table of contents - calgary catholic school district · 2016-03-16 · 2015-2018 on november 25,...

Table of Contents

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

Priorities Identified by the Board of Trustees 2

Accountability Statement 3

Planning & Communication 3

District Mission, Value & Vision 4

Profile 6

Components and Requirements 9

Provincial Accountability Pillar Summary 10

District & Provincial Linkages 13

District Vision Statement: Faith 15

District Vision Statement: Relationships 25

District Vision Statement: Excellence in Teaching & Learning 36

Highlights of Facility & Capital Plans 81

Conclusion 94

Calgary Catholic School District – November 25, 2015 1

Combined Annual Education Results Report and Three-Year Education Plan

o develop this year’s Combined Annual Education Results Report and Three-Year Education Plan, the Board of Trustees identified priorities through an ongoing process of discussion and broad-based input from stakeholders was incorporated into an organizational framework, which

creates linkages between each of the district’s three Vision Statements and:

Alberta Education’s mandatory goals, outcomes and measures;

District monitoring reports;

Web links to related documents and resources;

Ongoing strategies carried forward from the previous Three-Year Education Plan and;

Baseline measures from previous school years that are required by Alberta Education. The final plan submitted in November 2015 will be evaluated and reviewed by Alberta Education with district staff. This opportunity for direct dialogue with Alberta Education about the district’s Combined Annual Education Results Report and Three-Year Education Plan continues to be an important and valued part of the planning process as it supports shared understanding, identification of best instructional practices and collaborative discussion in areas of concern.

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

Priorities Identified by the Board of Trustees

Priority Administrative Issue Key Results Indicators

Faith Formation Staff knowledge, skills and understanding to share our faith effectively

Participation in religious education professional learning and faith formation opportunities

Parent Satisfaction Survey

Liturgies/celebrations at schools

Daily prayer

Refer to page 23 for Specific Outcome and Strategies

Student Wellness High level of anxiety Tell Them from Me Survey

Guest speakers at Parent/Trustee Forums

Feedback from Parent/Trustee Forums to support future planning


Diploma Excellence

Below provincial excellence in some Diploma exams (English 30-2, French LA 30-1, Physics 30)

Diploma Examination results

Key Performance Indicators (KPIs) developed to address continuous student improvement

Refer to pages 67 to 71 for Specific Outcomes and Strategies

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

FNMI results below those of non FNMI Accountability Pillar Data results

Tell Them From Me Survey

Student leadership opportunities (SAC)

Students mentoring students

Regular Board of Trustees/Elders meetings

FNMI and Elders feedback to advise future planning



Accountability Statement

he Annual Education Results Report for the 2014-2015 school year and the Education Plan for the three years commencing September 1, 2015 for Calgary Catholic School District were prepared under the direction of the Board of Trustees in accordance with its responsibilities

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

The Board approved this combined Annual Education Results Report for the 2014-2015 school year and the Three-Year Education Plan for

2015-2018 on November 25, 2015.

Cheryl Low Gary Strother Chair, Board of Trustees Chief Superintendent November 25, 2015 November 25, 2015

Planning & Communication his Combined 2014-2015 Annual Education Results Report and 2015-2018 Three-Year Education Plan was prepared under the direction of the Board of Trustees. The process included meeting with staff groups; trustee forums with school council executive and

chairpersons; and in collaboration with principals, parents, students, local school councils and school communities. This collaborative process also included working with Alberta Education and community partners. The plan will be communicated to stakeholders through:

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

Its use as an ongoing reference throughout the 2015-2016 school year;

Posting on the Calgary Catholic School District website;

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

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


District Mission, Value & Vision

Mission: Living and Learning in our Catholic Faith.

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

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

Vision Statements:

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

permeation, and modeling of our faith.

Relationships Our Catholic schools promote shared responsibility for stewardship of resources, transparency,

and the success of the students in our care.

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


‘Success for All Students’ (Academic Theme 2015-2016)


Profile he Calgary Catholic School District (CCSD) is the largest Catholic school district in Alberta, serving over 53,000 students in Calgary, Airdrie, Cochrane, Chestermere and the Rocky View County. Calgary Catholic is also one of the most successful districts provincially and nationally.

Our achievement results have consistently earned numerous and high accolades from our business and university partners. CCSD was recognized with a number of notable communication awards from the N.S.P.R.A. (National School Public Relations Association) this year, including: the Award of Excellence for Distinguished Achievement (School District – Branding/Image Package), the Golden Achievement Award for Exemplary Public Relations (External Website Redesign), as well as, Honourable Mention for Distinguished Achievement (School District – Annual Report for 2013-2014 Annual). In addition, the district was the recipient of the George Blondeau Award, at the 16th Annual United Way Spirits of Gold Event, an award which recognizes agencies and their employees whom exemplify a commitment to support the Aboriginal community and build awareness to both the Aboriginal and non-Aboriginal community through their services. CCSD was also recognized as one of Alberta’s Top 70 Employers in 2015 and had the distinct honour of having a CCSD principal acknowledged by Canada’s Outstanding Principals program nationally.

CCSD educates and empowers students from kindergarten to Grade 12 through its mission of Living and Learning in our Catholic Faith, and through the delivery of successful, high quality instructional programs to its diverse urban and rural student population. In meeting the needs of students and delivering the wide range of program options, CCSD is guided by the question, “How can we ensure all students achieve success?” The responses to this question results in the implementation of a model of continuous improvement, innovative problem solving and proactive development of instructional programs designed to address emergent and ongoing student needs. For example, the district English Language Learner (ELL) population is currently 28 per cent of the overall enrolment. ELL supports are addressed throughout this document.

The programs and supports listed on page seven and eight are designed to address the emergent and ongoing needs in the district and are consistent with the district’s mission, value and vision statements.

Program and Enrolment Overview Number of Schools (2015-2016)

Elementary 50 Elementary/Junior High 36 Junior High 5 Junior/Senior High 3 Senior High 9 Special Education 2

Total 105 Enrolment (Kindergarten to Grade 12)

September 30, 2015 53,743

Employees (Full and Part Time) (Note: Includes Staff on Leave)

Instructional Staff 3,350 Support Staff 1,335 Caretaking Staff 318 Exempt Staff 164 Senior Officers 9 Trustees 7

Total (September 2015) 5,183

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https://www.youtube.com/watch?v=9pc8ey1ebOs


Programs and Supports (2015-2016)

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

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

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


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

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

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


Components and Requirements

lberta Education outlines the requirements for School Board Planning and Results Reporting in the Policy and Requirements for School Board Planning and Results Reporting April 2015 document. The required components include:

An Accountability Statement

Accountability Pillar Overall Summary chart

FNMI Accountability Overall Summary chart

Performance Measure Results

Provincial Outcomes, Performance Measures, Targets (*see definition below) and Strategies o Include for each outcome:

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

below the provincial standard At least one strategy to address the outcome

Summary of Financial Results

Capital and Facilities Projects

Parent Involvement Strategies

Timelines and Communication o Plan must be posted on the jurisdiction website by November 30, 2015 o Web link to the jurisdiction’s average class size report

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

Calgary Catholic had no disclosures during the 2014-2015 school year

Produce a summary of their AERR

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

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https://education.alberta.ca/admin/resources/planning/reporting2015/


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


Provincial Accountability Pillar Summary

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

Supporting informed decision making

Improving instructional programs

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

Safe and Caring Schools

Student Learning Opportunities

Student Learning Achievement (grades K-9)

Student Learning Achievement (grades 10-12)

Preparation for Lifelong Learning, World of Work and Citizenship

Parental Involvement

Continuous Improvement

Detailed information related to the Accountability Pillar Summary and data, as well as, the methodology used to generate the summary is available on Alberta Education’s website under School Authority Planning and Reporting 2015. Review and analysis of the district’s Accountability Pillar Overall Summary reports at the district and school level support the development of the Combined Annual Education Results Report (AERR) and Three-Year Education Plan. The Calgary Catholic School District’s October 2015 Accountability Pillar Summary reflects a trend of positive improvement. Of the 16 accountability pillar measures evaluated by Alberta Education, Calgary Catholic’s overall measure evaluation included: five - Excellent, ten - Good and one - Issue. As required by Alberta Education, the Calgary Catholic Accountability Pillar Overall Summary data and Accountability Pillar FNMI (First Nations, Métis and Inuit) data are provided on the following pages. In addition to the summary data, district and school personnel review, analyze and plan the in-depth data from:

Parent, teacher and student surveys

Provincial Achievement Tests and Diploma Examinations

Additional data sources

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Note: The “Declined Significantly” indicator in the improvement category of PAT: Acceptable is determined by a statistical calculat ion done by Alberta Education with a comparison to

the district three-year average. The 2015 score of 75.3 per cent, although above province by 2.3 per cent, is 1.3 per cent below the district three year average of 76.6 per cent. If the district score would have been 0.7 per cent higher, it would have been considered “Declined”; if 0.8 per cent higher, it would have been considered “Maintained”.


District & Provincial Linkages his Combined AERR and Three-Year Education Plan reflects broad-based stakeholder input incorporated into an organizational framework that links the district Vision Statements to Alberta Education’s mandatory goals, outcomes and measures as outlined in the Annual Education Results Report (AERR) 2014-2015 chart below.

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Calgary Catholic District Vision Statements

Annual Education Results Report (AERR) 2014-2015 Goals and Outcomes

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 CCSD

LOCAL OUTCOME 1.1: The school district models the social teachings of the Catholic Church by promoting justice and loving kindness.

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.

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

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

OUTCOME 4.1: The education system demonstrates collaboration and engagement.

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


PROVINCIAL GOAL ONE: An Excellent Start to Learning

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

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

PROVINCIAL GOAL TWO: Success for Every Student

OUTCOME 2.1: Students achieve student learning outcomes.

OUTCOME 2.2: Students demonstrate proficiency in literacy and numeracy.

OUTCOME 2.3: Students demonstrate citizenship and entrepreneurship.

OUTCOME 2.4: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.

PROVINCIAL GOAL THREE: Quality Teaching and School Leadership

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.


he Three-Year Education Plan (2015-2016 – 2017-2018) chart below reflects links between the district Vision Statements to Alberta Education’s mandatory outcomes and measures which align with the government’s framework for Education Business 2015-2020.

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Calgary Catholic District Vision Statements

Three-Year Education Plan (2015-2016 – 2017-2018) Desired Outcomes and Specific Outcomes

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

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

LOCAL SPECIFIC OUTCOME 1.1: The school district models the social teachings of the Catholic Church by promoting justice, loving kindness and walking humbly with God. (Faith Formation, Catholic Community of Caring – Inclusive Communities, Teaching and Learning)

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

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

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

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

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

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


PROVINCIAL DESIRED OUTCOME ONE: Every student is successful.

PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes.

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

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

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

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

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

http://finance.alberta.ca/publications/budget/budget2015/education.pdf


Faith

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

Micah 6:8 (Faith Theme – 2013-2016)


District Vision Statement: Faith

Our Catholic schools demonstrate their constitutional right to provide and

support the development, permeation and modeling of our faith.

LINKAGES TO PROVINCIAL GOALS / LOCAL OUTCOMES LOCAL GOAL ONE: Enhance and Support Catholicity within the District

LOCAL OUTCOME 1.1: The school district models the social teachings of the Catholic Church by promoting justice and loving kindness. 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.

LINKAGES TO DISTRICT MONITORING REPORTS

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

E-1 Living the Catholic Faith

E-3 Contributors to Society Complete copies of district monitoring reports can be found on the district website.

LOCAL GOAL ONE: Enhance and Support Catholicity within the District

Performance measures for parent satisfaction Results (in percentages)

Percentage of parents who agree and strongly agree with the following statements from the district generated questions in the annual parent satisfaction survey:

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

The Religious Education program at the school has assisted me in reinforcing gospel values with my child.

The Family Life component of the Religious Education program has positively influenced my child’s moral decision-making.

2013 2014 2015

Statement #1 96.6% 93.9% 93.4%

Statement #2 92.5% 91.2% 89.4%

Statement #3 91.1% 89.6% 93.6%

QUALITATIVE STATEMENT

Based on the data collected from the parent satisfaction surveys distributed to all schools in May each year, there continues to be a high level of satisfaction with the climate and culture, as well as, with the Religious Education program in our schools and especially in the area of the Family Life component of the Religious Education program positively influencing their child’s moral decision-making.

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


Performance measures for promoting the social teachings of the Catholic church by promoting justice and loving kindness

TEACHING AND LEARNING Inclusive Communities The resource, Supporting Inclusive Communities: Resources & References in Alberta which was developed for school use and available for external use on the district website continued to be updated with current resources and information. Professional learning opportunities were provided to new teachers and when requested by principals on school-based professional development days. The LIFE Framework resource, developed by the Council of Catholic School Superintendents of Alberta to guide the formation of diversity groups and clubs was introduced. All student requests for diversity clubs, awareness campaigns and/or activities to support inclusive communities were supported. Based on student request, Spectrum, a diversity club was established at Bishop Carroll High School and has included a #CarrollCulture awareness social media campaign, guest speakers on diversity topics and in collaboration with staff sponsors, student-led conversations on current issues. FAITH FORMATION All district schools included in their Three-Year Education Plans, strategies related to the faith theme, Love Kindness, by focusing on Catholic social teachings and works of mercy. The book, Hidden Power of Kindness, by Lawrence G. Lovasik, was distributed to all members of the district leadership group and during meetings and professional development sessions, prayers highlighted excerpts from the book to guide leadership practice. The District Opening Mass, Faith Day liturgy, liturgy and prayer packages prepared for schools, prayers during meetings and the district developed booklet, Love Kindness: A Collection of Prayers all incorporated the district faith theme. Chaplains and high school religion coordinating teachers took part in a retreat, Love Kindness, at the FCJ Centre. Key leaders and faith event teams were organized to support the upcoming year’s faith theme, “Walk Humbly with God”. The district collaborated with St. Mary’s University in re-visioning the Faith Formation series and assisted with the registration of the course, Contemporary Issues in Catholic Education (EDPD 555). Professional Learning sessions were offered with the following topics:

Inclusive Communities

Development and Peace – Social Justice

Prayer in the Classroom

Love Kindness: Faith Theme

Journey through the Bible

Critical Incident Response Training The Religious Education ePD site continued to be updated with current resources related to all areas.

