INTERNAL MONITORING REPORT
Policy Name:
Curriculum and Instruction
Number:
Policy Type:
Executive Limitation
Reporting Period: March 1, 2014 – February 27, 2015
EL-13
Vision Statement
Excellence in Teaching and Learning: Our Catholic schools develop students who reflect the image of God
and are successful contributors to a global society.
Report: This report constitutes my assurance that as reasonably interpreted, these conditions have not
occurred and further, that the data submitted below are accurate as of this date: February 27, 2015.
_____________________________________
Gary Strother
Chief Superintendent
GLOBAL POLICY PROVISION:
E-13 The Chief Superintendent shall not fail to ensure that the educational curriculum and instruction are
consistent with all requirements stipulated by Alberta Education, and a comprehensive liberal arts approach to
teaching and learning.
Interpretation: This policy statement is interpreted to mean that the district’s written curricula and classroom
instruction are to be consistent with the legal requirements of Alberta Education and in keeping with the mission
of Alberta Education, to ensure inclusive learning opportunities that enable students to achieve success as
engaged thinkers and ethical citizens with an entrepreneurial spirit, as well as with the principles of a
comprehensive liberal arts education.
A liberal arts education is interpreted to mean an education that addresses the whole person, distinct from
purely technical and professional training. It opens the intellectual world to individuals, recognizing that our
emotional, spiritual, and esthetical life ought to be free to develop through a full and active understanding of
society. A liberal arts education produces people who are socially aware, critical thinkers. They are people who
are not only prepared to cope with life in our society, but they are also capable of contributing to its
improvement.
1
Evidence: Compliant. I submit that evidence for this global policy provision is provided in the specific policy
provisions below.
Further, without limiting the scope of the above statement by the following list, the Chief Superintendent shall
not:
SPECIFIC POLICY PROVISIONS:
1.
Fail to ensure that all students have access to core subjects stipulated by Alberta Education.
Interpretation: This policy statement is interpreted to mean that all students must have access to core subjects,
as outlined in the Alberta Program of Studies, including Language Arts, Mathematics, Social Studies and
Science. Information and Communication Technology is considered a core program which is part of all subject
areas. All schools must ensure that the hours of instruction provided are in compliance with those mandated by
Alberta Education at the elementary, junior high and senior high levels.
This policy is further interpreted to mean instructional programming for students with diverse learning needs,
complies with provincial mandates and standards. To reach this goal, instructional planning and delivery of
programs are to be structured to facilitate program accommodations, modifications, and differentiation so that all
students, including English language learners, First Nations, Métis and Inuit students and students with
disabilities have the opportunity to access core instructional programs and to experience success to the best of
their ability. (Refer to Appendix page 8.)
ACCESS TO CORE SUBJECTS
All Calgary Catholic Students have access to core subject programming as prescribed in the Guide to
Education. All regular education students, including English language learners and First Nations, Métis and Inuit
students, in grades 1 to 10 are enrolled in the four core subject areas as well as Religious Education. Some
students require an alternative model of delivery to access the core subjects and the district provides this
through the Home Education Program and the U-Learn Online School Program which are hosted by the St.
Anne Academic Centre. (Refer to Appendix page 9.)
Schools are involved in programs such as Math Minds, the Junior ATB Program and Library Unlimited which
complement the core subjects.
MATH MINDS
This elementary program created to improve the teaching and learning of Mathematics started at St. Rita School
and has now expanded to include St. Thomas Aquinas School. As well, “pod” teachers funded by Math Minds
are in seven other district schools. (Refer to Appendix page 11.)
JUNIOR ATB PROGRAM
Calgary Catholic currently has four schools participating in the Junior ATB program. (St. James, St. Isabella, St.
Sebastian and St. Monica)
Junior ATB is an exciting lunch-time program that offers students the opportunity to learn real money
management skills within the walls of their school. Students gain valuable work experience while improving their
math, teamwork and public speaking capabilities. This program is fully funded by ATB Financial, allowing
students to open and operate a bank at their school. ATB representatives are on-site to help with all operations
on deposit days and provide guidance to the students when advertising, hiring and training for the various
positions students hold at the school-based branch.
2
This is an amazing program that embodies Inspiring Education with an emphasis on cross-curricular
competencies that cultivate the necessary attitudes, skills and knowledge to develop an entrepreneurial spirit,
become an engaged thinker, and understand what it is to be an ethical citizen. Beyond the cross-curricular
competencies and Ministerial Order, Junior ATB links to the Alberta Math Curriculum in the areas of number
sense, mathematical operations and data analysis.
LIBRARY UNLIMITED
Calgary Catholic School District has partnered with the Calgary Public Library for Library Unlimited. This
program provides a free co-branded Calgary Public Library card to every student and staff member. As a result
of this program, CCSD students and staff have access to a variety of resources including print resources, ebooks, free literacy and numeracy programs, and free extracurricular activities. By removing barriers and
providing cards directly to students in their schools, the Calgary Public Library and CCSD hope that more
students will access the library more often, thus building literacy amongst all students.
Sample of K-3 card
FOOTPRINT TO YOUR FUTURE: A GRADE 9 GUIDE TO HIGH SCHOOL
Footprints to Your Future: a Grade 9 Guide to High School provides information and valuable tools to help
students decide which courses to select based on what topics interest the student and what school subjects and
careers might suit their goals. The booklet describes the types of high school courses and programs offered by
high schools within the Calgary Catholic School District. It outlines the courses that are available and what
doors these choices will open or close as these choices can have a significant influence on possible postsecondary options and career choices.
LEARNING COMMONS
A school library Learning Commons provides seamless access to library services for all students, acting as a
central hub of a school’s reading and inquiry activities that are intentionally connected with curriculum. These
school library learning commons are interactive, lively physical and virtual learning environments in which
professional learning teams collaborate. As a result, students achieve learning outcomes as they interact with
knowledge in its variant forms, print or digital, to access, evaluate, dialogue about and construct new
knowledge, and reflect on what they have learned.
2. Fail to ensure that all students have access to the Religious Education Program, prescribed as a core subject by
the district.
Interpretation: This policy statement is interpreted to mean the district is to provide students with access to
Religious Education programs that comply with the expectations of the Canadian Council of Catholic Bishops.
Evidence: Compliant. Within all Calgary Catholic schools, Religious Education is considered a core subject and
is mandatory at all grade levels. Nine credits in Religious Studies are necessary for students to be considered
district high school graduates. Linked to Religious Education as a core subject is student access to spirituality
based material, permeation, faith based action, application and living out our faith through the Catholic
3
Community of Caring Program and social justice activities which are reported on in detail in the monitoring
report E-1, Living the Catholic Faith.
Accountability Pillar data supports the quality of programming related to Religious Education as a core subject
and the success of the program in relation to the perceptions of teachers, students, and parents about the
safety in their schools, as well as the respect and positive learning environment created. As was reported in the
E-2 Life-long Learners monitoring report, an average of 89.8 per cent of teachers, parents and students, agree
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. This was an overall decrease of 0.9 per cent over last year and 0.7 per cent
higher than the province.
Further evidence of the quality of programming related to Religious Education as a core subject was supported
by the results from the annual parent satisfaction survey and the student Tell Them From Me Survey.
In the annual parent satisfaction survey 94 per cent of the parents agreed or strongly agreed that “The Church
teachings and Christian values are reinforced through the culture and climate of the school.” 91 per cent agreed
or strongly agreed that “The Religious Education Program at the school has assisted them in reinforcing Gospel
values with their child.” and 90 per cent agreed or strongly agreed that “The Family Life component of the
Religious Education program has positively influenced my child’s moral decision-making.”
In the Tell Them From Me Survey students in grades 4 – 6, responded to the following statement:
“The most helpful way in which I learn about and grow in my faith is:
• Religion class
• Service projects
• From my family
• From my parish
The percentage of students who responded that
they learn about and grow in their faith:
•
•
•
•
from Religion class (RelCl)
from Service projects (SerPr)
from my family (Fam)
from my parish (Par)
37%
6%
46%
10%
(Percentages are rounded to the nearest whole number.)
The Tell Them From Me Survey was optional for elementary schools this year and 40 out of 88 schools with a grade
4 – 6 population took part.
4
In the Tell Them From Me Survey, students in grade 7 – 12, responded to the following statement:
“The most helpful way in which I learn about and grow in my faith is:
• Religion class
• Service projects
• From my family
• From my parish
The percentage of students who responded that
they learn about and grow in their faith:
•
•
•
•
from Religion class (RelCl)
from Service projects (SerPr)
from my family (Fam)
from my parish (Par)
38%
6%
43%
13%
(Percentages are rounded to the nearest whole number.)
In comparison to last year, the results above are higher in all categories: from Religion class an increase of 7 per
cent, from service projects an increase of 2 per cent, from my family an increase of 8 per cent, from my parish an
increase of 2 per cent. This data will assist in improving our Religion programming. For more information on specific
plans refer to Religion courses in the Teaching and Learning Action Plan (Attachment 1 on pages 19, 28 and 44).
In order to support a high quality Religious Education program for all students, professional development
opportunities are regularly offered to staff. New sessions offered this year included:
•
•
•
•
•
•
•
•
New High School Religious Education program
Joy of the Gospel offered at St. Mary’s University
Prayer in the Elementary Classroom
Development and Peace: Love Kindness
New Religion Assessment ePD
Joint Chaplain/Religion CT Retreat - Love Kindness
District Leadership Council - reflections on faith theme (September and February)
Digital Citizenship - Alec Couros (Instructional Leaders’ Network)
Ongoing professional development opportunities are listed in the Appendix on page 14.
3. Fail to provide students with access to complementary subjects, dependent on available resources.
Interpretation: This policy statement is interpreted to mean that the district must provide students with access to
a range of complementary subjects, within the limits of available resources. At the elementary level, this is
interpreted to mean that students must have access to physical education, health, fine arts, and French (grades
four to six). At the secondary level, the complementary course offerings expand to include international
languages, fine arts, career and technology studies, and a range of locally developed courses.
5
Evidence: Compliant. A range of complementary programming exists throughout the 105 district schools.
The district’s Accountability Pillar results provide quantitative evidence that Calgary Catholic students have
access to receive a broad program of studies, including fine arts, career, technology, health and physical
education. It is important to note that the 2014 results regarding access to a broad program showed our district
above the province (+2.5 per cent) and the overall level of satisfaction increased by 1.3 per cent over last year.
•
Percentage of teachers, parents, and students satisfied with the opportunity for students to receive a
broad program of studies, including fine arts, career, technology, and health and physical education.
