1. art and entertainment
2. shows and events
3. sports event

School: 3170 Sacred Heart School
Sacred Heart
Catholic School
Combined
3-Year Education Plan 2013-2014 to 2015-2016
And
Annual Education Results Report (AERR) for 2012-2013
Page 1
School: 3170 Sacred Heart School
Message from the Principal
As the tradition for over 100 years, Sacred Heart School, in concert with our local parish and
ever expanding family base, is blessed with to continue providing a Christ – centered, wellrounded, high quality educational alternative for the community of Wetaskiwin and surrounding
area.
We see our mission as three fold;
1. To provide an enriched, well-rounded educational program in Academics, Arts, and
Athletics in which all students may explore their God given potential within a safe
and caring environment. It is our hope that our students utilize these talents for the
greater good and give praise and thanks for their gifts with humble and pious
hearts.
‘You are the light of the world. A city set on a mountain cannot be hidden.
And they do not light a lamp and put it under a basket, but on a lampstand,
so that it may shine to all who are in the house. So then, let your light shine
in the sight of men, so that they may see your good works, and may glorify
your Father, who is in heaven.’
Matthew 5:14-16
2. To prepare our students to walk in the footsteps of the Lord; to love our God with
all of our heart, soul and mind and to love one another as the same. To serve one
another as Jesus taught us.
Jesus replied: “‘Love the Lord your God with all your heart and with all
your soul and with all your mind. This is the first and greatest commandment.
And the second is like it: ‘Love your neighbor as yourself.’
Matthew 22: 37-39
‘So when he had washed their feet [and] put his garments back on and
reclined at table again, he said to them, “Do you realize what I have done
for you? You call me ‘teacher’ and ‘master,’ and rightly so, for indeed
I am. If I, therefore, the master and teacher, have washed your feet,
you ought to wash one another’s feet. I have given you a model to follow,
so that as I have done for you, you should also do.’
John 13:12-15
Page 2
School: 3170 Sacred Heart School
3. To assist our students in reaching the end goal; eternal salvation.
‘Jesus said: I am the Way; I am Truth and Life. No one can come
to the Father except through me.’
John 14:6
‘Not everyone who says to me, ‘Lord, Lord,’ will enter the kingdom of heaven, but
only the one who does the will of my Father in heaven.’
Matthew 7:21
It is important to us that our families know that this is their school – that families are our first and
foremost concern and that we are here to support them in the raising of their children in a faith
filled environment. Once again I thank you on behalf of our school for entrusting us with your
most precious gifts – your children. We will endeavor to help you find and foster their personal
gifts and talents and let their lights shine for all to see!! We will endeavor to help your children
follow the teachings of Jesus, to keep to the path of eternal salvation.
Sincerely,
Kevin Prediger, Principal
Sacred Heart School
Sacred Heart School Prayer
Loving Jesus,
by the Grace of Your Sacred Heart,
help us to know You, to love You and to serve
You in this life,
so that we may live with you in the next.
Amen
Page 3
School: 3170 Sacred Heart School
School Profile
Demographic/Continued Growth: Sacred Heart School continues to experience growth with a
5% increase in enrolment across grade ECS to 9 for a total population of 450 students.
Demographic numbers remain consistent in the First Nations, Metis and Inuit (FNMI) population
(12% on reserve, 12.2 % off reserve) with another increase in ELL numbers (56) and students
accessing Catholic education from the community of Millet. The school has also seen an increase
in the number of resident Catholic families choosing Sacred Heart School. Also this year Sacred
Heart is offering a Preschool program to only 4 year olds. This program has increased from 15
four year olds last year to 22 this year.
Catholic Immersion: Sacred Heart School continues to be a school of choice for Catholic
Immersion. Sacred Heart provides its students with much more than access to religion classes; it
immerses students in our catholic culture every moment of the day. The focus on the teachings of
Jesus Christ is reflected through all policy and protocol, from the manner in which our staff
interact with students to permeation of faith in the classroom and celebrations, daily
opportunities for prayer, and emphasis on service of others. This is reflected in the school
community’s perception of Sacred Heart as a most Safe and Caring School.
Sacred Heart: A Catholic School of the Arts: Sacred Heart School is known for its focus on
well-rounded programming immersed in our Catholic identity. In keeping with our mission to
allow students to explore their God given gifts, elective and extracurricular programming at
Sacred Heart provides a wide array of visual, performing and practical arts opportunities for all
students. This in concert with a strong athletic program provided in core, elective and
extracurricular time help foster all students’ talents beyond the basic academic.
Sacred Heart Academics – a Focus on Literacy and Numeracy: A Response to Intervention
(RTI) School: As part of the school wide initiative to address academic success for all students,
Sacred Heart School is in the process of implementing RTI best practices. This includes a strong
focus on teacher collaboration on planning and assessment and a three tier approach to the
delivery of classroom instruction and other intervention strategies. The 4 main components of the
RTI model include: Collective Responsibility, Concentrated Instruction, Convergent Assessment
and Certain Access.
Emerging Issues and Trends
English as a Second Language: Sacred Heart is experiencing growth in the number of students
entering the school with English as a Second Language (ELL). With the support of government
funding, the school is expanding its ELL support system to include both human and technical
resources focused on Tier 1 (in class) and Tier 2 (pull out) programming. An in-house ELL
facilitator will identify individual student needs and co-ordinate resources (imbedded
Educational Assistant time, Rosetta Stone access, small group intervention time) to provide
greater opportunities for these students to enhance their written and spoken English skills.
Page 4
School: 3170 Sacred Heart School
Multiculturalism: With the influx of ELL students, many of whom are recent immigrants to
Canada, the face of Sacred Heart is changing. While a focus on the cultural needs of First
Nations and Caucasian students remains at the forefront, programs and protocols need to reflect
the multicultural nature of our student population and allow us to celebrate this rich Canadian
diversity including inclusive services such as the investment in a full time Family School Liaison
Worker to meet the needs of all students.
Maintaining our Catholic Identity: With the great diversity of student religious practices
including practicing Catholic families and baptized students but not engaged in the church, to
unbaptized children of Catholic parents and Christians of other faiths, keeping our Catholic
identity and mission is of utmost importance. It must be understood by all who choose to enroll
that Sacred Heart School is first and foremost a Catholic school with a specific mission beyond
the secular and that it is the responsibility of the school to be a partner with the home and parish
in the mission of evangelization.
Expanding boundaries: There are an increasing number of families from the rural areas of
Millet, Falun and Pigeon Lake making Sacred Heart School their school of choice. Care must be
taken to ensure good communication with all of our new families and identify the specific needs
of these students traveling greater distances for the opportunity of Catholic education.
Instructional practice - Use of Technology in the Classroom: Continued identification and
usage of technology to enhance learning opportunities in the classroom is necessary to provide
students with skills and attributes necessary for the 21st century learner. This requires an
investment in both human and capital resources; continuous teacher professional development,
software and hardware purchases and constant communications with stakeholders are all
required to provide our students with the best opportunities for learning. Wireless Chromebook
technology will be phased in this year along with Google Apps access.
Instructional practice - Response to Intervention: Differentiated instruction and support
through a Response to Intervention model will allow us to better identify the learning needs of
individual students and provide appropriate interventions for particular issues. This includes a
shift in Educational Assistant time allocation to more of an inclusive in the classroom model (i.e.
support of small group guided instruction in the classroom) in addition to continued support of
pull out interventions (i.e. precision reading, reading recovery). Daily tutorial time is now
available within regular instruction time (elective periods) for junior high students to promote
peer collaboration and teacher support for individual student academic concerns (refer to Sacred
Heart School’s RTI Pyramid of Intervention for further details on the RTI programming and
delivery).
A focus on Academic Excellence – Literacy – Reading Comprehension and Writing: Greater
focus will be made to address excellence in literacy across grades and subject areas including an
investment in a common writing program (6+1 writing traits), pre-teaching of vocabulary and
continued emphasis on reading comprehension through guided reading and RTI.
Page 5
School: 3170 Sacred Heart School
A focus on Academic Excellence - Assessment and Planning Practices: In order to support
individual assessment of specific learner outcomes (SLO’s) and evaluation of student
performance, the school will review its present assessment practices and align our practices to
reflect current assessment research (i.e. assessment for and of learning) and planning practices
(i.e. Backward Design). This will include common preparation time for grade level teachers
whenever possible and an emphasis on teacher collaboration on planning and assessment with
other subject areas teachers within and outside of the school.
A focus on Academic Performance – Academic Performance Reviews and Action Plans:
Each Division will utilize all available data (i.e. PAT Exams, Teacher’s assessments) to
formulate a specific action plan for addressing program delivery and instructional practices that
will have a positive impact on student achievement in each subject area.
A focus on Arts and Athletic Enrichment - Investing in Elective Programming: Sacred
Heart School will continue to promote and support a well-rounded educational program in Arts
and Athletics. Investment in teacher training through professional growth opportunities,
increased financial support of elective programs beyond student fees and continued delivery of
innovative programming (i.e. in house music, dance and art lessons) will all be supported.
Student choice for electives will continue to be supported.
Balancing a Well-rounded Education - Timetabling for Academics, Arts and Athletic
opportunities: A new timetable for this year will assist in improving transition times between
classes, balance elective programming times and provide opportunity to support RTI during the
elective blocks at the end of each day.
Engaging Stakeholders in School Decision Making: Sacred Heart School will continue to
work in collaboration with its stakeholders (i.e. home, parish, extended community) to ensure all
interested parties have the information and opportunity to be a part of the decision making
process and celebrate the successes of our students (i.e. Communications portfolio, newsletter
and website revisions, School Council principal’s reports focused on Educational Plan and
budget allocations).
Review of Division II Subject Area Specialist Initiative: A review of the effectiveness of
subject area specialist for core programming in grade 4, 5 and 6 will continue to determine
whether this style of program delivery is meeting the overall needs of our students including
academic and social success.
The 3 E’s: Engaged Thinker, Ethical Citizen,, Entrepreneurial Spirit: In keeping with the
new Ministerial Order outlining the framework for student learning in Alberta, Sacred Heart
School will begin the process of ensuring that literacy, numeracy, competencies and
subject/discipline areas essential for students to become engaged thinkers and ethical citizens
with an entrepreneurial spirit are embedded in our educational programming.
Page 6
School: 3170 Sacred Heart School
Combined 2013 Accountability Pillar Overall Summary
Measure
Category
Measure
Category
Evaluation
Measure
Sacred Heart School
Alberta
Measure Evaluation
Prev Prev 3
Prev Prev 3
Current
Current
Year
Year
Year
Year Achievement Improvement
Result
Result
Result Average
Result Average
Safe and Caring
Schools
Student Learning
Opportunities
Student Learning
Achievement
(Grades K-9)
Student Learning
Achievement
(Grades 10-12)
Preparation for
Lifelong Learning,
World of Work,
Citizenship
Excellent
n/a
Issue
n/a
n/a
Overall
Safe and Caring
93.1
86.6
90.0
89.0
88.6
88.1
Very High
Maintained
Excellent
Program of
Studies
81.4
83.2
83.7
81.5
80.7
80.7
High
Maintained
Good
Education Quality
93.8
92.3
92.3
89.8
89.4
89.3
Very High
Maintained
Excellent
Drop Out Rate
2.3
0.0
1.4
3.5
3.2
3.9
Very High
Maintained
Excellent
High School
Completion Rate
(3 yr)
n/a
n/a
n/a
74.8
74.1
72.7
n/a
n/a
n/a
PAT: Acceptable
72.4
76.8
71.9
79.0
79.1
79.2
Low
Maintained
Issue
PAT: Excellence
14.5
16.6
11.9
18.9
20.8
19.9
Low
Maintained
Issue
Diploma:
Acceptable
n/a
n/a
n/a
84.6
83.1
82.5
n/a
n/a
n/a
Diploma:
Excellence
n/a
n/a
n/a
21.7
20.7
20.1
n/a
n/a
n/a
Diploma Exam
Participation Rate
(4+ Exams)
n/a
n/a
n/a
56.6
56.2
54.9
n/a
n/a
n/a
Rutherford
Scholarship
Eligibility Rate
(Revised)
n/a
n/a
n/a
61.3
61.5
59.4
n/a
n/a
n/a
Transition Rate (6
yr)
n/a
n/a
n/a
59.5
58.4
59.2
n/a
n/a
n/a
Work Preparation
75.9
80.7
83.3
80.3
79.7
79.9
Intermediate
Maintained
Acceptable
Citizenship
83.3
84.9
85.3
83.4
82.5
82.0
Very High
Maintained
Excellent
73.6
74.4
80.8
80.3
79.7
79.8
Low
Maintained
Issue
83.3
88.2
89.4
80.6
80.0
80.0
Very High
Declined
Good
Parental
Involvement
Issue
Parental
Involvement
Continuous
Improvement
Good
School
Improvement
Notes:
1. PAT results are a weighted average of the percent meeting standards (Acceptable, Excellence) on Provincial Achievement Tests. The weights are
the number of students enrolled in each course. Courses included: English Language Arts (Grades 3, 6, 9), Science (Grades 6, 9), French
Language Arts (Grades 3, 6, 9), Français (Grades 3, 6, 9).
2. Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the
number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2,
French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30.
3. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.
4. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each
performance measure in the subsequent pages, please include a reference to this overall summary page for each performance measure.
5. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
6. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June 2013.
Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 7
School: 3170 Sacred Heart School
Measure Evaluation Reference
Achievement Evaluation
Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The
Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating
the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent
planning and evaluation.
The table below shows the range of values defining the 5 achievement evaluation levels for each measure.
Measure
Very Low
Low
Intermediate
High
Very High
Safe and Caring
0.00 - 77.62
77.62 - 81.05
81.05 - 84.50
84.50 - 88.03
88.03 - 100.00
Program of Studies
0.00 - 66.31
66.31 - 72.65
72.65 - 78.43
78.43 - 81.59
81.59 - 100.00
Education Quality
0.00 - 80.94
80.94 - 84.23
84.23 - 87.23
87.23 - 89.60
89.60 - 100.00
Drop Out Rate
100.00 - 9.40
9.40 - 6.90
6.90 - 4.27
4.27 - 2.79
2.79 - 0.00
High School Completion Rate (3 yr)
0.00 - 57.03
57.03 - 62.36
62.36 - 73.88
73.88 - 81.79
81.79 - 100.00
PAT: Acceptable
0.00 - 71.50
71.50 - 77.76
77.76 - 84.91
84.91 - 88.69
88.69 - 100.00
PAT: Excellence
0.00 - 11.54
11.54 - 14.60
14.60 - 20.83
20.83 - 26.46
26.46 - 100.00
Diploma: Acceptable
0.00 - 71.28
71.28 - 77.34
77.34 - 84.16
84.16 - 88.87
88.87 - 100.00
Diploma: Excellence
0.00 - 8.77
8.77 - 12.71
12.71 - 19.16
19.16 - 23.03
23.03 - 100.00
Diploma Exam Participation Rate (4+ Exams)
0.00 - 31.10
31.10 - 44.11
44.11 - 55.78
55.78 - 65.99
65.99 - 100.00
Rutherford Scholarship Eligibility Rate (Revised)
0.00 - 43.18
43.18 - 49.83
49.83 - 59.41
59.41 - 70.55
70.55 - 100.00
Transition Rate (6 yr)
0.00 - 39.80
39.80 - 46.94
46.94 - 56.15
56.15 - 68.34
68.34 - 100.00
Work Preparation
0.00 - 66.92
66.92 - 72.78
72.78 - 77.78
77.78 - 86.13
86.13 - 100.00
Citizenship
0.00 - 66.30
66.30 - 71.63
71.63 - 77.50
77.50 - 81.08
81.08 - 100.00
Parental Involvement
0.00 - 70.76
70.76 - 74.58
74.58 - 78.50
78.50 - 82.30
82.30 - 100.00
School Improvement
0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00
Notes:
1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the
lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower
value to 100%.
2) Drop Out Rate measure: As "Drop Out Rate" is inverse to most measures (i.e. lower values are "better"), the range of values at each
evaluation level is interpreted as greater than the lower value and less than or equal to the higher value. For the Very High evaluation
level, values range from 0% to less than or equal to the higher value.
Improvement Table
For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous threeyear average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size
of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes.
The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.
Evaluation Category
Chi-Square Range
Declined Significantly
3.84 + (current < previous 3-year average)
Declined
1.00 - 3.83 (current < previous 3-year average)
Maintained
less than 1.00
Improved
1.00 - 3.83 (current > previous 3-year average)
Improved Significantly
3.84 + (current > previous 3-year average)
Overall Evaluation Table
The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the
Achievement and Improvement evaluations are combined to get the overall evaluation.
Achievement
Improvement
Very High
High
Intermediate
Low
Very Low
Improved Significantly
Excellent
Good
Good
Good
Acceptable
Improved
Excellent
Good
Good
Acceptable
Issue
Maintained
Excellent
Good
Acceptable
Issue
Concern
Good
Acceptable
Issue
Issue
Concern
Acceptable
Issue
Issue
Concern
Concern
Declined
Declined Significantly
Category Evaluation
The category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the
calculation, consider an Overall Evaluation of Excellent to be 2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2.
The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value. This is converted
back to a colour using the same scale above (e.g. 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern)
Page 8
School: 3170 Sacred Heart School
Division Goal: Provide Opportunities for all Members of the
Division to Encounter Jesus Christ
Outcome: Schools have an explicit Catholic Christian environment.
School Targets
Last Actual
2012-2013
2013/
2014
2014/
2015
2015/
2016
Student satisfaction with religious celebrations.
96
96
96
96
Student satisfaction of the school’s effort to do all things like Jesus would want them
done.
96
96
96
96
Parent satisfaction with schools’ effort to do all things like Jesus would want them
done.
100
100
100
100
Staff satisfaction with schools’ effort to do all things like Jesus would want them done.
97
100
100
100
Students feel that staff care.
95
97
97
97
Students feel that students care.
88
86
86
86
Performance Measure
Strategies:

