three-year education plan & aerr: 2011/2012 – 2013/2014 us/3b… · three-year education plan...

THREE-YEAR EDUCATION PLAN 2014-2015 – 2016-2017 and AERR: 2013-2014

Elementary

SCHOOL EDUCATION PLAN (2014-2015 – 2016-2017) and

ANNUAL EDUCATION RESULTS REPORT 2013-2014

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

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.

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

Some guiding questions are:

What are you as a school currently doing to empower every student to become an engaged thinker, and ethical citizen with an entrepreneurial spirit?

How can you build on what you as a school are currently doing to empower every student to be an engaged thinker, and ethical citizen with an entrepreneurial spirit? What do you need to do more of? What do you need to do less of?

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

Have strategies been developed to address engaging all students for success at the school?

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

What action plans will support Literacy Connections = success for all students?

What learnings can be included based on the 2014-15 district focus books: o The Hidden Power of Kindness by Lawrence G. Lovasik o Visible Learning and the Science of How We Learn by John Hattie and Gregory

Yates o Student-Centered Leadership by Viviane Robinson o Ten Things that Matter from Assessment to Grading by Tom Schimmer


THE SCHOOL’S VISION/MISSION STATEMENT

Saint Sebastian School is a Christ-centred community, dedicated to the virtues of love, service and commitment, like our patron. All members are encouraged to reach their full potential in the academic pursuit of knowledge and truth, with the understanding that we are all called to stewardship.

SCHOOL COUNCIL INVOLVEMENT

Describe how the School Council was involved in the updating of the plan.

School Council will be provided the opportunity in the development stages and throughout the year, for input and review about all aspects of the school plan. The Saint Sebastian School Plan will also be available on the school’s website.


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 Monitoring Report E-3: Contributors to Society

6

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

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

St. Sebastian School supported the Terry Fox Society, the Inn from the Cold, the Mustard Seed, Free the Children and St. Vincent de Paul Society. Students are encouraged to become involved in service projects through Lenten and Advent projects as well as through We Day. Social justice activities are integral to our school activities.


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.

2013 2014

School 99% 100%

District 96.6% 93.9%

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 students performed very well on the Gr. 5 District assessment – scoring above the district in all areas. St. Sebastian has a very strong Community of Caring group who plan activities throughout the year to ensure a consistent message is shared with students and their families.


THREE YEAR EDUCATION PLANNING for:

LOCAL GOAL ONE: Enhance and support Catholicity within the district.

The Catholic Community of Caring plan is embedded in this section and focuses on “Love Kindness”, the 2014-2015 part of the three year faith theme, “Do Justice, Love Kindness, Walk Humbly with God.” Include how your school will:

Build “Love Kindness” by focusing on the hallmarks of kindness within our faith – mercy, forgiveness, generosity, encouragement, consideration for others and giving without expecting anything in return-- and promoting the simple rules provided on page 12 of the book The Hidden Power of Kindness.

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

Continue to build resiliency through 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 promoting justice and loving kindness.

2014-2015 School Goal(s): St. Sebastian School will promote the teachings of the Catholic church through Social Justice activities, promoting faith permeation, participating in community building activities and promoting the district faith theme of Love Kindness.

Initiatives/Projects: Strategies: Measure:

Social Justice Activities

Faith Permeation

We Day

We Day follow up – global and local initiative

Terry Fox Run

Poppy Popcorn

Quilts for Veterans project

St. Vincent de Paul Food Drives

Encourage planned student driven social justice activities

Lenten Project

Children prepare and read prayers over the intercom

“Gem” project – recognizing students for acts of kindness

Hymn sing

Work collaboratively with parish to prepare students for sacraments

Opening and closing school masses to be held at the church

Participation in liturgies throughout the year

Staff attendance at the District Opening Mass and Faith Day

Number of students attending We day

Amount of funds raised for various charities

Student and parent feedback on projects

Parent satisfaction surveys

Number of students receiving sacraments

Number of rewards achieved through gem program

Student participation in masses and liturgies

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


Big Family Groups

Support the district theme of Love Kindness

Classes take turns preparing and presenting the liturgies and celebrations

Big Family groups to meet five times per year

Focus on the S4 cornerstones

Attend and sit as a staff at Faith Day

Look for opportunities to celebrate Love Kindness activities within the building.

