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Accountability Report on Faith Leadership - 2018-2019

Approval Date: January 30, 2019

This Accountability Report on Faith Leadership provides evidence for consideration of fulfillment of four of the five Quality Indicators related to Faith Leadership. 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 1.1 – Ensures liturgical calendar and a comprehensive set of related classroom activities as well as support for

corresponding liturgical celebrations are provided to each school that ensures that regular liturgical celebrations are held in each school throughout the school year.

The importance of the liturgical calendar, as well as the support for regular liturgies within our schools, continues to be highlighted as a central component of our faith. Many supports are provided to schools to help provide the background of the liturgical calendar as well as supporting their school-based liturgies. • School Celebrations List • Celebrations of school patrons (e.g. St. Jean Brebeuf on September 26) • School Name Biographies are provided to assist schools with their feast day liturgies. • Guidelines for Liturgical Celebrations in Schools • Liturgical Calendar 2018-2019 posted on ePD site and Outlook overlay (a feature within Outlook that allows feast

days and holy days to be added to one’s own online calendar) • Links to the liturgy packages are provided in the IS Weekly and posted to ePD (e.g. Advent and Christmas

Liturgy Package) • New grades 1-5 Religious Education curriculum based on the liturgical calendar and resources for parents

(Pearson parent portal) • Social media to highlight school feast days and links to information about their school patron (Twitter:

CCSD_edu) • Liturgy of the Hours (Morning Prayer) - leadership councils, PD days, Faith Day and school request for support

resources to use with students • School opening blessings and dedications (January 19, January 22, January 25, November 29, December 6 and

December 7, 2018) • Faith-based banners for each school and district worksite are developed in collaboration with the school

community and displayed at the school and at district events (including Catholic Education Sunday). • High school graduation Masses

QI 1.2 – Ensure students and staff are provided with, and are engaged in, opportunities for spiritual development, including,

but not limited to, knowledge of the sacraments.

The following activities have been provided: • Student retreats (e.g. retreats to prepare for reception of sacraments, Grade 2, 6 and 9 retreats, graduation

retreats) • Classroom presentations to encourage student spiritual growth (e.g. Sr. Madeleine Gregg, parish priest

classroom visits) • NET Ministries Canada Inc. retreats in Don Bosco, Guardian Angel, and St. Joan of Arc schools

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• ALPHA program for students – Bishop Carroll, Bishop Grandin, Bishop O’Byrne and Notre Dame high schools • ALPHA program for staff – Madeleine D’Houet, St. Brigid, St. Clare and St. Matthew schools • New grades 1-5 Religious Education curriculum based on the liturgical calendar and resources for parents

(Pearson parent portal) • Increased knowledge of the sacraments through engagement with the Religious Education curriculum (K-12) • Adoration of the Blessed Sacrament – Don Bosco, Fr. Doucet, Holy Trinity, Notre Dame, Our Lady of Peace, Our

Lady of the Evergreens (with staff only), Sacred Heart, St. Bonaventure, St. Boniface, and St. Damien schools • Junior High School Student Health and Wellness Symposium (November 14, 2018) - session on “How Does

Prayer Help Me?” • Through their academic achievement and faith in action, students demonstrated their knowledge of Church

history and doctrine. Information which demonstrates how students continue to grow both intellectually and morally can be found in the district Formal Religious Education Assessment (Student Learning Accountability Report, page 31) and in the summary of progress report marks (Student Learning Accountability Report, pages 32-35). A summary of the Religious Education components for assessment can be found in the Appendix of this report on pages 8-13.

• Accountability Pillar survey data results in the areas of Citizenship and Safe and Caring (Appendix, page 14) show further evidence of parent, teacher and student agreement that students model the characteristics of active citizenship and that students are safe at school, are learning the importance of caring for others, are learning respect for others, and are treated fairly at school.

• Leadership Academy Faith Formation series: Our Catholic Faith (September 19, 2018) • Catholic Community of Caring Lead Teacher Meetings (Spring and Fall 2018) • New Teacher Faith Formation series offered on professional development days as well as throughout the

school year for new Catholic educators. The series was offered twice in the year, once in the spring and again in the fall.

• Development of new in-school Grade 2 Reconciliation Retreat • In-school Big Family Groups (BFGs) provided faith formation for students • Leadership Councils (District Leadership Council, Vice-Principal Council, Assistant Principal Council) Faith

Formation: Faith Leadership Topics, Morning Prayer, Faith Theme – “Search, and you will find” • Faith also permeated in other District Leadership presentations (e.g. Suspensions and Expulsions of Students,

Champions Culture) • Sessions on school-based professional development days including use of CCSSA Excellent Catholic Teacher

and CCSSA Excellent Catholic Leaders resources (e.g. Holy Child, Our Lady of the Evergreens, St. Benedict, and St. Rose of Lima schools)

• Staff retreats (e.g. Our Lady of the Evergreens, Our Lady Queen of Peace, St. Andrew, St. Cecilia, St. Clare, St. Damien, and St. Gerard schools)

• Staff Faith Formation workshops (e.g. Blessed Marie-Rose and St. Benedict schools) • CCSD Leadership Retreat - Mt. St. Francis (April 25 and 26, 2018) • Professional Development Days – 2018 sessions provided on the following topics: Faith Theme, Encounter