(Required Provincial Accountability Pillar measure)
2010
Opportunities 2011
for students
to receive a
2012
broad
program of
2013
studies
2014
N
%
N
%
N
%
N
%
N
%
Calgary Catholic School District
Results
Overall
Parent Student Teacher
Result
9,642 2,502
5,115
2,025
81.4
76.8
79.8
87.6
10,266 2,595
5607
2,064
82.3
78.3
80.8
87.7
11,530 2,624
6718
2,188
82.1
77.8
81.2
87.2
12,835 2,354
8617
1,864
82.5
78.2
81.4
87.8
10,505 2,240
6,255
1,830
83.8
80.7
83.2
87.6
Provincial Results
Overall
Result
140,186
80.5
144,074
80.9
148,090
80.7
149,530
81.5
183,681
81.3
Parent Student Teacher
34,153
78.0
33,560
78.3
34,555
78.1
32,882
78.9
32,372
79.9
78,792
75.9
83,088
76.9
86,346
76.9
88,884
77.8
124,025
76.6
27,241
87.7
27,426
87.6
27,189
87.3
27,764
87.9
27,284
87.5
Survey results provided by Alberta Education October 2014. Results based upon survey of grade 4, 7, and 10 students and their parents.
A wide variety of complementary programs developed to support local needs and interest, exist across our
district. All of our high school and junior high schools offer Career and Technology Studies (CTS) and
programming around five clusters. At the junior high level, the district offers introductory 1 credit courses. (Refer
to Appendix page 15.)
4. Fail to inform the Board of the approval of all locally developed courses, acquired locally developed courses and
off-campus education courses.
Interpretation: This policy statement is interpreted to mean that the Board will be informed of the approval of all
locally developed courses, acquired locally developed courses and off-campus education courses.
Evidence: Compliant. At the March 19, 2014, November 26, 2014 and January 21, 2015 Board Meetings, the
Board was informed of the locally developed courses, junior high locally developed courses and acquired locally
developed courses which were submitted to Alberta Education as required so that students could continue to
access them as part of their studies for the 2014-2015 school year. This included the following locally and newly
acquired locally developed courses:
• Learning Strategies 15, 25, 35 (3, 5 credit)
• ESL Introduction to Canadian Studies 15, 25 (5 credit)
• ESL Introduction to Science 15 (5 credit)
• Forensic Science Studies 25, 35 (3 credit)
• Abnormal Psychology 35 (3 credit)
• Pre-Engineering 15, 25, 35 (5 credit)
6
•
•
Critical Writing and Reading 35 (5 credit)
Veterinary Technical Assistant Program
• Introduction to the Veterinary Profession 25 (5 credit)
• Principles of Veterinary Clinical Procedures 25 (5 credit)
• Veterinary Patient Preparation and Husbandry 25 (5 credit)
• Small Animal Restraint and Handling 35 (5 credit)
• Veterinary Equipment and Instrumentation 35 (5 credit)
Religious Education (Roman Catholic) 15, 25, 35 (3, 5 credit)
7
APPENDIX
ENGLISH LANGUAGE LEARNING (ELL)
In the 2014-2015 school year the number of identified English language learning students exceeded 14,000
students which represent 27 percent of the total student population. The chart below highlights the leading five
countries of origin and the number of English Language Learning students that come from that country as of the
end of January 2015.
Rank Country of Origin Number of English Language Learning Students
1
Philippines
5132
2
Canada (303*)
4302
3
Colombia
515
4
Mexico
434
5
Venezuela
321
*303 – Canadian-born English as a Second Language
The Calgary Catholic School District offers a wide range of supports and programs to address English language
learning student needs and programming. The diverse learning teacher and diverse learning coordinating
teacher roles work collaboratively with subject and grade level teachers so they can offer effective program
support.
The following English language learning (ELL) sessions were offered:
• Interpreter Training
• Tapping Into the Potential of English Language Learners
• District Supports and Services for English Language Learners
• Supporting English Language Learners In the Secondary Classroom
• Learner Support Plan Working Sessions
• Effective Program Planning for High School English Language Learners
• Supporting English Language Learners in kindergarten
• Identifying Learning Difficulties with English Language Learners
• English Language Learning: Creating a Culture of Learning Through the Arts
• Creating a Culture Where Curiosity Drives Learning
• One Size Does Not Fit All: Exploring Alberta Education ESL Benchmarks as a Planning Tool
• Assessment and English Language Learners
• Supporting High School Religion Teachers with Programming for ELL Students
• Supporting High School Social Studies Teachers with Programming for ELL Students
• Filipino Reunification Workshops
• English Language Acquisition
8
HOME EDUCATION PROGRAM
Home education is a working partnership between the parents/guardians, the Alberta Distance Learning Centre
and the Calgary Catholic School District. The parent/guardian of the child conducts the program within the
parameters of the Alberta Education policy, regulations and procedures. Requirements for a complete grade in
grades 1 to 6 consist of completing courses in English Language Arts, (writing, reading and language skills are
included in Language Arts), Mathematics, Social Studies (Art is included in Social Studies) and Science (Health
is included in Science). A complete junior high grade consists of completing courses in English Language Arts,
Mathematics, Social Studies, Science, and Health. Information and Communication Technology is embedded in
the online courses which are available for Language Arts, Social Studies and Science at the junior high level
and in Grade 6 Language Arts at the elementary level.
Support for parents/guardians in the delivery, administration and management of the Home Education Program
is provided by the district’s half-time teacher and by the Alberta Distance Learning Centre teachers.
Active enrollment is as follows:
Grade
Number of Students
1
1
2
0
3
2
4
3
5
1
6
1
7
2
8
1
9
6
10
7
11
12
12
14
Total
50
U-LEARN ONLINE SCHOOL PROGRAM
The U-Learn Program is the Calgary Catholic School District’s creative learning solution for self-directed
education. This program, based out of St. Anne Academic Centre, seeks to enhance learning opportunities for
high school students by offering students the option of taking a variety of subjects, at the high school level,
using an online or print environment. An online or print course from U-Learn provides students with the same
learning opportunities and the same expectations found in a regular classroom except that the classroom is
accessed using Brightspace by Desire2Learn (D2L) or print booklets; some courses integrate both modalities in
a blended delivery model.
All U-Learn courses follow Alberta Education curriculum and each course contains a course outline and
assessment rubrics. Through employing a self-directed learning approach, thereby allowing students the
opportunity to accelerate their coursework, courses are structured to comply with the hours of instruction
mandated by Alberta Education:
5 credit courses – 16 weeks (125 hours)
3 credit courses – 8 weeks (75 hours)
1 credit courses – 3 weeks (25 hours)
Current U-Learn core course offerings include:
Core Area
# of Courses Offered
English Language Arts
6 online
6 print/blended
Mathematics
9 online
Science
9 online
2 print/blended
Social Studies
6 online
6 print/blended
Religious Studies
2 online
3 print
Total
32 online
17 print/blended
Current Enrollment
84 online
42 print/blended
106 online
114 online
46 print/blended
69 online
19 print/blended
29 online
96 print/blended
402 online
203 print/blended
9
Additional support is provided to teachers and schools by subject area teams from Instructional Services. (See
Attachment 1 starting on page 16 for a detailed account of the district’s activities which support excellence in the
core subject areas through the Teaching and Learning Action Plan which was developed with the analysis of the
Grade 3 District Diagnostic Assessments, Religion Assessment, Provincial Achievement tests and Diploma
exams.)
10
Math Minds is a project created and funded by Canadian Oil Sands Limited to improve the teaching and
learning of Mathematics in elementary schools. Although the partnership includes the Calgary Public Library
and the Boys and Girls Clubs, the Calgary Catholic School District’s main involvement is with the University of
Calgary and JUMP Math.
The program was launched in the 2012-2013 school year at St. Rita School, with two teachers at the school
using JUMP math as a resource and some relationships were beginning to form between partners. During 20132014, the mandate became clearer when all teachers at St. Rita School began teaching Math with the JUMP
Math resource and a group of university researchers were stationed at the school on almost a daily basis.
It was in June of 2014 that we were able to clearly see evidence of improvements in student outcomes. All
students at St. Rita School wrote the Canadian Test of Basic Skills (CTBS) in September each year. Grade 6
students also write in June because they are exiting the school. The graph below tracked a group of students
who began using JUMP in February of Grade 5 and continued through the end of Grade 6.
This group of students was well below the national average in Grade 5, at just under the 20th percentile. After
using JUMP for half the school year, their results showed an improvement of 10 per cent. By the end of Grade 6
they were above the national average at just under 60 per cent.
It is believed that these results have been possible, not just as a result of adopting a new resource, but also
because of the close working relationships forged between the teachers, the university researchers and JUMP
Math. Because of the work being done at that school, the teaching of elementary Math there is continually
changing and evolving.
11
This school year, St. Thomas Aquinas School has become our second Math Minds school. Students there also
wrote the Canadian Test of Basic Skills in September of 2014 and the university researchers will video tape
each teacher teaching two lessons using JUMP, one in the fall and one in the spring.
Thirty five ‘pod’ teachers throughout the district are also funded by Math Minds. They are at St. Henry, Holy
Spirit, Mother Mary Greene, Light of Christ, Msgr. J.J. O’Brien, St. Monica and St. James schools. These
teachers were selected from 75 applicants. In some cases where there are pod teachers, schools have decided
to self-fund other teachers who were not funded by Math Minds. Additional non-pod teachers using JUMP are at
St. Henry, Holy Spirit and Mother Mary Greene.
The Math Minds consultant, the University of Calgary researchers and JUMP Math have worked closely to
develop and facilitate ongoing structured professional development for the two Math Minds school as well as the
pod teachers. All teachers using JUMP Math within the district also receive ongoing support from the Math
Minds consultant.
The two-sided brochure below has been developed to describe the program.
12
13
RELIGIOUS EDUCATION
Ongoing Religious Education professional development opportunities offered during the past year include:
• Liturgy Guidelines for School Settings
• Literacy in Religious Education
• Community of Caring
• Kids in the Know
• Human Sexuality (Theology of the Body)
• Inclusive Communities
• Resilience
14
CAREER AND TECHNOLOGY STUDIES (CTS)
The CTS program centres around five clusters and more than 1000 1-credit courses in a variety of occupational
areas.
A cluster is a group of CTS courses that represent occupations with broad industry commonalities.
The five clusters are:
BIT: Business, Administration, Finance & Information Technology
The BIT cluster focuses on the management, marketing and use of electronic technologies to access, use
and manipulate information within personal, family, workplace, community and global contexts. Students are
challenged to expand their confidence, experience and skills as innovators and leaders.
HRH: Health, Recreation & Human Services
The HRH cluster focuses on a vast array of challenging and rewarding careers in health care, community
supports, recreation, cosmetology, food services, tourism and law.
MDC: Media, Design & Communication Arts
The MDC cluster is designed to provide students the flexibility to adapt to various situations relating to
design, communication and esthetics. Courses relate to art and culture, such as the performing arts, film and
video, broadcasting, journalism, writing, creative design, fashion, libraries and museums.