Daily prayer: Whole school prayer (emphasis on common Catholic prayers as per pastoral letter from Archbishop Richard
Smith such as Our Father, Hail Mary, Nicene Creed, Nothing more Beautiful) followed by daily classroom prayer with a
focus on song, readings and reflections from the Bible, personal prayers, Grace prior to lunch

Continued whole school celebrations within the Liturgical Calendar (Advent, Lent, Feast of the Sacred Heart)

Permeation of faith within all school celebrations (i.e. Thanksgiving, Remembrance Day)

Continued whole school visit to the parish for opening and closing masses

Whole school reconciliation prior to Easter

Tabernacle within the Chapel

Use of classroom prayer tables to reflect Liturgical Calendar, personalized for each class

Being visually Catholic: Christian icons and displays throughout the school

Safe and Caring School Assemblies (SACS) permeated with faith

Promotion of service projects both locally and internationally (i.e. Food bank drives, Share Lent)

Daily Sacred Heart School Prayer focused on mission

Staff led Junior High retreat focused on faith formation

Collaboration with parish to promote youth involvement in Edge and other Parish programs

Weekly class masses with Father Nilo

Regular classroom visitations by Father Nilo and Deacon Leo

Once a month Jr. High lessons from Father Nilo

Praying the rosary during the month of Mary

Stations of the Cross celebration for both school and parish

Continued usage of the school chapel as a sacred space for prayer and worship (sole usage).