Schools were provided with a liturgy and prayer package to use with their local parishes in recognizing students who received one or more sacrament. Through the collaborative efforts of high school chaplains and parish staff, 38 high school students from across the district were catechized and received the sacrament of confirmation, completing their sacraments of initiation.

http://ccsdmedia.s3.amazonaws.com/wp-content/uploads/2014/07/CCC_InclusiveCommunitiesResources.pdf


Youth Alpha Program completed its second year at Bishop Carroll High School with over 40 participants. Comments from some of the participants were: “I loved Ben and Jason. They helped me with some of my questions at church and about God.” “My experience at Youth Alpha was great and I think my faith life has grown stronger.” “Seeing people praying for each other really strengthens my belief in God!” “I loved the experience. It opened my eyes and made me rethink my priorities in life and how I want to live with my Christian life.”

CATHOLIC COMMUNITY OF CARING The Catholic Community of Caring continues to provide focus for a positive climate and culture in all district schools. As part of their School Education Plans, all schools engaged in service learning projects to promote justice and loving kindness. Over 700 projects were completed districtwide. Schools determine the number and type of service learning projects. The E-3 Social Contributors to Society Monitoring Report demonstrates school involvement in service learning projects to promote justice and loving kindness.

NUMBER OF SCHOOLS PARTICIPATING IN MAJOR SCHOOL SERVICE LEARNING PROJECTS 2014-2015 School Year

Adopt a Family Calgary Catholic

Immigration Society

Canadian Red Cross Cancer Foundation (Terry Fox Run)

Catholic Missions in

Canada

12 4 9 77 1

CAWST

(Centre for Affordable Water

Sanitation & Technology)

Chalice Disaster Relief Feed the Hungry Food Bank

8 5 25 27 58

Free The Children

(Global)

Free The Children

(Local)

Hampers (Preparation and

donation for various organizations)

Holy Childhood Inn From the Cold

68 46 63 16 24

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

33 24 24 4 18

Share Lent (Development and Peace)

Sheldon Kennedy Child Advocacy Centre

St. Vincent de Paul Society

Staff-a-Gift Other*

10 11 76 19 66

Total Projects: 728

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


Five organizations were reviewed by the district Social Justice Committee and four organizations were approved. Development and Peace supported professional learning through lesson plans, introduction to the pastoral cycle -”See, Judge, Act”, and worked with individual schools. Ninety-six schools participated in WE Day focusing on local and global initiatives. Students who participated made the following comments:

“We know that we are helping others through help themselves through self-improvement projects like our project of building a well in Kenya. WE Day gives others a voice.” “I think that the love kindness notes are a really good idea because it is a good way to promote and show love and kindness without thinking about it. I think it is really helping our school in being kind.” “I am so proud of my school. We can make a difference.” “It was a lot of fun to stuff the socks and homeless people will be able to use the stuff we got them,” stated a Grade 3 student.

Kara The Kara program continued to support students who were pregnant or parenting with wrap-around services to enhance school completion and academic success. The program supported 32 students during the 2014-2015 school year, 20 of which were parenting. Accountability Pillar Survey: Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school. (Jurisdiction – specific survey measure)

Overall Parents Students Teachers

2014-2015 89.1% 88.7% 83.6% 95.1%

2013-2014 89.8% 89.1% 85.2% 95.1%

2012-2013 88.9% 87.7% 84.4% 94.8%

2011-2012 89.1% 87.6% 85.0% 94.6%

2010-2011 88.9% 86.8% 85.1% 94.7%

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

Overall Parents Students Teachers

2014-2015 84.8% 83.3% 76.4% 94.7%

2013-2014 85.2% 83.3% 78.8% 93.7%

2012-2013 83.7% 80.7% 76.8% 93.5%

2011-2012 83.7% 80.7% 77.0% 93.5%

2010-2011 83.4% 78.9% 77.2% 94.0%

Note: There was an increase in the number of students responding to the survey due to the introduction of the questions being included in the Tell Them From Me survey. Outcomes and Strategies to address the slight overall decrease found on pages 23 and 24.


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

A total of 3,818 Grade 5 students completed the district Religious Education assessment. Specific district results were:

District Results by Category

Excellence (EX) Above Acceptable (AB)

Acceptable (AC)

Not Yet Meeting Acceptable (NY)

Demonstration of Learning 21.4% 36.9% 39.2% 2.5% Personal Reflection 15.2% 38.3% 42.1% 4.4% Multiple Choice Final 77.4% 22.6% 0.0% 0.0%

Note: At the Grade 5 level, district results are by category only and overall rating is not reported. A total of 3,418 Grade 8 students completed the district Religious Education assessment. Specific district results were:

Exceptional Standard 80% -100% 52.7%

Above Acceptable Standard 65% - 79% 33.1%

Acceptable Standard 50% - 64% 12.0%

*Below Acceptable Standard Below 50% 2.2% *includes those for whom marks were not included due to exemptions and other reasons

The Grade 12 Religious Studies students completed the district assessment based on a demonstration of learning completed throughout the term and a final exam. This district assessment was completed by 3,112 students. Specific district results were:

Exceptional Standard 80% -100% 31.6%

Acceptable Standard 50% - 79% 64.1%

Below Acceptable Standard 0% - 49% 4.3%


The Calgary Catholic School District continues to be committed to building inclusive communities, in which all are welcoming, caring, respectful and safe - where everyone belongs. Key resources and professional learning support our ongoing and valuable work in ensuring success for all students. Faith formation activities have engaged staff in learning about the faith theme to continue to promote positive cultures and student learning. Feedback from staff included comments such as “definitely achieved the goal of deepening my understanding of the Bible” and “relates well to today’s life”. Within the Catholic Community of Caring, students engaged in service learning for the development of healthy relationships and positive citizenship. The district continues to work on promoting and living justice.


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

Resiliency Factors/Strength-Based Approach: All district schools built a positive climate and culture through the Catholic Community of Caring and included strategies related to promoting resiliency within their School Education Plans. In order to develop resilience, schools designed and engaged in activities to promote healthy development, which helps students adapt to life’s challenges. For example, schools expanded their mentorship programs, student leadership opportunities, learning strategies and a common understanding of resilience from a strength-based perspective. The session “Building Resilient School Communities” was offered at the School Council and Trustee General Meeting and a session “Building Resilient Children” was offered at a Parent and Trustee Forum in which there were over 250 in attendance. Elementary schools continued their participation in the Start Smart Stay Safe program with the Calgary Police Service. Digital Citizenship Professional learning opportunities for schools on Digital Citizenship, focusing on networking safety were held. One hundred twenty participants took part in the THINK (True, Helpful, Inspiring, Necessary, Kind) Citizenship Conference during which students reflected on the importance of positive citizenship in the digital world. Students also developed for promoting positive school cultures, a variety of digital and social media tools. Feedback from those who attended included:

“Great day at #calgaryzoo for the #cssdthink conference. Students learned a lot about being positive digital citizens and are looking fwd to sharing with peers.” “#pauldavis THINK presentation has generated great discussion - can’t wait to share with my peers.” “Faith is at the core of all we do … even in the digital realm. Always remember #cssdthink.”


Within the Catholic Community of Caring, schools continue to promote ethical citizenship by engaging students in leadership activities designed to build positive culture, focused on the digital world. Initiatives support the development of healthy relationships, wellness and resilience.


Faith

“Do Justice, Love Kindness, Walk Humbly with God.” Micah 6:8

(Faith Theme – 2013-2016)


District Vision Statement: Faith

Our Catholic schools demonstrate their constitutional right to provide and

support the development, permeation and modeling of our faith. LINKAGES TO PROVINCIAL OUTCOMES/ LOCAL OUTCOME

(The Board of Trustees is in the process of reviewing and renewing the current governance model, monitoring reports and accountability reports.)

LOCAL DESIRED OUTCOME ONE: Enhance and Support Catholicity within the District

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

THREE-YEAR EDUCATION PLANNING:

2015-2016 Outcome: The school district models the social teachings of the Catholic church by promoting justice, loving kindness and walking humbly with God.

Initiatives / Projects: Strategies: Measures:

Faith Formation

Permeate faith theme in district activities

Provide faith formation opportunities for district staff

Catholic Community of Caring

Inclusive Communities

Focus on justice, kindness and humility in service learning projects

Teaching and Learning

Implementation of new Religious Education program

Permeation of Catholicity into the curriculum – Catholic social teachings and core curriculum areas

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

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

Instructional Leadership Network

Utilize Lead with Humility by Jeffrey Krames, the professional learning book in prayers, in-services and school-based activities

Retreats

Faith formation symposium

New Religious Education program – professional learning modules

Additional resources and professional learning to support inclusive communities (e.g. LIFE Framework, CCSSA resources, AHS, Alberta Education, ATA, etc.)

Resources to support social justice – e.g. Syrian Crisis resource for schools

Participation in professional development opportunities

Parent Satisfaction surveys

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

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

Tell Them From Me survey data

Faith exemplars

Links to monitoring reports: E-1 Living the Catholic Faith E-2 Life-long Learners E-3 Contributors to Society EL-13 Curriculum and Instruction


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


Student Wellness – Mental Health/Resiliency

ILN Presentation – Dr. Stan Kutcher

Implement the Dr. Stan Kutcher “Go To Educator Program” (mental health literacy)

Implement the Dr. Stan Kutcher Mental Health Resources

Implement the 4th R Resources (social/emotional literacy)

Parent/Trustee forum to focus on mental health literacy

Implement the Dr. Stan Kutcher “Go To Parent” Program (mental health literacy)

Implement Dr. Dean Kriellaars’ Tool Kit on Physical Literacy K-6

In-school social workers in select elementary schools

Full time guidance counsellors in select elementary/junior high schools

Parent Satisfaction surveys

Tell Them From Me survey

Faith exemplars

Links to monitoring reports: E-1 Living the Catholic Faith E-2 Life-long Learners E-3 Contributors to Society EL-13 Curriculum and Instruction

Ethical Citizenship – Catholic social teaching

and curriculum connections – e.g. embed into Social Studies

Faith Day – all district staff attend; school council chairpersons are invited to attend

Highlight Faith theme at all district events


Relationships

“Give of your hands to serve and your heart to love.” - Mother Teresa


District Vision Statement: Relationships Our Catholic schools promote shared responsibility for stewardship of resources,

transparency and the success of the students in our care.

LINKAGES TO PROVINCIAL GOALS AND OUTCOMES

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. PROVINCIAL OUTCOME 4.1: The education system demonstrates collaboration and engagement. PROVINCIAL OUTCOME 4.2: Students and communities have access to safe and healthy learning environments.


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

EL-8 Treatment of Students and Parents

EL-9 School Councils

EL-12 Linkages with Other Agencies

EL-14 Treatment of Volunteers

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

LOCAL OUTCOME 2.1: The school district strengthens communication with parents and the parental role in decision-making.

Performance measures for parent satisfaction Results (in percentages)

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

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

2013 2014 2015

Statement % 90.4% 90.6% 90.5%


There was a significant increase in the number of respondents to the annual parent satisfaction survey; 4,799 compared to 2,391 the previous year. 90.5 per cent, a slight decrease of 0.1 per cent indicated they were satisfied with opportunities to be involved in decisions about their child’s education.



Performance measures for Trustee Forums

School Council Chair and Executive Orientation Meetings The new School Council Chair and Executive Orientation meetings were held on September 23, 2014 at St. Francis High School in the north and on September 25, 2014 at Bishop Grandin High School in the south. This was in direct response to the input received by parents to hold two sessions, one in the north and one in the south. A total of 80 new school council chairs and executive members were in attendance along with 30 school administrators, senior administrators and trustees. A session on the foundations for effective school councils was presented which was followed by breakout sessions on the role of the Chair/Vice Chair, Secretary and Treasurer. Breakout sessions were also offered on the different aspects of the work of school councils. Topics included Conflict Management, Increasing Participation at School Council, School Council Finances and Creating By-laws.

School Council Chair and Trustee General Meeting The School Council Chair and Trustee General Meeting took place on October 7, 2014 with 72 school council chairs and 88 administrators, as well as, trustees and senior administrators in attendance. School council chairs received information on how parent input and feedback from the 2013-2014 school year resulted in actions on the part of trustees and administration. This provided evidence to parents that their input was valued and contributed to student success. The plenary session was followed by two breakout sessions. Parents were invited to choose from the following:

Student Success – a session on providing an understanding on how the works of Alberta Education and the district supports the success of students;

Catholic Community of Caring: Building Resilient School Communities – an overview of approaches and strategies designed to support schools, students and families in building resilient communities.

Parent and Trustee Forums Parent and Trustee Forums took place in November/December, January and March during the 2014-2015 school year. The invitation to attend these forums was extended to school council chairs as well as other members of school council who wished to attend. Several schools responded to this invitation and in some cases, more than one parent per school attended. School council chairs and principals were requested to submit suggestions for the forum agendas on their feedback sheets. Agenda items were developed from the input received. The November/December and January forums were held in three different locations of the city and on different dates to promote participation and attendance while the March forum was a combined forum at one location. Agenda items for each set of 2014-2015 Parent and Trustee forums included:

November/December 2014 Forums Trustee Updates and Celebrations

Board Organizational Meeting

New School Announcements

Faith Day

Integrated School Support Project

Education Topics:

Yammer: Next Steps for School Council Chairs for Communication and Networking

Assessment/Progress Reports: Conversation, Education and Consultation Topics

January 2015 Forums Trustee Updates and Celebrations

Parent and trustee meetings survey

Yammer

March Parent and Trustee Forum


Education Topic:

Anxiety and Learning in Schools The presentation provided an overview of how the brain responds to anxiety and how that in turn impacts learning. Specific examples were provided of what parents could do for their children and youth in response to anxiety.