Retreats (at FCJ Centre), Inclusive Communities, Teaching Human Sexuality, New Religious Education Curriculum, Come Alive, Enriching our Prayer Life, Exploring and Unpacking WE School Resources, Faith Permeation 101, Exploring Digital Resources – Growing in Faith, Growing in Christ, Building Great Lesson Plans for Religion, Adoration (at Sacred Heart Church)

• High school Religious Education teachers gathered to analyze data and engage in professional development in January, June and October 2018

• District Opening Mass (August 30, 2018) • Faith Day (November 1, 2018) feedback available in the Appendix on pages 15-19 • Inaugural District Student Faith Day with Fr. Rob Galea (October 31, 2018) at St. Michael’s Catholic Community;

1,250 students in attendance from grades 9-12 representing 15 district schools • Religious Education Curriculum Resource Collaboration (junior high religion teachers) • Prayer booklet related to faith theme (Ask and it will be given you: Prayers Throughout the Day) • Professional learning for chaplains: collaboration on pastoral plans, service learning projects, retreat liturgies, and

social justice summit

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• Administrative Council monthly faith formation sessions • Continued to add to the Religious Education and Family Life ePD site (This site contains current information

regarding teaching and learning, Catholic Community of Caring and faith formation.) • Senior High School Student Social Justice Summit (May 1, 2018) • Catholic Christian Outreach Faith Studies (e.g. Bishop Grandin, Bishop McNally, and Notre Dame high schools) • Travelling Virgin Mary Statue and Prayers (e.g. Bishop McNally High School) • Staff Scripture Study (e.g. St. Kateri and St. Patrick schools) • Staff Prayer Group (e.g. St. Margaret and St. Maria Goretti schools) • Living and Learning in our Catholic Faith professional development offered for junior high and high school

teachers • Weekly Lenten Staff Liturgies (e.g. St. Philip School) • Staff Faith Book Study (e.g. Bishop Carroll High School and St. Rita School) • Parent Faith Formation Series at St. Cecilia School (October 23 and December 6) • Students who received the sacraments for the first time were recognized in a variety of ways at each school,

such as, at special celebrations and/or through sacramental gifts. • As reported by the schools in the Catholic Community of Caring survey, during the 2017-2018 school year, the

following number of students received the sacraments for the first time. This data was self-reported by students last May as requested by principals and collated at the district level.

o Baptism – 368 (an increase of 146 from the previous school year) o First Eucharist – 2,110 (a decrease of 30 from the previous school year) o Reconciliation – 1,838 (an increase of 475 from the previous school year) o Confirmation – 1,262 (a decrease of 60 from the previous school year)

• Social media to build knowledge and engagement in the Catholic faith: Scripture Mondays, Why Wednesdays and Family Faith Fridays (prior to long weekends and holidays)

• Faith formation tips posted in IS Weekly and on the ePD site

QI 1.3 – Ensure appropriate and meaningful social justice initiatives are organized in each school. • The district has guidelines in place to assist schools in determining appropriate school service learning

opportunities for both local and national initiatives and international initiatives. • Schools are required to apply to have new international organizations approved through the Social Justice

Advisory Committee. The guidelines for this process are on the ePD site and can be found here. • The organizations which have and have not been approved are also found on the ePD site. (Approved

organizations; Organizations that have not been approved). No additional organizations were approved during the 2017-2018 school year. The organization, Life Training Institute, was not approved. In November 2018, five reviews were conducted. Three new organizations were approved (Live Different, FCJ Christian Life Centre, Classroom Champions); two organizations were not approved (Global Leadership, SNG Foundation for Hope).

• Through service learning opportunities in the school and community outreach, students demonstrate a lived faith, as evidenced in the 820 major service learning projects completed through the district (Appendix, page 20) and the five-year trends and patterns (Appendix, page 21). All schools and district worksites raised more than $433,488. Trends indicate students continue to be engaged with both local and global organizations.

• As part of the faith theme, “Ask and it will be given you”, schools focused on the corporal and spiritual works of mercy in their service learning projects.

QI 1.5 – Provides evidence that a positive relationship is built and maintained between the Bishop and his Office, the Chief

Superintendent, and the District. • Many regular, scheduled meetings have occurred between the bishop and chief superintendent. Additionally,

ongoing communication has occurred on an informal basis as needs arise. Both forms of communication allow for increased understanding of our district and the work that we do in supporting students.

• Regular communication between staff from the bishop’s office and diocese, and personnel within the district, are also occurring on a scheduled and information basis.

• District Opening Mass (August 31, 2018) with the bishop presiding • Faith Day (November 1, 2018) with the bishop presiding at Morning Prayer

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• The district highly supported the planning for the Bishop’s Dinner (October 19, 2018), including the musical arrangements, fundraising strategies and overall organizational support. The chief superintendent served on the steering committee for the Bishop’s Dinner and was involved in providing direction and support.

• The chief superintendent gave a tour of the Sheldon Kennedy Child Advocacy Centre to the Bishop to help him understand the centre’s role in supporting children.