Student behaviour during BFG’s

Student feedback regarding BFG activities

Number of projects completed and shared

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.

2014-2015 School Goal(s): St. Sebastian School will implement the Start Smart Stay Safe program.


Start Smart Stay Safe

Staff Education

Classroom S4 lessons • Parent connection to S4 lessons • Classroom visits from Cst. Mattice • Parent education classes • School wide team building • Sharing on-line resources with parents • Focus on Significance, Self- Awareness, Success and Service S4 as a standing item on staff meeting agenda PD around the topic of resiliency with staff

Number of classroom visits with constable

Attendance at parent participation night

Review of the Resiliency Indicator Framework

Staff feedback on comfort level

Staff participation in resiliency discussions and PD sessions


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.

2013 2014

School 87% 85.7%

District 90.4% 90.6%

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.

We have worked diligently to improve communication between school and home – the newsletter is posted online, weekly reminder is sent to parents each week; the website is updated on a regular basis; administration has an open door policy for parents and staff High level of parental participation in the decision-making process is reflective of multiple opportunities, such as: parental volunteerism, school council participation, Family Nights and Movie Nights, input into LSP development, as well as communication tools, including school agendas, school website and school sign.


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 2014

Previous 3-yr. Average

Measure Evaluation

Achievement Improvement Overall

School 80.6% 78.2% High Maintained Good

CCSD 80.1% 80.1% High Maintained Good

Province 80.6% 80.0% 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.

2011 2012 2013 2014 2015

Overall (required) School 89.5 89 78.2 80.6 85

CCSD 79.7 80.1 80.5 80.1

Province 79.9 79.7 80.3 80.6

* Data provided by Alberta Education October 2014.

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

Provincial Accountability Measure)

CURRENT MEASURES: Education Quality



Measure Evaluation


School 96.6% 90% Very High Improved Excellent

CCSD 89.8% 89.3% Very High Improved Excellent

Province 89.2% 89.5% High Declined Significantly Issue


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

2011 2012 2013 2014 2015

Overall (required) School 93.9 96.8 90 96.6 98

CCSD 89.4 89.2 89.3 89.8

Province 89.4 89.4 89.8 89.2



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.

The staff of St. Sebastian makes a conscious effort to engage parents in the school. There is frequent communication between teachers and parents through face to face conversations and email. Parents have frequent opportunities to visit the school – informally each day when dropping off or picking up; through our volunteer program, or through school sponsored family events. This culture of welcoming has provided a strong base for collaboration and engagement.


ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 4.2: Schools 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



Measure Evaluation


School 89.6% 89.4% Very High Maintained Excellent

CCSD 89.8% 89.0% Very High Improved Significantly Excellent

Province 89.1% 88.6% 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.

2011 2012 2013 2014 2015

Overall (required) School 90.4 91.9 89.4 89.6 92

CCSD 88.9 89.1 88.9 89.8

Province 88.1 88.6 89.0 89.1


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



Measure Evaluation


School 91.3% 81.6 Very High Maintained Excellent

CCSD 79.4% 79.7% High Maintained Good

Province 79.8% 80.2% 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.

2011 2012 2013 2014 2015


CCSD 80.3 80.3 78.7 79.4

Province 80.1 80.0 80.6 79.8



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.

There is a focus on building relationships within the school. Students are encouraged to join clubs in order to develop a relationship with a trusted adult outside of the classroom setting. Students are encouraged to share concerns with a trusted adult. All areas of parent and student concern are addressed.



PROVINCIAL GOAL FOUR: Engaged and Effective Governance

LOCAL OUTCOME 4.1: The school district strengthens communication with parents and the parental role in decision making.

2014-2015 School Goal(s): St. Sebastian school will promote ongoing, positive

communication with all stakeholders.


Community building

Communication with families

Parental Involvement

Continued use of website to share information

Collaboration with School Council to ensure effective communication

Open door policy of admin team

Several volunteer orientations

Effective parent teacher interviews

Teacher/Parent phone calls

Use of school sign

Parent input into LSP’s

All parents invited to School Council meetings

Agenda for School Council is shared ahead of time

Volunteer Appreciation Tea


Number of people in attendance at council meetings

Number of attendees at Volunteer Orientation

Hours logged by parent volunteers

Number of people who attend parent teacher interviews

Parent satisfaction with information shared in LSP’s

Number of responses to Accountability Pillar survey

PROVINCIAL OUTCOME 4.1: The education system demonstrates collaboration and engagement.