Presentation by: o Sharon Friesen, PhD, Vice Dean, Werklund School of Education, Associate Dean, Professional & Community Engagement (PACE),

University of Calgary o Gabrielle Wilcox, PsyD, NCSP, RPsych, Assistant Professor, School and Applied Child Psychology, Werklund School of Education,

University of Calgary o Jeff Mah, MSc, RPsych, Lead Registered Psychologist, Calgary Catholic School District o Wes Bartel, MSc, RPsych, Registered Psychologist, Calgary Catholic School District

March 2015 Forum

Trustee Updates and Celebrations Education Topic:

Building Resilient Children: This presentation by Judy Cameron, PhD, Professor of Psychology, University of Pittsburgh covered the Four Core Concepts of Development: o Brain architecture is established early in life and supports life-long learning, behaviour and health; o Stable, caring relationships and “serve and return” interaction shape brain architecture; o Toxic stress in the early years of life can derail healthy development; o Resilience can be built through “serve and return” relationships, improving self-regulation, executive functions and giving children a sense of

mastery.

The district continued to use ThoughtExchange to gather input from stakeholders (staff, parents and other stakeholders) on the district budget priorities.


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


REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

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

Performance Measure for Parental Involvement

Results in Percentages (Past five years)

Measure Evaluation (2015)

Improvement Target

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

2011 2012 2013 2014 2015 Achievement Improvement Overall 2016

CCSD 79.7 80.1 80.5 80.1 79.6 High Maintained Good 80.7%

Province 79.9 79.7 80.3 80.6 80.7 High Improved Significantly

Good

*Survey questions are generated by Alberta Education. Results provided by Alberta Education: Accountability Pillar Report 2015

Performance Measure for Education Quality



Improvement Target

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



Province 89.4 89.4 89.8 89.2 89.5 High Maintained Good



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

Performance Measure for Safe and Caring



Improvement Target

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


CCSD 88.9 89.1 88.9 89.8 89.1 Very High Maintained Excellent 89.2%

Province 88.1 88.6 89.0 89.1 89.2 Very High Improved Significantly

Excellent


Performance Measure for School Improvement



Improvement Target

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



Province 80.1 80.0 80.6 79.8 79.6 High Declined Significantly

Issue

The target of 79.8 per cent set in the 2013-2014 Annual Education Results Report was not met.



Performance measures for Help Plan Our Future initiative

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

During the 2014-2015 school year, the following took place within the Help Plan Our Future initiative: Attendance at public participation meetings

There were eight public participation processes initiated in the 2014-2015 school year. Public participation was sought with respect to the development of boundaries for five new schools, the review and revision of restrictive enrolment procedures at one school, public participation with respect to a required site change for the new south Calgary high school, as well as, student and program accommodation in Airdrie. o Boundary Articulation Processes: Five new school construction projects led to the need to develop boundaries for the new schools and

redefine boundaries for surrounding schools. A total of 11 schools are impacted by the construction of the five new schools. In addition to meetings with the school councils of the impacted schools, five public participation meetings were held to seek input in the development of the new school boundaries. Attendance at each of these events was as follows:

Christ the King School: 41 members of the public, two trustees, one superintendent St. Albert the Great School: 43 members of the public, two trustees, one superintendent St. Bede School: 123 members of the public, two trustees, two superintendents St. Joan of Arc School: 162 members of the public, one trustee, one superintendent Don Bosco School: 90 members of the public, two trustees, one superintendent

o Restrictive Enrolment Procedures: One school was identified as requiring restricted enrolment review. A public participation meeting was held and attendance was as follows:

St. Isabella School: 94 members of the public, one trustee, one superintendent o Student and Program Accommodation: Two updates were provided to the community through school council and school communication

vehicles, one in December 2014 and one in March 2015. o New South High School Site Change: When it became self-evident that the Rangeview site presented a host of difficulties that would prevent

a high school from being constructed there to meet the needs of addressing excessive student capacity by 2018, a site in Legacy became the preferred option. In order to communicate this decision to the public, a public participation meeting was held on January 13, 2015. This meeting was followed up with an Information Fair on June 3, 2015 which provided the public with opportunities to hear updates on the project, as well as, view architectural drawings and preliminary floor plans for the new school. Attendance at these events was as follows:

Christ the King School (January 13, 2015): 137 members of the public, four trustees, three superintendents

St. Sebastian School (June 3, 2015): 40 members of the public, three trustees, eight superintendents

Utilizing the feedback for decision making: Input obtained from the public was incorporated into decisions made with respect to the final articulation of boundaries for the five new schools.

Worthy of note was the promise to the public with respect to additional opportunities for input as the opening of each new school draws nearer, including the development of School Administrator Qualities: Attributes & Characteristics, the School Naming Process, and the opportunity to provide feedback with respect to whether or not the senior class in the new schools (Grade 6 in elementary schools, Grade 9 in elementary-junior high schools) would transition to the new school or remain in their current school.


o Restrictive Enrolment Procedures: As a result of the public consultation process and feedback from parents, including considerations such as prioritization of sibling registrations, the designated school for redirected students will be changed once the new schools in the area have opened.

o Student and Program Accommodation: As a result of the public consultation process and the complexities of the issues, this process continues with the community of Airdrie.

o New South High School Site Change: Public input from the January 2015 meeting led to the Information Fair held in June 2015, affording the district an opportunity to both clarify and be transparent in the decisions made with respect to the site change.


Through the Help Plan Our Future Initiative, feedback from parents obtained in 2014-2015 indicated an increased understanding (97.4 per cent) in the decisions and reasons for the decisions and 96.1 per cent of participants agreed or strongly agreed that they felt heard as a result of the process. As well, the Board of Trustees has been involved in numerous meetings with MLAs and city councillors advocating with respect to infrastructure concerns and the complexity of getting school buildings built.


“Be completely humble and gentle; be patient, bearing with one another in love.” – Ephesians 4:2


District Vision Statement: Relationships

Our Catholic schools promote shared responsibility for stewardship of resources,

transparency and the success of the students in our care.

LINKAGES TO PROVINCIAL DESIRED AND SPECIFIC OUTCOMES (The Board of Trustees is currently in a process to review and renew the current governance model, monitoring reports and accountability reports.)

PROVINCIAL DESIRED OUTCOME THREE: Alberta’s education system is governed effectively. LOCAL SPECIFIC OUTCOME 3.1: The school district strengthens communication with parents and the parental role in decision-making. PROVINCIAL SPECIFIC OUTCOME 3.1: The education system demonstrates collaboration and engagement. PROVINCIAL SPECIFIC OUTCOME 3.2: Students and communities have access to safe and healthy learning environments.


2015-2016 Outcome: All stakeholders are engaged in the decision-making process through public participation sessions.


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

Using the feedback from the public participation sessions to make decisions on future programs and student accommodation plans for 2015-2016 and onwards

Board of Trustees involved in advocacy at all levels of government

Attendance at public participation meetings

Utilizing the feedback for decision making

Report on Help Plan Our Future that shares all input and feedback, makes decisions based on incorporating parent input and advice to the maximum extent possible and shares decision and reasons for decisions

Links to monitoring reports: EL– 8 Treatment of Students and Parents EL– 9 School Councils EL–10 District Reputation EL–11 Information Management



2015-2016 Outcome: The district satisfaction rate will meet or exceed the provincial satisfaction rate for the Accountability Pillar Survey Results.


Accountability Pillar Data Survey Improvement Plan

Safe & Caring

Education Quality

Work Preparation

Parental Involvement

School Improvement

Strengthening the understanding between district work and Accountability Pillar Data Survey collection

Identify ways to inform stakeholders how these items are being addressed through district work

Identify ways to increase participation rate

Accountability Pillar Data Survey Results o Safe & Caring o Education Quality o Work Preparation o Parental Involvement o School Improvement

Tell Them from Me Survey

Links to monitoring reports: EL– 8 Treatment of Students and Parents EL– 9 School Councils EL–11 Information Management


Excellence in Teaching & Learning

“If there is no humility, love remains blocked.” – Pope Francis


District Vision Statement: Excellence in Teaching & Learning

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

successful contributors to a global society.

LINKAGES TO PROVINCIAL GOALS AND OUTCOMES PROVINCIAL GOAL ONE: An Excellent Start to Learning

LOCAL OUTCOME 1.1: Preschool children receive appropriate programming. LOCAL OUTCOME 1.2: Children demonstrate learning outcomes within the Kindergarten Program Statement.

PROVINCIAL GOAL TWO: Success for Every Student

PROVINCIAL OUTCOME 2.1: Students achieve student learning outcomes. PROVINCIAL OUTCOME 2.2: Students demonstrate proficiency in literacy and numeracy. PROVINCIAL OUTCOME 2.3: Students demonstrate citizenship and entrepreneurship. PROVINCIAL OUTCOME 2.4: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.

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.


Additional evidence of compliance and achievement in relation to this Vision Statement and related goals is provided in the following Calgary Catholic School District monitoring reports:

EL-1 Treatment of Staff

EL-2 Life-long Learners

EL-12 Linkages with Other Agencies

EL-13 Curriculum and Instruction

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



PROVINCIAL GOAL ONE: An Excellent Start to Learning LOCAL OUTCOME 1.1: Preschool children receive appropriate programming.

Performance measures for providing preschool children with the opportunity to become successful active learners

English Language Learning preschool classes were housed in 12 district schools with two classes of each to a maximum of 16 children. A total of 384 children took part in the English Language Learning preschool programming. Of these, 14 children were identified with special learning needs and programmed for using a Learner Support Plan. Parents were engaged in class learning activities with their child for 30 minutes each day. Four parent sessions were offered on the following topics: Orientation to School, Information about Advent, The Value of Play and Information about Lent and Easter. Four schools also offered sessions on Diverse Cross Cultural Parenting. Children and their families participated in eight district sponsored field trips.


Calgary Catholic continues to offer an English Language Learning preschool program that is focused on the success of every child through a comprehensive, integrated approach for both child and parent/guardian. The program is well received as is evident in the following comments made by parents about the preschool experience:

“I now read to her every night. I read in English and Vietnamese.” “I learned a lot of ideas to do at home. We learned how to encourage and teach our son.” “Excited to go outside, play, ride scooter, playing with children more.” “Course good – like it. Helps at home doing parent time - get ideas on how to handle situations and making parents more like partners in the child’s education.”

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

Performance measures for implementing the Alberta Education/Calgary Catholic School District full-day kindergarten pilot project

The following measures were utilized in evaluating the Full Day Kindergarten Pilot: Pre and post surveys on child readiness for learning

Looking at the survey category, “consistently”, it was noted that the difference between October 2014 and March 2015 children showed an average of

a 41 per cent improvement in all areas of the instrument. These increases ranged from 33 per cent to 61 per cent depending on the skill.

Satisfaction surveys for teachers and administration

Looking at the survey category, “Usually”, it was noted that the difference between November 2014 and May 2015 showed an average of a 21 per

cent improvement in all areas of the instrument. These increases ranged from 11 per cent to 53 per cent depending on the question asked.

Number of students registered in the full day kindergarten programs

927 children were registered in the full day kindergarten programs. This was 23 per cent of the district population for kindergarten.

There were 51 programs in 27 schools.


Parental involvement in school activities

It was reported that parental engagement had not conclusively improved, but parents were supportive of this pilot

Reported that parents who attended opportunities, felt more connected to the school, especially if their child was there for a full day vs a half day

Number of PUF and Mild/Moderate children receiving early intervention support

PUF – 65/197 (33 per cent) were in full day kindergarten classes

Mild/Moderate – 352/978 (36 per cent) were in full day kindergarten classes

Teacher participation in professional development sessions

There were five professional development sessions designed for full day kindergarten programming that all teachers attended. Sessions topics included: Best Practice, Data Collection, Family Engagement, Child Directed Learning, Physical Literacy, Brain Research, Inquiry and Play Based Learning, Teacher Reflection

Report to Alberta Education including school selection and student registration criteria Criteria used for schools to accept children into the programs in their school:

Children were to live within the boundary area of the school to register

If room and resources existed, principals could accept an out of boundary child if the child resided in a school boundary area that also had a full day kindergarten program

Out of boundary children who had siblings in the school with a full time kindergarten program were grandfathered and accepted into the program provided there was room and resources

Criteria for School Selection:

Alberta Education Early Development Instrument

City of Calgary demographics

Information from district and school administration


The evaluation of the Full Day Kindergarten Pilot provided us with preliminary evidence that full day kindergarten had a favorable impact on children in the Calgary Catholic School District. Through the sharing of the experience of the innovative practice of full day kindergarten programming, teachers, parents and guardians, administrators and children have benefited from excellence in education and the possibility of the benefits that will occur well into their futures. Full day kindergarten has the capacity to allow for narrowing learning gaps and giving children a true passion for learning through experiencing success in school. This pilot has allowed children to become engaged in their learning, develop ethical citizenship mindsets and celebrate their entrepreneurial spirit through creative, thoughtful and meaningful planning. The Full Day Kindergarten Pilot for the 2014-2015 school year of the Calgary Catholic School District was a success, although due to budget constraints, there is no government funding provided for its continuation.


REQUIRED PROVINCIAL MEASURES AND DATA: PROVINCIAL GOAL TWO: Success for Every Student PROVINCIAL OUTCOME: 2.1: Students achieve student learning outcomes.