• To maintain close communication with the Calgary Diocese, CCSD senior administration submits regular updates to the Bishop’s Office of the Diocese of Calgary.

• In preparation for the reception of sacraments, schools continued to work with parishes to promote the sacraments by sharing registration information through school newsletters and on school websites.

• In some cases, parish priests or sacramental coordinators visited schools and classrooms to prepare students to receive the sacraments.

• The district collaborated with the diocese in developing the in-school Grade 2 Reconciliation Retreat and to discuss the preparation and reception of sacraments in district high schools.

• The district continued to collaborate with the diocesan staff to support faith formation and plan district events such as the District Opening Mass and Faith Day. This collaboration included ongoing meetings with the Religious Education team and chaplains.

• Ongoing collaboration was maintained between schools and their home parish in family Masses, school liturgies and service learning projects (e.g. collection of food items for St. Vincent de Paul).

• The district collaborated with organizations within the diocese (e.g. Social Justice Outreach Ministries, Feed the Hungry and St. Vincent de Paul Social Justice).

• LIFE Framework presentation using the Train-the-Trainer model (October 11, 2018) • Involvement in diocesan review and restructuring of the Catholic Pastoral Centre by providing consultation • Chaplain participation in deanery/pastoral zone meetings • CCSD representation on Social Justice Commission, Youth Ministry Commission and Mission Council • Pastoral visits to schools by the Most Reverend Bishop McGrattan • Collaboration with GrACE (Grateful Advocates for Catholic Education) • Continued collaboration with Diocese of Calgary on new Religious Education curriculum (e.g. parish and parent

resources) • Catholic Education Sunday (November 4, 2018) – Calgary Catholic School District, Calgary Catholic Education

Foundation and Diocese of Calgary worked together on promotion • Throughout the seasons of Lent and Advent, messages from the chief superintendent were sent three times a

week by email to all district personnel and the Bishop’s office.

IDENTIFIED STRENGTHS, ADMINISTRATIVE ISSUES, STRATEGIES AND GENERATIVE GOVERNANCE CONSIDERATIONS:

Identified Strengths (2018-2019): • Liturgy and prayer life of the school community continue to be central to the climate, culture and Catholic identity

of schools and the district. • There is continued interest in and requests for faith formation professional learning and activities for staff and

students, both at the district level and in individual schools. New teacher and leadership academy sessions have continued. In addition, there appears to be an increased emphasis on participation in staff retreats.

• Implementation of the new Religious Education curriculum in grades 1-5 continues to enhance and deepen the faith knowledge of both students and staff.

• The level of school engagement in service learning projects continues to demonstrate strong district leadership in social justice activities.

• Faith leadership was emphasized through presentations at the District Leadership Council, Vice Principal Council and Assistant Principal Council.

• Our first Student Faith Day was held on October 31, with Father Rob Galea as the keynote presenter. This event provided inspirational messages and song for our student participants.

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Identified Administrative Issues and Strategies Used to Address Previous Administrative Issues: Identified Administrative Issues (2017-2018):

• Collaboration among school, home and parish to encourage, support and prepare students for the reception of the sacraments continues to be an area of focus

• Engagement of parents and families in the faith development of their children

Strategies to Address Previous Identified Administrative Issues (2017-2018): • Continued implementation of the new Religious Education curriculum as a vehicle to encourage ongoing

collaboration with parents and parishes through parent and parish resources and opportunities for parish involvement in class visits

• The High School Sacraments Committee was established to discuss reception of the sacraments at the high school level with the desire to develop a consistent approach throughout the district to include diocesan staff with representation from the Religious Education team, high school principals and chaplains.

• A planning group between the district and diocese has been established to bridge the new curriculum outcomes with the development of in-school retreats to receive the sacraments (such as completion of the Grade 2 Reconciliation Retreat in fall 2018).

• Sharing of information, processes and resources among high school chaplains related to the preparation of students to receive sacraments

• Collection of data to better understand current collaboration among stakeholders (school, home and parish) • More strategies were outlined in the Instructional Services Action Plan 2017-2018 as found in the 2017-2018

Faith Leadership Accountability Report (pages 24-30). Identified Administrative Issues (2018-2019):

• Collaboration among school, home and parish to encourage, support and prepare students for the reception of the sacraments

• Engagement of parents and families in the faith development of their children continues to require attention to build strong communities of faith and engagement in Catholic education.

• Gaps in consistent understanding of teachings of the Church with various stakeholders Strategies Used to Address Current Administrative Issues:

• Continue to engage in dialogue regarding students’ reception of the sacraments with the Diocese of Calgary to determine the district’s and schools’ role in supporting families and parishes in preparing youth

• Continue to collaborate through the High School Sacraments Committee • Continue to collaborate between schools and their parishes in communication of information regarding reception

of sacraments, as well as implementation of the newly developed in-school sacrament retreats; collaboration to include priests, deacons, youth ministers, and/or other parish staff

• Collaborate with the diocese in supporting vocational development of students through engagement (including presentations, liturgies, retreats, guest speakers, and school visits) with Director of Vocations and chaplains at high schools

• Continue and encourage Parent Faith Formation sessions at school/parish level (e.g. St. Cecilia School which included the Most Reverend Bishop McGrattan as a keynote speaker in December 2018)

• Continue to develop resources for schools to support families in faith development, including social media strategies, parent events, and activities

• Engage staff in professional learning opportunities to support parents with faith development of their children • Provide professional learning opportunities to build staff capacity in sharing and permeating the teachings of the

faith • Distribute You Cat, a youth-friendly edition of the Catechism of the Catholic Church, to all district leaders as well

as provide guidance on how to utilize the resource • Revise the Leadership Academy Faith Formation series and the New Teacher Faith Formation series for use in

2019-2020 • Instructional Leaders’ Network presentation on Becky Eldredge Spiritual Growth Plan will take place in May 2019. • More strategies are outlined in the Instructional Services Action Plan 2017-2018 (Appendix, pages 22-26).

