Accountability Report on Student Learning

Transcription

1 Accountability Report on Student Learning This Accountability Report on Student Learning provides evidence for consideration of fulfillment of the four Quality Indicators related to Student Learning. This report demonstrates both accountability and improvement, and will affirm specific accomplishments and identify future growth areas in the form of administrative issues. Strategies currently being employed to support specific areas of growth are highlighted, as are generative governance considerations. The evidence provided in this Accountability Report is for consideration to fulfill Board accountability requirements relative to the following Quality Indicators: QI 2.1 Conducts an analysis of student success and ensures school principals develop action plans to address concerns. Instructional Services has provided and will continue to provide support to teachers and administrators, to assist them with data analysis, instructional planning and the implementation of professional development. o A High School Data Analysis Professional Development Day was held on October 6, 2017 with all high school teachers, Instructional Services consultants and supervisors. This day provided time to collaborate, analyze diploma results and, through the data driven collaborative learning process, set goals and action plans for each department within their school. o A district developed data analysis tool is available to all elementary and junior high school principals to identify areas of strength and concerns in the Provincial Achievement Tests. o Provincial Achievement Test data analysis was shared at the District Leadership Council meeting on October 25, 2017 and a session on using the analysis tool was offered on November 2, At both sessions, provincial, district and school data was analyzed to identify areas of concern and set goals to address the concerns. Combined Annual Education Results Reports and Three-Year Plan templates were developed for all schools to ensure alignment with the district Combined Annual Education Results Reports and Three- Year Plan. o Principals were informed about the provincial data release dates, process and updates. o A memo was sent to principals regarding school plan templates and the working sessions on school plan development. (Attached in Appendix page 10) o Sessions on how to develop school plans were provided to all principals at the Elementary/Junior High Principals Council and at the New Principals Mentorship meeting with new principals and their mentors. o Three working sessions were offered to principals to assist in gathering the data required for their Annual Education Results Report and Three-Year School Plans o School plans are posted on each school website, as well as on the district website by November 30 th each year and can be found under School Plans Meetings have been scheduled between area superintendents, area directors and individual principals to follow up with principals to assess action plans. QI 2.2 Identifies trends and issues related to student achievement to inform the Three-Year Planning process, including recommendations for innovative means to improve measurable student achievement. This analysis has been completed and is demonstrated in the Appendix. The students have performed exceptionally as is indicated in this year s results. In the Accountability Pillar Overall Summary measures 1

2 six out of 15 measures are scored Excellent, eight out of 15 are scored Good and one was scored Acceptable. 14 out of 15 have a ranking of high or very high when measured against provincial data. Results were also used and will be published in the development of the Combined Annual Education Results Report and Three-Year Education Plan QI 2.3 Supports learning environments that demonstrate strong levels of parent and student satisfaction. The Accountability Pillar Survey data on the measures Education Quality and Satisfaction with Program Access provide evidence for Quality Indicator 2.3. Education Quality data shows satisfaction with the overall quality of basic education. Although the overall satisfaction is lower than previously (0.1 per cent), student satisfaction was 0.3 per cent higher and parental satisfaction remained the same. This data demonstrates that there is an increasing level of parent satisfaction (0.2 percent) with the accessibility, effectiveness and efficiency of programs and services for students in their community. Student satisfaction was lower than previously. This evidence showing the five-year trend can be found in the Appendix on page 35. Additionally, the results from the OurSCHOOL survey on the measures of Students Who are Interested and Motivated (4-6 and 7-12), Effort (4-6 and 7-12) and Students (Grades)- Challenge (7-12) show the district results above Canadian norms. These results can be found in the Appendix on page QI 2.4 Demonstrates measureable improved student achievement in areas identified as administrative issues and Board priorities. Student Achievement in Areas Identified as Administrative Issues: In the previous year, administrative issues were identified in the areas of Accountability Pillar Data, Provincial Achievement Tests, Diploma Examinations and First Nation, Metis and Inuit (FNMI). Student achievement in these specific areas are provided below. Accountability Pillar Data: In the school year, the district performed below the province or decreased from the previous year in several areas measured through survey (Education Quality, Work Preparation, Parent Involvement and School Improvement). Within the Accountability Pillar data that is collected by survey, there are several areas where we have experienced data lower than the previous year and that of the province. These areas include: Safe & Caring, Education Quality and Parent Involvement. In the area of Citizenship, our results were better than the province but lower than the previous year. In the areas of School Improvement and Work Preparation, we scored lower than the province but improved from the previous year. In all of these areas, our results are very close to the provincial results and did not demonstrate a significant decrease from the previous year. Additionally, the parent and student results continue to be lower than the teacher results, indicating the need for continued focus on informing parents and students about the educational matters within our schools and district, although parent results are increasing in some areas (such as, Satisfaction with Program Access). Provincial Achievement Tests: In our previous report, it was stated that the Grade 9 French Provincial Achievement Test results were below the province in all subject areas. Our results have increased to above the province in the following areas: French Language Arts 9 excellence at 14.6 % (+2.9%) French Mathematics 9 acceptable at 88.2 % (+3.0%); excellence at 29.5% (+5.2%) We are still scoring below the province in the following areas: French Language Arts 9 acceptable at 84.3% (-2.1%) French Science 9 acceptable at 87.0% (-0.9%); excellence at 16.7% (-6.2%) French Social Studies 9 acceptable at 73.6% (-5.4%); excellence at 13.9% (-7.5%) 2