Performance Measure for Diploma: Acceptable



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

2011 2012 2013 2014 2015 Achievement Improvement Overall

CCSD 82.5 84.0 84.0 86.0 86.1 Intermediate Improved Good

Province 82.7 83.7 84.4 85.5 85.2 Intermediate Improved Significantly Good

*Data provided by Alberta Education: Accountability Pillar Report 2015

Performance Measure for Diploma: Excellence



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


CCSD 17.9 19.8 18.1 19.8 21.1 High Improved Good

Province 18.8 19.3 19.6 21.1 21.0 High Improved Significantly Good

The target of 21.0 per cent set in the 2013-2014 Annual Education Results Report was met and exceeded by 0.1 per cent.


Notes: Current and historical Diploma results have been adjusted to reflect change in data source system. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2. Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.


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

(by individual course)

Measure Details

Diploma Exam Course by Course Results by Students Writing

Results (in percentages)

2011 2012 2013 2014 2015

A E A E A E A E A E

English Lang Arts 30-1 Authority 83.6 8.5 85.8 11.7 84.7 7.8 88.5 10.1 88.2 10.7

Province 85.0 10.1 86.3 11.3 86.0 10.4 87.6 11.8 86.5 11.5

English Lang Arts 30-2 Authority 85.9 5.4 89.2 8.2 85.6 6.9 86.9 8.9 87.8 7.8

Province 88.7 9.1 89.6 10.7 89.4 10.9 89.8 13.1 88.7 11.3

French Lang Arts 30-1 Authority 96.4 14.3 94.5 13.1 93.7 6.3 99.3 15.2 93.9 8.3

Province 95.3 14.5 95.6 13.5 95.4 12.4 96.6 14.6 95.5 9.9

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

Province NC NC NC NC 80.9 35.9 75.1 27.9 76.2 31.7

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

Province NC NC NC NC 69.5 9.6 71.3 15.0 73.9 15.5

Social Studies 30-1 Authority 84.5 13.9 87.6 18.3 85.0 14.1 86.7 12.2 86.6 14.3

Province 83.0 14.9 86.3 16.7 85.4 15.2 85.6 14.3 87.1 16.2

Social Studies 30-2 Authority 86.2 19.4 84.9 17.9 80.4 15.5 85.6 17.4 83.1 17.4

Province 85.6 15.9 83.0 13.7 82.2 13.7 84.0 14.8 81.3 12.5

Biology 30 Authority 82.6 29.6 82.3 30.2 84.8 34.4 86.2 31.7 87.7 33.8

Province 82.0 30.0 81.9 28.2 84.4 32.2 85.2 31.9 85.9 33.0

Chemistry 30 Authority 75.1 26.6 76.4 27.4 83.7 34.9 81.2 34.7 83.9 38.4

Province 75.4 28.0 77.1 28.7 78.8 31.8 81.5 35.2 82.2 34.2

Physics 30 Authority 80.2 26.8 86.2 31.6 80.4 33.2 82.5 35.1 83.7 34.7

Province 77.0 27.8 81.1 30.5 81.5 30.5 83.2 34.3 83.9 35.8

Science 30 Authority 74.9 14.6 71.2 17.6 81.3 22.5 84.3 19.0 82.7 22.7

Province 80.4 21.0 79.8 22.0 84.1 25.8 85.0 25.4 83.9 26.7

*Data provided by Alberta Education: Accountability Pillar Report 2015 Current and historical Diploma results have been adjusted to reflect change in data source system. Note: “A” = Acceptable; “E” = Excellence — the percentages achieving the Acceptable Standard include the percentage achieving the Standard of Excellence. NC – New curriculum


Performance Measure for High School Completion

Rate (3 yr)



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


CCSD 78.6 80.4 81.8 81.0 83.4 Very High Improved

Significantly Excellent

Province 72.6 74.1 74.8 74.9 76.4 High Improved

Significantly Good


Performance Measure for Drop Out Rate



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


CCSD 2.3 1.5 1.5 1.6 1.8 Very High Declined Good

Province 4.2 3.2 3.5 3.3 3.4 High Declined Acceptable

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


Performance Measure for Post-Secondary Transition

Rate (6 yr)



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


CCSD 69.4 69.0 71.2 69.5 68.9 Very High Maintained Excellent


Good



Performance Measure for Rutherford Scholarship

Eligibility Rate



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


CCSD 62.4 65.6 65.2 63.8 66.0 High Improved Good



A student must have a minimum combined average based on five designated courses in at least one grade: Grade 10, 11 or 12. The minimum average, value of the award and courses that can be used depend on the year the student graduated. The specific requirements for the Alexander Rutherford Scholarships are available at Alberta Scholarship Programs.

Performance Measure for Diploma Exam

Participation Rate (4+ Exams)



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


CCSD 63.7 64.5 65.6 47.1** 64.1 High Maintained Good

Province 54.9 56.2 56.6 50.5 54.9 Intermediate Improved Good


Diploma Participation Rate is the percentage of students who write four or more Diploma Examinations by the end of their third year of high school. It is calculated by tracking Grade 10 students for three years and is adjusted by attrition. ** Please note: Participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for both the district and province.

n/a – Overall evaluations can only be calculated if both improvement and achievement evaluations are available.

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


Performance measures for introducing the Learner Support Plan to support the success of learners with diverse needs

On August 29, 2014 two training sessions were held for diverse learning coordinating teachers and administrators regarding the completion of the new Learner Support Plans. Ongoing feedback was gathered throughout the year from staff and parents. A specific feedback gathering session was held with diverse learning teachers in November 2014. A parent letter concerning Learner Support Plans was created and shared throughout the district.


The implementation of the new Learner Support Plans for K-12 was successful as they were created for all special education coded students in the district.

Performance measures for implementing a social worker program in select elementary schools

Although all schools have the support of district social workers, in this project, the district further supported seven K-6 schools with a .5 FTE social worker contracted through Catholic Family Service. The schools involved included: Corpus Christi, Holy Family, Holy Spirit, Msgr. Hetherington, St. Damien, St. Dominic and St. Henry.

The priority for social workers was to work directly with students and families, in collaboration with school personnel, to support their complex needs. The workers would also build capacity with staff to work with students building social skills, conflict resolution and problem solving around behaviors related to trauma and stress.

Family contacts were done over the phone, as well as, in-person at the student’s school. Examples of referrals made included those to the Food Bank, Multicultural School Support, Access Mental Health, Boys and Girls Clubs of Calgary, North Central Community Resource Centre and the Women’s Centre. A number of one-on-one sessions with students took place, as well as, with students in small group interventions, classroom observations and group sessions. Classroom group sessions focused on social skills and conflict resolution. Teachers were involved in consultations with social workers for classroom ideas and strategies, to gain insight into other issues impacting student engagement, in planning for upcoming groups and in preparation for School Resource Team meetings.


This program has been a success as is evident in the following comments made by participants:

“A student, made a card for the social worker that read “Thank you for being there to talk about my problems and helping me understand my feelings better.” A mother, who recently immigrated to Canada, and who had been a teacher in her home country said to a social worker, “I am shocked and so thankful that you are here to help my son be successful.” A teacher reported, “The social worker has been working with a girl in my class since September. With the social worker’s help and guidance, I've seen this student’s self-esteem, confidence, and self-worth improve. My student practices affirmations daily to improve self-esteem. Through daily affirmation practice, my student has had more success in dealing with conflict and stress because she is beginning to recognize her self-worth.”


A social worker commented, “I worked with a girl in Grade 4 whose family was involved with Child and Family Services, had lots of things going on at home and she didn’t want to go to school. She reported feeling awful, sad and bad. We did a lot of feeling work, art and painting. We did mindfulness activities and she reported that she does them on her own as well. She used to check in with me every morning before class but has now stopped seeing me by her own choice. She was self-harming but is not anymore. She is now receiving support in the community through Child and Family Services.” “The lessons presented by the social worker for my Grade 2 class were valuable learning lessons for the children.” wrote one teacher. “Taking time to review and explore their understanding of feelings was beneficial for all those involved. The service the social worker provides to our school is crucial for the emotional well-being of so many children that need access to her area of knowledge.”

Performance measures for implementing the Tell them From Me Survey (TTFM) at the elementary level (grades 4 – 6)

All junior and senior high schools participate in the Tell Them From Me Survey which allows students an opportunity to provide input on a variety of topics related to student engagement. In the 2014-2015 school year it was optional for elementary schools and 42 out of 88 schools with an elementary population took part. An elementary survey and a secondary survey were administered. Of the 42 schools involved in the elementary survey, 4,348 completed them with a response rate of 77.1 per cent; 54 schools administered the secondary survey with 15,016 being completed, a response rate of 74.2 per cent.

The surveys indicated strengths in the following areas: high positive relationships, high positive behaviour, students are interested and motivated, high effort rate, high relevance, high rigor, high teacher advocacy at school, high positive work behaviour and high engagement. *Areas of need included high levels of anxiety amongst girls (grades 4-12) and high levels of depression amongst girls (grades 7-12). Further investigation into the student responses indicated issues with self-esteem. Schools new to the survey have been supported through webinar training and through anytime anywhere online professional development with the Learning Bar. Principals received TTFM data in regards to anxiety and depression for their schools. Instructional Services organized a TTFM professional development opportunity for school administrators (May 26 at St. Paul and May 28 at St. Leo) to discuss what the data means, how the data impacts the work done at schools, what strategies are already in use that are successful, what more can be done to support areas of need and where to go next. Discussions regarding the schools’ action plans/best practice will continue at Family of Schools, Instructional Leaders Network (ILN) or District Leadership Council (DLC).


As the Tell Them From Me survey provides rich and important data about the social-emotional outcomes of our students, all elementary schools will participate in the TTFM Survey this year. Schools will be encouraged to create school based TTFM focus groups which could include students and parents to organize activities which will focus on and address the outcomes identified from the survey data.

*Administrative issue currently identified and is being addressed in our Student Wellness Strategic Plan.


Performance measures for developing and implementing a number of assessment deliverables for Alberta Education and for the use of our district

In the spring of 2014 the Calgary Catholic School District was commissioned to create a set of deliverables on assessment for teachers in Alberta. These deliverables would consist of artifacts containing principles, tools (i.e. rubrics, scales, portfolios, strategies) and videos supporting the classroom teacher in assessment. The first set of deliverables was the principles for assessment which were created by October 2014. The principles of assessment are intended to support comprehensive work on assessment in Alberta. Groups of students, teachers and parents in the district have reviewed this document in order to ensure they reflected an authentic and practical view of assessment. This set of principles relies extensively on the work of a draft document being developed by Alberta Education entitled “Fair Assessment of Student Achievement”. Both this document and the draft Alberta Education document are based on the “Principles of Fair Student Assessment Practices for Education in Canada”. When finalized, the document will be made available on the Alberta Education website. All videos were completed by March of 2015. The assessment tools were presented for feedback at the District Leadership Council (DLC), Family of School meetings, Parent Trustee Forums, and Teacher Advisory Council (TAC) meetings.


The assessment artifacts were successfully created and the following assessment videos can be viewed at: 1. Self-Reflection 2. Peer Feedback 3. Formative Assessment 4. Summative Assessment

Performance measures for improving high school assessment of English Language Arts

The six Holding Tanks for all 10, 20 and 30 level English language Arts (ELA) courses were created in conjunction with a group of five ELA teachers. (This was part of district work to improve diploma excellence.) The Holding Tanks were shared with coordinating teachers who in turn shared them with their departments and are being promoted at upcoming professional development days and to teachers new to the district. An exam manager session was held with the ELA 30-1 and 30-2 Alberta Education exam managers in the spring. As a follow up to the exam manager session, the district offered three sessions, one for administrators and two for teachers, on understanding diploma exam data and using the data to set instructional goals.

Lessons on Supporting Evidence became a part of the Holding Tanks project.

While the district’s results for students achieving the Acceptable Standard in English Language Arts 30-1 are above the province, the Standard of Excellence is below. The Acceptable Standard and Standard of Excellence for English Language Arts 30-2 are below the province.


Improving high school assessment of English Language Arts will continue to be a focus in the district. Professional development sessions will be offered on professional development days, on-site at schools and after school for teachers to review assessments and instruction to ensure they are aligned with the curriculum expectations. In this way as teachers and students become more familiar with the standards, students will be better prepared for the diploma exam. Other strategies which will be utilized include department goal setting with each high school’s English department in order to set specific goals based on data, regularly sharing information related to best practice through monthly newsletters and webinars, regular development of resources on ePD, and one-on-one meetings with teachers and coordinating teacher meetings. Collection banks for all high school courses will continue to be built to ensure greater consistency in

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assessment, greater understanding of the curricular outcomes, greater understanding of the assessment standards (e.g. what constitutes a Satisfactory vs a Proficient score) and to share best practice in teaching and learning. The district will continue to work with Alberta Education encouraging teachers to be involved in marking diploma exams and/or sit on working groups, standards setting committees and technical review committees. Schools will be encouraged to take advantage of field testing opportunities and look at offering these writings during alternate time frames to expose both teachers and students to this style of assessment.

Performance measures for improving high school assessment of Social Studies

The district’s Acceptable Standard for Social Studies 30-1 has fluctuated compared to the provincial average since the 2010-2011 school year. The Standard of Excellence rate for Social Studies 30-1 declined from last year and is 1.9 per cent below the provincial average.

The diploma exam consists of two parts: multiple choice and the written response. Through data analysis it was determined that the district area of focus for the coming year will be on the written response, more specifically the argumentative portion. A significant focus will be on working with argumentative and evidence use within the written response. Work must be done to assist students to argue more effectively and go into more depth with well-chosen pieces of evidence.

The Acceptable Standard and Standard of Excellence for Social Studies 30-2 has been consistently above the provincial average.


Meetings with all high school coordinating teachers and administration were held to discuss diploma results with a focus on the Standard of Excellence. On analysis of district and individual schools results, certain trends were evident and strategies have been shared with the schools so that departments can work more directly on those areas of need. These meetings were held in October, as well as, in May of the 2014-2015 school year. Numerous professional development sessions were offered on various topics. A group of Social Studies teachers worked to create Holding Tanks with gradebooks, rubrics, assessments and long range plans to be shared with all district teachers. All items are directly aligned with Alberta Education’s learning curriculum and assessment documents.