Staff professional development: Divisional Faith Formation Day :

Staff professional development: School Faith Formation Retreat

Staff professional development: dialogues with Father Nilo on PD days

Permeation of faith in the classroom: walking the walk, talking the talk

Permeation of faith in policies and procedures (continued review of current practice)

Christmas concert focused on Christ

Provide faith orientated messages through newsletter and website

Prayer opportunities for all members of the community beyond morning prayer

Continue to provide consistent role modeling for students in how we act and what we say

Continue to support prayer opportunities for students and staff

Continue to promote the permeation of our faith within all subject areas and undertakings

Seek advice from clergy or divisional faith life coordinator on church teachings when required
**Yellow highlighting indicates areas of priority and/or new initiatives for 2013
Page 9
School: 3170 Sacred Heart School
Division Goal: Provide Opportunities for all Members of the
Division to Encounter Jesus Christ (cont’d)
Outcome: Schools are partners in evangelization and Christian formation.
School Targets
Last Actual
2012-2013
2013/
2014
2014/
2015
2015/
2016
Parent satisfaction with the relationship that exists between the parish and school.
100
100
100
100
Staff satisfaction with the relationship that exists between the parish and school.
93
95
100
100
Student satisfaction with the relationship that exists between the parish and school.
96
95
95
95
Parent satisfaction with how they have grown as a Christian as a result of their
involvement with Catholic education.
100
100
100
100
Student satisfaction with how they have grown as a Christian as a result of their
involvement with Catholic education.
97
95
95
95
Staff satisfaction with how they have grown as a Christian as a result of their
involvement with Catholic education.
100
100
100
100
Performance Measure
Strategies:

Continued partnership of Sacred Heart staff with Sacred Heart Church in sharing their gifts and talents through ministry
(parish council, music ministry, sacramental preparation)

Continued support of the celebration of Catholic Education Sunday

Supporting clergy visits to the school

Supporting student visits to the parish

Working with CWL and K of C in evangelization opportunities (i.e. bibles, parish/school fun nights)

Promoting parish member involvement as volunteers in the school

Allocating resources for Communications secretary to promote coordinated efforts among home, school and parish

Upkeep of school bulletin board within the parish

Supporting evangelization efforts of the parish including promotion in school newsletter

Support of other Christian initiatives for faith formation (i.e. bibles)
Outcome: Schools incorporate church teaching into all curricular areas.
School Targets
Last Actual
2012-2013
2013/
2014
2014/
2015
2015/
2016
Student satisfaction with what is learned in Religious Studies.
97
95
95
95
Parent satisfaction with what is learned in Religious Studies.
100
100
100
100
Staff who are satisfied with the opportunities to permeate their teaching with
Catholic/Christian values?
96
95
95
95
Performance Measure
Strategies:

Continue to provide consistent role modeling for students in how we act and what we say

Continue to support prayer opportunities for students and staff

Continue to promote the permeation of our faith within all subject areas and undertakings

Catholic Immersion: Ensuring alignment of our practices with our mission as a Catholic school

Seek advice from clergy or divisional faith life coordinator on church teachings when required

Monitor permeation of faith in all curricular areas through classroom visits and review of student materials
Page 10
School: 3170 Sacred Heart School
Goal One: An excellent start to learning
Outcome:
Children are reaching emotional, social, intellectual and physical development
milestones and are ready for school.

There are no required performance measures for this goal. Schools are encouraged to
incorporate early development data available at the local level.
Comment on Results
Sacred Heart School continues to offer a faith-based, onsite preschool program; 3 days a week to 4 year olds.
This year Sacred Heart School has expanded to offer an AM and PM ECS program.
Strategies:
Preschool program:

Continue to support our preschool teacher with access to Theresa Dobranski and visits to observe other
preschools within our school district.

Continue to have one to one initial interviews and assessment (pre-k brigance) before the preschool classes
begin for the school year.

Continue to develop and review individual learning plans for the students who require them

Continue to have 2 adults in the preschool at all times

Continue to have a maximum of 12 students to a class

New this year is to offer a 4 year old program only.
ECS program: (low class size, RTI)

New this year is offering a morning and afternoon ECS.

Continue to support our ECS program for PUF students.

Continue to have Brigance assessments to identify student needs.

Continue to have student IPPs for students with needs.

Continue to have OT and Speech professionals come in to our classroom and offer programing.

ECS has introduced the Daily 5 program as well as 6+1 Writing Traits.
Page 11
School: 3170 Sacred Heart School
Goal Two: Success for Every Student
Outcome:
Students achieve student learning outcomes.
[No Data for Diploma Exam Results]
Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2008 2009 2010 2011 2012 2013 Achievement Improvement Overall 2014 2015 2016
High School Completion Rate Percentage of students who
completed high school within
three years of entering Grade 10.
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Drop Out Rate - annual dropout
rate of students aged 14 to 18
4.2
4.2
0.0
0.0
2.3
Very High
Maintained
High school to post-secondary
transition rate of students within
six years of entering Grade 10.
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Percentage of Grade 12 students
eligible for a Rutherford
Scholarship.
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Percentage of students writing
four or more diploma exams
within three years of entering
Grade 10.
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Excellent 0
0
0
Comment on Results
The implementation of a Division III Knowledge and Employability Class is likely a contributing factor to the improved results – students with
academic struggles are finding greater success in the K&E program thus increasing their self-esteem and positive outlook toward attending
school.
In addition, collaboration with high school counselors to ensure success at the high school level continues to be a high priority.
Strategies:








Continued support of the Knowledge and Employability core programming for Junior High (grade 8/9) within a separate
class and modifications to instruction for grade 7
Integration of Arts within other curricular areas in addition to specific visual, performing and practical arts opportunities
Review and coordination of assessment practices with a focus on outcomes based reporting and student portfolios
Annual review of major assessments including PAT results to formulate action plans for continuous improvements in all
academic subject areas
Emphasis on Backward Design planning
Emphasis on choosing the most appropriate instructional strategies for outcome delivery including the use of technology
and hands-on learning
RTI support during elective time
Continued collaboration with high school counselors to ensure a ‘best-fit’ for K&E students transitioning to high school
Notes:
1. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights
are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts
30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30. The percentages achieving the acceptable
standard include the percentages achieving the standard of excellence.
2. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade
10 students who are tracked over time.
3. Please note that the rules for Rutherford Scholarships changed in 2008, which increased the number of students eligible for Rutherford
Scholarships. The history for the measure has been re-computed to allow for trends to be identified.
4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
5. Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting
trends over time for the province and those school authorities affected by the floods.
Page 12
School: 3170 Sacred Heart School
Outcome:
Students demonstrate proficiency in literacy and numeracy.
Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2009 2010 2011 2012 2013 2013 Achievement Improvement Overall 2014 2015
2016
Overall percentage of students in
Grades 3, 6 and 9 who achieved
the acceptable standard on
Provincial Achievement Tests
(overall cohort results).
83.3 75.8 63.1 76.8 72.4 80
Low
Maintained
Issue 80
80
85
Overall percentage of students in
Grades 3, 6 and 9 who achieved
the standard of excellence on
Provincial Achievement Tests
(overall cohort results).
10.9
Low
Maintained
Issue 20
20
25
9.7
9.6
16.6 14.5 20
Comment on Results
Academic success for all students continues to be the highest priority for school improvement. As such, Sacred Heart is implementing a
Response to Intervention (RTI) program with a focus on meeting the needs of each individual student through a tiered system on interventions
(see Sacred Heart School’s Pyramid of Interventions: Academic).
Of note is the discrepancy between overall academic performance on PAT exams and the perception of students, parents and teachers with
regard to the quality of education offered at the school. While overall PAT exam averages are consistently below the provincial and jurisdiction
averages, a high percentage of stakeholders are satisfied with the overall quality of education provided.
Strategies

Incorporation of Response to Intervention (RTI) strategies including: common preparation for grade level teachers (primary),
common long range planning for subject areas at each grade level, common major assessments within core subject areas.

Continued efforts to utilize proven best practices within Tier 1 (Classroom) instruction.

Promotion of teacher collaboration (planning and assessment) with other subject areas teachers within and outside of the
school as part of the school’s Professional Development plan.

Promotion of pre-teaching vocabulary within core subject areas

Continued focus on literacy and numeracy during Continuous School improvement (CSI) meetings twice a year with all
teachers

Implementation of an RTI Tiered program for addressing individual student needs.