3 However, it is also important to note that the scores have exceeded our own scores in the previous year in the following areas: French Language Arts 9 acceptable at 84.3% (+1.6%); (excellence at 14.6% (+6.9%) French Mathematics 9 acceptable at 88.2% (+6.9%; excellence at 29.5% (+9.7%) French Science 9 acceptable at 87.0% (+1.3%) French Social Studies 9 acceptable at 73.6% (+7.6%); excellence at 13.9% (+3.9%) This improvement compared to our previous year scores, as well as our growth compared to the provincial scores, indicate an upward achievement trend that is the result of strategic support for the Grade 9 French Immersion teachers and their principals. This was achieved through the professional development collaborative working groups led by Instructional Services, whereby assessment, pedagogy and focus on literacy and vocabulary were more strongly and consistently implemented. Diploma Examinations: Literacy in senior high schools, focus on assessment in Mathematics, and increased awareness of postsecondary requirements in subjects such as Science 30 were provided as administrative issues in past years. Literacy: Literacy, as reflected in the ELA scores, demonstrated increases in ELA 30-1 acceptable and excellence, as well as ELA 30-2 acceptable. There was an increase in the participation rate for students in ELA 30-1, contributing to a rate of 10.1 per cent higher than the provincial participation rate. This data demonstrates the success of working groups of teachers committed to focus on assessments and planning for best teaching and learning practices. There is a continuation of focus on literacy at the senior high level pertaining to our ELL students. ELL working groups were formed among senior high teachers, creating the Diverse Learning Teacher Professional Learning Collaborative. Professional development sessions occurred to support increased understanding of support required for ELL learners, particularly in addressing their literacy needs. Additionally, collaborative learning sessions occurred between the ELL Instructional Services team and the other subject area specialists to focus on literacy needs of the ELL learners that pertain to the different subject areas. These supports help to address literacy needs that are related to the completion of diploma examinations for ELL learners. Focus on Assessment in Mathematics: Extensive professional development was provided to senior high mathematics teachers in the areas of formative assessment and aligning instruction and assessment with the programs of study. This involved the engagement of students in metacognitive conversations surrounding the learning of mathematics, as well as the use of engaging and effective activities and resources that are aligned with the programs of study. A working group was formed to better understand the different cognitive levels in the study of mathematics (procedural, conceptual and problem-solving) and in scaffolding assessments to provide a range of items that address the acceptable and excellence standards. In May, an assessment bank was finalized and shared with all senior high teachers. The results of these applications are demonstrated by diploma examination scores. Both Mathematics 30-1 and Mathematics 30-2 are 3.7 per cent above the provincial results for acceptable standard. Although the standard of excellence for Mathematics 30-1 is below the province by 3.1 per cent, it has improved by 2.2 per cent from the previous year. The excellence scores for Mathematics 30-2 are 0.4 per cent below provincial and 0.6 per cent lower than the previous year. The participation rates for both Mathematics 30-1 and Mathematics 30-2 are above provincial by 5.8 per cent and 6.6 per cent, respectively. 3

4 Increased Emphasis on Post-secondary Requirements: It was noted last year that we aimed to increase awareness among staff, students and parents about the post-secondary entrance requirements for courses such as Science 30. A 4.6 per cent increase in the Science 30 participation rates demonstrates increased uptake of the course. However, both acceptable and excellence scores are still below provincial, suggesting that increased awareness among higher academic students may still be necessary. An examination of the results for the Social Studies 30-2 does indicate strategic support for students who do not require the higher level course of 30-1 for their post-secondary entrance. Students entering into sciences likely require only a Social Studies 30-2 course for graduation and do not require Social Studies 30-1 for entrance into their programs. Thus, educators have been assisting students with this awareness, and more students are choosing 30-2 in order to focus on the courses they do require for entrance into their programs. This has likely contributed to the increase in excellence in 30-2 (an increase in 3.7 per cent from the previous year and 7.9 per cent higher than the province.) Most post-secondary programs require English Language Arts (ELA) 30-1 as an entrance requirement. As such, careful attention is given to the participation and success rates in this course. Our participation rate in ELA 30-1 is 10.1 per cent higher than the province and increased by 1.3 per cent from the previous year. The scores for acceptable are also 2.1 per cent higher than the provincial and 1.4 per cent higher than the previous year, indicating the strong level of success for students participating in this course. First Nations, Métis and Inuit (FNMI): The gap between FNMI and non-fnmi students in our district still exists, although a continued reduction of the gap occurred this past year. Additionally, we have scored above the province in all areas. In particular, we are experiencing a significant improvement from the previous year in Drop out Rate and High School Completion Rate. It is noteworthy that our High School Completion Rate for FNMI students is 2.9 per cent better than the provincial non-fnmi rate and 32.1 per cent better than the provincial FNMI rate. As well, the Diploma Examinations, Acceptable Standard exceeds the district non-fnmi rate by 2.3 per cent. Student Achievement in Areas Related to Board Priorities: This report primarily considers the Board Priority of Student Excellence. In general, this year s results show improvement over last year s CCSD results and a trend of scoring higher than provincial results. o The results for the Provincial Achievement Tests are generally higher than provincial results, and demonstrate an upward trend in achievement and participation levels. o Diploma examination scores are mainly above the provincial levels at the acceptable and excellence standards, and also demonstrate an overall upward trend of improvement. Also, participation rates in four or more exams are, once again, significantly higher than the provincial rate. Results were analyzed, then used in the development of the Three-Year Education Plan The data used to determine measurable improvement is detailed in the Appendix of this report. Evidence in this report includes results reported annually by Alberta Education based on examination data, parent/teacher/student surveys and achievement results, as well as, results from district Religious Education assessments. This information, as well as supporting documentation to outline our ongoing action plans to support student learning can be found in the Appendix as follows: Board of Trustee Priorities page 9 Memo to Principals on Combined Annual Education Results Report and Three-Year Plans page 10 Summary of Accountability Pillar Results, Provincial Achievement Tests and Diploma Examinations pages

5 Participation Rate for Diploma Examinations page 18 High School to Post-Secondary Transition Rates page 19 High School Completion Rates page 20 Rutherford Scholarship Eligibility Rates page 21 Drop Out Rate page 22 Provincial Achievement Test (PAT) Results by Subject pages PAT Multiyear Results page 25 PAT Comparison of 2016 Results to 2017 Results page 26 Diploma Examination Results by Course page 27 Diploma Multiyear Results page 28 Diploma Comparison of 2016 Results to 2017 Results page 29 Formal Religious Education Assessments page 30 Religious Studies Progress Report Marks page Education Quality page 35 Satisfaction with Program Access page 35 OurSCHOOL Survey Results page Dual Credit Opportunities page 38 Data Driven Collaborative Learning Process page Instructional Services Action Plan page IDENTIFIED STRENGTHS, ADMINISTRATIVE ISSUES, STRATEGIES AND GENERATIVE GOVERNANCE CONSIDERATIONS: Identified Strengths: Accountability Pillar Data Strengths include areas above both province and previous year: Diploma: Acceptable and Excellence, Program of Studies, Drop Out Rate, High School Completion Rate and Rutherford Scholarship Eligibility Rate. In particular, the district provides broad programming in many different areas within the programs of study that meets the needs of students, as well as specialized programming for students with diverse learning needs. The Drop Out Rate, High School Completion Rate and Rutherford Eligibility Rate results demonstrate the district s commitment to assisting students in remaining and finding success in school and completing their high school in three years. Provincial Achievement Tests Grade 6 PATs written in both English and French and Grade 9 PATs written in English are all above province in both Acceptable Standard and Standard of Excellence. All Grade 9 PATs written in French are above last year s results except at the excellence level in French Science. Diploma Examinations Our diploma scores in math, social studies and most science courses in the Acceptable Standard demonstrate strong results compared to the province, and a general trend toward improvement from the previous year. This success is the direct result of the continuation of the data driven collaboration initiative (evolving from the KPI focus on Chemistry 30 diploma results). Our diploma scores in the Standard of Excellence are above the provincial results in social studies and most science courses and have improved over the previous year in six of the eleven courses. 5