NAT: Natural Resources
The NAT cluster focuses on conservation and the sustainable use of natural resources. Students develop
the motivation and commitment to work individually and collectively as private citizens and members of the
workforce toward the conservation and responsible use of air, energy, forests, land, minerals, water and
wildlife.
TMT: Trades, Manufacturing & Transportation
The TMT cluster focuses on skills and knowledge related to the design, construction, fabrication and
maintenance of a product. Courses relate to manufacturing, processing, utilities, construction, mechanics,
fabrication, trades supervision, trades contracting, logistics, transportation and heavy equipment.
Within each cluster are occupational areas that contain courses related to specific areas of work. Each
occupational area is comprised of a group of courses designed to support positive career and occupational
opportunities for students. Students can explore their interests by selecting and creating personalized pathways.
15
CAREER AND TECHNOLOGY STUDIES (CTS) CLUSTERS
16
Attachment 1
Teaching and Learning Action Plans
Calgary Catholic School District
District Diagnostic Assessments (Grade 3) & Religion (Grades 5 and 8)
Provincial Achievement Test (PAT Grades 6 and 9)
2014-2015
Interpretations for Students Writing
Grade/Course
Positives
Areas Needing Growth
3 English Language
Arts
Grade 3 students wrote the
district created Diagnostic
Assessments .
Assessments were
completed in the month of
October. Schools collected
data through the Benchmark
Assessment System and
narrative writing prompt.
3 French Language
Arts
Grade 3 students wrote the
district created French
Diagnostic Assessments.
Assessments were
completed in the month of
October. Schools collected
data through the Benchmark
Assessment System and
Action Plans
Comments on Completed Actions
Continue to work with teachers to
PD on how to administer Fountas &
implement Fountas & Pinnell reading Pinnell Benchmark Assessment
assessments with students.
System was held for 55 people after
school on September 17 and
Continue usage of district document November 10.
Narrative Writing Assessment
Grade 3 SLA information sessions
Toolkit 1-3 including selfAreas of need include
provided for 200 teachers for the
assessments.
content, structure and
upcoming Alberta Ed Student
organization of narrative
Continue usage of district document Learning Achievement Assessments
on September 15 and 17.
writing.
Reading Assessment: In the
Elementary & Junior High
March 2 - PD session will focus on
Reading assessments
Classroom.
what to do after collecting diagnostic
showed a need for direct
assessments and how to plan for
instruction of comprehension Reading and Writing resources are
instruction, how to teach beginning
strategies.
available on ELA ePD.
readers and peer mentoring during
writer's workshop.
Continue to use the GB+ resources.
Resources and tools available on
the French Immersion ePD.
Implementation of literacy centers in
On August 28, a group of teachers
attended a session on literacy centers.
Grade 3 SLA information sessions
provided for 200 teachers for the
17
Grade/Course
3 Math (English)
3 Math (French)
Positives
This was the year for the
new elementary Math
District Diagnostic
Assessment.
(English Version)
Math District Diagnostic
Assessment.
(French Version)
Areas Needing Growth
Action Plans
narrative writing prompt.
Teachers created plans for
instruction based on needs
of the students in reading
and writing.
French.
Teachers will take those
results and apply them to
their teaching and learning
of Grade 3 Mathematics.
Continue with supporting teachers in
the area of Mathematics.
Teachers will share and
discuss the district Math
diagnostic assessment with
the earlier grades, within
their schools.
To provide professional
development in teaching
basic facts and the new
examples created by Alberta
Education.
Comments on Completed Actions
upcoming Alberta Ed Student
Learning Achievement Assessments
on September 15 and 17.
October 8 and 9, sessions on reading
assessment.
Professional development for teachers
regarding the updated elementary
Mathematics will be on-going in
Provide communication, support and schools, at staff meetings and lunch
professional development to all
and learn.
elementary Math teachers, through
September 15 and 17 - Approximately
email, inservices, I.S. Weekly, ePD
and Blackboard sessions regarding 200 teachers attended the session
updates in the curriculum outcomes, provided on Grade 3 SLA information
or any other teaching and learning in sessions provided for teachers for the
Alberta Education Student Learning
elementary Math.
Assessment.
SLA assessments have two parts - a
digital component and a written
component. Assessment will occur
September 29 to October 24.
SLAs were completed. Teachers have
looked at the results and analyzed
them.
PD November 10, 45 teachers
attended a session on the updates to
the elementary Math curriculum.
18
Grade/Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
March 2 PD will be focusing on Math
Fluency without Fear, supporting all
students for success with Math
fluency.
5 Religious Education The district average for the
Demonstration of Learning
was 79.1 per cent, the
Personal Reflection 78.4
per cent and the multiple
choice final exam 79.4 per
cent. These results are
based on the new district
assessment which was
completed by 3,393
students representing 68 of
87 district schools. The
results provide a baseline
for future results.
This was the first year for the Ongoing support provided to
new assessment, so there is teachers throughout the year on the
no data from previous years. new assessment.
Religion teachers’ inserviced on the
new assessment October 1 and 9,
2014.
The data from the new
assessment indicates that
the students performed
consistently well in all three
areas.
Religion teachers will be inserviced
on the new district assessment.
On-going school visits for new
teachers and those needing additional
support.
The revised assessment
includes a Personal
Reflection rather than a
Prayer Response.
Share Demonstration of Learning
and Personal Reflection exemplars
on ePD.
Students had more success
with this revision.
Communicate information regularly
through email, I.S. Weekly and ePD.
Send feedback survey to teachers
and refine assessment accordingly.
Schools will have a choice between
paper/pencil or electronic
assessment.
Created an Education tutorial on the
new assessment; emailed to teachers
and posted on ePD.
Blackboard PAT session for
administrators to analyze district and
school results.
Created a Parent Fact Sheet on the
new assessment.
Marks will be reported through
PowerSchool.
6 English Language
Arts
The district was above the
province in both of the
Acceptable Standard +4.6
CCSD student scores have
declined in the Acceptable
Standard in writing (-0.9 per
District created Grade 6 Diagnostic
Assessments for the 2014-2015
school year.
Grade 6 district Diagnostic
Assessment Information nights were
provided for 200 teachers after school
19
Grade/Course
Positives
per cent and the Standard
of Excellence +3.0 per
cent.
In comparison to last year,
CCSD student scores went
up +0.6 per cent in the
Standard of Excellence.
Areas Needing Growth
cent). The provincial trend
for all students writing has
also declined from 2013 to
2014.
In narrative and expository
writing we have a large
percentage low in
conventions.
Students scored low in
recognizing the use of
literary devices
(synecdoche) in an
informational article and
inference/synthesizing
information in poetry and
cartoons.
6 Math
(English)
District students in the
English program scored
significantly well above the
province at the Acceptable
Standard (+6.7 per cent)
and scored above in the
Excellence Standard (+1.4
per cent).
District results from 2014
As a district, compared to
the province, students
scored higher in both the
Acceptable Standard and
the Standard of Excellence.
Teachers need to continue
to develop teaching and
learning strategies to meet
all learner needs.
From the four main strands,
Action Plans
Comments on Completed Actions
on September 3 and 4, also a
Continue to work with teachers to
Blackboard session was held on
implement Fountas & Pinnell reading September 9.
assessments with students.
PD on how to administer Fountas &
Continue usage of district document Pinnell Benchmark Assessment
Narrative Writing Assessment
System was held for 55 people after
Toolkit 4-6, including selfschool on September 17 and
assessments.
November 10.
Reading and writing resources on
ePD.
Feedback on the Grade 6 district
Assessment Diagnostic was positive.
Instructional Services will offer
Grade 6 PAT inservices for new
Grade 6 teachers or anyone who
would like a refresher on
Wednesday, February 25 from 4:30
– 5:30 p.m. at St. Paul and
Thursday, February 26 from 4:30 –
5:30 p.m. at St. Leo.
March 2 PD session will focus on what
to do after collecting Diagnostic
Assessments and how to plan for
instruction, how to teach beginning
readers and peer mentoring during
writer's workshop.
Focus on building teacher capacity
and resources in the area of Shape
and Space.
Professional development for teachers
regarding the updated elementary
Mathematics to be ongoing in schools,
at staff meetings and lunch and learn.
District has opted for a Grade 6
district assessment for the school
year 2014-2015. District teachers
developed the Grade 6 Math
Diagnostic Assessment. There are
two parts. Digital assessment which
Grade 6 district Diagnostic
Assessment Information nights were
provided for 200 teachers after school
on September 3 and 4, also a
Blackboard session on September 9.
20
Grade/Course
6 Social Studies
(English)
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
and 2013; in 2014
the lowest achievement is in
students in the English
the Shapes and Space
program scored below in
strand.
the Standard of Excellence
in comparison to 2013 (-2.5
per cent) but above (+1.2
per cent) in the Acceptable
Standard.
involves 20 multiple choice
questions and a written part with four Feedback from district Grade 6 Math
tasks.
diagnostic was positive, results
supported teachers in guiding
teaching and learning. School based
October 31 after students have
discussion has occurred as to how the
completed the assessments,
results.
teachers will examine the results
which will guide them with the
PD November 10, 45 teachers
teaching and learning of Grade 6
attended a session on the updates to
Mathematics.
the elementary Math curriculum.
Teachers will share and discuss the
district Math diagnostic assessment March 2 PD will be focusing on Math
Fluency without Fear, supporting all
results with the earlier grades, to
work on concepts as a whole school. students for success with Math
fluency.
Instructional Services will offer
Grade 6 PAT inservices for new
Grade 6 teachers or anyone who
would like a refresher on
Wednesday, February 25 from 4:30
– 5:30 p.m. at St. Paul and
Thursday, February 26 from 4:30 –
5:30 p.m. at St. Leo.
In the Acceptable
Standard, for ALL students
writing, CCSD students
scored 6.9 per cent higher
than the province.
Provide support and professional
development to schools, elementary
Social Studies teachers, through
email, inservices, ePD site,
Blackboard collaborate sessions and
face to face professional
development.
In the Standard of
In comparison to 2013,
CCSD student scores have
declined in the Acceptable
Standard (-2.0 per cent) and
in the Standard of
Excellence (- 5.6 per cent).
Registration information for the Critical
Thinking Consortium’s (TC2) critical
thinking teaching resources was
shared with district teachers via
distribution email list on September
25.
21
Grade/Course
Positives
Excellence, for ALL
students writing, CCSD
students achieved 2.2 per
cent higher than the
province.
Areas Needing Growth
While the provincial trend for
all students writing has also
declined from 2013 to 2014,
in both Acceptable and
Excellence Standards,
CCSD’s declining trend in
the Standard of Excellence
will be monitored.
The primary area needing
growth is in the critical
thinking domain - and in
knowledge and
understanding of Local and
Provincial government.
Action Plans
Place a significant focus on critical
thinking in the upcoming year.
Promote the use of the Critical
Thinking Consortium across the
district.