Implementation of Tutorial opportunities with certified staff within regular school hours for all junior high students

Re-structuring of the school timetable and bell schedule to promote student time on task (60 minute classes, less transition
times)

Continued focus on addressing the enrichment needs of high level learners in core subject areas

Resource allocation for support of an ELL facilitator

Resource allocation for support of EA time for ELL both within the classroom and pull out

Continued support of online Rosetta Stone learning for ELL

Continued usage of guided reading and leveled reading resources (Scholastic Literacy Place)

Continued support of Reading Recovery program

Continued support of Precision Reading program

Continued support for DEAR Reading program

Continued support for the development of short form and long form Individual Program Plans (IPP’s) to address student
needs

Continued use of individual testing for reading (i.e. Brigance)

Implementation of DEBELS assessments for Grade 1

Continued staff professional development and networking opportunities for ELL, Daily 5, 6+1 Writing traits implementation

Implementation of common writing program and writing assessment– 6+1 Writing Traits

Action plans for subject areas:

Implementation of Daily 5 format within elementary and ELA classes to increase to promote student responsibility and selfdirection and increase opportunities for small group teacher instruction

A focus on correct writing formats throughout all subject areas

Continued support for Balanced Literacy in the classroom

Continued promotion of the use of Effective Instructional Practices based on the works of Marcia Tate

Support for RazKids (online reading program) for home reading and reading comprehension practice

Continued monitoring of the effectiveness of having subject area specialists in upper elementary

Differentiation of math programming within the classroom

Use of math manipulatives for hands on learning

Promotion of weekly mental math and problem solving opportunities throughout grades

Promotion of the use of appropriate technologies to enhance student learning
Notes:
1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of
students enrolled in each course. Courses included: English Language Arts (Grades 3, 6, 9), Science (Grades 6, 9), French Language Arts (Grades
3, 6, 9), Français (Grades 3, 6, 9). The percentages achieving the acceptable standard include the percentages achieving the standard of
excellence.
2. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
3. Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be
used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 13
School: 3170 Sacred Heart School
Outcome: Students demonstrate citizenship and entrepreneurship.
Performance Measure
Results (in percentages)
Target
Evaluation
2009 2010 2011 2012 2013 2013 Achievement Improvement
Targets
Overall
2014 2015 2016
Percentage of teachers,
parents and students who are
satisfied that students model
the characteristics of active
citizenship.
82.0 85.9 85.1 84.9 83.3 85
Very High
Maintained
Excellent 85
85
85
Percentage of teachers and
parents who agree that
students are taught attitudes
and behaviours that will make
them successful at work when
they finish school.
70.0 87.2 82.0 80.7 75.9 80
Intermediate
Maintained
Acceptable 80
85
85
Comment on Results
The school’s focus on implementing policies and programs permeated with Catholic teachings including a focus on promoting Safe and
Caring Schools over the past number of years is paying dividends in this area.
A 3 year trend averaging in the mid 60% range indicates that parents are less satisfied with workplace preparedness than the teaching
staff (92% average over 3 years).
The hiring of a Family-School Liaison and the implementation of a separate health classes at the junior high level (not combined with PE)
may assist in addressing workplace preparedness opportunities.
Strategies










Hiring of a full time Family-School Liaison worker
Separation of the majority of Health outcomes into a separate class and time (removed from PE/Health combination)
including preparation of quality student resumes
Promotion and Integration of 21st Century learning skills within all curricular areas including: Collaboration, Cooperation,
Communication, Creativity, Organization, Problem solving, Self-direction, Responsibility, Technological Fluency.
Promotion and integration of student owned devices within the classroom
Integration of digital citizenship awareness within health curriculum
Teacher professional development opportunities to enhance technological fluency
Resource support for enhancing technological fluency in the classroom
Continued support for cross curricular and cross grade learning opportunities
Continued support for multimedia awareness and integrated ICT outcomes at all grade levels
Continued support for school access to computer and internet usage
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 14
School: 3170 Sacred Heart School
Outcome:
The achievement gap between First Nations, Métis and Inuit (FNMI) students
and all other students is eliminated.
(Results and evaluations for FNMI measures are required for Public/Separate/Francophone School
Authorities only)
Results (in percentages)
Performance Measure
Target
Evaluation
Targets
2009 2010 2011 2012 2013 2013 Achievement Improvement Overall 2014 2015 2016
Overall percentage of selfidentified FNMI students in
Grades 3, 6 and 9 who achieved
the acceptable standard on
Provincial Achievement Tests
(overall cohort results).
61.3 58.2 45.3 61.9 51.6 70
Very Low
Maintained
Concern 80
80
80
Overall percentage of selfidentified FNMI students in
Grades 3, 6 and 9 who achieved
the standard of excellence on
Provincial Achievement Tests
(overall cohort results).
3.2
2.5
1.6
2.4
4.8 10
Very Low
Maintained
Concern 15
20
20
Overall percentage of selfidentified FNMI students who
achieved the acceptable standard
on diploma examinations (overall
results).
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Overall percentage of selfidentified FNMI students who
achieved the standard of
excellence on diploma
examinations (overall results).
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Performance Measure
High School Completion Rate Percentage of self-identified
FNMI students who completed
high school within three years
of entering Grade 10.
Results (in percentages)
Target
Evaluation
2008 2009 2010 2011 2012 2013 Achievement Improvement
n/a
n/a
n/a
n/a
n/a
Drop Out Rate - annual dropout
rate of self-identified FNMI
3.1
students aged 14 to 18
0.0
0.0
0.0
6.4 0
High school to post-secondary
transition rate of self-identified
FNMI students within six years
of entering Grade 10.
n/a
n/a
n/a
n/a
Percentage of Grade 12 selfidentified FNMI students
eligible for a Rutherford
Scholarship.
n/a
n/a
n/a
Percentage of self-identified
FNMI students writing four or
more diploma exams within
three years of entering Grade
10.
n/a
n/a
n/a
Targets
Overall
n/a
n/a
Intermediate
Maintained
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
2014 2015 2016
n/a
Acceptable 0
0
0
Comment on Results
Sacred heart Results for FNMI academic achievement remain on par with the province. Sacred Heart’s drop out rate at is reflective of the
safe and caring inclusive atmosphere as well as the Knowledge and Employability program that provides students the platform to feel
successful and build their self-esteem.
The focus on increasing the numbers of students achieving at the both the acceptable standard and the standard of excellence on PAT
exams is a focus for the entire school population, not only the FNMI students. As such our Tier 1, 2 and 3 interventions target student needs
based on individual needs.
Review of FNMI student success indicates there is a direct correlation between student achievement and attendance for many students.
Page 15
School: 3170 Sacred Heart School
Strategies

















Concentrated efforts to engage parents in ensuring consistent student attendance
Specific data analysis of FNMI student achievement to address individual needs (along with ELL and rural student data
analysis)
Recognition of FNMI successes in a culturally sensitive manner
Inclusive education opportunities for Precision Reading
Inclusive education opportunities for Reading Recovery
Additional Tier 1 General EA support in classrooms
Use of Literacy Place (leveled reading resource for differentiated learning)
Use of 6+1 writing (structured writing program)
Family-School Liaison worker support for counseling, working with families
Teacher representative for STAR Catholic on FNMI Awareness
Teacher PD on FNMI awareness
Class configuration adjustments at junior High to address the needs of above and below grade level learners
Junior high Knowledge and Employability program
Integration of First Nation cultural themes into curricular areas (i.e. Native Studies elective as part of Arts program,
Dancers, music, literature selections)
Support of National Aboriginal Day June 21st
First Nation guest speakers and presenters (i.e. Artist in Residence)
St. Kateri focus in religion (new aboriginal Saint)
Notes:
1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of
students enrolled in each course. Courses included: English Language Arts (Grades 3, 6, 9), Science (Grades 6, 9), French Language Arts (Grades
3, 6, 9), Français (Grades 3, 6, 9). The percentages achieving the acceptable standard include the percentages achieving the standard of
excellence.
2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights
are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts
30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30. The percentages achieving the acceptable
standard include the percentages achieving the standard of excellence.
3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade
10 students who are tracked over time.
4. Please note that the rules for Rutherford Scholarships changed in 2008, which increased the number of students eligible for Rutherford
Scholarships. The history for the measure has been re-computed to allow for trends to be identified.
5. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 16
School: 3170 Sacred Heart School
Goal Three: Quality teaching and school leadership
Outcome:
Teacher preparation and professional growth focus on the competencies needed
to help students learn. Effective learning and teaching is achieved through
collaborative leadership.
Performance Measure
Percentage of teachers, parents
and students satisfied with the
opportunity for students to receive
a broad program of studies
including fine arts, career,
technology, and health and
physical education.
Results (in percentages)
Target
Evaluation
Targets
2009 2010 2011 2012 2013 2013 Achievement Improvement Overall 2014 2015 2016
84.4 83.5 84.4 83.2 81.4 85
High
Maintained
Good 85
85
85
Comment on Results
Student and parent satisfaction with this measure remains consistent approx. 80%, higher than provincial or jurisdictional results. Teacher
satisfaction with this measure is down this year to 84% after a consistent 3 year average of over 90%.
Last year’s elective offerings and programming were consistent with previous years. Adjustments have been made to elective
programming and personnel for the 2013The 2013 school year with an increase in elective offerings and student choice. Elementary elective
programming remains the same.
Strategies