6 CCSD participation rates for diploma exams are mainly higher than the province, indicating our ability to have high rates of students completing diploma level courses (which is also indicated in our strong high school completion rates). Science 30, although still below province, is gaining in participation, as we continue to support student learning and develop an awareness of the usefulness of this course in post-secondary entry. First Nations, Métis and Inuit (FNMI) District results are above province in all areas. In particular, we are experiencing a significant improvement from previous year in Drop Out Rate and High School Completion Rate. It is noteworthy that our High School Completion Rate for FNMI students is 2.9 per cent above the provincial non-fnmi rate, and 32.1 per cent above the provincial FNMI rate. As well, the CCSD FNMI results for Diploma Examinations: Acceptable Standard exceeds the district non-fnmi rate by 2.3 per cent. This indicates that CCSD FNMI students who participate in the diploma examinations are successful in their examination scores and in providing opportunities for their future goals and next steps. Identified Administrative Issues: Accountability Pillar Data There are several areas where we have experienced data lower than the previous year and that of the province. These areas include; Safe & Caring, Education Quality, and Parent Involvement. In some areas, our results were better than the province but lower than the previous year: Diploma Exam Participation, Transition to Post-secondary and Citizenship. In the areas of School Improvement and Work Preparation, we scored lower than the province but improved from previous year. In all of these areas, our results are very close to the provincial results and did not demonstrate a significant decrease from the previous year. Additionally, the parent and student results continue to be lower than the teacher results, indicating the need for continued focus on informing parents and students about the educational matters within our schools and district. It is also important to note that the province deems these results as mainly excellent and good, with one measure as acceptable. Most of the minor decreases are considered statistically insignificant by the province and listed as maintained, with one exception of Citizenship, which still measures above province and listed as very high but considered as declined in our provincial data. Provincial Achievement Tests Grade 9 French results are below the province in all subject areas except French Language Arts (excellence) and French Mathematics (acceptable and excellence). Participation rates compared to previous year have decreased and will remain an area of emphasis for administration. Diploma Examinations With our high population of ELL students, we continue to identify literacy as an area of focus at the senior high level. Therefore, we will provide ongoing support in strengthening literacy skills in all grades, and especially in high school. Formative and summative assessment strategies that support student success will also be a priority to ensure that acceptable and excellence scores are maintained or improve. There is a continued need to increase awareness among our staff, parents and students regarding postsecondary entrance requirements and the utilization of courses such as Science 30. First Nations, Métis and Inuit (FNMI) There is a need to continue to eliminate the gap with non-first Nation, Métis and Inuit students in CCSD. We will not deem this complete until our scores for our FNMI students are equal to those of our non- FNMI students. Specifically, we do identify the need to focus on our Diploma Exam Participation Rate 6

7 and our Transition to Post-Secondary Rate. We will continue to increase post-secondary awareness among this group of students. Strategies to Address Administrative Issues: Accountability Pillar Data We will continue to educate and communicate with parents and students in educational matters, and demonstrate the robust academic and diverse learning opportunities. This would address parental and student survey results in areas such as: Program of Studies, Education Quality, Work Preparation, Parent Involvement, and School Improvement. Provincial Achievement Tests An emphasis on increasing participation rates across all subject areas will be continued. The district will continue to expand upon the effective strategies addressing literacy and vocabulary development from the elementary French Immersion program into the junior high program. The district will continue to support the increasing numbers of diverse learners in both the early and late French Immersion programs. More strategies are outlined in the Instructional Services Action Plan document. (Attached in the Appendix pages ). Diploma Examinations Ongoing support will be provided to strengthen literacy skills in all grades, and especially at the senior high level. Assessment strategies for all diploma courses will be evaluated to ensure they are aligned with the Program of Studies, emphasizing questions at both the Acceptable Standard and the Standard of Excellence. Professional development opportunities will be provided to assist course teachers in implementing strategies with respect to formative assessment and reassessment utilizing the CCSD Assessment Guidelines document. The diploma course epd sites will continue to be developed and promoted. Students will be encouraged to access the available Diploma Prep courses. Increase the awareness among staff, parents and students regarding post-secondary entrance requirements. This will assist students in experiencing success in courses that will allow them to seek entrance in their post-secondary programs of choice. Continue to utilize the Data Driven Collaborative Learning Process with all diploma courses, replicating the strategies and techniques from the Chemistry 30 KPI project. (Attached in the Appendix pages 38-39). More strategies are outlined in the Instructional Services Action Plan document. (Attached in the Appendix pages 47-71). First Nations, Métis and Inuit (FNMI) Resources will continue to be developed with a cross curricular focus to assist teachers in implementing recommendations from the Truth and Reconciliation Commission (TRC). FNMI home-support workers will be utilized to bridge communication and support relationships between home and school to increase access to resources and strengthen support systems to increase attendance, reduce drop out rates and remove barriers to student success. They will be extended to 12 month employees in order to support families during the summer months and help prepare students for school entry in September. The FNMI team will coordinate tutorial schedules with high schools and work with diverse learning teachers and subject teachers to assist in meeting the needs of students. 7

8 The district will continue to meet with post-secondary institutions to plan for student success and eligibility for programs. The district will also continue to increase post-secondary awareness among this group of students in order to reduce the drop out rate and increase transition to post-secondary studies. A newly hired FNMI district teacher will be utilized to assist with the professional development required to ensure all teachers have proper background knowledge to understand and support First Nations, Métis and Inuit history and culture throughout the district. More strategies are outlined in the Instructional Services Action Plan document. (Attached in the Appendix pages 72-79). Generative Governance Considerations: Continued advocacy for the support of Catholic education across the province will allow for a showing of public confidence in our educational system and could subsequently bolster results in the areas of the accountability pillar, such as: Safe & Caring and Citizenship. This will also translate into public understanding and support of the welcoming, caring, respectful and safe environments present in every school in our district that provide positive learning experiences for all students. A continued focus is required on the success of diverse learners, particularly those learners who are new to Canada. Advocating for our immigrant and refugee students and their families will support this growing population within our district. Continued education and communication with parents in educational matters will help to demonstrate our robust academic and diverse learning opportunities. This would address results in areas such as: Program of Studies, Education Quality, Work Preparation, Parent Involvement, and School Improvement. Continued support for increasing amounts and complexities within our diverse learning population, especially for students requiring support through congregated programs that support cognitive, physical, behavioural or mental wellness needs. Recommendation: THAT based on the evidence provided in the Student Learning Accountability Report, the Board determines that the following Quality Indicators have been met relative to the current evaluation period: QI 2.1 Conducts an analysis of student success and ensures school principals develop action plans to address concerns. QI 2.2 Identifies trends and issues related to student achievement to inform the Three-Year Planning process, including recommendations for innovative means to improve measurable student achievement. QI 2.3 Supports learning environments that demonstrate strong levels of parent and student satisfaction. QI 2.4 Demonstrates measurable improved student achievement in areas identified as administrative issues and Board priorities. 8