As Social Studies 30-1 has been identified as an area of concern, a Standard of Excellence Improvement Project will be developed. The project will focus on CCSD teachers sharing best practice for instruction and assessment with their colleagues, while ensuring that all work aligns with Alberta Education curricular outcomes. The creation and sharing of lessons, resources and assessment documents for the entire program will be a goal, however, much of the work will target improving success on Written Response Assignment #2.The district will continue to work with Alberta Education encouraging teachers to mark diploma exams and schools to take advantage of field testing opportunities. Work will continue with coordinating teachers and departments to share best practice between teachers and district schools. Completion of Holding Tanks will give teachers and departments some effective support in regards to their assessment standards.


Performance measures for improving high school assessment of Mathematics

The Math 30 courses are in their third year of implementation since the curriculum change took place in 2012-2013. Over these three years, the district has consistently scored above the province at the Acceptable Standard for both Math 30-1 and Math 30-2. The Standard of Excellence at the 30-1 level has been slightly lower than the province but has been higher than the province for Math 30-2.

Smarter Marks was incorporated into two high school’s assessment practices, St. Timothy and St. Martin de Porres, as a way to increase the validity scores on assessments and provide feedback to teachers at the end of assessments on the scoring of Acceptable Standard and Standard of Excellence type questions.

The project focussed on aligning assessments with current curriculum standards documents at three levels: specific outcomes, cognitive levels, difficulty levels. This was a topic for conversation at all three coordinating teacher meetings and was incorporated into four professional development sessions.


Extensive work has been done to familiarize all teachers with the new curriculum and standards documents. Alberta Education diploma exam managers have met with teachers and communicated program expectations and changes. Numerous professional development sessions were offered on professional development days, on-site at schools and after school for teachers to review assessments and instruction to ensure they are aligned with the curriculum expectations. This is to specifically address the Standard of Excellence levels. The more familiar teachers and students are with the standards and what makes an excellence level question, the more they will be exposed to them, thus making them more comfortable with the standards when writing the diploma examinations. A High School Assessment Group, made up of six teachers, worked on creating resources to support assessment and instruction. These resources were shared with coordinating teachers and departments to be used in the 2015-2016 school year. Work continues with Alberta Education with many teachers being involved in working groups, standards setting committees and technical review committees. Schools are also encouraged to take advantage of field testing opportunities and looking at offering these writings during alternate time frames to expose both teachers and students to this style of assessment.

Performance measures for improving high school assessment of Science

District Biology and Chemistry results were above the province in both the Acceptable Standard and Standard of Excellence. Physics 30 and Science 30 were below the province in both the Acceptable Standard and Standard of Excellence. Chemistry 30 was identified by the Board of Trustees as the focus for a Key Performance Indicator (KPI) to improve diploma results at both the Acceptable Standard and the Standard of Excellence. To address this KPI, the Science team focused on consistent and district-wide professional development for all Chemistry 30 teachers. This began with a needs assessment and a planned delivery model. Teachers shared strategies and assessment models with a particular focus on outcomes that have proven difficult for students. District Chemistry 30 teachers that have developed successful instructional strategies, had “mini-lessons” filmed. “Mini-lesson” videos were shared on Brightspace (D2L) and electronic Professional Development (ePD). Diploma results indicated significant improvement at both the Acceptable Standard and the Standard of Excellence both over last year and the province. The need for a district Science 10 final exam that accurately reflected the rigors of the program of studies was identified. A team of Biology, Chemistry and Physics teachers from across the district worked collaboratively on the project. Final exam composition was modelled after Science diploma exams both in cognitive levels (knowledge, comprehension/application, higher mental activity) and question format (multiple choice with embedded numerical response). The


final exam was field tested in January 2015 by four high schools and using collected data, revisions were made. All Science 10 teachers in the district were provided with an opportunity to peruse the secured final to allow for necessary adaptations to instructional strategies and assessment measures. In addition, teachers were inserviced regarding cognitive levels of questioning.


All district high schools successfully wrote the Science 10 common final exam in June, 2015. The Science 10 teachers were in agreement that the district final was an improvement to the less rigorous, primarily knowledge-based final exams that were previously used. The secured exam will continue to be written by all students in the 2015-2016 school year.

Chemistry 30 diploma results showed a significant improvement at both the Acceptable Standard and the Standard of Excellence. Chemistry students performed 1.7 per cent above the province at the Acceptable Standard and 4.2 per cent above the province at the Standard of Excellence. In addition, the district had a higher participation rate than the province in the number of students writing the Chemistry 30 diploma. Additional work is required in the areas of instructional support materials and the revision of assessment tools to reflect the rigors of the Chemistry 30 program and the cognitive levels of questioning reflected on the diploma exam. A Chemistry 30 teacher commented:

“The Chemistry KPI professional development was the best that I have ever experienced.”

Performance measures for helping students develop a plan for a lifelong learning transcript that would accurately reflect the educational realities of the 21st century, through the Dual Credit Strategy

During the 2014-2015 school year the students took part in the following dual credit courses: Pharmacy Assistant (cohort #2) – 21 students Pharmacy Assistant (cohort #3) – 24 students Advanced Acting - 16 students Advanced English Critical Reading and Writing – 20 students


Interest continues to be shown in the dual credit programs with the following number of students enrolled for the fall of 2015: Pharmacy Assistant (cohort #3) – 24 students Pharmacy Assistant (cohort #4) – 24 students Health Care Aide – 24 students Veterinary Tech – 23 students Pre-employment Carpentry – 11 students

All students and their parents were required to attend a meeting about each program as part of the application process. At this meeting the post-secondary institution and district personnel explained how the program operates and what the expectations of each partner in the specific program were to be. Four students removed themselves from the Creative Reading and Writing class before it started. Although two students removed themselves from the third cohort in the Pharmacy Assistant program before the class began, there were students on a waitlist who were selected to take their place.


Performance measures for the goal of participating with the Calgary Board of Education, who was the lead vendor, in prototyping new curriculum for grades 10 - 12

Coordinating teachers, subject area consultants and supervisors met on the following dates to discuss and collaborate on prototyping new curriculum for grades 10-12.

June 20, 2014 – 39 attendees at St. Paul September 12, 2014 – 9 attendees at CBE

October 16, 2014 – 22 attendees at St. Paul December 2, 2014 – 15 attendees at Telus Sparks (Curriculum Prototyping Symposium)


Coordinating teachers, subject area consultants, administrators and supervisors attended one or more of the above sessions to learn more about prototyping and to obtain feedback in regards to new curricular outcomes (grades 10-12). The Curriculum Redesign website was shared with parents, students and teachers throughout the year via the IS Weekly to highlight new curricular updates.


PROVINCIAL OUTCOME 2.2: Students demonstrate proficiency in literacy and numeracy. (Elementary/Junior High)

Performance Measure for PAT: Acceptable



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


Target 2016

CCSD 76.6 77.8 78.5 75.5 75.3 Intermediate Declined Significantly Issue 75.4

Province 74.0 74.5 74.2 73.1 73.0 Intermediate Declined Significantly Issue

Note: The “Declined Significantly” indicator in the improvement category of PAT: Acceptable is determined by a statistical ca lculation done by Alberta Education with a comparison to the district three-year average. The 2015 score of 75.3 per cent, although above province by 2.3 per cent, is 1.3 per cent below our three year average of 76.6 per cent. If the district score would have been 0.7 per cent higher, it would have been considered “Declined”; if 0.8 per cent higher, it would have been considered “Maintained”.


Performance Measure for PAT: Excellence



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


CCSD 20.3 21.6 22.1 19.9 20.1 High Maintained Good

Province 19.0 19.5 18.7 18.4 18.8 Intermediate Maintained Acceptable

*Data provided by Alberta Education: Accountability Pillar Report 2015 Notes: Alberta Education requires jurisdictions and schools to report results for Provincial Achievement Test data on the basis of cohort groups. This form of reporting accounts for all students enrolled at a grade level. For example, the number of students in the cohort is determined as the total of number of students who write, the number of students who are absent, and the number of students who are excused from writing by the superintendent for valid reasons as determined by Alberta Education (because participation would be harmful to the student or the student could not respond to the test instrument). When the percentage of students meeting standards is calculated, students who are absent or excused are considered to have not demonstrated the Acceptable Standard for a given achievement test as their achievement is not known. The Aggregated Provincial Achievement Test results are based on a weighted average of the percent meeting the standards (Acceptable, Excellence). Courses include: English Language Arts (grades 6, 9, 9 KAE), Français (grades 6, 9), French Language Arts (grades 6, 9), Mathematics (6, 9, 9 KAE), Science (grades 6, 9, 9 KAE), Social Studies (grades 6, 9, 9 KAE). Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and the district.


Measure Details

Provincial Achievement Test Course by Course Results by Number Writing


2011 2012 2013 2014 2015

A E A E A E A E A E

English Language Arts 3 Authority 95.0 25.7 93.7 25.8 95.0 23.5 N/A N/A N/A N/A

Province 89.9 19.3 89.3 22.3 89.2 19.4 85.2 16.7 N/A N/A

French Language Arts 3 Authority 83.0 15.2 82.2 10.0 91.7 12.9 N/A N/A N/A N/A

Province 85.2 16.8 85.3 15.1 82.8 12.9 78.3 10.9 N/A N/A

Mathematics 3 Authority 89.5 33.3 88.3 31.3 88.1 28.9 N/A N/A N/A N/A

Province 84.5 28.4 83.5 27.7 83.1 27.7 80.1 27.2 N/A N/A

English Language Arts 6 Authority 95.1 22.7 95.9 23.9 96.1 21.9 95.2 22.5 95.2 23.9

Province 91.4 20.4 91.0 19.6 90.9 18.0 90.6 19.5 91.4 21.5

French Language Arts 6 Authority 94.2 20.3 96.9 18.6 92.6 21.8 91.4 25.3 87.7 14.3

Province 91.9 17.6 91.8 17.7 90.4 16.6 90.1 15.9 89.7 13.9

Mathematics 6 Authority 86.7 20.5 89.6 22.4 86.2 21.4 87.3 18.6 87.2 17.4

Province 81.2 19.6 82.2 18.3 80.4 18.1 81.1 17.0 80.7 15.5

Science 6 Authority 88.4 29.2 91.5 33.1 90.9 33.7 89.7 30.1 89.9 30.6

Province 84.3 27.7 85.7 31.0 85.3 28.5 84.2 27.6 84.6 28.1

Social Studies 6 Authority 84.3 22.8 87.9 23.9 87.6 26.4 85.6 20.8 85.1 21.3

Province 78.6 20.5 80.7 21.5 80.7 21.1 78.7 18.6 77.7 20.1

English Language Arts 9 Authority 92.5 20.5 93.3 21.6 N/A N/A 91.9 19.8 91.1 17.6

Province 88.9 18.4 87.1 18.4 87.2 16.8 86.4 17.0 85.5 16.3

French Language Arts 9 Authority 88.6 16.9 85.9 9.9 89.0 13.0 91.1 13.1 87.8 10.0

Province 91.6 15.4 89.8 12.6 89.8 14.3 89.3 11.5 89.3 10.5

Mathematics 9 Authority 78.0 21.1 79.0 21.7 N/A N/A 79.5 21.1 78.9 22.4

Province 73.9 19.4 74.1 19.9 75.3 20.6 75.2 19.4 73.1 20.1



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

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

N/A - District Grade 3 students did not participate in the 2014 or 2015 Provincial Achievement Tests but took part in a Student Learning Assessment pilot.

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

Performance measures for developing and implementing diagnostic assessments for Grade 6 students to demonstrate proficiency in literacy and numeracy

A literacy and numeracy assessment for Grade 6 students was created to be used by all Grade 6 teachers. The following sessions were held by district personnel.

September 3, 2014 – 69 attendees at St. Paul September 4, 2014 – 53 attendees at St. Leo September 10, 2014 – 20 sites locations (multiple participants) for an online Blackboard collaborative session.


Grade 6 teachers in the district, along with some diverse learning teachers and diverse learning coordinating teachers and administrators attended one of the above sessions to learn about the implementation and direction of the assessment. The results of the assessments were meant to guide teacher’s instruction for the year. Teachers completed the assessments by October 31, 2014 so that they could share the results with parents at the first progress report interviews.


2011 2012 2013 2014 2015

A E A E A E A E A E

Science 9 Authority 86.6 24.0 87.5 28.0 N/A N/A 86.5 27.5 87.4 29.7

Province 83.2 23.1 82.3 24.9 81.7 22.4 81.8 24.7 82.4 25.4

Social Studies 9 Authority 79.1 22.8 83.2 23.3 N/A N/A 78.4 23.0 79.2 24.2

Province 75.7 21.4 77.4 21.4 74.0 21.2 73.9 22.4 73.5 22.4


PROVINCIAL OUTCOME 2.3: Students demonstrate citizenship and entrepreneurship.

Performance Measure for Citizenship



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


CCSD 83.4 83.7 83.7 85.2 84.8 Very High Improved Significantly Excellent

Province 81.9 82.5 83.4 83.4 83.5 Very High Improved Significantly Excellent


Performance Measure for Work Preparation



Improvement Target

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




Good

The target of 81.2 per cent set in the 2013-2014 Annual Education Results Report was not met.


Performance measures indicating students model ethical citizenship while engaging in digital learning

Schools have focused on promoting digital citizenship in their schools. The Everfi Ignition program is an online digital citizenship course geared toward students in grades 4 through 8. This program has proved to be popular in many of our schools. Of our schools supporting students in grades 4 through 8, 61 per cent are either in the process of being trained in the program, engaged in training, or are now actively participating in the online course. Students when asked to respond to what they have learned about their responsibilities in an online environment said:

“We should eliminate cyberbullying, only post appropriate photos, report inappropriate comments, and report someone who is cyberbullying to an adult.”