New timetable format to support well rounded educational programs in the arts, career tech, health and physical
education.
New timetable to support Div III RTI Tutorial in block 5 (Teacher support for core academic acheivement)
Promotion of teacher collaboration (planning and assessment) with other subject areas teachers within and outside of
the school as part of the school’s Professional Development plan.
Continued opportunities for teachers to access PD in subject specific areas, including elective programming
Continued access to PD in the area of technology during the transition into Chrome book and Google App usage
Continued access to PD in the area of Response to Intervention (RTI) best practices
Administrative focus on Tier 1 instructional supervision
Note: Data values have been suppressed where the number of students or
respondents is less than 6. Suppression is marked with an asterisk (*).
Page 17
School: 3170 Sacred Heart School
Goal Four: Engaged and effective governance
Outcome:
The education system demonstrates collaboration and engagement.
Performance Measure
Percentage of teachers and
parents satisfied with parental
involvement in decisions about
their child's education.
Results (in percentages)
Target
Evaluation
Targets
2009 2010 2011 2012 2013 2013 Achievement Improvement Overall 2014 2015 2016
82.3 86.8 81.0 74.4 73.6 80
Percentage of teachers, parents
and students satisfied with the
93.9 90.9 93.7 92.3 93.8 95
overall quality of basic education.
Low
Maintained
Very High
Maintained
Issue
80
80
80
Excellent 95
95
95
Comment on Results
For a third year, parental satisfaction with their involvement in their child’s education remains in the mid 60% range. Teacher satisfaction
indicates a three year decline from 92% to 80% satisfied.
Of note is the strong satisfaction among all stakeholders for the overall quality of basic education with student satisfaction over 95% for the
past 2 years.
Strategies






Use of Home Logic in Division III to communicate student achievement on a regular basis
Support for Student Leadership activities
Dialogue on School Educational Plan with School Council and staff
Sharing of emerging trends with school community through newsletter and website
A school administrative focus on instructional supervision
Continued collaboration on the allocation of school funds toward additional human resource support and/or operational
budget lines
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 18
School: 3170 Sacred Heart School
Outcome:
Students and communities have access to safe and healthy learning
environments.
Performance Measure
Results (in percentages)
Target
Evaluation
Targets
2009 2010 2011 2012 2013 2013 Achievement Improvement Overall 2014 2015 2016
Percentage of teacher, parent
and student agreement that:
students are safe at school, are
learning the importance of caring 88.1 91.5 92.0 86.6 93.1 95
for others, are learning respect
for others and are treated fairly in
school.
Very High
Maintained
Percentage of teachers, parents
and students indicating that their
school and schools in their
jurisdiction have improved or
stayed the same the last three
years.
Very High
Declined
85.5 87.6 92.4 88.2 83.3 85
Excellent 95
Good
85
95
95
85
90
Comment on Results
The perception of Sacred Heart School as a Safe and Caring school community remains high with all stakeholder groups including a student
satisfaction of 91%.
While student satisfaction with school and jurisdiction improvements remains high (92%), teacher satisfaction has dropped considerably from
100 to 87% and parent satisfaction remains lower at 70% after a high of 93% two years ago. This may be a result of the administrative reassignment strategy implemented the spring of 2012 that was not well received by many in this community.
Strategies