9 APPENDIX Board of Trustee Priorities School Year School Year 9

10 Combined Annual Education Results Report (AERR) & Three Year Education School Plan (3YEP) Templates and User Guide The district AERR and 3YEP templates have been populated with the district and provincial data. It continues to be a combined Annual Education Results Report (AERR) & Three Year Education Plan (3YEP). There are four different templates available on the district intranet site depending on the configuration of your school. (Elementary only, Junior High only, Elementary/Junior High, High School). Schools with a different configuration will be ed their template. The templates include the current Achievement Test and Diploma Examination data for the province and district in the Resources tab under Education Plans and Reports. It is ready for you to add your school data and to update the strategies and outcomes that have emerged from your analysis of last year s data. The School Plan should continue to be developed collaboratively in consultation with the staff and school council. It should be a living document that is monitored, revised, and updated throughout the school year in the same way that an instructional plan would be. The required elements of the School Plan, established by Alberta Education, must reflect and align with the district s 3YEP and are found on page 8 of the Policy and Requirements for School Board Planning and Results Reporting. The Education Business Plan contains five outcomes and the 3YEPs are in alignment with this structure. There are only minor wording changes to the outcomes from last year. A User Guide is posted on the intranet and not only outlines step by step how to complete the template and input the required data, but provides some suggestions as to what could be included. As well, three working sessions will be held for principals wishing to get together. Sessions will be held on: Tuesday, October 24, :00 6:00 p.m. (focus will be on new principals; others may attend) at Our Lady of the Assumption School (ERO ) Thursday, October 26, :30 3:30 p.m. (interested principals) at Our Lady of the Assumption School (ERO ) Monday, October 30, :30 3:30 p.m. (interested principals) at St. William School (ERO ) If you plan to attend one of the sessions, please register through the ERO. All combined AERR/3YEP plans must be posted on each school s website. The link to the page where it is posted must be sent to marie.geraci-sharp@cssd.ab.ca by November 17,

11 ACCOUNTABILITY DATA SUMMARY The Accountability Pillar results measure a school jurisdiction s performance from a variety of data sources such as parent, teacher and student surveys and provincial test results. Overall CCSD Performance Measure Compared to Province Compared to Previous Year Safe & Caring 89.3% (0.2% lower) 89.7% (0.4% lower) Program of Studies 82.8% (0.9% higher) 82.4% (0.4% higher) Education Quality 89.7% (0.4% lower) 89.8% (0.1% lower) Drop Out Rate High School Completion Rate 1.3% (1.7% better than the province) 85.7% of CCSD students graduating in three years (7.8% higher) 1.5% (0.2% better) 84.5% of CCSD students graduating in three years (1.2% higher) Provincial Achievement Tests Acceptable Standard Provincial Achievement Test Standard of Excellence Diploma Examinations Acceptable Standard Diploma Examinations Standard of Excellence Diploma Exam Participation Rate (writing four or more exams at the end of their third year of high school) Rutherford Scholarship Eligibility Rate (students who earn an average of 75% or higher in any of the eligible grades 10, 11 or 12 courses) Transition to Post-Secondary Rate (6 years) 75.7% (2.3% higher) 76.8% (1.1% lower) 21.0% (1.5% higher) 21.7% (0.7% lower) 85.4% (2.4% higher) 84.2% (1.2% higher) 22.7% (0.5% higher) 21.3% (1.4% higher) 63.7% (8.8% higher) 64.5% (0.8% lower) 66.1% (3.8% higher) 65.7% (0.4% higher) 69.0% (11.1% higher) 71.0% (2.0% lower) Work Preparation 80.6% (2.1% lower) 79.7% (0.9% higher) Citizenship Parent Involvement 84.4% (0.7% higher) 84.8% (0.4% lower) 79.6% (1.6% lower) 79.7% (0.1% lower) School Improvement 80.0% (1.4% lower) 79.7% (0.3% higher) 11

12 Provincial Achievement Test Results Compared to Province Higher than Province GRADE 6 English Language Arts 95.4% (3.9% acceptable); 25.0% (4.1% excellence) Mathematics 83.2% (7.0% acceptable); 15.1% (1.4% excellence) Science 90.2% (4.2% acceptable); 37.5% (4.3% excellence) Social Studies 88.2% (6.9% acceptable); 27.8% (2.7% excellence) French Language Arts 96.7% (8.2% acceptable); 15.9% (1.9% excellence) French Mathematics 93.5% (11.2% acceptable); 21.4% (4.9% excellence) French Science 91.9% (8.6% acceptable); 29.7% (7.3% excellence) French Social Studies 93.9% (16.1% acceptable); 20.2% (7.1% excellence) Grade 9 English Language Arts 92.0% (5.6% acceptable); 18.7% (1.9% excellence) Mathematics 81.6% (6.8% acceptable); 22.3% (1.2% excellence) Science 88.1% (5.7% acceptable); 26.2% (2.2% excellence) Social Studies 80.4% (5.7% acceptable); 24.0% (1.3% excellence) French Language Arts 14.6% (2.9% excellence) French Mathematics 88.2% (3.0% acceptable); 29.5% (5.2% excellence) Lower than Province GRADE 6 None Grade 9 French Language Arts 84.3% (2.1% acceptable) French Science 87.0% (0.9% acceptable); 16.7% (6.2% excellence) French Social Studies 73.6% (5.4% acceptable); 13.9% (7.5% excellence) 12

13 Compared to CCSD 2016 Higher than CCSD 2016 Lower than CCSD 2016 GRADE 6 Science 37.5% (2.6% excellence) Social Studies 88.2% (1.0% acceptable) French Language Arts 96.7% (0.2% acceptable) French Mathematics 93.5% (1.5% acceptable) French Social Studies 93.9% (2.8% acceptable) GRADE 9 English Language Arts 92.0% (0.1% acceptable; 18.7% (0.9% excellence) Mathematics 81.6% (0.5% acceptable); 22.3% (0.3% excellence) Social Studies 80.4% (2.1% acceptable); 24.0% (0.4% excellence) French Language Arts 84.3% (1.6% acceptable); 14.6% (6.9% excellence) French Mathematics 88.2% (6.9% acceptable); 29.5% (9.7% excellence) French Science 87.0% (1.3% acceptable) French Social Studies 73.6% (7.6% acceptable); 13.9% (3.9% excellence) GRADE 6 English Language Arts 95.4% (0.6% acceptable); 25.0% (1.3% excellence) Mathematics 83.2% (3.8% acceptable); 15.1% (2.5% excellence) Science 90.2% (0.6% acceptable) Social Studies 27.8% (1.0% excellence) French Language Arts 15.9% (4.9% excellence) French Mathematics 21.4% (9.6% excellence) French Science 91.9% (1.1% acceptable); 29.7% (2.0% excellence) French Social Studies 20.2% (7.4% excellence) GRADE 9 Science 88.1% (0.0% acceptable); 26.2% (4.1% excellence) French Science 16.7% (2.2 excellence) 13