2014-2015 School Goal(s): St. Sebastian School will provide high quality opportunities for

students to engage in their own learning. We will promote family engagement in the school community.


Student Engagement

Junior ATB

Alien In line Skating (K-2)

Swimming (Gr. 3,4)

Curling (Gr. 5)

Wall Climbing (Gr. 6)

Hip Hop Dance Residency

Clubs (Computer club, Handbells, Choir, Language club, homework café,

Number of students who open ATB accounts

Total number of students participating in club activities

Teacher feedback regarding success of clubs


Tell Them From Me Surveys


Family Engagement

intramurals).

Tell them From Me Surveys

We Day Activities

Family events – Halloween Spooktacular

Family Movie Nights

Number of families in attendance at family events

Informal feedback regarding family events at School Council meetings

Response to Accountability Pillar survey

PROVINCIAL OUTCOME 4.2: Students and communities have access to safe and healthy learning environments.

2014-2015 School Goal(s): St. Sebastian School will implement the S4 program. We will

also adhere to the district Occupational Health and Safety guidelines.


S4

Occupational Health and Safety

Implementation of S4 lessons

Safe and secure lockdowns practiced with S4 constable

Time dedicated to planning and implementing S4 lessons

Yearly orientation for new and returning staff

Boundary Issues training for all staff

Emergency Response Plan reviewed and in place

Conscientious reporting of hazards and injuries

OH&S standing item on staff meeting agenda

Ensure that all visitors report to the office and wear a tag when visiting the school

Bus safety – attendance taken on buses

Number of S4 lessons completed

Success of lockdown

Teacher feedback

Number of teachers in attendance at OH&S orientation

Number of accident reports completed


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: Pre-school children receive appropriate programming.

Comment on Results for Provincial Outcome 1.1 (Pre-school children receive appropriate programming.)

(Indicate number of children registered in pre-school programs; ways in which your school involved parents in programming)

St. Sebastian School does not have a preschool.


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)

Students and their parents are invited to a Welcome to Kindergarten evening in the spring as a way of becoming familiar with and welcomed into the school. Parents who indicate that their children have special needs are encouraged to complete the special needs registration form to access appropriate programming ahead of the beginning of school. St. Sebastian has an ongoing positive relationship with Renfrew to screen and provide treatment for students experiencing difficulty.



PROVINCIAL GOAL ONE – An Excellent Start to Learning

Include in this section for Local Outcome 1.1 any pre-school programming that takes place at your school and parental involvement in the programming. For Local Outcome 1.2 include initiatives and projects which are taking place to ensure children are demonstrating the learning outcomes within the Kindergarten Program Statement, early intervention support provided and Welcome to Kindergarten/orientation involvement.

LOCAL OUTCOME 1.1: Pre-school children receive appropriate programming.

2014-2015 School Goal(s): N/A


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

2014-2015 School Goal(s): St. Sebastian School will provide a nurturing, inquiry based

environment for kindergarten children to develop their skills.


St. Sebastian offers ½ day kindergarten program.

Interviews and staggered entry

Inquiry base learning

Focus on developing social and self-help skills.

Collaboration with community partners (Renfrew)

Collaboration with parents – kindergarten open house held in the fall

Include Kindergarten introductions in liturgies and celebrations as a way of welcoming the kindergarten students into the community

Number of families in attendance at the Welcome to Kindergarten evening

Number of students accessing services through Renfrew

Number of parents in attendance at liturgies and celebrations for kindergarten introductions


PROVINCIAL GOAL TWO: Success for Every Student Provincial Outcome 2.1: Students achieve student learning outcomes. (High School only)

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME 2.2:

Students demonstrate proficiency in literacy and numeracy.

Overall percentage of students in Grades 3*, 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)

Evaluation

Current Measures Current Result

Prev. 3-yr Average


Overall percentage of students in Grades 3*, 6 and 9 who achieved the Acceptable Standard on

Provincial Achievement Tests (School).