“Think before we post. Spread heart, not hurt! Treat others the way we want to be treated.”


Digital citizenship helps to prepare schools for offering Bring Your Own Device (BYOD) programs to students. There are BYOD programs operating in just over 50 per cent of district schools. All 12 high schools, just over two thirds of junior high and K-9 schools, and nine elementary schools currently allow students to bring their own devices. These schools have worked with their community and their students to teach them about the principles of digital citizenship. A factor that impacts the offering of BYOD in a school is the strength of the wireless infrastructure. As of June 30, 2015 all schools now have Wi-Fi coverage across the school.

QUALITATIVE STATEMENT The district focus on digital citizenship in our schools has been successful in encouraging students to model ethical citizenship while engaging in digital learning. In collaboration and consultation with their community, schools will continue to take advantage of BYOD opportunities allowing students to strengthen their online presence in a safe and responsible manner.


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

Performance Measure for PAT: Acceptable



Improvement Target

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


CCSD 48.7 58.7 60.1 50.1 52.4 Very Low Maintained Concern 52.5%

Province 49.7 50.9 54.3 51.4 52.1 Very Low Maintained Concern

The target of 53.4 per cent set in the 2013-2014 Annual Education Results Report was not met. The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was met and the gap was reduced by 2.5 per cent over the previous year. It should be noted that Alberta Education had made some corrections mid-course regarding their reported FNMI statistics.


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

Performance Measure for PAT: Excellence



Improvement Target

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


CCSD 6.0 10.4 8.5 7.7 8.8 Very Low Maintained Concern 8.9%

Province 5.9 6.0 5.9 5.8 6.5 Very Low Improved Issue


The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was met and the gap was reduced by 0.9 per cent over the previous year. It should be noted that Alberta Education had made some corrections mid-course regarding their reported FNMI statistics.


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


Performance Measure for Diploma: Acceptable



Improvement Target

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


CCSD 79.4 77.7 76.4 82.8 81.9 Intermediate Maintained Acceptable 82.0%

Province 77.2 76.0 75.6 78.4 78.3 Low Improved Acceptable


The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was not met. It should be noted that Alberta Education had made some corrections mid-course regarding their reported FNMI statistics.


Performance Measure for Diploma: Excellence



Improvement Target

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


CCSD 9.0 12.2 11.3 8.4 11.2 Low Maintained Issue 11.3%

Province 7.6 8.4 8.7 10.1 9.4 Low Maintained Issue

The target of 10.4 per cent set in the 2013-2014 Annual Education Results Report was met and exceeded by 0.8 per cent. The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was met and the gap was reduced by 0.5 per cent over the previous year. It should be noted that Alberta Education had made some corrections mid-course regarding their reported FNMI statistics.


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


Performance Measure for High School Completion

Rate (3 yr)



Improvement Target

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


CCSD 56.4 57.3 63.9 57.4 67.2 Intermediate Improved Good 67.3%

Province 38.2 40.2 43.9 43.6 46.0 Very Low Improved

Significantly Acceptable


The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was met and the gap was reduced by 7.2 per cent over the previous year.


Performance Measure for Drop out Rate



Improvement Target

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



Province 10.4 9.0 8.5 7.8 8.0 Low Improved Acceptable



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



Performance Measure for Post-Secondary Transition Rate (6

yr)



Improvement Target

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


CCSD 40.8 56.6 46.0 65.6 48.5 High Improved Significantly

Good 51.6%


The target of 65.7 per cent set in the 2013-2014 Annual Education Results report was not met.

The district First Nations, Métis and Inuit results are above provincial results. The goal to reduce the difference between the First Nations, Métis and Inuit results and the overall district results was not met.


Performance Measure for Rutherford Scholarship

Eligibility Rate



Improvement Target

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



Province 31.1 34.4 35.1 33.0 31.5 Very Low Declined Significantly

Concern





Performance Measure for Diploma Exam

Participation Rate (4+ Exams)



Improvement Target

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







Performance measures for reducing the gap between First Nations, Métis and Inuit (FNMI) students and other students on all provincial accountability measures

A number of strategies were employed by the district FNMI team to address the needs of students and staff in an effort to reduce the achievement gap: School Presentations:

Coordination of Aboriginal Day events and presentations

Facilitated culture event for Grade 5 class (St. Anthony School)

Presentations and hands-on activities tied to Grade 4 curricular outcomes in classrooms

Classroom presentations (aboriginal perspectives)

FNMI cultural lunch and learn sessions

Work with agencies such as United Way and run seminars such as the NAPI (Native Ambassador Post-Secondary Initiative) program and Boys and Girls Clubs of Calgary lunch program at Father Lacombe and Bishop Grandin High Schools

Access local story tellers, sweat lodges, dancers and drummers

School Trips:

Leadership program – student leaders to attend student conference sponsored by Boys and Girls Clubs of Calgary

Educational, leadership and cultural field trips for students (Glenbow Blackfoot exhibit, student conferences, WE Day, trade unions)

Field trips to post-secondary institutions (Mount Royal University, SAIT, University of Calgary)


Education/Curriculum:

Developed curriculum for Aboriginal 30

Enrolled students in Aboriginal 30

Supported/coached classroom teacher in Aboriginal 30 program delivery

Developing residential school component

Assist in applications for student awards (Rutherford Scholarship, etc.)

Hold annual FNMI graduation event

Developed strategies to address PAT/Diploma results

Provision of academic support as required for our students (monitoring student class schedules, attendance and academic achievement)

Bridging access to tutorials and traditional supports for students in schools

Facilitated volunteer tutoring program at Bishop Grandin High School (former students giving back to the community) Professional Development:

Developed professional development for home liaison workers to provide appropriate support

Developed and implemented training session for home liaison workers for CUM file review

Spoke with new teachers at teacher orientation night regarding accessing supports for our students

Creating professional learning implementation plans for CCSD school authorities and teachers to follow which focus on student success and FNMI perspectives and content in the curriculum (Diverse Learning Coordinating Teacher Professional Development Series, Professional Development Day and Professional Development sweat lodge session)

Professional development for FNMI team in the area of mental health

Participated in diverse learning coordinating teacher meetings to build awareness of district FNMI profile and methods to access supports

Collaborating as a team to create and deliver effective and quality professional learning opportunities (contributing to the Instructional Services Professional Development catalogue)

Offer professional development and resources for school staff Community:

Collaborated with outside agencies to coordinate support (Alberta Health Services, United Way, Boys and Girls Clubs of Calgary)

Met with outside agencies to acquire resources

Access Elders for special presentations

Representation on Aboriginal student steering committees at University of Calgary, Calgary Regional Consortium, SAIT and Mount Royal University

Involve Elders in our schools and in dialogue with Board of Trustees and administration

Organize field trips to neighbouring nations and invite the community to attend and participate in events such as the district Pow Wow at St. Timothy High School.

Participating on FNMI advisory meetings to build relationships and share information – Alberta Youth and Education Strategies (AYES) – University of Calgary, Boys and Girls Clubs of Calgary

Advocacy/Support/Building Capacity:

In school liaison support at schools with a large population of students who are FNMI – St. Martha and Father Scollen Schools

Developed support network/team at St. Timothy High School


Developed protocols for home support worker

Developed protocols for home liaison workers

Developed support with focus on building capacity at two high schools

Collaborated with numerous schools to assess support needs

Collaborated with Instructional Services staff for coordinated support of students and families

Assessed support needs at numerous schools and developed protocols for support

Triaged referrals to provide support efficiently

Designed documentation templates for staff in order to maintain consistent, comprehensive records and to create seamless communication between team members

Work closely with school diverse learning teachers to change support paradigm

Participation in school mental health triage meetings and School Resource Team meetings to determine appropriate supports for students in need

Communicating with parents and connecting students and families to community supports

Celebrating student successes and recognizing positive student leaders (two student runners-up for indigenous shining student awards)


The district was successful in reducing the achievement gap between First Nations, Métis and Inuit students and all other students on seven of the nine accountability measures as indicated below:

Overall percentage of self-identified First Nations, Métis and Inuit students in grades 6 and 9 who achieved the Acceptable Standard on Provincial Achievement Tests (overall cohort results – combined subjects and grades) – gap was reduced by 2.5 per cent

Overall percentages of self-identified First Nations, Métis and Inuit students in grades 6 and 9 who achieved the Standard of Excellence on Provincial Achievement Tests (overall cohort results – combined subjects and grades) – gap was reduced by 0.9 per cent

Overall percentage of self-identified First Nations, Métis and Inuit students who achieved the Standard of Excellence on Diploma Examinations within three years of entering Grade 10 (overall results) – gap was reduced by 0.5 per cent

Percentage of self-identified First Nations, Métis and Inuit students who completed high school within three years of entering Grade 10 – gap was reduced by 7.2 per cent

Annual drop out rate of self-identified First Nations, Métis and Inuit students aged 14 to 18 – gap was reduced by 0.7 per cent

Percentage of self-identified Grade 12 First Nations, Métis and Inuit students who meet the Rutherford Scholarship eligibility criteria – gap was reduced by 10.9 per cent

Percentage of self-identified First Nations, Métis and Inuit students who have written four or more diploma exams by the end of their third year of high school – gap was reduced by 10.5 per cent


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.

Performance Measure for Program of Studies



Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, health and physical education. (Required Provincial Accountability Measure)


CCSD 82.3 82.1 82.5 83.8 82.8 Very High Maintained Excellent



Performance measures for increasing teacher access and use of Electronic Professional Development (ePD) and foster the use of Learning Commons in schools

The majority of Electronic Professional Development (ePD) in the district is supported by the use of Brightspace by D2L. There are 27 ePD sites in place to support teachers in our district. The most recent site launched in April 2015 is targeted towards Support Staff in the district who work with students at the classroom level. Staff have been auto-enrolled into seven of the key ePD sites that apply to everyone: Diverse Learning, Diverse Learning ELL, Educational Technology, Inspiring Education, Literacy Connections, Religious Education & Family Life and the new Support Staff course. Staff self-register into the remaining 20 sites depending on their needs. The ePD sites are continually updated with new information and design changes are ongoing based on user feedback. Over the course of the 2014-2015 school year, the number of users who interacted with content increased by 23.9 per cent averaged across the 27 sites. The highest user interaction increases were in the Counselling ePD (59.1 per cent) and the Diverse Learning ePD (50.8 per cent).

QUALITATIVE STATEMENT The number of teachers accessing and using ePD continues to grow as new sites are developed, current sites are updated and the online format is enhanced. All staff are encouraged to use the ePD site and the Learning Commons to gather material, to grow professionally and to support student success. The Learning Commons and ePD are viewed as positive supports for district teachers.


Performance measures for increasing diverse learning teacher knowledge and understanding of best practices through the Professional Learning Series and Learning Coaches mandate

A Professional Learning Series for Learning Coaches was offered to district diverse learning coordinating teachers. Six sessions were held in total; four introductory for those new to Learning Coach and two advanced sessions for those who had taken the introductory level. There were 30 participants for the advanced sessions and 43 participants attended the introductory level sessions which represented 95 per cent of the diverse learning coordinating teachers.


The sessions were well received and feedback was extremely positive as participants felt the sessions were engaging and supportive towards their role as diverse learning coordinating teacher. Comments from participants included:

“The presenter is a remarkable motivator in her area of expertise. Any sessions I’ve had with her were both motivating and engaging.” “It was unhurried and well presented. The information was specific to my role as diverse learning coordinating teacher.” “I will share both techniques and strategies with staff as it will support them in their work.”

A needs assessment will be conducted to determine whether further sessions will be held.

Performance measures for facilitating a series of Teacher Advisory Council meetings

A district Teacher Advisory Council (TAC) was established and comprised of teachers representing all of the district’s 105 schools, ATA representation and district senior administration. The role of the council was to advise the district on issues and initiatives that have a significant impact on teaching and learning excellence. Council representatives reported back to their school staff on the topics presented and gathered further input and feedback.

Three meetings were held throughout the year and the following topics were presented:

Agenda for October 6, 2014

The role of the TAC

Meeting topic: Assessment o Assessment Activity o Review of Principles of Assessment document

Advice from TAC members: 1. What steps could your school community take to bring the Principles of Assessment alive for your students, teachers and parents? 2. What topics would you recommend for TAC for the 2014-2015?

Agenda for January 12, 2015

Teacher Advisory Council school feedback on Principles of Assessment document

Meeting Topic: Teacher Workload

Advice from TAC members: 1. What are innovative ways that address teacher workload that can enhance teacher efficacy?


Agenda for April 20, 2015

Continued discussion on teacher workload

Budget implications review and discussion


The voice of the regular classroom teacher is essential as the district strives to ensure a collaborative and consultative model of decision-making when reviewing current practice, projects and initiatives at all levels. The Teacher Advisory Council successfully fulfills this requirement and participant feedback supports this idea. Some comments from the participants were:

“Thank you for setting TAC up. It’s a wonderful way to gain an entire district voice, especially on things that we need to talk about as a district. If felt honoured to have been a part of it.”

“The TAC meetings were well-organized and topics of discussion were relevant and useful to what was happening across the district. I appreciated the concise agenda and having face-to-face time with superintendents, Board members and Central Office Administration.”

“Thank you for allowing me to be part of it. It is so beneficial and I really enjoyed being a part of it. It is clear that voices of teachers are being heard.”

“It felt good to be asked, as teachers, what we thought of issues. It was also a very good system that we took it back to schools so all teachers were given a chance to give input.”

“I thought that being part of the TAC was a very positive experience and I know that members of the staff at my school appreciated having an opportunity to present shared feedback as a school.”

Performance measures building knowledge, understanding and capacity with our educational assistants

In collaboration, Instructional Services personnel from English Language Learning, Information Technology, Assistive Technology, Physical Education, Behaviour, Special Needs and Kindergarten created and launched an on-line professional development course for educational assistants.