14 PAT Participation Rate Compared to Province Higher than Province Lower than Province 1.2% French Language Arts Grade 6 4.5% English Language Arts Grade 6 4.3% Mathematics Grade 6 3.2% Science Grade 6 3.3% Social Studies Grade 6 0.5% French Mathematics Grade 6 2.9% French Science Grade 6 1.2% French Social Studies Grade 6 2.9% English Language Arts Grade 9 3.3% Mathematics Grade 9 2.6% Science Grade 9 2.3% Social Studies Grade 9 0.3% French Language Arts Grade 9 1.7% French Mathematics Grade 9 1.1% French Science Grade 6 2.0% French Social Studies Grade 9 PAT Participation Rate Compared to CCSD 2016 Higher than CCSD 2016 Lower than CCSD % Social Studies Grade 9 0.9% French Science Grade 9 1.8% English Language Arts Grade 6 1.4% Mathematics Grade 6 1.6% Science Grade 6 0.6% Social Studies Grade 6 1.8% French Language Arts Grade 6 1.4% French Mathematics Grade 6 4.6% French Science Grade 6 1.9% French Social Studies Grade 6 1.1% English Language Arts Grade 9 1.2% Mathematics Grade 9 1.4% Science Grade 9 0.5% French Language Arts Grade 9 2.3% French Mathematics Grade 9 0.5% French Social Studies Grade 9 14

15 Diploma Examination Results Diploma Results Compared to Province Higher than Province English Language Arts % (2.1% acceptable) Mathematics % (3.7% acceptable) Mathematics % (3.7% acceptable) Social Studies % (1.6% acceptable); 15.2% (0.4% excellence) Social Studies % (3.1% acceptable); 20.5% (7.9% excellence) Biology % (5.1% acceptable); 37.1% (4.8% excellence) Chemistry % (3.3% acceptable); 43.1% (4.5% excellence) Physics % (5.8% acceptable); 45.2% (3.4% excellence) Lower than Province English Language Arts % (2.5% excellence) English Language Arts % (1.5% acceptable); 8.0% (3.4% excellence) French Language Arts % (1.2% acceptable); 8.9% (0.5% excellence) Mathematics % (3.1% excellence) Mathematics % (0.4% excellence) Science % (1.7% acceptable); 24.0% (4.4% excellence) Diploma Results Compared to CCSD 2016 Higher than CCSD 2016 Lower than CCSD 2016 English Language Arts % (1.4% acceptable); 9.2% (0.0% excellence) English Language Arts % (0.8% acceptable) French Language Arts % (2.7% acceptable) Mathematics % (3.8% acceptable); 27.6% (2.2% excellence) Mathematics % (0.6% acceptable) Social Studies % (0.8% acceptable); 15.2% (0.7% excellence) Social Studies % (3.7% excellence) Biology % (0.9% acceptable); 37.1% (3.2% excellence) Chemistry % (2.8% acceptable); 43.1% (6.2% excellence) Physics % (4.0% acceptable); 45.2% (0.2% excellence) English Language Arts % (1.5% excellence) French Language Arts % (1.7% excellence) Mathematics % (0.6% excellence) Social Studies % (1.6% acceptable) Science % (0.8% acceptable); 24.0% (0.6% excellence) 15

16 Diploma Participation Rate Compared to Province Higher than Province 10.1% English Language Arts % Mathematics % Mathematics % Social Studies % Biology % Chemistry % Science % French Language Arts 30-1 Lower than Province 1.6% English Language Arts % Social Studies % Physics 30 Diploma Participation Rate Compared to CCSD 2016 Higher than CCSD 2016 Lower than CCSD % English Language Arts % Mathematics % Social Studies % Biology % Science % English Language Arts % Mathematics % Social Studies % Chemistry % Physics % French Language Arts

17 First Nations, Métis and Inuit (FNMI) Comparisons Measure CCSD CCSD non-fnmi Province Province non-fnmi Drop Out Rate 5.6% 2.6% 1.3% 6.1% 5.8% 3.0% High School Completion Rate 75.7% 80.8% 85.7% 50.2% 53.6% 77.9% Provincial Achievement Tests Acceptable Standard Provincial Achievement Test Standard of Excellence Diploma Examinations Acceptable Standard Diploma Examinations Standard of Excellence Diploma Exam Participation Rate (writing four or more exams at the end of their third year of high school) Rutherford Scholarship Eligibility Rate (students who earn an average of 75% or higher in any of the eligible grades 10, 11 or 12 courses) Transition to Post-Secondary Rate (6 years) 60.7% 54.6% 75.7% 52.4% 51.7% 73.4% 8.5% 9.2% 21.0% 6.3% 6.7% 19.5% 82.1% 87.7% 85.4% 76.1% 77.1% 83.0% 14.0% 13.5% 22.7% 10.2% 10.7% 22.2% 40.5% 34.4% 63.7% 20.7% 21.8% 54.9% 43.2% 52.5% 66.1% 31.9% 34.2% 62.3% 43.3% 44.9% 69.0% 33.5% 31.8% 57.9% 17

18 PARTICIPATION RATE FOR DIPLOMA EXAMINATIONS The following charts describe the percentage of students that wrote four or more exams by the end of their third year in high school. Diploma examination results decreased during 2013 due to the June floods in which students had the option to accept the school mark as their final grade and not write the Diploma exam. Caution should be taken when comparing the results across the years. Diploma Exam Participation Rates (4+ Exams) ALL Percentage of students who have written four or more diploma exams by the end of their third CCSD 65.5% 46.8% 64.0% 64.5% 63.7% year of high school. PROV. 55.9% 50.1% 54.4% 54.6% 54.9% Diploma Exam Participation Rates (4+ Exams) FNMI Percentage of self-identified FNMI students who have written four or more diploma exams by the CCSD 27.9% 22.1% 29.6% 40.5% 34.4% end of their third year of high school. PROV. 21.2% 19.1% 21.0% 20.7% 21.8% Diploma Exam Participation Rates (4+ Exams) ELL Percentage of ELL students who have written four or more diploma exams by the end of their CCSD 49.9% 34.7% 51.7% 56.4% 52.9% third year of high school. PROV. 52.4% 47.3% 51.0% 52.6% 53.6% Alberta Education: Accountability Pillar Report (2017) Current and historical results have been adjusted to reflect the change from previous data sources. 18