85.8% 92.4% Very High Declined Good


Provincial Achievement Tests (District).

76.4% 78.3% Intermediate Declined

Significantly Issue


Provincial Achievement Tests (Province).


Significantly Issue

Overall percentage of students in Grades 3*, 6 and 9 who achieved the Standard of Excellence on

Provincial Achievement Tests (School).

20.2% 24.6% Intermediate Maintained Acceptable


Provincial Achievement Tests (District).

20.7% 21.6% High Declined Acceptable


Provincial Achievement Tests (Province).


Significantly Issue

“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.

* Calgary Catholic School District did not have students participate in the Grade 3 Provincial Achievement Tests in 2014.

**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). Courses included: English Language Arts (grades 6, 9, 9KAE), Français (grades 6 and 9), French Language Arts (grades 6 and 9), Mathematics 9 KAE, 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.


Achievement Tests

Percentage of students in Grade 6 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).

Results for Writers 2014 Prev. 3 Yr Average

Acceptable Excellence Acceptable Excellence

Grade 6:

English Language Arts 6 School 97.6 15.3 96.6 19.8

CCSD 95.2 22.5 95.7 22.8

Prov. 90.6 19.5 91.1 19.3

French Language Arts 6 School NA NA NA NA

CCSD 91.4 25.3 94.6 20.2

Prov. 90.1 15.9 91.4 17.3

Mathematics 6 School 94 14.3 94.7 20

CCSD 87.3 18.6 87.5 21.4

Prov. 81.1 17.0 81.2 18.7

Science 6 School 86 26.7 95.1 39.4

CCSD 89.7 30.1 90.3 32.0

Prov. 84.2 27.6 85.1 29.0

Social Studies 6 School 83.7 20.9 93.4 26.9

CCSD 85.6 20.8 86.6 24.4

Prov. 78.7 18.6 80.0 21.0

* 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.

There is a continued focus on developing literacy and numeracy skills throughout daily lessons. In addition, teachers at some grade levels switch classes so that they are teaching to their strength.


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



Measure Evaluation


School 88% 81.2% Very High Improved Excellent


Province 83.4% 82.6% Very High Improved Significantly Excellent


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

2011 2012 2013 2014 2015

Overall (required) School 80.6 81.5 81.2 88 88

CCSD 83.4 83.7 83.7 85.2

Province 81.9 82.5 83.4 83.4


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



Measure Evaluation


School 90.9% 77.9% Very High Improved Excellent

CCSD 79.5% 77.7% High Improved Significantly Good

Province 81.2% 80.0% 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.

2011 2012 2013 2014 2015

Overall (required) School 81 75.2 77.6 90.9 90

CCSD 78.5 77.9 76.8 79.5

Province 80.1 79.7 80.3 81.2



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.

Students are highly encouraged to engage in leadership opportunities through school programs such as lunch room helpers, intramural helpers, event helpers, listening program helpers. The Jr. ATB program offers students the opportunity to become bank leaders – CEO, greeters, business manager and tellers. Younger students are encouraged to make deposits into the Jr. ATB.


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). If you are unsure if your school has sufficient data available, on the extranet, go to:

1. Accountability Pillar 2. Accountability Reports 3. School name and code # 4. School FNMI report 5. Overall Summary

If there is no data there, your numbers are insufficient so this section can be omitted from your school plans.)

PROVINCIAL PERFORMANCE MEASURES AND DATA Overall percentage of self-identified FNMI students in Grades 3*, 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)

Evaluation

Current Measures Current Result

Prev. 3-yr Average


Overall percentage of self-identified FNMI students in Grades 3*, 6 and 9 who achieved the Acceptable

Standard on Provincial Achievement Tests (School).

NA NA NA NA NA


Standard on Provincial Achievement Tests (District).

52.0% 56.3% Very Low Maintained Concern


Standard on Provincial Achievement Tests (Province).


Overall percentage of self-identified FNMI students in Grades 3*, 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (School).

NA NA NA NA NA

Overall percentage of self-identified FNMI students in Grades 3*, 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (District).


Overall percentage of self-identified FNMI students in Grades 3*, 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (Province).


* Calgary Catholic School District did not have students participate in the Grade 3 Provincial Achievement Tests in 2014.