November 10 a PD session on
Critical Thinking will be offered to
district teachers.
After school sessions, online or face
to face will be organized and offered
throughout the school year.
Comments on Completed Actions
November 10 - 34 teachers attended a
professional learning session on ‘The
Five Principles of a Thinking
Classroom’.
January 21 - 17 teachers attended a
‘Discover TC2 Website’ session’,
feedback on the session was very
positive.
The number of teachers registered in
the Critical Thinking Consortium has
tripled from December 2013 to
December 2014.
On March 2 a workshop on Critical
Thinking will be offered.
Instructional Services will offer
Grade 6 PAT inservices for new
Grade 6 teachers or anyone who
would like a refresher on
Wednesday, February 25 from 4:30
– 5:30 p.m. at St. Paul and
Thursday, February 26 from 4:30 –
5:30 p.m. at St. Leo.
6 Science (English)
CCSD students performed
significantly above (+5.7
per cent) the province in
the Acceptable category
Compared to the
outstanding results from
2013 CCSD students’
performance slightly
Continue to support teacher capacity
in the Science curriculum through
district inservices and external
agency workshops.
Many Science kits were catalogued
over the summer and are now in
circulation already receiving very
positive feedback.
22
Grade/Course
Positives
Areas Needing Growth
and performed above (+2.1
per cent) the province in
the Standard of Excellence.
CCSD students are
demonstrating a high ability
to retain topic specific
content knowledge.
declined in both the
Acceptable (-1.6 per cent)
and Standard of Excellence
(-3.6 per cent).
CCSD students need to
make better real-world
connections to content
knowledge acquired in the
classroom.
Action Plans
Comments on Completed Actions
Continue to advertise Science
related information and opportunities
through I.S. Weekly, elementary
Science ePD and elementary
Science distribution list.
“A Year of Nature” project officially
kicked off at St. Damien School with a
school BBQ including the City of
Calgary Parks sharing with the
community the goals for the year,
teachers have also worked closely
with parks to plan the curricular
connections. The entire school was
hosted over three days at Ralph Klein
Park for an experiential environmental
learning opportunity. The teachers
are now using their own community to
further engage environmental
curricular connections.
November 10 PD Day session:
Science Centres for grades 1-9.
Feedback was positive and teachers
especially appreciated the crosscurricular approach.
Continue to post curricular support
materials in the content session of
elementary Science ePD.
In order for more CCSD
students to achieve the
Standard of Excellence,
more enriched opportunities
are recommended for
students, such as; bringing
in guest speakers, increased
Science kit circulation from
IMC and encouraging
increased fieldtrips to
experience first-hand, real
world applications of their
content knowledge (i.e.
aerospace museum,
Rothney Observatory, Police
Interpretive Centre and City
Parks).
Continue to visit face to face with
teachers requesting support and
offering blackboard collaborate
support sessions.
In collaboration with IMC source out
more hands-on Science kits to be
circulated throughout the district.
Elementary Science Distribution list
continues to be well received, for
science related opportunities.
Increased support for
naturalization projects at the
school sites to further
Support a pilot project “A Year of
Nature” at St. Damien School to
increase student and teacher
Use of I.S. Weekly to advertise PD
sessions are well received.
Continue to encourage grant
applications for school
environmental initiatives.
Continue to financially support
classroom field trips, especially for
those schools considered high
needs.
Teachers are sharing more materials
to post in the Elementary Science
ePD.
23
Grade/Course
Positives
Areas Needing Growth
develop the students’
understanding of
environmental citizenship
and increasing capacity of
native trees knowledge.
6 French Language
Arts
CCSD students performed
above the province in both
Acceptable (+1.3 per cent)
and Standard of Excellence
(+9.4 per cent).
CCSD was also above the
province in writing and
reading.
6 Math (French)
Compared to the province,
district students scored
above at both the
Acceptable level (+1.6 per
cent) and at the Standard
Action Plans
capacity of environmental/nature
understandings within Calgary.
Instructional Services will offer
Grade 6 PAT inservices for new
Grade 6 teachers or anyone who
would like a refresher on
Wednesday, February 25 from 4:30
– 5:30 p.m. at St. Paul and
Thursday, February 26 from 4:30 –
5:30 p.m. at St. Leo.
There is a slight decline from District created Grade 6 Diagnostic
last year in Acceptable
Assessments for the 2014-2015
school year.
Standard (-1.2 per cent).
The reading comprehension
part is lower than the writing
for CCSD students, as well
as, the province.
Comments on Completed Actions
Continuous face to face support for
new teachers and teachers new to
their grade is very well received.
St. Michael, St. Kateri Tekakwitha, St.
Catherine, St. Bede and St. Mark
Schools each received Eco-leader
grants ($500) for student work
initiatives.
On August 28, a group of teachers
attended a session on literacy centers.
Continue to use the GB+ resources.
On September 10, a session on the
new SLA was offered.
Resources and tools available on
the French Immersion ePD.
October 8 and 9, sessions on reading
assessment.
Instructional Services will offer
End of February, session on
Grade 6 PAT inservices for new
assessment and new literacy
Grade 6 teachers or anyone who
resources.
would like a refresher on Monday,
February 23 from 1:00 – 2-00 p.m. at
St. Paul.
There has been a decline in
district results from 2013 in
Standard of Excellence (-6.4
per cent). From the four
main strands, the Shapes
Focus on building teacher capacity
and resources in the area of Shape
and Space.
District has opted for a Grade 6
Professional development for teachers
regarding the updated elementary
Mathematics, ongoing in schools, at
staff meetings and lunch and learn.
24
Grade/Course
Positives
of Excellence (+4.8 per
cent).
Areas Needing Growth
and Space strand is the
lowest.
Teachers need to continue
to develop teaching and
learning strategies to meet
all learner needs.
Action Plans
Comments on Completed Actions
district assessment for the school
year 2014-2015. District teachers
developed the Grade 6 Math
Diagnostic Assessment. There are
two parts: a digital assessment
which involves 20 multiple choice
questions and a written part with four
tasks.
Grade 6 district French Diagnostic
Assessment information was provided
for 11 teachers on September 10 in
addition to a Math English diagnostic
assessment Blackboard session
September 9.
On October 31, after students have
completed the assessments,
teachers will examine the results
which will guide them with the
teaching and learning of French
Grade 6 Mathematics.
Teachers will share and discuss the
French district Math Diagnostic
Assessment results with the earlier
grades to work on concepts as a
whole school.
Feedback from district Grade 6 Math
Diagnostic Assessment was positive,
results supported teachers in guiding
teaching and learning.
PD November 10, 45 teachers
attended a session on the updates to
the elementary Math curriculum.
March 2 PD will be focusing on Math
Fluency without Fear, supporting all
students for success with Math
fluency.
Instructional Services will offer
Grade 6 PAT inservices for new
Grade 6 teachers or anyone who
would like a refresher on Monday,
February 23 from 1:00 – 2-00 p.m. at
St. Paul.
6 Science (French)
CCSD students performed
significantly above (+5.0
per cent) the province in
CCSD students showed a
significant decline (- 5.7 per
cent) at the Standard of
Continue to support teacher capacity Many Science kits were catalogued
in the Science curriculum through
over the summer and are now in
district inservices and external
circulation. Very positive feedback has
25
Grade/Course
Positives
Areas Needing Growth
Action Plans
the Standard of Excellence
category and performed
above (+3.3 per cent) the
province in the Acceptable
category.
Excellence level and a
significant increase (+4.5 per
cent) at the Acceptable
Standard in comparison to
2013 district results.
CCSD students are
demonstrating a high ability
to retain topic specific
content knowledge.
CCSD students need to
make better real-world
connections to content
knowledge acquired in the
classroom.
agency workshops.
Continue to advertise Science
related information and opportunities
through I.S. Weekly, elementary
Science ePD and elementary
Science distribution list.
In order for more CCSD
students to achieve the
Standard of Excellence
more enriched opportunities
are recommended for
students, such as; bringing
in guest speakers, increased
Science kit circulation from
IMC and encouraging
increased field trips to
experience first-hand, real
world applications of their
content knowledge (i.e.
aerospace museum,
Rothney Observatory, Police
Interpretive Centre, and City
Parks).
Increased support for
naturalization projects at the
Continue to post curricular support
materials in the content session of
elementary Science ePD.
Continue to visit face to face with
teachers requesting support and
offering Blackboard collaborate
support sessions.
Continue to encourage grant
applications for school
environmental initiatives.
Comments on Completed Actions
been received on them.
French Immersion teachers are
sharing teacher created materials to
post in the elementary Science ePD.
Elementary Science Distribution list
continues to be well received, for
science related opportunities.
Use of I.S. Weekly to advertise PD
sessions are well received.
Continuous face to face support for
new teachers and teachers new to
their grade is very well received.
Madeleine D’Houet School received
Eco-leader grant ($500) for student
work initiatives.
Continue to financially support
classroom field trips, especially for
those schools considered high
needs.
In collaboration with IMC source out
more hands-on Science kits to be
circulated throughout the district.
Instructional Services will offer
Grade 6 PAT inservices for new
Grade 6 teachers or anyone who
26
Grade/Course
6 Social Studies
(French)
Positives
CCSD students scored
higher (+5.2 per cent) than
the province at the
Acceptable level.
In the Standard of
Excellence, CCSD students
outperformed the province
(+5.6 per cent).
Areas Needing Growth
Action Plans
school sites to further
develop the students’
understanding of
environmental citizenship
and increasing capacity of
native trees knowledge.
would like a refresher on Monday,
February 23 from 1:00 – 2-00 p.m. at
St. Paul.
In comparison to ourselves,
from 2013 to 2014, our
students declined (-1.0 per
cent) in Acceptable Standard
and in the Standard of
Excellence (-5.3 per cent).
Provide support and professional
development to schools, elementary
Social Studies teachers, through
email, inservices, ePD site,
Blackboard collaborate sessions and
face to face professional
development.
The primary area needing
There will be a significant focus on
growth is in the critical
thinking domain - particularly critical thinking in the upcoming
year.
in the areas of inferring,
analyzing and evaluating.
Promote the use of the Critical
Thinking Consortium across the
district.
November 10, a PD session on
Critical Thinking will be offered to
district teachers.
After school, online or face to face
sessions will be organized and
offered throughout the school year.
Comments on Completed Actions
Registration information for the Critical
Thinking Consortium’s critical thinking
teaching resources was shared with
district teachers via distribution email
list on September 25.
November 10 - 34 teachers attended a
professional learning session on ‘The
Five Principles of a Thinking
Classroom’.
January 21 - 17 teachers attended a
‘Discover TC2 Website’ session,
feedback on the session was very
positive.
The number of teachers registered in
the Critical Thinking Consortium has
tripled from December 2013 to
December 2014.
On March 2, 2015 we will offer a
27
Grade/Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
workshop on Critical Thinking.