19 HIGH SCHOOL TO POST-SECONDARY TRANSITION RATES Grade 10 students are tracked for four to six years to calculate high school to post-secondary transition rates. The rates are defined as the percentages of students who enter post-secondary programs, including apprenticeship, within four and six years of entering Grade 10. The Calgary Catholic School District s six-year transition rate for all students is 11.1 per cent above the provincial rate. For CCSD self-identified FNMI students the rate is 11.4 per cent above the provincial FNMI rate. CCSD ELL rate is 0.4 per cent above the provincial ELL rate, although 2.3 per cent below the previous year. ALL N % N % N % N % N % 4 Year CCSD 3, , , , , PROV 45, , , , , Year CCSD 3, , , , , PROV 45, , , , , FNMI N % N % N % N % N % 4 Year CCSD PROV 2, , , , , Year CCSD PROV 2, , , , , ELL N % N % N % N % N % 4 Year CCSD PROV 1, , , , , Year CCSD PROV 1, , , , , Alberta Education: Accountability Pillar Report (2017) Current and historical results have been adjusted to reflect the change from previous data sources. 19

20 HIGH SCHOOL COMPLETION RATES The tables below describe high school completion rates for all students in the district and the province as well as the self-identified FNMI students and ELL students. First-time Grade 10 students are tracked for three, four, and five years. For any completion year, the group of students completing in three years is different from the group of students completing in five years. District three-year completion rates for all students are 7.8 per cent higher than the province. CCSD self-identified FNMI students are 27.2 per cent higher than the provincial rate. The ELL three-year completion rate is 6.7 per cent above the provincial ELL rate and 5.9 above the previous year. ALL N % N % N % N % N % 3 Year Completion CCSD 3, , , , , PROV 45, , , , , Year Completion CCSD 3, , , , , PROV 45, , , , , Year Completion CCSD 3, , , , , PROV 45, , , , , FNMI N % N % N % N % N % 3 Year Completion CCSD PROV 3, , , , , Year Completion CCSD PROV 2, , , , , Year Completion CCSD PROV 2, , , , , ELL N % N % N % N % N % 3 Year Completion CCSD PROV 1, , , , , Year Completion CCSD PROV 1, , , , , Year Completion CCSD PROV 1, , , , , Alberta Education: Accountability Pillar Report (2017) Current and historical results have been adjusted to reflect the change from previous data sources. 20

21 RUTHERFORD SCHOLARSHIP ELIGIBILITY RATES A student must have a minimum combined average based on five designated courses in at least one grade: Grade 10, 11 or 12. The minimum average, value of the award and courses that can be used depend on the year the student graduated. The specific requirements for the Alexander Rutherford Scholarships are available at Alberta Scholarship Programs. District Rutherford Scholarship rates for all students are 3.8 per cent higher than the province. CCSD self-identified FNMI students are 18.3 per cent higher than the FNMI provincial rate. The district ELL rate is 5.7 per cent below the provincial rate and 7.2 per cent below the previous year. ALL Total Grade 12 Students Percent Eligible for Scholarship CCSD n/a n/a n/a 4,538 4,695 PROV. n/a n/a n/a 58,041 59,063 CCSD n/a n/a n/a PROV. n/a n/a n/a FNMI Total Grade 12 FNMI Students Percent Eligible for Scholarship CCSD n/a n/a n/a PROV. n/a n/a n/a 4,226 4,425 CCSD n/a n/a n/a PROV. n/a n/a n/a ELL Total Grade 12 ELL Students CCSD n/a n/a n/a 1,042 1,075 PROV. n/a n/a n/a 4,725 5,215 Percent Eligible for Scholarship CCSD n/a n/a n/a PROV. n/a n/a n/a Alberta Education: Accountability Pillar Report (2017) n/a - Due to the change from previous data sources, historical Rutherford Scholarship Eligibility Rate results are not available. 21

22 DROP OUT RATE The tables below indicate the annual number and percentage of students aged 14 to 18 who drop out. The district drop out rate for all students is 1.7 per cent better than the provincial rate. The CCSD FNMI drop out rate is 3.2 percent better than the provincial FNMI rate. The CCSD ELL drop out rate is 0.8 per cent better than the provincial ELL rate. ALL N % N % N % N % N % Drop Out Rate CCSD 13, , , , , PROV 179, , , , , FNMI N % N % N % N % N % Drop Out Rate CCSD PROV 12, , , , , ELL N % N % N % N % N % Drop Out Rate CCSD 1, , , , PROV 8, , , , , Alberta Education: Accountability Pillar Report (2017) Current and historical results have been adjusted to reflect the change from previous data sources. 22

23 PROVINCIAL ACHIEVEMENT TEST RESULTS BASED ON NUMBER OF STUDENTS WRITING THE TEST (Written in English) School Year SUBJECT TESTED & GRADE LEVEL NUMBER OF STUDENTS ACCEPTABLE STANDARD % STANDARD OF EXCELLENCE % CCSD PROV. CCSD PROV. DIFF. CCSD PROV. DIFF. English Language Arts 6 3,454 44, Mathematics 6 3,255 41, Science 6 3,267 40, Social Studies 6 3,269 40, English Language Arts 9 3,431 40, Mathematics 9 3,160 37, Science 9 3,198 37, Social Studies 9 3,208 37, Data provided by Alberta Education School Authority Report School Year. 23

24 PROVINCIAL ACHIEVEMENT TEST RESULTS BASED ON NUMBER OF STUDENTS WRITING THE TEST (Written in French) School Year SUBJECT TESTED & GRADE LEVEL NUMBER OF STUDENTS ACCEPTABLE STANDARD % STANDARD OF EXCELLENCE % CCSD PROV. CCSD PROV. DIFF. CCSD PROV. DIFF. French Language Arts , Mathematics , Science , Social Studies , French Language Arts , Mathematics , Science , Social Studies , Data provided by Alberta Education School Authority Report School Year. 24

25 ACHIEVEMENT TEST MULTIYEAR RESULTS to (Based on Results for all Students Writing the Test) SUBJECT TESTED & GRADE LEVEL Acceptable % students Results for Students Writing in Grades 6 and Excellence % students Participation Rate % Acceptable % students Excellence % students Participation Rate % English Language Arts 6 CCSD Acceptable % students PROV French Language Arts 6 CCSD PROV Mathematics 6 CCSD PROV Science 6 CCSD PROV Social Studies 6 CCSD PROV Excellence % students Participation Rate % Acceptable % students Excellence % students Participation Rate % Acceptable % students Excellence % students Participation Rate % English Language Arts 9 CCSD * * * PROV French Language Arts 9 CCSD PROV Mathematics 9 CCSD * * * PROV Science 9 Social Studies 9 CCSD * * * PROV CCSD * * * PROV Data provided by Alberta Education Provincial Achievement Test Multiyear Reports Report Generated: Sep 19, 2017 * No Grade 9 results due to 2013 June Flood. **The 2015/2016 results do not include students who were exempted from writing the test because of the Fort McMurray wildfires. 25