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Generative Governance Considerations: • Continue to advocate for Catholic education within the province • Support for the GrACE initiative within the Calgary Catholic School District, in order to share the good news about

our district and our faith, alongside our staff, families and parishioners • Ongoing collaboration with the diocese

Recommendation: THAT based on the evidence provided in the Faith Leadership Accountability Report, the Board determines that the following Quality Indicators have been met relative to the current evaluation period: QI 1.1 – Ensures liturgical calendar and a comprehensive set of related classroom activities as well as support for

corresponding liturgical celebrations are provided to each school that ensures that regular liturgical celebrations are held in each school throughout the school year.

QI 1.2 – Ensure students and staff are provided with, and are engaged in, opportunities for spiritual development, including, but not limited to, knowledge of the sacraments.

QI 1.3 – Ensure appropriate and meaningful social justice initiatives are organized in each school. QI 1.5 – Provides evidence that a positive relationship is built and maintained between the Bishop and his Office, the Chief

Superintendent, and the District.

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APPENDIX

Board of Trustee Priorities 2018-2019 School Year

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GRADE FIVE RELIGIOUS EDUCATION ASSESSMENT 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.

DEMONSTRATION OF LEARNING (DOL)

The Demonstration of Learning (DOL) is intended to be a strength-based approach to deep learning. Students are allowed to choose their DOL and DOL format based on their own strengths and interests. Students demonstrated their learning using a variety of formats (posters, PowerPoints, brochures, reports, songs, dioramas, scrapbooks, etc.). Students were required to do an in-depth study of one of the following units of their choice: The Church proclaims the good news - Demonstrate your understanding of the uniqueness of each person. The Church believes in the Lord Jesus - Demonstrate your understanding of how are we called through the sacraments of baptism and confirmation to express Christ’s action in the world, through the gifts of the Holy Spirit. The Church proclaims the good news - Demonstrate your understanding of the connections between the Eucharist and the story of Jesus at the Last Supper. The Church expects the coming of the Lord - Demonstrate your understanding of the roots of Jesus’ ancestry of faith through the messages of Isaiah and John the Baptist. The Church welcomes all nations - Demonstrate your understanding of the meaning of covenant. Using Bible stories show how God made a covenant with people. The Church acts justly - Demonstrate your understanding of how we are called to reach out to others and all of God’s creation in kindness, respect and compassion. The Church reconciles - Demonstrate your understanding of how the sacrament of reconciliation gives us another chance to come back to God. The Church loves - Demonstrate your understanding of how the Triduum is the celebration of the mystery of God’s love through the sacrifice of Jesus. The Church rejoices - Demonstrate your understanding of the characteristics of an Easter people and how he/she inspires you to live your faith. The Church witnesses - Demonstrate your understanding of how Paul, or another missionary, served the world through his or her faith and reflected these gifts to the world. Choose someone who serves the world through faith and reflects these gifts.

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PERSONAL REFLECTION For the Personal Reflection, students completed a written response reflecting on a passage from scripture. Students were provided with guiding questions to assist them with their response.

MULTIPLE CHOICE FINAL EXAM The final exam reflects students’ understanding of cognitive concepts in the following areas:

Profession of Faith ● Liturgical Year ● Role of Mary in the Church ● Meaning and Characteristics of the Church ● Mission and Service in the Church

Celebrations of Christian Mystery ● Sacraments ● Mass

Life of Christ ● Meaning of Christian Family ● Morality ● Ministry/Service/Social Justice

Traditional Catholic Prayers ● Apostles Creed ● Magnificat ● Prayer to the Holy Spirit ● Personal Prayer Response

Scripture ● Old Testament ● New Testament

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GRADE EIGHT RELIGIOUS EDUCATION ASSESSMENT 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.

DEMONSTRATION OF LEARNING (DOL) The Demonstration of Learning (DOL) is intended to be a strength-based approach to deep learning. Students were allowed to choose their DOL and DOL format based on their own strengths and interests. Students were required to do an in-depth study of one of the following units of their choice: We believe in the Holy Spirit - Demonstrate your understanding of how you are called to witness the gifts and fruits of the Holy Spirit in the world today. We believe in the Holy Church - Demonstrate your understanding of how the sacraments of baptism, confirmation and Eucharist are life-giving encounters with God, which help you become holy. We believe in one catholic and apostolic Church - Demonstrate your understanding of what one, catholic and apostolic church means and express how the church is relevant to you and others your age. We believe in the communion of saints - Demonstrate your understanding of a saint of the church and explain how he/she challenges us to be holy. We believe in... the forgiveness of sins - Demonstrate your understanding of the challenge of resisting sin and apply the Ten Commandments to the development of one’s conscience. We believe in... the resurrection of the body - Demonstrate your understanding of reconciliation and healing by identifying at least three areas in your community where this has been needed. How is the need in your community comparable to what is happening in the global community? We believe in... life everlasting - Demonstrate your understanding by identifying and describing how human beings are connected to the beauty and wonder of God’s creations. Amen - Demonstrate your understanding of the meaning and function of each of the following elements of the Mass: Gathering, Liturgy of the Word, Liturgy of the Eucharist, Communion Rite and Dismissal Rite.