Aggregated PAT results are based upon a weighted average of per cent meeting Standards (Acceptable, Excellence). Courses included: English Language Arts (grades 6, 9, 9KAE), Français (grades 6 and 9), French Language Arts (grades 6 and 9), Mathematics 9 KAE, 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.

NA



PROVINCIAL GOAL TWO: Success for Every Student

PROVINCIAL OUTCOME 2.1: Students achieve student learning outcomes. (High School only)

PROVINCIAL OUTCOME 2.2: Students demonstrate proficiency in literacy and numeracy

2014-2015 School Goal(s): To focus on literacy and numeracy as a means to engage all students for success.


Describe your literacy and numeracy focus.

Improve reading skills

Access supports

(List your action plans with a focus on engaging all students for success. e.g., Our students will use Lexia software.)

Students will use Raz kids on a regular basis

Literacy folders – teachers will use Fountas and Pinnell to assess students at the beginning of the year; they will also assess using the Schonell spelling test

Students identified with difficulties will be referred to the DLTCT for additional support

Regular SRT meetings will address strategies to help with students struggling with literacy skills.

Access district experts in the area of behaviour and learning as needed

e.g., Tell Them from Me Survey (Gr. 7 – 12)

Results of Raz kids reading

Fountas and Pinnell benchmarks

Review of literacy profiles for achievement and success

Review of Gr. 3 and 6 SLA results

Number of students referred to IS for additional support

PROVINCIAL OUTCOME 2.3: Students demonstrate citizenship and entrepreneurship

2014-2015 School Goal(s): St. Sebastian School will provide opportunities to develop the skills necessary to become Ethical citizens who are Engaged and demonstrate Entrepreneurial spirit.


Coordinated co-curricular and extra-curricular activities

Opportunities for learning engagement and responsibility to students through: 1. Fine Arts – Handbells, Choir, Choral and Art teams. 2. Student Leadership – Safety Patrols, Hot Lunch Helpers,

Number of students involved in extracurricular activities

Response to accountability survey


Event Helpers, Recycling Team, Paper Recycling, Listening Program and Intramural Helpers. 3. Clubs – Computer Animation (Division I & II), Speed Stacking, Dance, Cooking, Knitting, Milk Moo and Language. 4. Specialized – Junior ATB Board of Directors, Free the Children Committee

PROVINCIAL OUTCOME 2.4: 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.

2014-2015 School Goal(s): St. Sebastian School will address the diverse learning needs of students who require additional support.


Support through the DLTCT

Regular SRT meetings

Small group support

Homework café

Differentiation to help all learners meet with success.

Number of students referred to SRT for support

Number of students attending Homework Café


PROVINCIAL GOAL THREE: Quality Teaching and School Leadership

ANNUAL EDUCATION RESULTS REPORTING 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.

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



Measure Evaluation


School 89.9% 88.6% Very High Maintained Excellent


Province 81.3% 81.1% High Improved 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.

2011 2012 2013 2014 2015


CCSD 82.3 82.1 82.5 83.8

Province 80.9 80.7 81.5 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. Sebastian continually seek out professional development activities to enhance the teaching and learning that occurs. A portion of each staff meeting is devoted to professional development activities.



PROVINCIAL GOAL THREE: Quality Teaching and School Leadership

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.

2014-2015 School Goal(s): We will provide opportunities for staff at St. Sebastian school to continue the journey of lifelong learning and knowledge of new initiatives.


Lunch and Learn sessions

Creation of a Learning Commons

Teacher Assessment and Professional Growth

Participation in Teacher Advisory Council

Sessions include such topics as Chromebooks and Open Minds schools

Application for Foundation grant

Consultation with stakeholders and review of Alberta Education guidelines

All teachers will complete a TPGP and review it throughout the year

Teachers will review professional profile and update it as needed

Staff new to the district will participate in assessment process

One teacher has been identified as our TAC rep.

Topics and time for feedback will occur at staff meetings and professional development days.

Number of teachers attending Lunch and Learn sessions

Success of grant application

Teacher feedback on growth plans

Teacher feedback on TAC questions

three-year education plan & aerr: 2011/2012 – 2013/2014 us/3b… · three-year education plan...

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