26 PROVINCIAL ACHIEVEMENT TEST RESULTS Based on Number of Students Writing the Test Comparison 2016 to 2017 SUBJECT TESTED & GRADE LEVEL 2016 Acceptable Standard % 2016 Standard of Excellence % 2017 Acceptable Standard % 2017 Standard of Excellence % CCSD PROV. CCSD PROV. CCSD PROV. CCSD PROV. English Language Arts French Language Arts Mathematics Science Social Studies English Language Arts French Language Arts Mathematics Science Social Studies District average percentage at or above previous year and at or above province. District average percentage at or below previous year but at or above province. District average percentage at or above previous year but at or below province. District average percentage at or below previous year and at or below province. Data provided by Alberta Education: Exam Report

27 GRADE 12 DIPLOMA EXAMINATION RESULTS BY COURSE SCHOOL YEAR NUMBER OF STUDENTS WRITING ACCEPTABLE STANDARD (%) STANDARD OF EXCELLENCE (%) PARTICIPATION RATE (%) COURSE CCSD PROV. CCSD PROV. DIFF. CCSD PROV. DIFF. CCSD PROV. DIFF. English L.A ,940 30, English L.A ,338 16, Mathematics ,878 20, Mathematics ,451 14, Biology 30 2,051 22, Chemistry 30 1,696 18, Physics , Science , Social Studies ,837 22, Social Studies ,092 20, French L.A , Source: Diploma Examination Multiyear Reports Five-year Diploma Examination Results for Annual, Alberta Education, September Percentage of students achieving Acceptable Standard; i.e., a mark of 50% to 100% Percentage of students achieving Standard of Excellence; i.e., a mark of 80% to 100%. Included in the percentage of students achieving Acceptable Standard is the percentage of students achieving the Standard of Excellence. The participation rate reflects the percentage of students enrolled in their third year of high school in the province on September 30 of the reported school year and who completed the course by August 31 of the reported school year. Students may have completed the course in the reported year or an earlier school year. Regardless of how many times they complete the course, students are only counted as a participant once. Participation rates are preliminary and will be finalized when the Accountability Pillar Results are released in May

28 Calgary Catholic School District DIPLOMA EXAMINATION MULTIYEAR RESULTS 2012/2013 to 2016/2017 Results for Students Writing Acceptable (% students) * ** Excellence (% students) Participation Rate % Acceptable (% students) Excellence (% students) Participation Rate % Acceptable (% students) Excellence (% students) Participation Rate % Acceptable (% students) Excellence (% students) Participation Rate % Acceptable (% students) Excellence (% students) Participation Rate % English Language Arts 30-1 CCSD PROV English Language Arts 30-2 CCSD PROV Mathematics 30-1 CCSD PROV Mathematics 30-2 CCSD PROV Biology 30 CCSD PROV Chemistry 30 CCSD PROV Physics 30 CCSD PROV Science 30 CCSD PROV Social Studies 30-1 CCSD PROV Social Studies 30-2 CCSD PROV French Language Arts 30-1 CCSD PROV Excellence Percentage of students achieving Standard of Excellence; i.e., a mark of 80% to 100%. Acceptable Percentage of students achieving Acceptable Standard; i.e., a mark of 50% to 100%. Included in the percentage of students achieving Acceptable Standard is the percentage of students achieving the Standard of Excellence. Participation Rate reflects the percentage of students enrolled in their third year of high school in the province on September 30 of the reported school year and who completed the course by August 31 of the reported school year. Students may have completed the course in the reported year or an earlier school year. Regardless of how many times they complete the course, students are only counted as a participant once. Participation rates are preliminary and will be finalized when the Accountability Pillar Results are released in May 2018 Data in this report is from the Diploma Examination Multiyear Reports Five-year Diploma Examination Results for Annual. *The 2012/2013 results do not include students who were exempted from writing the examination because of the flooding in Calgary and southern Alberta. **The 2015/2016 results do not include students who were exempted from writing the exam because of the Fort McMurray wildfires. 28

29 DIPLOMA EXAMINATION RESULTS Comparison 2016 to 2017 COURSE 2016 Acceptable Standard % 2016 Standard of Excellence % 2017 Acceptable Standard % 2017 Standard of Excellence % CCSD PROV. CCSD PROV. CCSD PROV. CCSD PROV. English Language Arts English Language Arts Social Studies Social Studies Mathematics Mathematics Biology Chemistry Physics Science French Language Arts District average percentage at or above previous year and at or above province. District average percentage at or below previous year but at or above province. District average percentage at or above previous year but at or below province. District average percentage at or below previous year and at or below province. Data provided by Alberta Education: Accountability Pillar Report 2017 Current and historical Diploma results have been adjusted to reflect change in data source system. 29

30 Formal Religious Education Assessments The district Religious Education assessment is comprised of three parts: Demonstration of Learning, Personal Reflection and a multiple choice final exam. The Demonstration of Learning is a project-based assignment that students completed at school. Students did an in-depth study of a unit of their choice, demonstrating their learning in a variety of formats. For the Personal Reflection, students completed a written response reflecting on a passage from scripture or on a major curricular outcome. The multiple choice component tested students religious knowledge. Grade 5 A total of 3,884 Grade 5 students completed the district Religious Education assessment. Specific district results were: District Results by Category Excellence (EX) Above Acceptable (AB) Acceptable (AC) Not Yet Meeting Acceptable (NY) Demonstration of Learning 20.2% 37.8% 38.4% 3.6% Personal Reflection 17.0% 37.3% 42.2% 3.5% Multiple Choice Final 44.3% 38.7% 14.7% 2.3% Note: At the Grade 5 level, district results are by category only and overall rating is not reported. Grade 8 A total of 3,634 Grade 8 students completed the district Religious Education assessment. Specific district results were: Exceptional Standard 80% -100% 48.2% Above Acceptable Standard 65% - 79% 34.4% Acceptable Standard 50% - 64% 14.6% Below Acceptable Standard Below 50% 2.8% Grade 12 The Grade 12 Religious Studies students completed the district assessment based on a demonstration of learning completed throughout the term and a final exam. This district assessment was completed by 3,290 students. Specific district results were: Exceptional Standard 80% - 100% 39.4% Above Acceptable Standard 65% - 79% 40.1% Acceptable Standard 50% - 64% 16.7% Below Acceptable Standard 0% - 49% 3.8% 30