Instructional Services will offer
Grade 6 PAT inservices for new
Grade 6 teachers or anyone who
would like a refresher on Monday,
February 23 from 1:00 – 2-00 p.m. at
St. Paul.
8 Religious Education The district average for the
Demonstration of Learning
was 79.0 per cent, the
Personal Reflection 78.5
per cent and the multiple
choice final exam 79.1 per
cent. These results are
based on the new district
assessment which was
completed by 3,161
students, representing 39
of 44 district schools. The
results provide a baseline
for future results.
This was the first year for the
new assessment, so there is
no data from previous years.
The data from the new
assessment indicates that
students scored lowest in
the Personal Response.
Since this is a new
component in the
assessment, students will
need to be given extra
support and practice
opportunities.
Ongoing support provided to
teachers throughout the year on the
new assessment.
Religion teachers will be inserviced
on the new district assessment.
(October 1 and 9).
Completed inservices on district
assessment October 1 and 9.
Numerous school based visits to
support teachers.
Communicate information regularly
through email, I.S. Weekly and ePD.
Share Demonstration of Learning
and Personal Reflection exemplars
on ePD.
Send feedback survey to teacher
and refine assessment accordingly.
Schools will have a choice between
paper/pencil or electronic
assessment.
Marks will be reported through D2L.
9 English Language
The district was above the
While the district is above
Literacy skills, with a focus on
October
28
Grade/Course
Arts
Positives
province in both the
Acceptable Standard (+5.5
per cent) and the Standard
of Excellence (+2.8 per
cent).
The district was above the
province in the Acceptable
Standard and Standard of
Excellence for both the
writing portion of the exam
(+3.2 per cent, +3.5 per
cent), and the reading
portion (+5.9 per cent, +2.4
per cent).
Due to the flood of 2013,
we are unable to make
comparisons to the
previous year.
9 Math (English)
Our district continues to
have positive results when
compared to the provincial
averages. Students
achieved higher than the
province at the Acceptable
Standard (+4.4 per cent)
and at the Standard of
Excellence (+1.8 per cent).
Due to the flood of June
2013 we are unable to
Areas Needing Growth
the province in all
categories, 95.6 per cent
achieved the Acceptable
Standard in writing, while
84.5 per cent achieved the
Acceptable Standard in
reading. This indicates that
reading will be an
instructional focus.
Students struggled with
reading questions that asked
them to show understanding
of poet’s intended purpose
when using particular literary
and stylistic devices.
When looking at the
breakdown for the four main
strands we see our lowest
achievement in the Shapes
and Space strand.
Action Plans
Comments on Completed Actions
reading comprehension strategies,
will be a focus for all PD
opportunities this year. This includes
face to face PD, Blackboard PD and
ePD.
-webinar on reading strategies
-created 7-9 LA Holding Tanks in D2L
Lessons will be shared via the ePD
site that focuses on literary and
stylistic devices and their effect on a
text.
November
-webinar on writing strategies
-PD Day- reading strategies integrated
in JH Language Arts
December
-webinar on Poetry
Secondary literacy project is working
closely with teachers in high needs
schools on how to build literacy in
the secondary classroom.
Assessment session with Alberta
Education.
Focus on building teacher capacity
and resources in the area of Shape
and Space.
September 10 - Grade 7, 8 and 9
Spanish glossaries were sent to ELL
consultants.
Teachers are developing and being
provided with translated Math
glossaries to help students connect
specific mathematical terms to their
first language.
October 8 - New to Grade 9 (PAT)
Blackboard session offered to
familiarize teachers with PAT
procedures, resources for review and
sound preparation practices for
students.
29
Grade/Course
Positives
Areas Needing Growth
Action Plans
compare this year’s data to
the previous year.
Comments on Completed Actions
MCATA Conference:
Helped 2 teachers to apply for and
receive the ATA grant to attend the
MCATA conference in Calgary.
Focused on Grades 4-12
Mathematics.
October 28 - Blackboard PAT session
for Administrators to analyze district
and school results.
October 29 - (11 teachers) attended a
CRC Session focused on improving
mental Math strategies.
November 24 - DLTCT presentation
on strategies to assist teachers with
differentiation in Math.
December 3 - (4 teachers) attended
AAC’s Evidence of Learning in Math
session.
9 Science (English)
Our district continued its
trend for having both more
students achieve the
Acceptable Standard (+5.3
per cent) in comparison to
the province.
Our district also continued
to surpass the provincial
average for students
Participation rates are
slightly lower than the
province (-1.8).
To develop a PAT review booklet for October - (15 teachers) attended the
Electrical Principles and Technology. Alberta Science Network symposium.
The lowest unit was
Electrical Principles and
Technologies.
To find strategies and create PD /
ePD support to help engage female
students more to promote their
success.
For students to achieve the
To support teachers to attend the
September - January:
20+ teachers were facilitated to attend
Alberta Science Network workshops.
September - ongoing
IS Bulletin to inform about various
30
Grade/Course
9 Social Studies
(English)
Positives
Areas Needing Growth
Action Plans
achieving the Standard of
Excellence (+3.5 per cent).
The trend in Science is that
males scored higher in all
units of Science.
Standard of Excellence they
need to have a mastery of
skills and processes that are
achieved in the laboratory
setting. The goal this year
will be to increase the
number of experiential
Science activities in the
classroom.
Alberta Science Network.
Communicate information regularly
through email, I.S. Weekly and ePD.
A Blackboard collaborate meeting to
discuss strategies for exam writing
and how to best prepare students
with effective review.
CCSD Acceptable
Standard was higher than
the provincial Acceptable
Standard (+5.3 per cent).
The goal is to have similar
results for the 2014-2015
school year that were seen
in 2013-2014 with the
Acceptable Standard (+5.3
CCSD Standard of
per cent) and Standard of
Excellence was higher than Excellence both above the
the provincial Standard of
province (+1.0 per cent).
Excellence (1.0 per cent).
Importance of maintaining
students’ success in skills
and processes, as well as,
Comments on Completed Actions
opportunities in Science field trips.
October 2014 - Blackboard PAT
meeting district wide.
With joint leadership from the district
elementary Science consultant and
the Calgary Board of Education
Science Specialist and partnership
with David Townsend and Pamela
Adams from University of
Lethbridge, Science teachers have
joined the Calgary Regional
Consortium Science Leaders Group
to grow professionally as Science
leaders.
Professional learning communities
groups started last year
incorporating junior and senior high
teachers, will allow teachers to
create junior high resources that will
be shared on ePD and will assist
each of them in ultimately improving
their teaching practices.
Holding tank with Gradebook aligning
curricular outcomes was created and
shared with district teachers.
New rubrics for assessment were
created, placed on ePD and shared
with teachers.
October 10 - PD, session given with
More junior high resources are being focus on assessment and analysis
continually added to ePD.
skills in junior high.
31
Grade/Course
9 French Language
Arts
Positives
CCSD students performed
better than the province in
the Acceptable (1.8 per
cent) and Excellence (1.6
per cent) categories.
Areas Needing Growth
Historically the students in
Science are showing a
positive progression for
achieving at the Acceptable
Standard. In 2012, the
district was -3.5 per cent
below the province and in
2014 the district was now
at -2.5 per cent.
Comments on Completed Actions
knowledge and
understanding assessment
items.
Continued visits to junior high
schools by Instructional Services
consultant.
January 21 - PD session and
resources given with direct links to
Grade 9 content areas.
CCSD students scored lower
in reading (1.7 per cent),
specifically for meaning of
words and expressions.
Literacy skills, reading
comprehension strategies and
differentiation will be a focus for this
year.
February 2 - session on assessment,
best practices and resources.
Teachers will use resources and
tools found on the French Immersion
e-PD.
District students also did
better in writing (3.3 per
cent) for Acceptable
Standards and Standard of
Excellence (1.1 per cent).
9 Math/Science
(French)
Action Plans
One school was below the
provincial Acceptable
Standard (-24 per cent) and
below the provincial
Standard of Excellence (-20
per cent). This represents 27
per cent of all CCSD French
Science students.
To create vocabulary
booklets/strategies for our Late
Immersion students in grades 7 and
8 to help master the Science
directing words.
October 2014 - 15 teachers attended
the Alberta Science Network
symposium.
September - January - 20+ teachers
were facilitated to attend Alberta
Science Network workshops.
District PD days will allow time for
September - ongoing - IS Bulletin to
our teachers specific to teaching
Science in French to collaborate and inform about various opportunities in
Science/field trips.
Students often have difficulty share best practices and
with the terminology as Late assessment.
October 2014 - Blackboard PAT
Immersion students have
meeting district wide.
seen these Science/Math
process words in English
October 28 - Blackboard PAT session
and now need to learn the
for Administrators to analyze district
French equivalent.
and school results.
32
Grade/Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
October 29 - (2 teachers) attended a
CRC Session focused on improving
mental Math strategies.
November 24 - DLTCT presentation
on strategies to assist teachers with
differentiation in Math.
9 Social Studies
(French)
Historically CCSD has
been below the province in
both the Acceptable
Standard and Standard of
Excellence and this gap
has been maintained. In
2013/2014 both the district
average for Acceptable
Standard (-5.9 per cent)
and Standard of Excellence
(-5.5 per cent) was lower
than the province.
One school was below the
provincial Acceptable
Standard (-31.4 per cent)
and below the provincial
Standard of Excellence
(-13 per cent). This
represents 27 per cent of all
CCSD Études Sociales 9
students.
A Centre of Excellence for French
Immersion has been established at
St. Rose of Lima School, which
should result in better PAT results
for students, as teachers will be able
to collaborate more, have access to
a variety of resources and an
increase in the amount of
differentiated instruction.
Students have difficulty with
terminology since Social
Studies relies heavily on
precise terminology and
deeper use of language for
all assessment components.
CCSD teachers are supported by
Instructional Services creating
specific vocabulary resources to
address the needs of Late
Immersion students.
Holding tank with Gradebook aligning
curricular outcomes was created and
shared with district teachers.
New rubrics for assessment were
created, placed on ePD and shared
with teachers.
October 10 PD, session given with
focus on assessment and analysis
skills in junior high.
January 21 PD session and resources
given with direct links to Grade 9
content.
Due to the flood last year a
direct comparison to the
province cannot be made for
the 2012-2013 school year.
However the trend of being a
few per cent lower than the
33
Grade/Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
province on Standard of
Excellence and Acceptable
Standard is still evident from
previous years.
Particular focus should be
made in the assessment
items related to knowledge
and understanding.
Calgary Catholic School District
Diploma Results
Interpretations for Students Writing
Course
Positives
Areas Needing Growth
Action Plans
English LA 30-1
District students
improved in
comparison to last
year’s district results
in the categories of
Acceptable Standard
and Standard of
Excellence in their
school-awarded
marks, diploma
examination marks,
and final course
marks.