Hiring of a full time Family-School Liaison Worker
Continued emphasis on promoting Safe and Caring Schools Initiative (Niska) through weekly announcements, monthly
SACS assemblies
Continued support of healthy eating choices through the canteen and hot lunch program
Continued support of District wellness coordinator
Revision of Positive Reflection room protocols
Continued use of staff members as playground supervisors
Continued implementation of our Catholic philosophy in behavioural management protocols
Increased funding allocations for elective programming enrichment
Review of timetable allocations, length of classes
Promotion of Student Leadership activities and student social activities
Implementation of a number of social skills and empathy training programs, ie Rainbows, Awesome Blossoms, Fun
Friends, Peer Mediation, Friendship groups.
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 19
School: 3170 Sacred Heart School
APPENDIX – Sacred Heart School Pyramids of Intervention Academic
Page 20
School: 3170 Sacred Heart School
APPENDIX – Sacred Heart School Pyramids of Intervention Academic
Page 21
School: 3170 Sacred Heart School
Drop Out Rate – Measure Details
Drop Out Rate - annual dropout rate of students aged 14 to 18
School
Authority
Province
2008
2009
2010
2011
2012
2008
2009
2010
2011
2012
2008
2009
2010
2011
Drop Out Rate
4.2
4.2
0.0
0.0
2.3
3.7
3.4
4.8
1.5
2.1
4.8
4.3
4.2
3.2
3.5
Returning Rate
100.0
*
*
n/a
n/a
23.8
21.9
21.0
26.7
0.0
19.8
23.5
27.9
23.4
23.0
Graph of School Results
100
100
80
80
Results(%)
Results(%)
Graph of School Results
2012
60
40
20
60
40
20
0
0
2008
2009
2010
Drop Out Rate
2011
2012
2008
2009
2010
2011
2012
Returning Rate
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 22
School: 3170 Sacred Heart School
Provincial Achievement Test Results – Measure Details
PAT Course by Course Results by Number Enrolled.
Results (in percentages)
2009
English Language Arts 3
French Language Arts 3
Français 3
Mathematics 3
English Language Arts 6
French Language Arts 6
Français 6
Mathematics 6
Science 6
Social Studies 6
English Language Arts 9
English Lang Arts 9 KAE
French Language Arts 9
Français 9
Mathematics 9
Mathematics 9 KAE
2010
2011
Target
2012
2013
A
E
A
E
A
E
A
E
A
School
96.2
15.4
77.8
14.8
82.6
17.4
88.6
13.6
Authority
86.7
19.7
89.8
24.2
87.0
23.1
91.5
Province
81.3
18.2
81.6
19.5
81.8
17.5
81.9
2013
E
A
E
60.4
12.5 80
20
25.9
77.4
15.9
20.4
81.5
17.8
School
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Authority
n/a
n/a
n/a
n/a
n/a
n/a
*
*
100.0
45.5
n/a
n/a
Province
83.8
15.8
84.1
16.3
80.6
15.8
82.1
14.5
79.7
12.4
School
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Authority
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Province
82.5
16.3
86.4
16.3
84.2
18.6
82.3
12.5
School
n/a
n/a
n/a
n/a
65.2
13.0
81.8
9.1
82.8
14.1
56.3
Authority
n/a
n/a
n/a
n/a
82.2
33.7
88.4
20.8 80
20
33.2
73.6
26.1
Province
n/a
n/a
n/a
n/a
77.4
26.0
76.8
25.5
76.5
25.5
School
80.0
6.7
62.5
6.3
48.6
2.9
79.4
14.7
79.6
18.4 80
Authority
83.4
15.6
83.5
15.2
81.9
15.5
87.4
16.5
83.9
13.3
Province
81.8
18.9
83.3
18.9
83.0
18.5
82.7
17.8
82.5
16.3
School
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Authority
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Province
91.5
15.9
88.3
15.9
89.4
17.1
89.3
17.2
88.6
16.3
School
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Authority
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Province
92.6
18.7
91.3
18.3
92.2
17.6
91.0
21.9
School
n/a
n/a
n/a
n/a
40.0
2.9
67.6
14.7
Authority
n/a
n/a
n/a
n/a
70.8
10.2
77.4
20
n/a
n/a
n/a
n/a
94.0
21.6
73.5
10.2 80
20
18.7
73.9
12.9
Province
n/a
n/a
n/a
n/a
73.7
17.8
74.7
16.6
73.0
16.4
School
70.0
16.7
66.7
10.4
34.3
2.9
55.9
14.7
75.5
18.4 80
Authority
82.4
21.1
76.1
31.3
77.4
24.3
83.9
38.7
81.5
26.5
Province
76.5
24.8
76.8
26.4
76.2
25.0
77.8
28.2
77.5
25.9
School
n/a
n/a
43.8
4.2
37.1
5.7
41.2
2.9
51.0
4.1
Authority
n/a
n/a
71.7
10.9
72.6
17.7
76.1
22.2
74.3
15.7
Province
n/a
n/a
71.0
16.4
71.1
18.5
73.2
19.5
School
92.3
7.7
90.7
2.3
81.3
9.4
75.0
15.0
Authority
78.6
6.8
88.0
7.7
80.1
12.8
80.2
Province
78.7
14.7
79.3
15.0
79.1
16.3
School
n/a
n/a
66.7
0.0
71.4
0.0
Authority
n/a
n/a
78.3
17.4
77.3
Province
n/a
n/a
66.8
7.8
School
n/a
n/a
n/a
n/a
Authority
n/a
n/a
n/a
Province
81.8
10.3
School
n/a
n/a
Authority
n/a
Province
School
20
80
20
72.7
19.0
73.2
14.6 80
20
12.4
82.6
12.7
77.4
16.4
76.4
14.7
66.7
8.3
71.4
0.0
0.0
68.8
12.5
57.1
0.0
67.2
7.9
61.4
5.8
62.4
4.3
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
86.1
12.4
88.8
15.0
87.5
12.2
87.2
13.9
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
85.6
12.9
84.3
12.7
90.2
15.8
84.6
16.1
n/a
n/a
n/a
n/a
75.0
28.6
78.9
42.1
Authority
n/a
n/a
n/a
n/a
68.4
13.7
78.0
Province
n/a
n/a
n/a
n/a
66.1
17.3
School
n/a
n/a
81.8
0.0
63.6
0.0
Authority
n/a
n/a
75.0
7.1
73.1
Province
n/a
n/a
65.6
15.3
64.9
80
20
n/a
n/a
n/a
n/a
84.0
14.5
80.5
29.3 80
30
21.4
79.9
19.6
66.5
17.8
66.5
18.2
53.8
7.7
85.7
14.3 80
7.7
61.5
23.1
87.0
30.4
14.9
62.4
15.4
65.9
14.7
20
Page 23
School: 3170 Sacred Heart School
Science 9
Science 9 KAE
Social Studies 9
Social Studies 9 KAE
School
80.8
7.7
85.4
17.1
78.1
18.8
84.2
31.6
73.2
7.3
Authority
71.4
13.0
84.5
17.7
75.8
18.2
79.5
26.1
83.3
20.5
80
20
Province
72.2
15.8
73.6
17.7
74.9
20.8
74.2
22.4
School
n/a
n/a
62.5
0.0
57.1
14.3
46.2
7.7
72.6
19.9
85.7
Authority
n/a
n/a
76.0
28.0
70.0
15.0
52.9
28.6 80
20
5.9
83.3
16.7
Province
n/a
n/a
67.2
14.3
69.5
15.3
67.9
17.3
68.4
17.1
School
n/a
n/a
81.0
7.1
68.8
6.3
55.0
30.0
53.7
9.8
Authority
n/a
n/a
82.2
20.0
67.7
13.9
74.7
24.2
70.2
17.7
Province
n/a
n/a
68.9
18.8
67.2
19.0
68.9
19.1
65.3
18.7
School
n/a
n/a
57.1
0.0
71.4
14.3
66.7
8.3
71.4
0.0
Authority
n/a
n/a
66.7
9.5
61.1
11.1
75.0
6.3
66.7
0.0
Province
n/a
n/a
64.6
15.7
61.9
13.6
63.5
13.9
64.6
13.0
80
20
80
20
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
“A” = Acceptable; “E” = Excellence — the percentages achieving the acceptable standard include the percentages achieving the standard of
excellence.
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 24
School: 3170 Sacred Heart School
Graph of Overall Provincial Achievement Test Results
100
Results(%)
80
60
40
20
0
2009
2010
2011
2012
2013
Acceptable Standard %
Standard of Excellence %
Note: Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 25
School: 3170 Sacred Heart School
Graph of Provincial Achievement Test Results by Course
English Language Arts 3
[No Data for French Language Arts 3]
100
Results(%)
80
60
40
20
0
2009
2010
2011
2012
2013
Acceptable Standard %
Standard of Excellence %
Mathematics 3
[No Data for Français 3]
100
Results(%)
80
60
40
20
0
2009
2010
2011
2012
2013
Acceptable Standard %
Standard of Excellence %
English Language Arts 6
[No Data for French Language Arts 6]
100
Results(%)
80
60
40
20
0
2009
2010
2011
2012
2013
Acceptable Standard %
Standard of Excellence %
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 26
School: 3170 Sacred Heart School
Graph of Provincial Achievement Test Results by Course
Mathematics 6
[No Data for Français 6]
100
Results(%)
80
60
40
20
0
2009
2010
2011
2012
2013
Acceptable Standard %
Standard of Excellence %
Social Studies 6
100
100
80
80
Results(%)
Results(%)
Science 6
60
40
20
60
40
20
0
0
2009
2010
2011
2012
2013
2009
2011
2012
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
English Language Arts 9
2013
English Lang Arts 9 KAE
100
100
80
80
Results(%)
Results(%)
2010
60
40
20
60
40
20
0
0
2009
2010
2011
2012
2013
2009
2010
2011
2012
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 27
School: 3170 Sacred Heart School
[No Data for French Language Arts 9]
[No Data for Français 9]
Mathematics 9
Mathematics 9 KAE
100
100
80
80
Results(%)
Results(%)
Graph of Provincial Achievement Test Results by Course
60
40
20
60
40
20
0
0
2009
2010
2011
2012
2013
2009
2011
2012
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
Science 9
2013
Science 9 KAE
100
100
80
80
Results(%)
Results(%)
2010
60
40
20
60
40
20
0
0
2009
2010
2011
2012
2013
2009
2010
2011
2012
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 28
School: 3170 Sacred Heart School
Graph of Provincial Achievement Test Results by Course
Social Studies 9 KAE
100
100
80
80
Results(%)
Results(%)
Social Studies 9
60
40
20
60
40
20
0
0
2009
2010
2011
2012
2013
2009
2010
2011
2012
Acceptable Standard %
Acceptable Standard %
Standard of Excellence %
Standard of Excellence %
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 29
School: 3170 Sacred Heart School
PAT Results Course By Course Summary By Enrolled With Measure Evaluation
Sacred Heart School
Course
English Language Arts
3
French Language Arts
3
Français 3
Mathematics 3
English Language Arts
6
French Language Arts
6
Français 6
Mathematics 6
Science 6
Social Studies 6
English Language Arts
9
English Lang Arts 9
KAE
French Language Arts
9
Achievement
Improvement
Overall
Acceptable Standard
Very Low
Declined
Significantly
Standard of
Excellence
Intermediate
Maintained
Acceptable Standard
n/a
n/a
n/a
Standard of
Excellence
n/a
n/a
Acceptable Standard
n/a
Standard of
Excellence
Acceptable Standard
Standard of
Excellence
Measure
Alberta
2013
N
Prev 3 Yr
Avg
2013
N
%
48 60.4
31
83.0
46,095 81.5 43,231 81.8
Acceptable 48 12.5
31
15.3
46,095 17.8 43,231 19.2
n/a n/a
n/a
n/a
3,399 79.7
3,192
82.3
n/a
n/a n/a
n/a
n/a
3,399 12.4
3,192
15.6
n/a
n/a
n/a n/a
n/a
n/a
n/a
n/a
n/a
n/a n/a
n/a
n/a
n/a
Declined
n/a