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PERSONAL REFLECTION

For the Personal Reflection, students completed a written response reflecting on a passage from scripture. Students were provided with guiding questions to assist them with their response.

MULTIPLE CHOICE FINAL EXAM The final exam reflects students’ understanding of cognitive concepts in the following areas:

Profession of Faith ● Liturgical Year ● The Holy Trinity ● Meaning and Characteristics of the Church ● Mission and Service in the Church ● Community of Saints ● Creation

Celebrations of Christian Mystery ● Sacraments ● Mass

Life of Christ ● Meaning of Christian Family ● Morality ● Ministry/Service/Option for the Poor ● Death ● Ten Commandments

Traditional Catholic Prayers ● Lord’s Prayer ● Hail Mary ● Apostle and Nicene Creed ● Glory Be to the Father ● Confiteor ● Personal Prayer Response

Scripture ● Old Testament ● New Testament

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RELIGIOUS STUDIES 35 ASSESSMENT The Religious Studies 35 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.

DEMONSTRATION OF LEARNING (DOL) The Demonstration of Learning (DOL) is intended to be a strength-based approach to deep learning. Students were allowed to choose their DOL and DOL format based on their own strengths and interests. Students were required to do an in-depth study of a unit of their choice.

Why be ethical? Students demonstrate their understanding of the ethical philosophies while comparing and contrasting with Catholic teaching.

How would Aristotle, Kant and Levinas describe “the good”? How do the choices people make have an ethical/moral dimension?

You are what you do Students demonstrate their understanding of freedom, action and the development of “self” in relationship to different philosophical positions and apply these concepts to Catholic teaching.

How is one’s freedom an essential characteristic of ethics? How does this understanding of freedom impact your life?

Decision Making and Conscience

Students demonstrate an understanding of the concepts of decision making and conscience from a Catholic perspective.

What does it mean to be a moral agent? How is a moral agent’s decision making impacted by an informed conscience?

Marriage and Family Matters

Students demonstrate an understanding of the meaning of marriage and family from a Catholic perspective.

Of what importance is marriage in society? In what ways do family and community contribute to the common good?

Free, Total, Faithful, Fruitful

Students demonstrate an understanding of each of the four aspects of the wedding vows (free, total, faithful, and fruitful) and provide examples of how these are lived out within the context of a healthy marriage.

How do married couples live out the free, total, faithful and fruitful aspects of their wedding vows in a Christ-like way? How are marriages weakened by not being faithful to these four aspects of the wedding vows?

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PERSONAL REFLECTION In the personal reflection category, students respond to their choice of different questions that represent different key concepts from the course. Students support each response with personal reflection and examples from their life and include relevant course content.

Sacraments – The Holy Spirit at work in the Church

Students demonstrate an understanding of the nature and meaning of the sacraments of the Catholic Church.

Why are the sacraments essential to living as a Catholic? How do the sacraments build up and nourish us as the Body of Christ?

The Sermon on the Mount – The Old Law and the Law of the Gospel

Students demonstrate an understanding of teachings from the Sermon on the Mount as they relate to Catholic teaching.

Why is this teaching important and how can it transform a person’s life? What are some practical ways to put Jesus’ teaching into practice?

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K-12 STUDENT LEARNING AND LIFE SKILLS (ACCOUNTABILITY PILLAR)

SAFE AND CARING

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

2014 2015 2016 2017 2018

N % N % N % N % N %

Overall CCSD 14,701 89.8 27,829 89.1 31,037 89.7 33,284 89.3 17,378 87.8 PROV. 258,297 89.1 309,172 89.2 284,589 89.5 299,627 89.5 253,494 89.0

Parent CCSD 2,421 89.1 2,414 88.7 2,299 90.9 2,219 89.9 2,360 89.5 PROV. 32,366 88.9 32,208 89.3 33,662 89.8 32,868 89.9 35,486 89.4

Student CCSD 10,449 85.2 23,162 83.6 26,274 83.2 28,519 83.5 12,423 80.2 PROV. 198,652 83.1 248,089 83.0 220,486 83.4 235,302 83.3 185,384 82.5

Teacher CCSD 1,831 95.1 2,253 95.1 2,464 94.9 2,546 94.6 2,595 93.6 PROV. 27,279 95.3 28,875 95.4 30,441 95.4 31,457 95.3 32,624 95.0

Results provided by Alberta Education: Accountability Pillar Report 2018

There was a decrease in 2018 in the number of student respondents likely due to the unlinking of the OurSCHOOL survey and the Accountability Pillar Report.

