Province averages for Acceptable and Excellence. In Math, we about the District and the Province in Acceptable and slightly lower that the District in Excellence. Literacy and Numeracy are extremely important in our school and we are working on my initiatives on your school to always improve.


PROVINCIAL DESIRED OUTCOME TWO: 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 2017 Evaluation

Current Measures Current Result

Prev Year

Result

Prev 3-Yr

Average Achievement Improvement Overall

Overall percentage of self-identified FNMI students in Grade 6 who achieved the acceptable standard

on Provincial Achievement Tests (School).

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

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

54.6 60.7 54.8 Very Low Maintained Concern

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


Overall percentage of self-identified FNMI students in Grade 6 who achieved the standard of excellence on Provincial Achievement Tests (School).

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

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


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

6.7 6.3 6.3 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.

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


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

We did not have any FNMI students in our grade six classes last year.


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

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME FOUR:

Alberta has excellent teachers, school and school authority leaders.

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

CURRENT MEASURES: Program of Studies


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation






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 72.0 84.1 86.2 82.5 83.4 85.0

CCSD 82.5 83.8 82.8 82.4 82.8 82.9

Province 81.5 81.3 81.3 81.9 81.9


Comment on Results for Provincial Outcome Four (Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.)

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

As a staff we will look at last year’s school plan to decide how we should proceed with this year. After collaboration with Parents and Staff a plan is prepared with all of our data. After it is prepared we will look at it again and see what we need to add throughout the year. We know it is a living document that can be updated and changed. Our current results will guide and lead us to what we need to improve on and maintain the same.





PROVINCIAL OUTCOME ONE: Alberta’s students are successful.

2017-2018 School Outcome(s): Focusing on literacy and numeracy is a means to achieve success for all students.


Describe your literacy focus.

Guided Reading

LLI

Tumble books

Daily 5

Literacy Centers

Google read & write

Empowering Writers (Barbara Mariconda)

e.g., OurSCHOOL Survey

PATs

Student Reading levels rising

Describe your numeracy focus.

Our students will use performance assessments to…

MIPI

Mathletics

Prodigy

e.g., OurSCHOOL Survey

PATs

Math levels of students will rise





PROVINCIAL OUTCOME TWO: The systemic education achievement gap between First Nations, Métis and Inuit

students and all other students is eliminated.

2017-2018 School Outcome(s): All students, teachers and school leaders will learn about First Nations, Métis and Inuit perspectives and experiences, treaties, and the history and legacy of residential schools.


Recognize Canada’s National Aboriginal Day – June 21

Recognize Orange Shirt Day - September 30

We will be having an

Aboriginal Singer and

songwriter come to

perform at our school on

this day

We will also have a few

events in school that will

lead up to Aboriginal day

We wore Orange shirts to

recognize the students who

attended these schools.

Feedback from students,

staff and parents

Feedback from students,

staff and parents.


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

2017-2018 School Outcome(s): A cohesive professional development plan is established.


Empowering Writing

Literacy

Numeracy

Community of Caring

Learning Commons

Our teaching staff will be

using PLC’s to learn the

Empowering Writing

Program for Elementary.

This is a year-long project.

It will also occur on

Professional Development

Days and staff meetings

Daily 5, Guided

Reading, Literacy

Centers and LLI

Our Diverse Learning team

will introduce teachers to

new numeracy strategies

during Professional

Development Days and

staff meetings

Continual learning sessions

of Mathletics & Prodigy

Use of MIPI this year

The Catholic Community

of Caring team will

integrate the 7 Habits of

Happy Kids into buddy

group activities and social

justice projects

Use Maker Space to use

with students in the

Learning Commons

Build teacher and parent

involvement

Teacher feedback and

participation

Student results

Teacher/Parent

feedback

Teacher feedback and

participation

Teacher and student

feedback

Increase in usage of

Learning Commons space

and resources

Parent involvement and

feedback


PATHS

Champions

Implement this in our

health classes

Common language

throughout the school

on Social/Emotional

Regulation

Plan to make sure each

child has an Adult that

they can speak with at

school

Ensure each child feels

welcomed and special at our

school

Student, Teacher and

Parent Feedback

Number of incidents or

behavior problems

coming to the office.

Student, Teacher &

Parent Feedback

Documents

SCHOOL EDUCATION PLAN (2017-2018 2019-2020) … EDUCATION PLAN (2017-2018 – 2019-2020) Monsignor Neville ... of staff and students through participation in prayer and ... day for