While district students
improved in all areas
when compared to 20122013 district results, the
Standard of Excellence (1.6 per cent) and overall
final grade (-0.5 per cent)
are both below the
province.
Literacy skills, with a focus on writing
strategies, will be a focus for all PD
opportunities this year. This includes
face to face PD, Blackboard PD, CT
meetings and ePD.
District students were
below the province on the
written portion of the
exam (-0.4 per cent), with
Lessons will be shared via the ePD
site that focus on Thought and
Understanding (ideas, literary
interpretations, understanding),
Supporting Evidence (selection and
quality of evidence, employing,
deploying and synthesizing
evidence), and Form and Structure
Comments on Completed Actions
At our first CT Meeting (September 22),
diploma data was shared and discussed with
all CTs in preparation for the October 10 PD
Day.
October
-webinar on reading strategies
-meeting with each High School ELA
department to discuss and determine
department goals for student success.
November
-webinar on writing strategies
34
Course
Positives
The district’s
Acceptable Standard
is now above the
province (+0.4 per
cent).
Areas Needing Growth
particular areas of growth
identified in “Thought and
Understanding,”
“Supporting Evidence”
and “Form and Structure.”
District students were
above the province
on the reading
portion of the exam
(+0.4 per cent).
Action Plans
(coherent, focused, well-shaped
responses, unifying effect and/or
controlling idea).
Comments on Completed Actions
December
-webinar on Poetry
January
-CT Meeting to discuss status of diploma
goals, successes to be shared with other
teachers, strategies to address challenges
-initial meeting with High School ELA
Some teachers are piloting the use of Assessment group - planning out Holding
a new assessment tool “PeerVision,” Tanks in D2L, discussing best practices in
assessment.
developed in collaboration with Dr.
Johanna de Leeuw, which is aimed
at improving student writing on the
diploma exam.
Secondary literacy project is working
closely with teachers in high needs
schools on how to build literacy in the
secondary classroom.
Exam manager session with Alberta
Education.
English LA 30-2
District students
improved in
comparison to last
year’s district results
in the categories of
Acceptable Standard
and Standard of
Excellence in their
school-awarded
marks, diploma
examination marks,
and final course
marks.
While district students
improved in all areas
when compared to the
2012-2013 school year,
all categories are still
below the province.
Literacy skills, with a focus on both
reading and writing strategies, will be
a focus for all PD opportunities this
year. This includes face to face PD,
Blackboard PD, CT Meetings, and
ePD.
Particular areas of growth
identified on the written
portion of the exam are
“Thought and Support,”
“Matters of Correctness”
and “Writing Skills.”
Lessons will be shared via the ePD
site that focus on Thought and
Support (understanding topic,
effective ideas, effective support,
explaining/clarifying response with
support), Matters of Correctness
See ELA 30-1.
35
Course
Positives
Areas Needing Growth
Two areas of growth
identified on the reading
portion of the exam are
vocabulary and
understanding and
analysis of poetry.
Action Plans
Comments on Completed Actions
(sentence construction, usage,
grammar, mechanics) and Writing
Skills (syntax, diction, grammar,
mechanics).
Lessons will be shared via the ePD
site that focuses on building
vocabulary and understanding and
analyzing poetry.
Secondary literacy project is working
closely with teachers in high needs
schools on how to build literacy in the
secondary classroom.
Some teachers are piloting the use of
a new assessment tool “PeerVision,”
developed in collaboration with Dr.
Johanna de Leeuw, which is aimed
at improving student writing on the
diploma exam.
Exam manager session with Alberta
Education.
Math 30-1
Our district continues
to see positive results
when compared to
the provincial
averages. Students
achieved higher than
the province at the
There has been a slight
drop in the percentage of
students reaching the
Standard of Excellence
when compared to the
province (- 0.9 per cent).
When comparing 2014
The standards documents for Math
30-1 have been updated twice since
the implementation of this course in
September 2012; (June 2013 and
June 2014). Will work with AB Ed
Exam Managers to ensure teachers
are up-to-date on changes.
September 22 - First CT Meeting:
Analyzed and discussed diploma results for
both district and individual schools and started
planning for school based goals and action
plans.
36
Course
Positives
Areas Needing Growth
Acceptable Standard
(+2.4 per cent).
results to 2013, both
provincially and as a
district, all areas have
seen a decline. This was
the second year of
implementation for Math
30-1 and after the first
year it was determined
that the exam/standards
were too easy. Standards
were adjusted to address
this and a more difficult
diploma resulted in 2014.
Therefore, CCSD is on
trend with the provincial
results.
Specifically, at the
Acceptable level, the
province saw a decline
(-6.0 per cent), as well as,
the district (-6.6 per cent).
Most notably the province
has declined at the
Standard of Excellence
level (-8.3 per cent), as
well as, CCSD (-12.3 per
cent).
This is an area to focus
on and ensure that
Action Plans
Comments on Completed Actions
Assessment focus to be placed on
aligning assessment with revised
standards document. Teachers to
work on blueprinting processes to
ensure Standard of Excellence
questions are adequately
represented.
September 25 – Math 30-1 Diploma Exam
Manager Session:
Ross Marian visited St. Paul Centre for an after
school PD session outlining important
information for teachers in regards to the
diploma and new 30-1 standards (updated
June 2014). (15 teachers attended).
High schools will focus on the use of
a variety of formative assessment
strategies to provide students with
ongoing feedback to improve student
achievement.
October - met with all high school CTs and VPs
to review Department/Diploma Goal and action
plan for achieving this goal. Future planning
for IS involvement. (Met with all 12 high
schools in the month of October.) Report then
compiled and submitted to IS with all goals and
action plans outlined.
October 29 - 11 teachers attended a CRC
session on improving mental Math skills.
November and December - visited six high
schools for full day inservices on assessment
blueprinting. Aligning assessments with
current curriculum documents, cognitive and
difficulty levels.
January 23 - Offered a one day high school PD
session on hands-on activities to increase
student engagement. (22 teachers attended).
January 28 - Second CT Meeting. Discussed
department/DIP goals and how action plans
are going. Reflected upon January diploma
37
Course
Positives
Areas Needing Growth
Action Plans
teachers are up-to-date
on what makes a
Standard of Excellence
question and that our
assessments possess
these types of questions.
Math 30-2
Our district continues
to see positive results
when compared to
provincial averages.
Students achieved
higher than the
province at the
Acceptable Standard
(+0.8 per cent) and
higher than the
province for at the
Standard of
Excellence (+0.8 per
cent).
When comparing
district results to the
previous year’s
results, there have
been increases.
Diploma Average:
+3.3 per cent
Our district is on trend
with the province in all
unit and difficulty areas.
One area where there will
be a more focused effort
is to improve in the
numeric response
question type. The district
averaged 62 per cent on
multiple choice questions
but only 50 per cent on
numeric response style
questions. While on trend
with the province, more
work will be done with
students to help them
improve. Teachers must
be kept up-to-date on
diploma assessment
standards and that our
assessments possess
Comments on Completed Actions
exams and actions moving forward to prepare
for June exams.
HS Assessment Group:
January 28 - first meeting of this six teacher
group will focus on building district common
assessments that align with both the AB Ed
curriculum and sound assessment practices.
Group to meet three more times this year.
Continued focus on informing
students and parents about the
benefits and opportunities available
when completing 30-2 (i.e. accepted
by many post-secondary institutions
unlike the previous 30 Applied
course).
September 22 - First CT Meeting:
Analyzed and discussed diploma results for
both district and individual schools and started
planning for school based goals and action
plans.
AB Ed Exam Manager to work with
teachers to ensure we are up-to-date
on changes and current movement in
30-2 diploma documents.
October - met with all high school CTs and VPs
to review Department/Diploma Goal and action
plan for achieving this goal. Future planning
for IS involvement. (Met with all 12 high
schools in the month of October.) Report then
compiled and submitted to IS with all goals and
action plans outlined.
September 25 - Math 30-2 Diploma Exam
Manager Session:
High schools focusing on the use of a Deanna Shostak visited St. Paul Centre for an
variety of formative assessment
after school PD session outlining important
strategies to provide students with
information for teachers in regards to the
ongoing feedback to improve student diploma and 30-2 standards (15 teachers
achievement.
attended).
38
Course
Positives
Acceptable Standard:
+2.4 per cent
Standard of
Excellence: +7.1 per
cent.
Areas Needing Growth
Action Plans
these types of questions
to provide students with
ample opportunity to
practice this style of
question.
Comments on Completed Actions
October 29 - 11 teachers attended a CRC
session on improving mental Math skills.
November and December - visited six high
schools for full day inservices on assessment
blueprinting. Aligning assessments with
current curriculum documents, cognitive and
difficulty levels.
January 23 - Offered a one day high school PD
session on hands-on activities to increase
student engagement (22 teachers attended).
January 28 - Second CT Meeting. Discussed
department/DIP goals and how action plans
are going. Reflected upon January diploma
exams and actions moving forward to prepare
for June exams.
HS Assessment Group:
January 28 - first meeting of this six teacher
group that will focus on building district
common assessments that align with both the
AB Ed curriculum and sound assessment
practices. Group to meet three more times this
year.
Biology 30
The district continues
to be above the
province at the
Acceptable Standard
(+1.7 per cent).
The Standard of
Excellence was slightly
lower than the province
on the diploma (-0.2 per
cent) and it also showed a
drop in comparison to
Mentoring has been on-going with
many high schools and PD funds
have been used to send teachers to
collaborate with other Science
teachers in the district to share and
discuss ideas.
August 28 - ongoing - district mentoring of
Science teachers.
September 17 - Diploma exam blueprints and
subject bulletins shared with each high school.
39
Course
Positives
Areas Needing Growth
district results for the
Standard of Excellence
from 2013 (-2.8 per cent).
For students to achieve
the Standard of
Excellence the
assessment materials in
the class must be
blueprinted to make sure
they are valid, reliable
and reflect the cognitive
levels of the diploma.
Students must have
exposure to diploma level
scenarios and questions
throughout the semester
with questions above the
knowledge level.
Action Plans
Exam blueprints and subject bulletins
from Alberta Education have been
shared with all of the high schools.
Alberta Education Exam Manager will
be contacted to work on creating a
presentation for our Biology teachers
in 2014-2015.
PD sessions will be offered at the
district PD day that outlines the
process of blueprinting the currently
used exams to see at what levels
and curricula objectives they are
testing.
With joint leadership from the district
elementary Science consultant and
the Calgary Board of Education
Science Specialist and partnership
with David Townsend and Pamela
Adams from University of Lethbridge,
Science teachers have joined the
Calgary Regional Consortium
Science Leaders Group to grow
professionally as Science leaders.
Comments on Completed Actions
September 23 - District CT Meeting:
Discussed the diploma results from the
previous years and identified trends. Began the
process of formulating the school goals and
accessing district Instructional Services
support.