CITIZENSHIP

Percentages of teachers, parents and students who are satisfied that students model the characteristics of active citizenship within a Catholic context such as the following: students are following the rules; students are helping each other when they can; students are respecting each other; students are involved in activities that help the community; and students are encouraged at school to try their best. 2014 2015 2016 2017 2018

N % N % N % N % N %

Overall CCSD 14,712 85.2 27,860 84.8 31,093 84.8 33,335 84.4 17,415 82.5 PROV. 258,603 83.4 309,506 83.5 284,921 83.9 299,972 83.7 253,727 83.0

Parent CCSD 2,420 83.3 2,415 83.3 2,297 84.3 2,218 83.1 2,360 82.5 PROV. 32,365 81.9 32,208 82.1 33.658 82.9 32,863 82.7 35,482 81.7

Student CCSD 10,461 78.8 23,192 76.4 26,331 75.9 28,571 75.9 12,459 72.4 PROV. 198,965 74.5 248,422 74.2 220,819 74.5 235,647 74.4 185,623 73.9

Teacher CCSD 1,831 93.7 2,253 94.7 2,465 94.3 2,546 94.3 2,596 92.5 PROV. 27,273 93.8 28,876 94.2 30,444 94.5 31,462 94.0 32,622 93.4

Results provided by Alberta Education: Accountability Pillar Report 2018

There was a decrease in 2018 in the number of student respondents likely due to the unlinking of the OurSCHOOL survey and the Accountability Pillar Report.

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Faith Day Celebration 2018 (November 1, 2018)

Feedback Survey Summary

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Total number of respondents 1,404

1. Faith Day 2018 supported the opportunity to grow in faith together as a Catholic learning community.

2. Faith Day provided an opportunity for the expression of our faith and a celebration of our Catholic faith community and district culture.

3. Faith Day provided a professional development opportunity for faith formation for all staff.

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4. Faith Day helped deepen my understanding of my role in the mission of Catholic Education.

5. Faith Day provided ideas and inspiration for me to incorporate the faith theme into my daily work and interactions.

6. Our faith theme “Ask, and it will be given you;” was well-utilized.

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7. Chief Superintendent Gary Strother’s presentation allowed for a connection to the theme which provided evidence of our common mission.

8. The keynote presenter, Father Rob Galea, was engaging, inspiring and knowledgeable.

9. Father Rob was well-prepared and tied his message to our faith theme.

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10. Faith Day 2018 provided a good opportunity to come together to recognize and celebrate the district

Shepherd Leaders.

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PARTICIPATION IN MAJOR SCHOOL SERVICE LEARNING PROJECTS

2017-2018 School Year

Adopt a Family Calgary Catholic Immigration

Society

Canadian Red Cross

Cancer Foundation

(Terry Fox Run)

Catholic Missions in

Canada

14 5 13 95 6

CAWST

(Centre for Affordable Water

Sanitation & Technology)

Chalice Disaster Relief Feed the Hungry Food Bank

6 3 24 29 68

Free The Children

(Global)

Free The Children

(Local)

Hampers (Preparation and

donation for various

organizations)

Holy Childhood Inn From the Cold

20 15 64 8 23

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

40 35 25 2 21

Share Lent (Development

and Peace)

Sheldon Kennedy Child

Advocacy Centre

St. Vincent de Paul Society

Staff-a-Gift Other*

11 13 81 24 175

Total Projects 820

The Other category consists of “one-off” projects selected by the individual schools.as well as the participation in the Jersey Day for #humboldtstrong where $72,000 was raised for the Humboldt District Hospital Foundation.

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SCHOOL SERVICE LEARNING PROJECTS TRENDS AND PATTERNS

2014 – 2018

Year ADOPT A FAMILY CALGARY CATHOLIC

IMMIGRATION SOCIETY

CANADIAN RED CROSS

CANCER FOUNDATION

(Terry Fox Run)

CAWST (Centre for

Affordable Water Sanitation & Technology)

CHALICE

2018 14 5 13 95 6 3 2017 18 5 11 81 7 3 2016 11 13 29 76 8 2 2015 12 4 9 77 8 5 2014 16 6 44 80 9 15

Year DISASTER RELIEF

FEED THE HUNGRY

FOOD BANK FREE THE CHILDREN

(Global)

FREE THE CHILDREN

(Local)

HAMPERS (Preparation and

donation for various

organization)

2018 24 29 68 20 15 64 2017 9 25 70 50 39 61 2016 21 35 69 52 38 69 2015 25 27 58 68 46 63 2014 54 25 55 68 39 53

Year HOLY CHILDHOOD

INN FROM THE COLD

JACKET RACKET MISSIONS MUSTARD SEED PLAN CANADA

2018 8 23 40 35 25 2 2017 10 19 39 28 26 2 2016 11 28 32 19 28 2 2015 16 24 33 25 24 4 2014 21 25 34 34 30 4

Year SERVICE to SUPPORT SENIORS

SHARE LENT SHELDON KENNEDY CHILD

ADVOCACY CENTRE

ST. VINCENT de PAUL SOCIETY

STAFF- A-GIFT OTHER*

2018 21 11 13 81 24 175 2017 17 11 12 83 14 131 2016 22 13 13 82 14 89 2015 18 10 11 76 19 66 2014 11 10 0 79 39 75