The course initially opened with 22 modules in the following areas: Assistive Technology, Behaviour, English Language Learning, Kindergarten, Learning Disabilities, Physical Literacy, Learning Commons, Roles and Responsibilities and Special Needs.

The electronic professional development (ePD) course was shared and demonstrated to every diverse learning coordinating teacher in the district. Every active educational assistant was registered in the course through BrightSpace, formerly Desire to Learn (D2L). Nineteen of the 22 modules were accessed over the first year. There were 1,065 visits to the various modules offered.


The ePD course for educational assistants was successfully launched. As a result of this initial success, the focus moving forward will be to create additional modules (based on a needs assessment) and the strategic promotion of the course.


“Humble yourself before the Lord and he will lift you up.” - James 4:10


District Vision Statement: Excellence in Teaching & Learning

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

successful contributors to a global society.

PROVINCIAL DESIRED OUTCOME ONE: Every student is successful. (The Board of Trustees is currently in a process to review and renew the current governance model, monitoring reports and accountability reports.)

PROVINCIAL SPECIFIC OUTCOME 1.1: Students achieve student learning outcomes.


2015-2016 Outcome: The district Standard of Excellence results on the English Language Arts 30-1 (ELA 30-1) and English Language Arts 30-2 (ELA30-2) diploma exams will meet or exceed the provincial Standard of Excellence results.


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

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

Continue to add to the ELA 30-1 and ELA 30-2 Holding Tanks which is a digital tool that houses gradebooks, assessments, projects and other resources that are aligned with best practice

Redesign the ELA 30-1 and ELA 30-2 District Diploma Preparation course to ensure that it is more effective and better prepares students for the diploma exams

Standard of Excellence results on diploma examination for English Language Arts 30-1 to meet or exceed provincial results with a target of 11.5 per cent

Standard of Excellence results on diploma examination for English Language Arts 30-2 to meet or exceed provincial results with a target of 11.3 per cent

Acceptable Standard results on diploma examination for English Language Arts 30-2 to meet or exceed provincial results with a target of 88.7 per cent

Number of users who access the Holding Tanks

Numbers of students taking Diploma Prep courses

School awarded mark, difference between school awarded mark and diploma mark

Links to monitoring reports: E-2 Life-long Learners EL-13 Curriculum and Instruction



2015-2016 Outcome: The district Standard of Excellence results on the Mathematics 30-1 diploma exam will meet or exceed the provincial Standard of Excellence results.


Diploma Examination Improvement Project (Mathematics 30-1)

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

Continue to add to the Math 30-1 Holding Tanks, which is a digital tool that houses gradebooks, assessments, projects and other resources that are aligned with best practice

Redesign the Math 30-1 District Diploma Preparation course to ensure that it is more effective and better prepares students for the diploma exams

Standard of Excellence results on diploma examination for Math 30-1 to meet or exceed provincial results with a target of 31.7 per cent







2015-2016 Outcome: The district Standard of Excellence results on the Social Studies 30-1 diploma exams will meet or exceed the provincial Standard of Excellence results.


Diploma Examination Improvement Project (Social Studies 30-1)

Evaluate and improve assessment strategies to ensure they are aligned with the Principles of Assessment document

Continue to add to the Social Studies 30-1 and Social Studies 30-2 Holding Tanks, which is a digital tool that houses gradebooks, assessments, projects and other resources that are aligned with best practice

Redesign the Social Studies 30-1 and Social Studies 30-2 District Diploma Preparation course to ensure that it is more effective and better prepares students for the diploma exams

Standard of Excellence results on diploma examination for Social Studies 30-1 to meet or exceed provincial results with a target of 16.2 per cent

Acceptable Standard results on diploma examination for Social Studies 30-1 to meet or exceed provincial results with a target of 87.1 per cent







2015-2016 Outcome: The district Standard of Excellence results on the Physics 30 and Science 30 diploma exams will meet or exceed the provincial Standard of Excellence results.


Diploma Examination Improvement Project (Physics 30 and Science 30)

Evaluate and improve assessment strategies and ensure they are aligned with the Principles of Assessment document

Continue to add to the Physics 30, Biology 30, Chemistry 30 and Science 30 Holding Tanks, which is a digital tool that houses gradebooks, assessments, projects and other resources that are aligned with best practice

Redesign the Physics 30, Biology 30, Chemistry 30 and Science 30 District Diploma Preparation course to ensure that it is more effective and better prepares students for the diploma exams

Identify key strategies from Chemistry 30 KPI process to apply to Physics 30 and Science 30

Standard of Excellence results on diploma examination for Physics 30 to meet or exceed provincial results with a target of 35.8 per cent

Standard of Excellence results on diploma examination for Science 30 to meet or exceed provincial results with a target of 26.7 per cent

Acceptable Standard results on diploma examination for Physics 30 to meet or exceed provincial results with a target of 83.9 per cent

Acceptable Standard results on diploma examination for Science 30 to meet or exceed provincial results with a target of 83.9 per cent







2015-2016 Outcome: More students will achieve the Acceptable Standard and Standard of Excellence in the French Language Arts 30-1 (FLA 30-1) diploma examination.


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

Evaluate and improve assessment strategies and ensure they are aligned with the Alberta Education document Principles of Assessment

Create Holding Tanks on the ePD site for FLA 30-1, FLA 20-1 and FLA 10-1 that contain long range plans, rubrics, a grade book and other teacher resources to support strong French Language Arts programming

Create an FLA 30-1 Diploma Preparation Course that will better prepare students for the diploma exam and to know what to expect on the exam

Diploma Examination results with the outcome to meet or exceed the provincial results for Acceptable Standard (95.5 per cent) and Standard of Excellence (9.9 per cent)

Number of Teachers accessing the Holding Tanks on the ePD site

The number of students participating in French Diploma Preparation Exams




THREE-YEAR EDUCATION PLANNING

2015-2016 Outcome: Through the High School Redesign Initiative, student engagement will be enhanced and high school completion rates will be improved in all high schools.


High School Redesign – This initiative currently involves seven high schools and will be expanded to involve all high schools. Focus is on providing flexibility which supports students in completing their courses (anytime, anywhere)

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

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

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

Support all high schools so they are involved in the initiative

Tell Them From Me Survey

High School Completion Rate

Diploma Examination results

Parent/Student Satisfaction Survey



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


2015-2016 Outcome: English language learners (ELL) will meet or exceed the provincial ELL Acceptable Standard and Standard of Excellence

results.


Academic Success for English

Language Learning (ELL) Students

Work with schools on differentiated assessment (formative and summative) o Embed formative assessment practices in

professional development sessions o Support schools with developing culturally responsive

assessment o Utilize the Alberta Education ESL Benchmarks as a

formative assessment of English language development

Work with schools to improve literacy engagement of ELLs o Fountas & Pinnell Leveled Literacy Intervention o Utilize literacy technologies: Read and Write

Extension for Google

Work with schools to increase the number of students who participate in the Provincial Achievement Tests o In collaboration with Instructional Services teams

support academic language development for ELL students

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

o ELL teams to engage and support students and families

Accountability Pillar Data

Overall percentage of participation rate of ELL students who write Provincial Achievement Tests

Overall percentage of ELL grade 6 and 9 students who achieved the Acceptable Standard and the overall percentage who achieved the Standard of Excellence on Provincial Achievement Test results

Overall percentage of ELL students who achieved the Acceptable Standard and the overall percentage who achieved the Standard of Excellence on Diploma Examinations

Feedback from the district and school based professional learning sessions

Links to monitoring reports: EL-1 Treatment of Staff E-2 Life-long Learners EL-13 Curriculum and Instruction



2015-2016 Outcome: Students in the Calgary Catholic School District will improve to meet or exceed the 2015 district Provincial Achievement Test results.


Provincial Achievement Test Improvement Project

Focus on assessment (formative and summative) aligned with the Alberta Education document Principles of Assessment o Have meaningful conversations about assessment o Use Quest A+ to practice summative assessment o Encourage teachers to use performance tasks

available through Alberta Assessment Consortium

Continue to work with the Fountas & Pinnell levelled literacy intervention program and the improvement of academic vocabulary (English and French); Use Collection GB+ for literacy (French)

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

Overall percentage of grade 6 and 9 students who achieved the Acceptable Standard and the overall percentage who achieved the Standard of Excellence on Provincial Achievement Test results

Overall percentage of participation rate of students who write Provincial Achievement Tests

Acceptable Standard results on FLA 6 Provincial Achievement Test to meet or exceed provincial results with a target of 89.7 per cent

Acceptable Standard results on FLA 9 Provincial Achievement Test to meet or exceed provincial results with a target of 89.3 per cent

Standard of Excellence results on FLA 9 Provincial Achievement Test to meet or exceed provincial results with a target of 10.5 per cent

Links to monitoring reports: EL-1 Treatment of Staff E-2 Life-long Learners EL-13 Curriculum and Instruction


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 Outcome: The Human Resources Department will support Professional Development for new administrators in order to increase teacher excellence.


Principal Mentorship – Year Two

As there are a significant number of new principals and the role of the principal is evolving and complex, the first year Principal Mentorship program is extended into a Year Two program.

Four sessions are planned throughout the year (October, January, March and May) with a focus on leadership quality standards, mentorship of staff and growing teaching excellence in school communities. These collaborative sessions will include Instructional Services personnel and area superintendents.

Increase in the number of teachers applying to administrative positions

Decrease in formal evaluations of continuous contract teachers

Links to monitoring reports: EL-1 Treatment of Staff


2015-2016 Outcome: The Human Resources Department, in conjunction with the Alberta Teachers’ Association (ATA), will support teacher excellence and growth through new Professional Development opportunities.


Sabbatical Program

The current Sabbatical Program will be modified to better support teacher excellence and meet the needs of district employees.

Distribute sabbatical funding to allow for an increase in the variety of professional development opportunities which will enable teachers to be supported in tuition and short term leaves.

Applicant response to the modified sabbatical program

Feedback from applicants and the sabbatical steering committee

Links to monitoring reports: EL-1 Treatment of Staff



2015-2016 Outcome: Teachers will use the Instructional Planning Tool to support and enhance their planning and reflective practice.


Instructional Planning Tool (IPT)

Introduce teachers at the pilot schools to the Instructional Planning Tool (IPT) and provide hands-on support in using the tool

Highlight the benefits and ease of using the tool to develop long range, unit and daily lesson plans to support their teaching

Highlight the effective use of the reflection piece to enhance their teaching practice

Introduce and train consultants on the use of the tool

Provide an instruction manual for easy reference to using the Instructional Planning Tool

Provide the IPT presentation link on the intranet for easy access for staff reference

Introduce Instructional Planning Tool to the various leadership groups in the district

Provide ongoing support throughout the year to each of the pilot schools

Informal feedback gathered when introducing and supporting development of plans and reflections

Formal feedback gathered through survey in early December

Evaluation on the Instructional Planning Tool itself - Does it work effectively? Can long range, unit and lesson plans be easily created? Can teacher easily transition into reflection from the planning piece? Is the tool easily accessible and the process easily understood?

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




2015-2016 Outcome: Diverse learning coordinating teachers serve as coaches for other staff by enhancing their own professional development.


Diverse Learning Coordinating Teacher’s Professional Learning Series

Full group professional development will take place with five general meetings held during the year

Four school community professional development gatherings will be planned with a focus on best practice and self-directed professional development

Mentorship and support will be provided with online support for those new to the position

Number of teachers registered and attending sessions

Number of different topics presented

Feedback from participants

Overall rating of meetings by participants

Links to monitoring reports: EL-1 Treatment of Staff E-2 Life-long Learners


2015-2016 Outcome: Educational assistants will improve their knowledge, competency and confidence for supporting students and teachers through the Professional Development Dinner Series.


Educational Assistant – Professional Development Dinner Series

Needs assessment for educational assistants completed by principals, diverse learning coordinating teachers and educational assistants

Utilizing Instructional Services personnel to plan and coordinate two dinners and professional development speakers

Ongoing promotion of the dinner series through diverse learning coordinating teachers meetings, IS Weekly and Family of Schools meetings

Number of respondents to the needs assessment

Number of educational assistants in attendance at dinner series

Feedback from dinner series from educational assistants




2015-2016 Outcome: Educational assistants will improve their knowledge, competency and confidence for supporting students and teachers through the on-line professional development course.


Educational Assistant – Online Course (ePD)

Needs assessment for educational assistant’s completed by principals, diverse learning coordinating teachers and educational assistants

Utilizing instructional services personnel to create additional modules for the online course for educational assistants

In 2015-2016, inservice/update all diverse learning coordinating teachers on the location of the course in BrightSpace and how to most effectively utilize the course

Ensure all active educational assistants have access to BrightSpace

Ongoing promotion of the course as a tool for educational assistant growth plans

Number of respondents to the needs assessment

Number of diverse learner teachers trained

Number of educational assistants accessing the course

Number of additional modules created

Year-end feedback from diverse learning coordinating teachers, principals and educational assistants



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.


2015-2016 Outcome: The achievement gap between First Nations, Métis, and Inuit (FNMI) students and all other students is eliminated.