48 56.3
34
73.5
46,041 76.5 43,823 77.1
n/a
Improved
n/a
48 20.8
34
11.1
46,041 25.5 43,823 25.8
Improved
Good
49 79.6
39
63.5
44,141 82.5 43,401 83.0
Acceptable Standard Intermediate
Concern
%
Prev 3 Yr
Avg
N
%
N
%
587
82.8
516
84.3
587
14.1
516
15.8
Standard of
Excellence
High
Improved
Good
49 18.4
39
7.9
44,141 16.3 43,401 18.4
Acceptable Standard
n/a
n/a
n/a
n/a n/a
n/a
n/a
2,601 88.6
2,571
89.0
Standard of
Excellence
n/a
n/a
n/a
n/a n/a
n/a
n/a
2,601 16.3
2,571
16.7
Acceptable Standard
n/a
n/a
n/a
n/a n/a
n/a
n/a
496
94.0
454
91.5
Standard of
Excellence
n/a
n/a
n/a
n/a n/a
n/a
n/a
496
21.6
454
19.3
Acceptable Standard
n/a
Improved
n/a
49 73.5
35
53.8
44,089 73.0 43,355 74.2
Standard of
Excellence
n/a
Maintained
n/a
49 10.2
35
8.8
44,089 16.4 43,355 17.2
Acceptable Standard
Low
Improved
Significantly
Good
49 75.5
39
52.3
44,138 77.5 43,341 76.9
Standard of
Excellence
Intermediate
Improved
Good
49 18.4
39
9.3
44,138 25.9 43,341 26.5
Acceptable Standard
Very Low
Maintained
Concern
49 51.0
39
40.7
43,914 72.7 43,436 71.8
Standard of
Excellence
Very Low
Maintained
Concern
49 4.1
39
4.3
43,914 19.0 43,436 18.1
Acceptable Standard
Low
Maintained
Issue
41 73.2
32
82.3
28,137 76.4 42,995 78.6
Standard of
Excellence
Intermediate
Maintained
Acceptable 41 14.6
32
8.9
28,137 14.7 42,995 15.9
Acceptable Standard Intermediate
Maintained
Acceptable 7 71.4
8
68.3
1,450 62.4
1,616
65.2
8
2.8
1,450
4.3
1,616
7.2
Standard of
Excellence
Low
Maintained
Issue
Acceptable Standard
n/a
n/a
n/a
n/a n/a
n/a
n/a
2,485 87.2
2,359
87.5
Standard of
Excellence
n/a
n/a
n/a
n/a n/a
n/a
n/a
2,485 13.9
2,359
13.2
7
0.0
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the
course or because of changes in tests.
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 30
School: 3170 Sacred Heart School
Sacred Heart School
Achievement Improvement
Course
Français 9
Mathematics 9
Mathematics 9 KAE
Science 9
Science 9 KAE
Social Studies 9
Social Studies 9 KAE
Overall
Measure
Alberta
2013
N
Acceptable Standard
n/a
Standard of Excellence
Acceptable Standard
%
Prev 3 Yr Avg
2013
Prev 3 Yr Avg
N
%
N
%
N
%
n/a
344
84.0
324
86.3
344
14.5
324
14.8
n/a
n/a
n/a n/a
n/a
n/a
n/a
n/a
n/a n/a
n/a
n/a
n/a
Maintained
n/a
41 80.5
24
77.0
28,155 66.5 42,224
66.3
Standard of Excellence
n/a
Maintained
n/a
41 29.3
24
35.3
28,155 18.2 42,224
17.6
Acceptable Standard
High
Maintained
Good
7
85.7
12
66.4
1,662 65.9
1,924
64.3
Standard of Excellence
Intermediate
Maintained
Acceptable
7
14.3
12
2.6
1,662 14.7
1,924
15.2
Acceptable Standard
High
Maintained
Good
41 73.2
31
82.6
28,825 72.6 42,870
74.2
Standard of Excellence
Intermediate
Declined
Issue
41
7.3
31
22.5
28,825 19.9 42,870
20.3
Acceptable Standard
High
Improved
Good
7
85.7
9
55.3
1,423 68.4
1,562
68.2
Standard of Excellence
High
Improved
Good
7
28.6
9
7.3
1,423 17.1
1,562
15.6
Acceptable Standard
Very Low
Declined
Concern
41 53.7
31
68.2
29,021 65.3 43,109
68.4
Standard of Excellence
Very Low
Maintained
Concern
41
9.8
31
14.5
29,021 18.7 43,109
19.0
Acceptable Standard
Intermediate
Maintained
Acceptable
7
71.4
9
65.1
1,370 64.6
1,573
63.3
Standard of Excellence
Low
Maintained
Issue
7
0.0
9
7.5
1,370 13.0
1,573
14.4
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the
course or because of changes in tests.
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should
be used when interpreting trends over time for the province and those school authorities affected by the floods.
Page 31
School: 3170 Sacred Heart School
Measure Evaluation Reference - Achievement Evaluation
Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The
Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the
5th, 25th, 75th, and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and
evaluation.
The table below shows the range of values defining the 5 achievement evaluation levels for each measure.
Course
English Language Arts 3
French Language Arts 3
English Language Arts 6
French Language Arts 6
Science 6
Social Studies 6
English Language Arts 9
English Lang Arts 9 KAE
French Language Arts 9
Mathematics 9 KAE
Science 9
Science 9 KAE
Social Studies 9
Social Studies 9 KAE
Measure
Very Low
Low
Intermediate
High
Very High
Acceptable Standard
0.00 - 72.53
72.53 - 80.49
80.49 - 89.12
89.12 - 93.04
93.04 - 100.00
Standard of Excellence
0.00 - 6.06
6.06 - 11.35
11.35 - 16.93
16.93 - 20.27
20.27 - 100.00
Acceptable Standard
0.00 - 60.68
60.68 - 77.74
77.74 - 88.22
88.22 - 94.87
94.87 - 100.00
Standard of Excellence
0.00 - 3.31
3.31 - 8.38
8.38 - 17.31
17.31 - 25.31
25.31 - 100.00
Acceptable Standard
0.00 - 67.95
67.95 - 78.40
78.40 - 86.09
86.09 - 91.37
91.37 - 100.00
Standard of Excellence
0.00 - 6.83
6.83 - 11.65
11.65 - 17.36
17.36 - 22.46
22.46 - 100.00
Acceptable Standard
0.00 - 41.69
41.69 - 73.54
73.54 - 92.32
92.32 - 97.93
97.93 - 100.00
Standard of Excellence
0.00 - 2.72
2.72 - 8.13
8.13 - 15.29
15.29 - 23.86
23.86 - 100.00
Acceptable Standard
0.00 - 60.36
60.36 - 78.51
78.51 - 86.46
86.46 - 90.64
90.64 - 100.00
Standard of Excellence
0.00 - 11.74
11.74 - 17.42
17.42 - 25.34
25.34 - 34.31
34.31 - 100.00
Acceptable Standard
0.00 - 58.97
58.97 - 68.15
68.15 - 76.62
76.62 - 83.55
83.55 - 100.00
Standard of Excellence
0.00 - 7.30
7.30 - 12.45
12.45 - 19.08
19.08 - 30.09
30.09 - 100.00
Acceptable Standard
0.00 - 63.55
63.55 - 75.66
75.66 - 83.70
83.70 - 90.27
90.27 - 100.00
Standard of Excellence
0.00 - 5.96
5.96 - 9.43
9.43 - 14.72
14.72 - 20.46
20.46 - 100.00
Acceptable Standard
0.00 - 29.97
29.97 - 53.86
53.86 - 76.19
76.19 - 91.85
91.85 - 100.00
Standard of Excellence
0.00 - 0.00
0.00 - 0.30
0.30 - 10.00
10.00 - 20.31
20.31 - 100.00
Acceptable Standard
0.00 - 67.59
67.59 - 81.33
81.33 - 92.06
92.06 - 97.26
97.26 - 100.00
Standard of Excellence
0.00 - 1.67
1.67 - 6.81
6.81 - 17.11
17.11 - 28.68
28.68 - 100.00
Acceptable Standard
0.00 - 28.14
28.14 - 53.85
53.85 - 75.83
75.83 - 94.44
94.44 - 100.00
Standard of Excellence
0.00 - 0.00
0.00 - 6.07
6.07 - 20.43
20.43 - 31.67
31.67 - 100.00
Acceptable Standard
0.00 - 50.57
50.57 - 60.14
60.14 - 72.50
72.50 - 76.89
76.89 - 100.00
Standard of Excellence
0.00 - 3.39
3.39 - 6.71
6.71 - 11.81
11.81 - 15.85
15.85 - 100.00
Acceptable Standard
0.00 - 38.75
38.75 - 59.30
59.30 - 78.33
78.33 - 87.58
87.58 - 100.00
Standard of Excellence
0.00 - 0.00
0.00 - 7.47
7.47 - 21.41
21.41 - 40.82
40.82 - 100.00
Acceptable Standard
0.00 - 56.26
56.26 - 62.27
62.27 - 74.04
74.04 - 79.85
79.85 - 100.00
Standard of Excellence
0.00 - 10.03
10.03 - 12.78
12.78 - 19.76
19.76 - 24.03
24.03 - 100.00
Acceptable Standard
0.00 - 38.79
38.79 - 53.82
53.82 - 72.42
72.42 - 84.88
84.88 - 100.00
Standard of Excellence
0.00 - 0.00
0.00 - 5.71
5.71 - 17.19
17.19 - 36.26
36.26 - 100.00
Notes:
The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the
Very High evaluation level, values range from greater than or equal to the lower value to 100%.
Achievement Evaluation is not calculated for courses that do not have sufficient data available, either due to too few jurisdictions offering the
course or because of changes in tests.
Improvement Table
For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year
average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the
jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes.
The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.
Evaluation Category
Chi-Square Range
Declined Significantly
3.84 + (current < previous 3-year average)
Declined
1.00 - 3.83 (current < previous 3-year average)
Maintained
less than 1.00
Improved
1.00 - 3.83 (current > previous 3-year average)
Improved Significantly
3.84 + (current > previous 3-year average)
Page 32
School: 3170 Sacred Heart School
Overall Evaluation Table
The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the
Achievement and Improvement evaluations are combined to get the overall evaluation.
Achievement
Very High
High
Intermediate
Low
Very Low
Improved Significantly
Excellent
Good
Good
Good
Acceptable
Improved
Excellent
Good
Good
Acceptable
Issue
Maintained
Excellent
Good
Acceptable
Issue
Concern
Good
Acceptable
Issue
Issue
Concern
Acceptable
Issue
Issue
Concern
Concern
Declined
Declined Significantly
Page 33
School: 3170 Sacred Heart School
Citizenship – Measure Details
Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.
School
Authority
Province
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Overall
82.0
85.9
85.1
84.9
83.3
80.2
84.8
84.2
85.9
85.3
80.3
81.4
81.9
82.5
83.4
Teacher
90.8
94.4
97.9
98.9
90.0
92.3
96.7
97.3
97.8
96.8
91.8
93.0
92.7
93.1
93.6
Parent
*
83.7
78.6
76.0
80.0
79.1
84.1
79.2
83.4
84.8
77.4
78.5
78.6
79.4
80.3
Student
73.3
79.6
79.0
79.9
80.0
69.3
73.5
75.9
76.5
74.4
71.8
72.7
74.5
75.0
76.2
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2009
0
2009
2010
2011
2012
2013
Overall
2010
2011
2012
Overall
Parent
Student
Teacher
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Work Preparation – Measure Details
Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at
work when they finish school.
School
Authority
Province
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Overall
70.0
87.2
82.0
80.7
75.9
79.4
86.7
83.2
84.0
81.7
79.6
79.9
80.1
79.7
80.3
Teacher
70.0
94.4
94.7
94.7
87.5
86.8
94.4
94.8
94.5
92.8
88.9
90.0
89.6
89.5
89.4
*
80.0
69.2
66.7
64.3
72.1
79.0
71.7
73.4
70.7
70.2
69.8
70.6
69.9
71.1
Parent
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
20
60
40
20
0
0
2009
2010
2011
Overall
2012
2013
2009
Overall
2010
2011
Parent