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

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Instructional Services Action Plan 2018-2019

Faith Formation

Initiatives Strengths Administrative Issues Strategies Evidence/Results

Catholic Community of Caring (CCC) • Inclusive

Communities • Focus on works of

mercy in service learning projects

Teaching and Learning • Implementation of

new Religious Education program in Grade 5

• Development of outcome-based gradebook for junior high and high school Religious Education courses

Incorporating the annual faith theme in the District Opening Mass, Faith Day, and prayer packages for schools Providing professional development (PD) offerings to staff related to faith themes and to support grades 1, 2, 3, 4 and 5 teachers with the new Religious Education curriculum Providing PD offerings to district leaders Faith theme included in all school-based Three-Year Plans, identifying strategies which focus on Catholic social teachings and works of mercy High level of school engagement in service learning projects demonstrating strong district leadership in social justice activities

Time allocated for Senior Administration to have in-depth conversations with principals about school-based faith formation of staff and students Continued attention to staff knowledge, skills and understanding required to share our faith effectively Continuation of faith formation of school-based administration Professional development for the new Religious Education curriculum, preparing for the implementation of Grade 6 Opportunity for collaboration with the Calgary Diocese on new sacrament initiatives

Ensuring that any new curriculum allows for Catholic permeation

Use Excellent Catholic Teacher resource (Council of Catholic School Superintendents of Alberta - CCSSA) Utilize Busy Lives & Restless Souls, as well as Youcat, the professional learning books in prayers, in-services and school-based activities Organize Catholic Community of Caring lead teacher sessions to establish a new focus group to emphasize faith formation and our Catholic Community of Caring Continue to revise mandatory sessions (Inclusive Communities, Human Sexuality) to include discussion of sensitive issues (include CCSSA resources, district documents) Continue to develop resources to support Inclusive Communities Provide additional resources and professional learning to support Inclusive Communities (e.g. LIFE Framework, CCSSA resources, AHS, Alberta Education, ATA, etc.) Develop/complete curriculum citizenship resources linking Catholic social teachings with outcomes

Excellent Catholic Teacher used in New Teacher Faith Formation Series Excellent Catholic Leader used in Leadership Academy Faith Formation Series Busy Lives & Restless Souls session at leadership councils, including a personal video message from Becky Eldredge & her spiritual plan template (October-December 2018) Focus group/PLC established to address upcoming revision of district Religious Education Assessment (Grade 5) Inclusive Communities session—newly revised based on provincial workshop (November 2018) Ongoing support of Inclusive Communities, including student groups LIFE Framework Train the Trainer session (October 11, 2018) Shared information about Faith Formation modules for new Religious Education (Pearson Publishing)

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Prepare professional learning modules for the new Religious Education program Offer resources to support social justice Develop report card stems for Grade 6 Assist Pearson publishing as approved for review and piloting of materials Develop a revised Grade 9 Religious Education Program of Studies Create Brightspace holding courses for Religious Education 15, 25 and 35 Improve the management of district Religious Education assessment including administration, data collection and reporting Provide professional development on 4th R for school-based leadership and teachers Incorporate 4th R into Teaching Human Sexuality professional development and ePD Continue to build teacher capacity in differentiating instruction and assessment Organize the Social Justice Student Convention Organize a Student Wellness committee

Participation in Religious Education Network and Council of Catholic School Superintendents of Alberta (CCSSA) in review of resources and Religious Education curriculum (Religious Education 9,15, 25, 35) Completion of data analysis tool for Grade 8 & RE 35 District Religious Education Assessment (Fall 2018) 4th R Training continued and links between Go-To Mental Health resources and 4th R developed to assist teachers in implementation (Fall 2018) Student Wellness Summit (junior high) at SAIT with approximately 200 participants (November 14, 2018)

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Initiatives Strengths Administrative Issues Strategies Evidence/Results

Faith Formation • Staff • Students • District

leaders

Increased time allocated for Administrative Council to have in-depth conversations with principals about school-based faith formation of staff and students

Ongoing advocacy for Catholic education and Catholic identity of our schools

Outline liturgy guidelines and create learning packages Provide devotions and prayers for school use (including Liturgy of the Hours) Organize a leadership retreat Plan two pilgrimage days (1 with staff and 1 with students) Revise and provide Leadership Academy Faith Formation professional development opportunities for aspiring district administrators Organize a New Teacher Orientation as part of the Faith Formation series Offer online faith formation supports – ePD, InSite App postings Host the District Opening Mass Host Faith Day for all district staff; school council chairpersons also invited to attend Host Student Faith Day for 1,300 high school students Highlight the district faith theme at all district events as well as in prayers for leadership teams and in school resources Continue to design learning activities for leaders with a faith formation focus (e.g. Instructional Leaders’ Network (ILN), Catholic Community of Caring (CCC) sessions, Inclusive Communities, professional development days) Organize the ILN Catholic Leadership session (May 15 2019 with Becky Eldredge) Host meetings with other subject areas for support with implementation of Catholic permeation (preparing for professional development days, IS Weekly highlights) Create a new prayer booklet centered on the current district faith theme Continue to implement liturgy guidelines (to include any potential revisions) Organize the District Leadership Retreat (April 2019)