January 23, 2015 - St. Anne Academic Centre
facilitated a multi-school viewing of the Biology
Diploma.
January 28, 2015 - District Science CT
Meeting:
- a discussion of the High School
Science Assessment Committee
- Blueprints and Skills discussion of the
diploma
Mid October - A visit to each high
school to discuss with the CT and the
vice principal what their goals are
and how Instructional Services can
support.
January 28 - A district CT meeting
40
Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
will be held in which part of the
agenda will revisit each of the
school’s goals so that an evaluation
can be done on how things are going
and then offer support.
June 2015 - CT Meeting:
A presentation of the data that was
collected by each school to help see
how the goals worked out and to
determine possible goals for next
year and the continuation of the
current goals.
Chemistry 30
The district continues
to raise the
percentage in relation
to the province for the
Acceptable Standard.
In 2013 it was -2.4
per cent below and in
2014 it is now only 0.4 per cent below
the province
Our Standard of
Excellence is very
consistent from 2013
to 2014 with only a
+0.1 per cent change
The Standard of
Excellence is below the
province (-0.7 per cent).
For students to achieve
the Standard of
Excellence, the
assessment materials in
the class must be
blueprinted to make sure
they are valid, reliable
and reflect the cognitive
levels of the diploma.
Students must have
exposure to diploma level
scenarios and questions
throughout the semester
with questions above the
Mentoring has been on-going with
many high schools and PD funds
have been used to send teachers to
collaborate with other Science
teachers in the district to share and
discuss ideas.
Exam blueprints and subject bulletins
from Alberta Education have been
shared with all of the high schools.
August 28 - ongoing - district mentoring of
Science teachers.
September 17 - Diploma exam blueprints and
subject bulletins shared with each high school.
September 23 - District CT Meeting:
Discussed the diploma results from the
previous years and identified trends. Began the
process of formulating the school goals and
accessing district Instructional Services
support.
Alberta Education Exam Manager will
be contacted to work on creating a
January 26, 2015 - St. Anne Academic Centre
presentation for district Chemistry
facilitated a multi-school viewing of the
teachers in 2014-2015.
Chemistry Diploma.
PD sessions will be offered at the
district PD day that outlines the
January 28, 2015 - District Science CT
Meeting:
41
Course
Positives
Areas Needing Growth
knowledge level.
Action Plans
process of blueprinting the currently
used exams to see at what levels
and curricula objectives they are
testing.
Comments on Completed Actions
-
a discussion of the High School
Science Assessment Committee
Blueprints and Skills discussion of the
diploma
With joint leadership from the district
elementary Science consultant and
the Calgary Board of Education
Science Specialist and partnership
with David Townsend and Pamela
Adams from University of Lethbridge
Science, teachers have joined the
Calgary Regional Consortium
Science Leaders Group to grow
professionally as Science leaders.
Mid October - November:
A visit to each high school to discuss
with the CT and the Vice Principal
what their goals are and how
Instructional Services can support.
January 28 - A district CT meeting
will be held in which part of the
agenda will revisit each of the
school’s goals so that an evaluation
can be done on how things are going
and then offer support.
June 2015 - CT Meeting:
A presentation of the data that was
collected by each school to help see
42
Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
how the goals worked out and to
determine possible goals for next
year and the continuation of the
current goals.
Physics 30
The Standard of
Excellence for the
district improved from
2013 to 2014 with a
change of +2.3 per
cent.
The district also is
higher than the
province for the
Standard of
Excellence (+0.6 per
cent).
Physics programs will
continue to work with
guidance counsellors and
administration to increase
participation rates as
these are lower than the
provincial average.
Mentoring has been on-going with
many high schools and PD funds
have been used to send teachers to
collaborate with other Science
teachers in the district to share and
discuss ideas.
August 28 - ongoing - district mentoring of
Science teachers.
September 17 - Diploma exam blueprints and
subject bulletins shared with each high school.
September 23 - District CT Meeting:
Exam blueprints and subject bulletins Discussed the diploma results from the
from Alberta Education have been
Blueprinting of exams to
previous years and identified trends. Began the
shared with all of the high schools.
ensure that they are a
process of formulating the school goals and
valid and comparable
accessing district Instructional Services
Alberta Education Exam Manager will support.
assessment tool to the
diploma will help increase be contacted to work on creating a
presentation for district Physics
the percentage of
January 27, 2015 - St. Anne Academic Centre
teachers in 2014-2015.
students achieving the
facilitated a multi-school viewing of the Physics
Acceptable Standard. The
Diploma.
PD sessions will be offered at the
district is lower than the
district PD day that outlines the
province for the
January 28, 2015 - District Science CT
process of blueprinting the currently
percentage of students
Meeting:
achieving the Acceptable used exams to see at what levels
- a discussion of the High School
and curricula objectives they are
Standard
Science Assessment Committee
testing.
(-0.6 per cent).
- Blueprints and Skills discussion of the
diploma
With joint leadership from the district
elementary Science consultant and
the Calgary Board of Education
Science Specialist and partnership
43
Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
with David Townsend and Pamela
Adams from University of Lethbridge,
Science teachers have joined the
Calgary Regional Consortium
Science Leaders Group to grow
professionally as Science leaders.
Mid October - November:
A visit to each high school to discuss
with the CT and the vice principal
what their goals are and how
Instructional Services can support.
January 28, 2015 - A district CT
meeting will be held in which part of
the agenda will revisit each of the
school’s goals so that an evaluation
can be done on how things are going
and then offer support.
June 2015 - CT Meeting:
A presentation of the data that was
collected by each school to help see
how the goals worked out and to
determine possible goals for next
year and the continuation of the
current goals.
Religious Studies 35
The new Religious
Studies 35
assessment was
administered at all
high schools for the
High school coordinating
teachers at their June 18,
2014 meeting requested
more opportunities to
collaboratively assess the
Share demonstration of learning and
written component exemplars at CT
meetings and throughout the year.
Shared more detailed information to schools
regarding district assessment results including
school ranking.
Continue to identify and execute
Meet with each CT and VP to discuss goals
44
Course
Positives
first time this year.
Science 30
The district has seen
an increase at the
Acceptable Standard
(+3.4 per cent) from
2013 to 2014.
Areas Needing Growth
Action Plans
new demonstrations of
learning and written
component of the district
assessment. This
collaboration would
confirm a consistent
standard of rubric
implementation across
our 12 high schools.
areas of improvement in the different
components of the district Religious
Studies 35 assessment.
The district continues to
be lower than the
province at the Standard
of Excellence (-6.6 per
cent).
Mentoring has been on-going with
many high schools and PD funds
have been used to send teachers to
collaborate with other Science
teachers in the district to share and
discuss ideas.
Counsellors and Science
CTs need to continue to
promote the program and
which faculties at
university/college this
course can be used so
students with a stronger
science/academic
background may consider
taking it.
For students to achieve
the Standard of
Excellence the
assessment materials in
the class must be
Implement the new Religious Studies
assessment in the district online
Religious Studies 35 course.
Comments on Completed Actions
and areas for improvement.
Monthly Religious Studies Update emails to
increase communication.
Sr. High Religious Studies teacher
collaboration sessions January 20 and 22.
August 28 - ongoing - district mentoring of
Science teachers.
September 17 - Diploma exam blueprints and
subject bulletins shared with each high school.
September 23 - District CT Meeting:
Discussed the diploma results from the
previous years and identified trends. Began the
process of formulating the school goals and
accessing district Instructional Services
Alberta Education Exam Manager will support.
be contacted to work on creating a
presentation for district Science
January 28, 2015 - District Science CT
teachers in 2014-2015.
Meeting:
- a discussion of the High School
PD sessions will be offered at the
Science Assessment Committee
district PD day that outlines the
- Blueprints and Skills discussion of the
process of blueprinting the currently
diploma
used exams to see at what levels
and curricula objectives they are
January 29, 2015 - St. Anne Academic Centre
testing.
facilitated a multi-school viewing of the Biology
Exam blueprints and subject bulletins
from Alberta Education have been
shared with all of the high schools.
45
Course
Positives
Areas Needing Growth
blueprinted to make sure
they are valid, reliable
and reflect the cognitive
levels of the diploma.
Students must have
exposure to diploma level
scenarios and questions
throughout the semester
with questions above the
knowledge level.
Action Plans
With joint leadership from the district
elementary Science consultant and
the Calgary Board of Education
Science Specialist and partnership
with David Townsend and Pamela
Adams from University of Lethbridge,
Science teachers have joined the
Calgary Regional Consortium
Science Leaders Group to grow
professionally as Science leaders.
Comments on Completed Actions
Diploma.
Mid October - November:
A visit to each high school to discuss
with the CT and the vice principal
what their goals are and how
Instructional Services can support.
January 28 - A district CT meeting
will be held in which part of the
agenda will revisit each of the
school’s goals so that an evaluation
can be done on how things are going
and then offer support.
June 2015 - CT Meeting - A
presentation of the data that was
collected by each school to help see
how the goals worked out and to
determine possible goals for next
year and the continuation of the
current goals.
46
Course
Social Studies 30-1
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
School awarded
marks for CCSD is
lower than the
province (0.4 per
cent). This small gap
is evidence that
teachers are fairly
assessing students
within their
classrooms as
compared to the
province.
CCSD Standard of
Excellence needs
improvement. As in 20112012 it was above the
provincial average (+1.6
per cent), however, in
2012-2013 it was lower (1.2 per cent) than the
provincial Standard of
Excellence and in 20132014 it was lower than the
provincial Standard of
Excellence (-2.1 per
cent).
Professional learning communities
started last year incorporating junior
and senior high teachers creating
resources and will continue this year.
The scaffolding in the junior high
years should help prepare students
for high school.
October- meetings with all High School Social
Studies CTS, and their VP to discuss their
diploma goals, and how IS can coordinate and
support them the most effectively.
September 25 - Blackboard session given to
high school teachers regarding the two Social
Studies 30-1 written response assignments.
Recording placed on ePD.
CCSD Acceptable
Standard is higher
than the provincial
Acceptable Standard
mark on the diploma
exam (+1.2 per cent).
This is also an
increase of +1.8 per
cent compared to
2012-2013 as in that
year CCSD was 0.6
per cent lower than
the provincial
Acceptable Standard.
Results on both written
components and multiple
choice portions of the
exam for CCSD are
consistent with the
provincial averages and
continued focus on these
skills will hopefully
maintain that success.
Blackboard sessions will be held to
assist teachers with preparing
students for success in written
responses.
ePD resources will have a specific
focus on diploma assessment skills.
District PD days will have sessions
organized to improve teacher ability
to promote critical thinking skills for
their students and their
understanding of diploma exam
preparation.
More sharing of best practice will be
fostered between schools through CT
meetings, diploma goal setting and
with support of Instructional Services.