Academic Success for First Nations, Métis and Inuit Students

Focus on differentiated assessment (formative and summative) aligned with the Alberta Education document Principles of Assessment o Have meaningful conversations about

assessment o Use Quest A+ to practice summative

assessment o Encourage teachers to use performance

tasks available through Alberta Assessment Consortium

Continue to work with the Fountas & Pinnell levelled literacy intervention program and the improvement of academic vocabulary; utilize literacy technologies such as Raz-Kids

Work with schools to increase the number of students who participate in the Provincial Achievement Tests and Diploma Examinations o FNMI team to monitor and support student

attendance o FNMI team to engage and support families o Establish mentorship programs

Overall percentage of self-identified FNMI

students in Grades 6 and 9 who achieved the

Acceptable Standard and the percentage of self-

identified FNMI students who achieved the

Standard of Excellence on Provincial

Achievement Tests Overall percentage of self-identified FNMI

students who achieved the Acceptable Standard

and the overall percentage of self-identified

FNMI students who achieved the Standard of

Excellence on Diploma Examinations High school completion rate of self-identified

FNMI students within three years of entering

Grade 10 Annual dropout rate of self-identified FNMI

students aged 14 to 18 High school to post-secondary transition rate of

self-identified FNMI students within six years of

entering Grade 10 Percentage of self-identified FNMI Grade 12

students eligible for a Rutherford Scholarship

Percentage of self-identified FNMI students

writing four or more Diploma Examinations within

three years of entering Grade 10

Links to monitoring reports:

E-2 Life-long Learners

EL-12 Linkages with Other Agencies EL-13 Curriculum and Instruction


“If you are humble nothing will touch you, neither praise nor

disgrace, because you know what you are.” – Mother Teresa


HIGHLIGHTS OF THE 2014-2015 AUDITED FINANCIAL STATEMENTS

For the 2014-2015 fiscal year ended August 31, 2015, the district had a surplus of $4.4 million (0.7 per cent of revenue) which was better than the budgeted deficit of $5.4 million. At the end of the 2014-2015 fiscal year, the district’s accumulated operating surplus (AOS or savings) has increased to $14.0 million, which is 2.5 per cent of expenditures or 6.24 days of operations

Total district revenues were $564.8 million in 2014-2015 (compared to $536.4 million in 2013-2014). The district’s revenues are up by $28.4 million (5.3 per cent) over 2013-2014 due primarily to: o Increased enrolment of 1,343.5 FTE students or 2.8 per cent and o A significant increase in the Infrastructure Maintenance and Renewal (IMR) grant

Total district expenditures were $560.4 million. Expenditures are up by $18.0 million (3.3 per cent) over 2013-2014 due primarily to: o Increased certificated and non-certificated staff due to enrolment increase

For additional information please see the district’s 2014-2015 Audited Financial Statements on the district’s website or contact Communications at 403 500-2763. Comparative information is available in a provincial report, which is available at Alberta Education.

http://ccsdmedia.s3.amazonaws.com/wp-content/uploads/2014/07/AuditedFinancialStatements2014-2015.pdf

https://education.alberta.ca/financial-statements/overview/


Project Description Total Budget

Grants received (including

interest) Expended

Surplus/

(Deficit)

Opening

Dates

New K-9 Evanston 22,651,494 4,549,302 2,389,240 2,160,062 Fall 2016

New K-9 Evanston - F&E 1,600,857 802,717 802,717

New K-9 Auburn Bay 22,651,494 4,548,480 3,727,629 820,851 Fall 2016

New K-9 Auburn Bay - F&E 1,600,857 802,717 802,717

New 10-12 SE High School 46,245,440 9,300,012 362,609 8,937,403 Fall 2018

New 10-12 SE High School - F&E 4,047,700 - -

New K-6 New Brighton/Copperfield 14,306,861 7,190,012 1,516,690 5,673,322 Late Fall 2016

New K-6 New Brighton/Copperfield - F&E 923,197 - -

New K-6 Cranston 14,306,861 2,874,230 1,306,586 1,567,644 Late Fall 2016

New K-6 Cranston - F&E 923,197 - -

Modernization - St. Vincent 4,993,605 2,473,313 2,357,966 115,347 Early 2016

Modernization - St. Vincent - F&E 375,908 188,491 188,491

Modernization - St. Cyril 9,421,092 4,728,388 1,310,141 3,418,247 Fall 2016

Modernization - St. Cyril - F&E 515,305 258,389 258,389

New K-6 Aspen Woods 17,883,951 3,592,079 895,704 2,696,375 Fall 2017

New K-6 Aspen Woods - F&E 1,163,521 - -

Skyview Ranch 6,700,000 6,722,594 694,474 6,028,120 Fall 2017

Silverado 6,700,000 6,722,589 705,941 6,016,648 Fall 2017

Sherwood - preliminary design 750,000 752,596 4,241 748,355 Fall 2018

Mahogany - preliminary design 750,000 752,612 19 752,593 Fall 2017

St. Francis Mod. -preliminary design 100,000 100,321 27,989 72,332 TBA

10 Portables 4,200,000 109,332 (109,332) Early 2016

3 Portables 615,000 9,238 (9,238) Early 2016

183,426,340 56,358,842 15,417,799 40,941,043

Capital Projects

Financial Progress Report

31-Aug-15


Total Revenue

2014-2015

(Actuals)

Provincial and Related Parties*79.6%

Local Property Taxes *15.1%

Student Fees2.1%

Other Revenue**

3.2%

2

0

0

2

2

0

0

3

(

A

c


2013-2014

(Actuals)

Provincial and Related Parties*79.4%

Local Property Taxes *15.3%

Student Fees2.2%

Other Revenue**

3.1%

2013-2014 (Actuals) 2014-2015 (Actuals)

$ % of Total $ % of Total

Provincial and Related Parties* 425,798,681$ 79.4% 449,788,879$ 79.6%

Local Property Taxes * 82,263,338$ 15.3% 85,344,095$ 15.1%

Student Fees 11,533,246$ 2.2% 11,599,148$ 2.1%

Other Revenue** 16,765,296$ 3.1% 18,066,733$ 3.2%

TOTAL 536,360,561$ 100.0% 564,798,855$ 100.0%

*

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

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

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


Total Expenditures by Function

2014-2015

(Actuals)

2013-2014

(Actuals)

Schools & Instruction

75.5%

Board, Administration & Instruction

Support*8.4%

Plant Operations & Maintenance

13.3%

Transportation2.8%

Schools & Instruction

76.3%

Board, Administration & Instruction

Support*8.5%

Plant Operations & Maintenance

12.5%

Transportation2.7%


2013-2014 (Actuals) 2014-2015 (Actuals)


Schools & Instruction 413,873,260$ 76.3% 423,187,108$ 75.5%

Board, Administration & Instruction Support* 46,207,029$ 8.5% 46,817,947$ 8.4%

Plant Operations & Maintenance 67,814,692$ 12.5% 74,505,339$ 13.3%

Transportation 14,559,837$ 2.7% 15,906,254$ 2.8%

Total TOTAL 542,454,818$ 100.0% 560,416,648$ 100.0%

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

Based on Alberta Education's definition of Administration, 2.85% of expenditures was expended in 2014-2015, whereas 3.6% is the maximum

allowable.


Total Expenditures by Object

2014-2015

(Actuals)

2013-2014

(Actuals)

Certificated Salaries & Benefits63.1%

Non-certificated Salaries & Benefits16.3%

Services, Contracts and

Supplies16.7%

Amortization of Capital Assets

3.7%

Interest and Charges

0.1%Other Expenses

0.1%

Certificated Salaries & Benefits63.7%

Non-certificated Salaries & Benefits16.3%

Services, Contracts and

Supplies16.1%

Amortization of Capital

Assets3.7%

Interest and Charges

0.1% Other Expenses0.1%


2013-2014 (Actuals) 2014-2015 (Actuals)


Certificated Salaries & Benefits 345,352,904 63.7% 353,672,920 63.1%

Non-certificated Salaries & Benefits 88,642,684 16.3% 91,047,398 16.3%

Services, Contracts and Supplies 87,235,032 16.1% 93,776,474 16.7%

Amortization of Capital Assets 20,317,786 3.7% 20,984,706 3.7%

Interest and Charges 386,605 0.1% 427,732 0.1%

Other Expenses 519,807 0.1% 507,418 0.1%

TOTAL 542,454,818$ 100.0% 560,416,648$ 100.0%


Capital Summary 2014-2015

For the 2014-2015 fiscal year, additions to tangible capital assets of $23,099,581 (2014 - $12,635,002) are comprised of the following:

($000)

Auburn Bay elementary/junior high school

3,618

St. Vincent de Paul modernization

2,316

Evanston elementary/junior high school

2,279

Notre Dame high school modernization and addition

2,012

Four modular classrooms at Bishop Grandin

1,559

New Brighton elementary school

1,479

Cranston elementary school

1,269

St. Cyril modernization

1,218

Portal Solution Project - Unified Collaboration/Communicaton Platform

771

Aspen Woods elementary school

736

Silverado elementary/junior high school

706

Skyview Ranch elementary school

694

Two modular classrooms at Light of Christ school

688

Finance System software upgrade

559

Two modular classrooms at Father Whelihan school

460

St. John Reception Centre parking lot

372

Human Resources System software upgrade

342

South Calgary high school

334

Father Lacombe commercial kitchen

329

St. Isabella playground

245

Two 24 seat passenger busses

135

Ten modular classrooms

109

St. Isabella CTS equipment

83

Help Desk software

59

Other (assets with current year costs less than $50,000)

728

Total additions to tangible capital assets

23,100


he district has recently completed its review and analysis of upcoming capital priorities as required by Alberta Education in the spring of 2014. The three-year 2015-2016 to 2017-2018 submission is summarized as follows and includes elements of new core school construction and additions/modernizations to existing schools.

CCSD 2016-2019 Capital Plan Priorities

“Phase Three” Projects – Planning Funding announced 2014 Ranking Project Description

1 Sherwood Elementary/ Jr. High School, core + CTS + 16 modulars (NW) $22,824,146* 2 St. Francis School Modernization (NW) $29,010,254* 3 Mahogany Elementary School, core + 16 modulars (SE) $18,143,368*

Total $69,977,768* *planning funding approved in 2014. Numbers shown represent the balance of funding for these projects.

Year 1: 2016/2017 Priorities Ranking Project Description

4 Airdrie Elementary Core School + 16 modulars (Airdrie) $18,905,368 5 Auburn Bay Elementary School, core + 12 modulars (SE) $14,859,081 6 St. Bonaventure School Modernization (SE) $9,104,036 7 St. Boniface School Modernization (SE) $4,528,535 8 Evanston Elementary School, core + 12 modulars (NW) $14,859,081 9 St. Andrew School Modernization (SW) $2,785,840 10 St. Benedict School Modernization (SW) $5,522,242

Total $70,564,183


11 St. Mark School Modernization (NE) $5,653,253 12 Blessed Mother Teresa Modernization (SE) $6,644,488 13 Walden Elementary/ Jr. High School, core + 16 modulars (SE) $23,586,146 14 Redstone Elementary School, core + 16 modulars (NE) $18,905,368 15 Bishop Grandin Modernization (SW) $24,887,616 16 Airdrie Jr./ Sr. High School, core + CTS + 16 modulars (Airdrie) $36,636,125 17 St. Henry School Modernization (NW) $4,528,535

Total $120,841,531

T



18 St. Catherine School Modernization (SW) $4,528,535 19 Legacy Elementary/ Junior High School, core + CTS + 16 modulars (SE) $23,586,146 20 Nolan Hill Elementary/ Junior High School, core + CTS + 16 modulars (NW) $23,586,146 21 St. Cecilia School Modernization (SE) $8,441,565 22 West Calgary High School, core + CTS (SW) $45,225,224 23 Rangeview High School, core + CTS (SE) $45,225,224 24 St. Peter School Modernization (SE) $4,849,883 25 St. Gerard School Modernization (SW) $8,903,811

Total $164,346,534

Grand Total $425,730,016


SCHOOL FACILITIES PROJECTS Education purposes of the projects and benefits to students that accrue to the Capital Plan requests are summarized as follows: New school construction The new schools requested in the Capital Plan (Sherwood Elementary/ Junior High, Mahogany Elementary, Airdrie Elementary, Auburn Bay Elementary, Evanston Elementary, Walden Elementary/ Junior High, Redstone Elementary, Airdrie Junior/ Senior High, Legacy Elementary/ Junior High, Nolan Hill Elementary/ Junior High, West Calgary High School, Rangeview High School) will all achieve or produce the following positive outcomes:

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

other schools. School preservation

The requested modernizations (St. Francis High School, St. Bonaventure School, St. Boniface School, St. Andrew School , St. Benedict School, St. Mark School, Blessed Mother Teresa School, Bishop Grandin High School, St. Henry School, St. Catherine School, St. Cecilia School, St. Peter School, and St. Gerard School) are all necessary to meet the mandated outcomes of the provincial school audit with respect to mechanical systems, etc.

Additionally, the provision of new enhanced facilities will better meet current and future pedagogical needs. New modular construction and portable/modular relocations*

Provision of additional classroom space to accommodate both enrolment growth and reduced class sizes in the local community school and/or to replace aging units with new ones.

Precludes busing of students out of their neighbourhood and associated concerns over travel times, distances, equity of access and safety.

Allows for formation of “school community” keeping neighbourhood students together and ensuring access to the same school for siblings.

Assists in maintaining viable utilization rates across sectors. * While included here for information purposes, these related items are now reviewed and approved separately from the Capital Plan. Spaces for child care and community-based services into school facilities Alberta Education, working with other ministries, has identified the value of integrating child care and community-based services into school facilities. To support this initiative, district personnel have undertaken ongoing consultation with a wide range of community partners to explore and to support the creation of a number of child care and community-based services in district school facilities where possible. Calgary Catholic will continue to work proactively with community partners, particularly United Way, Child & Family Services and the YMCA to support the number of schools hosting these programs. Continued growth in this area is limited as space is currently not available. Deferred Maintenance Deferred maintenance as currently reported by Alberta Infrastructure’s Building Lands Information Management Systems (BLIMS) for our school facilities is $25.4 million.


Conclusion

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

Is this in the best interest of our students?

How can we support the success of all of our students? The Board of Trustees aim to respond to these questions is reflected in this year’s Combined Annual Education Results Report and Three-Year

Education Plan.

It is through the dedication and commitment of all our parents, students, staff and stakeholders that the ongoing success of students in Calgary

Catholic can become a reality.

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