Guidelines for Liturgical Celebrations in Schools updated, posted and shared in IS Weekly (November 2018) Liturgy packages completed, posted and shared in IS Weekly for the following: School Opening, Thanksgiving, Remembrance Day, Catholic Education Sunday, Advent & Christmas seasons, Mission Mexico

Liturgy of the Hours - Morning Prayer prayed at leadership councils and Faith Day; packages distributed for use with staff on school-based professional development days Leadership Academy Faith Formation Series, Sessions 1 & 2: September 19 & November 14, 2018 respectively New Teacher Faith Formation Series sessions: August 22, October 2, October 18, November 5, 2018 Faith Formation Resources posted on ePD Faith Formation Tips included in each IS Weekly Articles on District Opening Mass & faith topics posted on CCSD InSite District Opening Mass: August 30, 2018 Student Faith Day (high school): October 31, 2018 Faith Day: November 1, 2018 District Faith Theme embedded in school opening liturgies, District Opening Mass, Faith Day, leadership council liturgies and prayer booklets. Presentations on the faith theme, Search and you will find, at DLC, VP and AP councils: October-December 2018 Catholic Community of Caring Lead Teacher session: November 15, 2018 Inclusive Communities sessions: November 20, December 5 & 12, 2018

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Religious Education Assessments

Course Current Status/Comparison Administrative Issues Strategies Evidence/Data 5 Religious Education 3,991 students completed the

assessment in 2017-2018 2017-2018: decrease in number of students in the Excellence category for the Demonstration of Learning and multiple choice decreased this year Personal Reflection increased

Percentage of students in the Excellence category for the Demonstration of Learning and Multiple Choice decreased this year Percentage of students not assessed increased in all areas this year

Provide PD on completing the online multiple choice exam Provide direction to teachers as to the outcomes to be focused on as the assessment is being created Emphasize the importance of providing many in-class practice opportunities for the Personal Reflection Remind teachers that the focus on the Demonstration of Learning should be on the process rather than the product Direct teachers to use Google Read/Write for students struggling with reading and writing

1:1 teacher support with planning and assessment Monthly communications to all Grade 5 teachers keeping them up to date with unit planning expectations and the District Assessment PD sessions offered on using the Pearson Digital Resource as well as planning for the new Grade 5 program “Zoom” video conference for Grade 5 teachers on Unit 2 and the Inquiry Tasks Focus group of five teachers met twice and created Connections documents and main concept lists for Units 1-5 Begun study of Unit Inquiry Tasks and how they will be translated into Demonstration of Learnings Created a Yammer Group for Grade 5 teachers as another support to share files and ask questions with consultant and peers

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Course Current Status/Comparison Administrative Issues Strategies Evidence/Data

8 Religious Education 3,877 students completed the assessment 2017-18 overall district averages: Excellence (80–100) – 51.3% Above acceptable (65-79) – 32.5% Acceptable (50–64) – 13.4% Not yet meeting acceptable (0–49) – 2.8% 2017-18: excellence achievement was up 3.1% from the previous year while acceptable and not yet acceptable levels remained static from 2016-2017

Over 16% of total students achieved at or below acceptable levels or were not assessed in 2017-2018 Multiple choice exam had the most students achieving at or below the acceptable level (19% at or below acceptable)

Create multiple choice teacher review package, categorizing the exam questions according to key learning concepts and provide PD sessions for effective review strategies in the spring of 2019 Consult with high achieving schools on effective strategies to share with other schools Create a lesson bank for teachers to access on Brightspace Label scripture passages according to each unit of study for students to practice personal reflections Provide data-informed study of school achievement trends using new Religious Education Assessment Tool

Participated in the data analysis session with junior high principals providing information on Grade 8 results Supported Grade 8 Religious Education teachers 1:1 to effectively deliver the program of studies

Course Current Status/Comparison Administrative Issues Strategies Evidence/Data Religious Education 35 3,076 students completed the district

assessments 2017-2018 overall district averages: Excellence - 38.5% Above acceptable - 40.4% Acceptable - 17.5% Below Acceptable - 3.6%

2017-2018: Decrease of 0.9% for students achieving excellence and an increase of 1.1% of students achieving at or above acceptable levels from 2016-2017

Over 20% of total students achieved at or below acceptable levels in 2017-2018 Almost 3% of the students were not assessed in 2017-2018 Multiple choice exam had the most students achieving at or below the acceptable level (39.5% at or below acceptable) Increase of 17% from the 2016-2017 school year Over 4% of students were not assessed on the multiple choice portion of the exam

Consult with high achieving schools on effective strategies to share with other schools Create multiple choice teacher review package, categorizing the exam questions according to key learning concepts and meet with CTs regarding effective review strategies they implement within their teams Guide Religious Education departments in implementing Learning SPRINTS to practice different teaching strategies to engage lower achieving students

Facilitated Learning Sprint activity for high school Religious Education departments on October 5 professional development day to assist them with creating data-informed yearly plans Supervisor and consultant visited all high schools to discuss best practice and areas for growth