31 RELIGIOUS STUDIES PROGRESS REPORT MARKS JUNE 2017 RELIGIOUS STUDIES PROGRESS REPORT MARKS FOR GRADES (ALL DISTRICT HIGH SCHOOLS) Total Grades Mark % N % N % N % N % N % , , , , , , , , , , , , , , , < Religious Studies 15 Mark % N % N % N % N % N % , , , , , , , , , , < Religious Studies 25 Mark % N % N % N % N % N % , , , , , < Religious Studies 35 Mark % N % N % N % N % N % , , , , , < *Percentages may not add to 100 per cent due to rounding 31

32 Total Grades 7-9 Grade 7 Grade 8 Grade 9 FINAL PROGRESS REPORT MARKS FOR RELIGIOUS EDUCATION GRADES 7-9 (ALL DISTRICT JUNIOR HIGH SCHOOLS) Mark % N % N % N % N % N % , , , , , , , , , , , , , , < Mark % N % N % N % N % N % , , , , , , , , , , < Mark % N % N % N % N % N % , , , , , , , , , , < Mark % N % N % N % N % N % , , , , , , , , , , < *Percentages may not add to 100 per cent due to rounding 32

33 Total Grades 1-6 FINAL PROGRESS REPORT MARKS FOR RELIGIOUS EDUCATION GRADES 1-6 (ALL DISTRICT ELEMENTARY SCHOOLS) N % N % N % N % N % Excel 4, , , , , Above 9, , , , , Accept 7, , , , , Not Yet Not Assessed Grade N % N % N % N % N % Excel Above 1, , , , , Accept 1, , , , , Not Yet Not Assessed Grade N % N % N % N % N % Excel Above 1, , , , , Accept 1, , , , , Not Yet Not Assessed Grade N % N % N % N % N % Excel Above 1, , , , , Accept 1, , , , , Not Yet Not Assessed *Percentages may not add to 100 per cent due to rounding 33

34 Grade N % N % N % N % N % Excel Above 1, , , , , Accept 1, , , , , Not Yet Not Assessed Grade N % N % N % N % N % Excel Above 1, , , , Accept 1, , , , , Not Yet Not Assessed Grade N % N % N % N % N % Excel 1, , , , Above 1, , , , , Accept , Not Yet Not Assessed *Percentages may not add to 100 per cent due to rounding Achievement Levels Excellence (Excel) Demonstrates consistent, exceptional performance and in-depth understanding of learning outcomes. Above Acceptable - (Above) Demonstrates proficient performance and a solid understanding of learning outcomes. Acceptable (Accept) Demonstrates basic performance and a general understanding of learning outcomes. Not Yet Meeting Acceptable (Not Yet) Demonstrates inconsistent performance and an inadequate understanding of learning outcomes. Not Assessed - Student not yet assessed on learning outcomes and therefore no mark given. 34

35 EDUCATION QUALITY Teachers, parents and students indicated their satisfaction with the overall quality of basic education and satisfaction with the accessibility, effectiveness and efficiency of programs and services for students in their community. Results from the 2017 provincial accountability pillar survey related to the percentage of teachers, parents and students who were satisfied with the overall quality of basic education indicate that 89.7 per cent of district parents, students and teachers agree that students understand what they are expected to learn at school, find the school work challenging and interesting and what they need to know. This is a decrease of 0.1 per cent from 2016 and 0.4 per cent below the province. Calgary Catholic School District Results Provincial Results Education Quality Overall Overall Parent Student Teacher Result Result Parent Student Teacher 2013 N 17,025 2,354 12,807 1, ,853 32, ,207 27,762 % Parent, Student, N 14,747 2,421 10,495 1, ,083 32, ,420 27, Teacher, % & Overall N 27,905 2,416 23,234 2, ,056 32, ,954 28,883 Responses 2015 % N 31,086 2,300 26,319 2, ,217 33, ,094 30,448 % N 33,320 2,221 28,552 2, ,253 32, ,901 31,472 % Alberta Education: Accountability Pillar Report (2017) SATISFACTION WITH PROGRAM ACCESS Results from the 2017 provincial accountability pillar survey related to the percentage of teachers, parents and students who were satisfied with the accessibility, effectiveness and efficiency of programs and services for students in their communities indicate that overall 68.4 per cent agree that students can access academic counselling, career counselling, school library services and services that help students to read and write (beyond regular instruction) in a timely manner. This is a decrease of 8.5 per cent from 2016 and 4.8 per cent below the province. Calgary Catholic School District Results Provincial Results Program Access Overall Overall Parent Student Teacher Result Result Parent Student Teacher 2013 N 8,967 2,297 4,809 1, ,400 32, ,510 27,669 % Parent, Student, N 9,164 2,341 4,997 1, ,578 31,446 87,931 27, Teacher, % & Overall N 7,234 2,352 2,634* 2, ,636 31,336 71,494 28,806 Responses 2015 % N 4,771 2,232 79* 2, ,921 32,772 94,766 30,383 % N 4,970 2, * 2, ,543 31,898 96,258 31,387 % Alberta Education: Accountability Pillar Report (2017) *OurSCHOOL survey no longer includes questions pertaining to this measure for students. Student responses were only from those schools who did not take part in the OurSCHOOL survey. 35

36 OurSCHOOL Survey Results Students Who are Interested and Motivated Students who are interested and motivated Students who are interested and motivated in their learning. 87% of students in the district were interested and motivated; the Canadian norm for these grades is 71%. 89% of the girls and 86% of the boys in the district were interested and motivated. The Canadian norm for girls is 74% and for boys is 68%. Students who are interested and motivated Students who are interested and motivated in their learning. 49% of students in the district were interested and motivated; the Canadian norm for these grades is 30%. 49% of the girls and 50% of the boys in the district were interested and motivated. The Canadian norm for girls is 30% and for boys is 30%. Effort Effort (4-6) Students who try hard to succeed in their learning. 94% of students in the district tried hard to succeed; the Canadian norm for these grades is 91%. 95% of the girls and 93% of the boys in the district tried hard to succeed. The Canadian norm for girls is 93% and for boys is 89%. 36

37 Effort (7-12) Students who try hard to succeed in their learning. 75% of students in the district tried hard to succeed; the Canadian norm for these grades is 69%. 76% of the girls and 75% of the boys in the district tried hard to succeed. The Canadian norm for girls is 72% and for boys is 66%. Skills (Grades) Challenge Skills (grades)-challenge Students who feel challenged in their Language Arts, Math and Science classes and feel confident of their skills in these subjects. 67% of students in the district had scores that placed them in the desirable quadrant with high skills and high challenge. The Canadian norm for these grades is 52%. 14% of students were confident of their skills but did not find classes challenging. The Canadian norm for these grades is 22%. 17% of students were not confident of their skills and found language arts, math or science challenging. The Canadian norm for this category is 22%. 2% of students lacked confidence in their skills and did not feel they were challenged. The Canadian norm for this category is 4%. 37