2012
2013
Teacher
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 34
School: 3170 Sacred Heart School
Program of Studies – Measure Details
Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies
including fine arts, career, technology, and health and physical education.
School
Authority
Province
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Overall
84.4
83.5
84.4
83.2
81.4
77.1
81.9
77.7
77.0
78.6
80.3
80.5
80.9
80.7
81.5
Teacher
91.1
96.5
91.4
90.0
84.3
85.2
92.1
87.3
86.0
85.8
86.8
87.7
87.6
87.3
87.9
Parent
*
88.2
83.0
79.5
79.1
77.7
80.9
73.2
75.1
76.9
78.7
78.0
78.3
78.1
78.9
Student
77.7
65.7
78.8
80.1
80.8
68.5
72.8
72.6
70.0
73.1
75.3
75.9
76.9
76.9
77.8
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2009
0
2009
2010
2011
2012
2013
Overall
2010
2011
2012
Overall
Parent
Student
Teacher
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Parental Involvement – Measure Details
Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.
School
Authority
Province
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Overall
82.3
86.8
81.0
74.4
73.6
80.6
85.9
79.3
82.9
82.3
80.1
80.0
79.9
79.7
80.3
Teacher
82.3
89.7
92.4
84.8
80.0
84.5
95.6
89.7
90.1
88.6
88.0
88.6
88.1
88.0
88.5
*
84.0
69.7
64.0
67.1
76.6
76.2
69.0
75.7
76.0
72.2
71.3
71.7
71.4
72.2
Parent
Graph of Detailed School Results
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
100
60
40
20
60
40
20
0
0
2009
2010
2011
Overall
2012
2013
2009
Overall
2010
2011
Parent
2012
2013
Teacher
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 35
School: 3170 Sacred Heart School
Education Quality – Measure Details
Percentage of teachers, parents and students satisfied with the overall quality of basic education.
School
2009
2010
2011
Overall
93.9
90.9
Teacher
95.0
97.2
Parent
*
Student
92.9
Authority
Province
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
93.7
92.3
93.8
89.8
92.0
91.4
92.2
92.5
89.3
89.2
89.4
89.4
89.8
99.1
100.0
99.0
96.1
99.0
98.9
98.9
98.6
95.3
95.6
95.5
95.4
95.7
86.7
89.3
81.7
86.9
85.7
88.6
85.6
87.4
89.8
84.4
83.9
84.2
84.2
84.9
88.8
92.7
95.3
95.6
87.5
88.4
89.6
90.3
89.1
88.3
88.2
88.5
88.6
88.7
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2009
0
2009
2010
2011
2012
2013
Overall
2010
2011
2012
Overall
Parent
Student
Teacher
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Safe and Caring – Measure Details
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.
School
Authority
Province
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Overall
88.1
91.5
92.0
86.6
93.1
86.8
90.6
90.0
89.5
90.2
86.9
87.6
88.1
88.6
89.0
Teacher
93.8
96.6
98.9
97.9
98.8
92.4
97.0
97.0
96.4
96.9
93.8
94.4
94.5
94.8
95.0
Parent
*
92.0
91.4
76.0
90.0
87.2
90.9
88.0
87.4
90.5
85.3
86.1
86.6
87.4
87.8
Student
82.4
85.9
85.5
86.0
90.7
80.7
83.7
85.0
84.6
83.3
81.7
82.2
83.3
83.7
84.2
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2009
0
2009
2010
2011
Overall
2012
2013
2010
2011
2012
Overall
Parent
Student
Teacher
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 36
School: 3170 Sacred Heart School
School Improvement – Measure Details
Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed
the same the last three years.
School
Authority
Province
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Overall
85.5
87.6
92.4
88.2
83.3
78.4
85.2
84.3
86.4
85.7
79.4
79.9
80.1
80.0
80.6
Teacher
84.2
100.0
94.7
100.0
86.7
79.2
96.0
92.6
89.1
88.8
78.2
80.8
80.1
81.1
80.9
Parent
*
70.0
92.9
70.0
71.4
81.7
78.2
75.3
84.1
84.0
78.1
77.0
77.3
76.2
77.9
Student
86.8
92.9
89.5
94.5
91.9
74.2
81.4
84.9
86.0
84.3
81.8
81.8
82.9
82.7
82.9
Graph of Detailed School Results
100
100
80
80
Result (%)
Result (%)
Graph of Overall School Results
60
40
60
40
20
20
0
2009
0
2009
2010
2011
Overall
2012
2013
2010
2011
2012
Overall
Parent
Student
Teacher
2013
Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*).
Page 37
School: 3170 Sacred Heart School
Local Performance Measures by Goal and Program
Goal One: High Quality Learning Opportunities of All
School Targets
Last Actual
2012-2013
2013/
2014
2014/
2015
2015/
2016
Staff and parent satisfaction that the school council plays a meaningful role in the
school.
99
100
100
100
Staff and parent satisfaction that the schools have a process for improving the quality
of education it offers to students.
96
100
100
100
Staff, student and parent satisfaction that the facility, space and equipment meets the
learning needs of students and program delivery needs of staff.
99
100
100
100
Last Actual
2012/2013
2013/
2014
2014/
2015
2015/
2016
Parent satisfaction that the school is helping their child improve his/her computer
skills.
91
95
95
95
Staff satisfaction with the opportunities they have to acquire technology skills.
93
95
95
95
Staff satisfaction with the resources available to implement Integrated Computer
Technology outcomes.
96
95
95
95
Staff satisfaction with their skills to implement Integrated Computer Technology
outcomes.
96
95
95
95
Student satisfaction with how technology helps their learning.
97
100
100
100
Student satisfaction with school teaching technology skills that students need to
know.
94
95
95
95
Last Actual
2012/2013
2013/
2014
2014/
2015
2015/
2016
96
100
100
100
Last Actual
2012-2013
2013/
2014
2014/
2015
2015/
2016
Staff satisfaction with the overall communication between the jurisdiction and the
school.
93
95
95
95
Staff satisfaction with the access to professional development activities.
86
90
90
90
Staff satisfaction with the recognition received at the school level for their
contributions.
96
95
95
95
Staff satisfaction with the recognition received at the jurisdiction level for their
contributions.
79
85
85
85
Local Performance Measures
Technology
School Targets
Local Performance Measures
Guidance and Counselling
Local Performance Measures
Staff and parent satisfaction with the guidance and counselling support provided to
students.
School Targets
Staff Working Relationships
Local Performance Measures
School Targets
Page 38
School: 3170 Sacred Heart School
Calendar of School Professional Development
2013-2014
August 26 – Organizational Day
August 27 – Divisional Teacher meetings/Organizational Day
August 28 – Organizational Day
August 29 – Divisional Reflection Day
August 30 – All staff meeting/Organizational Day
September 27 – Staff meeting/PD info RTI
October 11 – Divisional Learning Day
October 25 – RTI Collaboration Day
November 1 – Teacher’s Institute
November 25 – Staff Team Building Retreat
December 6 – PD (Google Apps)
January 30 – RTI Teacher Collaboration
January 31 – PD Google
February 6 – Teachers Convention
February 7 – Teachers Convention
March 24 – PD Teacher Collaboration Day
May 16 – Staff Meeting/PD RTI
June 27 – Staff Meeting/PD RTI
Page 39
School: 3170 Sacred Heart School
Liturgies and Masses for 2013-2014
School Masses are Thursdays 9:00 am -10:00am in the school chapel.
Class Visits are: Junior High – 10:10 am & Elementary 10:17 am in the school chapel.
September 6th - Opening School Mass at Sacred Heart Church 9:30 am
September 12th – Grade 9
September 19th – Grade 8
September 26th – Grade 7
October Month of the Rosary **Father away all of October**
October 10th - School Thanksgiving Celebration 9:00 am
November 3rd - Catholic Education Sunday
November 7th – Grade 7
November 8th - Remembrance Day Celebration 10:30 am
November 14th – Grade 5
November 21st – Grade 4
November 28th - Wreath Blessing Mass 9:00 am
December 5th – Grade 3
December 12th – Grade 2
December 20th – Christmas Mass 10:30 am
January 9th – Grade 1 & ECS
January 16th – Grade 9
January 23rd – Grade 8
February 13th – Grade 7
February 20th – Grade 6
February 27th – Grade 5
March 5th - Ash Wednesday Mass 1:15 pm
March 13th – Grade 4
March 20th – Grade 3
March 27th – Grade 2
April 3rd – Grade 1 & ECS
April 4th - Stations of the Cross 2:15 pm
April 10th – Grade 9
April 11- Friendship Celebration 9:00 am
April 24th – Grade 8
May 1st – Grade 7
May 2nd - Living Rosary 2:15 pm
May 8th – Grade 6
May 22nd – Grade 5
May 29th – Grade 4
June 1st - First Communion at Sacred Heart Church 9:30 am
June 6th – Grade 9 Farewell Mass at Sacred Heart Church 5:30 pm
June 26th - Year end mass at Sacred Heart Church 9:30 am
Page 40
School: 3170 Sacred Heart School
Budget Report
St. Thomas Aquinas Roman Catholic Schools
2013-2014 Approved Revised Budget
Sacred Heart
Revenue And Allocations To Budget Center
Instruction Program Allocations
Total Instruction Program Allocations
% of Revenue And Allocations To Budget
Center
Other Program Allocations
Total Other Program Allocations
% of Revenue And Allocations To Budget
Center
Local Revenues & Fees
Total Local Revenues & Fees
% of Revenue And Allocations To Budget
Center
Total Revenue And Allocations To
Budget Center
Expenditures
Certificated Staff
Total Certificated Staff
% of Expenditures
Uncertificated Staff
Total Uncertificated Staff
% of Expenditures
Services Contracts and Supplies
Total Services Contracts and Supplies
% of Expenditures
Total Expenditures
Summary
2013-2014 Approved Revised
Budge
$2,720,137
99%
2013-2014 Approved Revised
Budge
$1,700
0%
2013-2014 Approved Revised
Budge
$32,000
1%
$2,753,837
2013-2014 Approved Revised
Budge
$2,173,765
79%
2013-2014 Approved Revised
Budge
$307,888
11%
2013-2014 Approved Revised
Budge
$272,184
10%
$2,753,837
2013-2014 Approved Revised
Budge
Total Revenues and Allocations To Budget
Total Expenditures
Variance
Notes
$2,753,837
$2,753,837
$0
$0
$0
$0
Page 41