This will allow some of the more
successful schools to share their
means of success with schools that
are less successful on the diploma
exam.
November - Project started to create database
of an exam bank of diploma type multiple
choice items for CCSD use.
November - Templates and support documents
for written response tasks created and shared
on ePD.
January - First of four meetings with six Social
Studies teachers to create a holding tank with
Gradebooks, rubrics, assessments and long
range plans to be shared with all CCSD
teachers. This project will be directly aligned
with AB learning curricular and assessment
documents.
January 19 - CT meeting with discussion focus
on diploma goals and how IS can support their
departments.
January 21- PD session given with effective
resources for the Grade 12 Social Studies
class.
47
Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
February 23 - PD session held to improve
academic and Social Studies language literacy
for all level of high school learners.
March 4 - Facilitated seven teachers to attend
CRC session on: Enhancing Literacy Skills For
All Students.
Social Studies 30-2
School awarded mark
for CCSD is higher
than the province
(+0.9 per cent). This
small gap is evidence
that teachers are
fairly assessing
students within their
classrooms as
compared to the
province.
Maintain for the 20142015 school year the
results of 1.7 per cent
higher than the provincial
average in the category of
Acceptable Standard and
2.7 per cent higher than
the province in the
Standard of Excellence
category that were seen
on the 2013-2014 results.
CCSD Acceptable
Standard on diploma
exams is higher than
provincial Acceptable
Standard (+1.7 per
cent).
Results on both written
components and multiple
choice portions of the
exam are for CCSD are
noticeably above the
provincial averages and
continued focus on these
skills will hopefully
maintain that success.
This is also an
increase of 3.7 per
cent compared to
2012-2013 as in that
year CCSD was 2.0
Professional learning communities
started last year incorporating junior
and senior high teachers creating
resources and will continue this year.
The scaffolding in the junior high
years should help prepare students
for high school.
Blackboard sessions will be held to
assist teachers with preparing
students for success in written
responses.
ePD resources will have a specific
focus on diploma assessment skills.
District PD days will have sessions
organized to improve teacher ability
to promote critical thinking skills for
their students and their
understanding of diploma exam
preparation.
More sharing of best practice will be
November 20 - Blackboard session given to
high school teachers regarding the two Social
Studies 30-2 written response assignments.
Recording placed on ePD.
November - Project started to create database
of an exam bank of diploma type multiple
choice items for CCSD use.
November - Templates and support documents
for written response tasks created and shared
on ePD.
January - First of four meetings with six Social
Studies teachers to create a holding tank with
Gradebooks, rubrics, assessments and long
range plans to be shared with all CCSD
teachers. This project will be directly aligned
with AB learning curricular and assessment
documents.
January 19 - CT meeting with discussion focus
on diploma goals and how IS can support their
departments.
48
Course
Positives
Areas Needing Growth
per cent lower than
the provincial
Acceptable Standard.
CCSD is higher than
the province on
Standard of
Excellence (+2.7 per
cent) than the
province on the
diploma exam.
French Language
Arts 30
CCSD students
improved from last
year in both the
Acceptable Standard
(+6.3 per cent) and
Standard of
Excellence (+8.9 per
cent).
School awarded mark is
lower than the province
by 1 per cent.
More focus on oral
comprehension and
production is needed.
Action Plans
Comments on Completed Actions
fostered between schools through CT
meetings, diploma goal setting and
with support of Instructional Services.
This will allow some of the more
successful schools to share their
means of success with schools that
are less successful on the diploma
exam.
January 21 - PD session given with effective
resources for the Grade 12 Social Studies
class.
The focus for this year will be on
assessment and planning.
October 14 - session on assessment, best
practices.
Teachers will focus on retroaction
and feedback for students.
October 27 - session on novel study.
Teachers will work collaboratively on
engaging activities for students.
February 23 - PD session held to improve
academic and social studies language literacy
for all level of high school learners.
March 4 - Facilitated seven teachers to attend
CRC session on: Enhancing Literacy Skills For
All Students.
January 14 - session on current event unit.
The district
surpassed the
province in both the
Acceptable Standard
(+2.8 per cent) and
Standard of
Excellence (+0.7 per
cent).
49
Course
Positives
Areas Needing Growth
Action Plans
Comments on Completed Actions
CCSD also did better
than the province in
writing (+2.1 per
cent) and reading
(+1.6 per cent).
Calgary Catholic School District
FNMI
Interpretations for Students Writing
Accountability
Measures
Drop Out Rate
Positives
Achievement in
drop out rate
continues to be
high. Current
result is 3.7 per
cent versus the
provincial rate of
7.8 per cent. The
district result has
been lowered from
5.2 per cent. Gap
difference has
improved.
Areas Needing
Growth
District goal to continue
to reduce the drop out
rate. Gap difference of
1.6 per cent.
Action Plans
Comments on Completed Actions
Work closely with Instructional
services, DLT, counselors and
administration to create a culturally
sensitive and supportive
environment where our FNMI
students can succeed.
FNMI team has worked with the staff of a number
of schools to address individual student needs.
Team has accessed tutoring for high school
students. Worked closely with DLTs and school
admin. to assist in work with families.
A teacher has been hired to work with our FNMI
students and families to improve student
academic performance, cultural awareness and
connection to the school community.
FNMI team offered a number of cultural activities
in several schools.
Changes to the FNMI Service Model.
50
Accountability
Measures
Transition Rate
(6 Yr)
High School
Completion Rate
Positives
Areas Needing
Growth
Action Plans
Comments on Completed Actions
Transition Rate
(6 Yr)
achievement
improved
significantly. Up
from 46.0 per cent
to 65.6 per cent.
Our district rate is
far above the
provincial average
of 32.1 per cent.
Gap difference
has improved
dramatically at
21.3 per cent.
District goal to continue
to increase the
Transition Rate
(6 Yr).
Continue to support our successful
FNMI students. Create
opportunities for our students to
experience post-secondary
institutions first hand through tours.
Make connections with the
personnel of these institutions,
assistance in completing
applications and provide
information for families.
Tours of post-secondary institutions for our FNMI
students.
High School
Completion Rate
is maintained. The
district rate is
higher than the
provincial rate of
43.6 per cent.
High School
Completion Rate is
maintained. However,
it is low and needs to
improve as it stands at
57.4 per cent. The
district rate is higher
than the provincial rate
of 43.6 per cent. Gap
difference has declined
at -5.7 per cent.
Presentations and speakers to
motivate our FNMI students.
Opportunities for our FNMI students
to define what success is and how
to obtain it in a culturally sensitive
environment. FNMI Teamwork with
High school DLTs and admin to
raise awareness and to provide
strategies to address this.
A teacher has been hired to work with our FNMI
students and families to improve student
academic performance, cultural awareness and
connection to the school community.
Create coaching mentorship
program at Bishop Grandin High
School which has our largest FNMI
population.
Evaluate Program using data from
DLT and counsellors at high school level working
with students.
4th Year High School Completion Option for all
FNMI High School Students
Tours of post-secondary institutions for our FNMI
students
Aboriginal 30, 5 credit online course,
development offered through St. Anne Academic
Centre.
Changes to the FNMI Service Model.
51
Accountability
Measures
Positives
Areas Needing
Growth
Action Plans
Comments on Completed Actions
students’ achievement, attendance,
Accountability Pillars, program data,
anecdotal.
Rutherford
Scholarship
Eligibility Rate
Rutherford
Scholarship
Eligibility Rate
matches the
province which is
at 33.0 per cent.
Rutherford Scholarship
Eligibility Rate is very
low at this time at 32.9
per cent. The district
matches the province
which is at 33.0 per
cent. Gap difference
has declined at -5.1
per cent.
Draw closer attention to the
importance of this scholarship with
our high schools. Create systemic
approach with our high schools to
prepare our FNMI students for this
scholarship.
FNMI team has communicated need to DLTs to
seek out FNMI students who would be eligible for
Rutherford Scholarship.
Diploma:
Acceptable
Standard
Diploma
Acceptable
Standard gap
difference has
improved 0.6 per
cent.
Diploma Acceptable of
81.1 per cent close to
provincial average of
78.2 per cent.
FNMI team works closely with DLT
and high school teachers as they
support teachers in the high
schools to improve results. Provide
professional development,
resources and mentorship to the
DLTs and FNMI teacher. Create
coaching mentorship program at
Bishop Grandin High School which
has our largest FNMI population.
A teacher has been hired to work with our FNMI
students and families to improve student
academic performance, cultural awareness and
connection to the school community.
FNMI Team works closely with DLT
and high school teachers as they
support teachers in the high
schools to improve results. Provide
professional development,
resources and mentorship to the
FNMI team has worked with the staff of a number
of schools to address individual student needs.
Team has accessed tutoring for high school
students. Worked closely with DLTs and school
admin. to assist in work with families.
Diploma:
Standard of
Excellence
Diploma Standard of
Excellence a concern.
District is 7.5 per cent
below provincial result
of 10.4 per cent. Gap
difference has declined
FNMI team has worked with the staff of a number
of schools to address individual student needs.
Team has accessed tutoring for high school
students. Worked closely with DLTs and school
admin. to assist in work with families.
52
Accountability
Measures
Positives
PAT:
Acceptable
Standard and
Standard of
Excellence
District Diploma
Exam Participation
Rate (4+ Exams)
District Diploma
Exam Participation
Rate (4+ Exams)
of 26.5 per cent
higher than
provincial results
of 18.9 per cent.
Areas Needing
Growth
Action Plans
Comments on Completed Actions
by -4.6 per cent.
DLTs and FNMI teacher. Create
coaching mentorship program at
Bishop Grandin High School which
has our largest FNMI population. A
teacher has been hired to work with
our FNMI students and families to
improve student academic
performance, cultural awareness
and connection to the school
community.
PAT Results in both
Acceptable and
Excellence have
remained virtually
unchanged. District
results very close to
provincial results. Gap
difference both
declined. Acceptable
by -8.2 per cent and
Excellence by -1.6 per
cent.
FNMI team works closely with
elementary and junior high DLTs as
they support teachers in the
elementary and junior high schools
to improve results. Provide
professional development,
resources and mentorship to the
DLTs and admin. FNMI team
works with at-risk students and their
families. FNMI teams engage the
resources of Instructional Services
and community to support students.
FNMI team has worked with the staff of a number
of schools to address individual student needs.
Team has accessed tutoring for high school
students. Worked closely with DLTs and school
admin. to assist in work with families.
District Diploma Exam
Participation Rate (4+
Exams) of 26.5 per
cent is lower than
previous district 3 year
average result of 35.6
per cent.
Work with our high school DLTs
and admin to address the decline.
Communication with high school DLTs to assess.
53
Accountability
Measures
Positives
Areas Needing
Growth
Action Plans
Comments on Completed Actions
Gap difference
shows a significant
improvement by
13.1 per cent.
54