SCHOOL EDUCATION PLAN (2017-2018 2019-2020) St. Augustine ... pl… · ANNUAL EDUCATION RESULTS REPORT 2016-2017 and SCHOOL EDUCATION PLAN (2017-2018 – 2019-2020) St. Augustine

ANNUAL EDUCATION RESULTS REPORT 2016-2017 and

SCHOOL EDUCATION PLAN (2017-2018 – 2019-2020)

St. Augustine School

Alberta Education requires all schools to maintain an education plan that reflects and aligns with the district’s 3 Year Plan. These plans are cyclical and fluid and are to be considered “living documents”.

• The Annual Education Results Reports (AERR) is the evaluation for all the desired and specific outcomes identified in the school plan. It is in the AERR that schools report their assessment of progress as it relates to the school’s past performance and achievement of targets. The AERR appears first followed by the 3 Year Plan to reflect the cyclical planning process. There should be a strong connection between the AERR and the School Education Plan.

• The School Education Plans are to reflect the adjustment of strategies and targets for each year.

• Target setting means establishing outcomes that arise from the analysis of current measures and performance at the school and district level and are expressed qualitatively.

• Outcomes are measurable statements of what you seek to achieve. In broad terms, they answer the question, “What will this look like when we get to where we want to be?”

THE SCHOOL’S VISION/MISSION STATEMENT

In the spirit of acceptance and understanding, the Catholic learning community of St. Augustine School encourages and challenges individuals to discover and develop their potential by exploring and sharing educational experiences and opportunities. COMMITMENT TO CHILDREN, LEARNING AND EXCELLENCE We, the community of St. Augustine Fine Arts School, are committed to the total development of each child entrusted to our care – spiritual, academic, personal, social, physical and aesthetic. • We believe in imparting and witnessing the teachings of Christ based on the values, attitudes and traditions of the Catholic Church. • We believe in preparing students for a life of learning, to be the best they can be as independent learners, critical thinkers, responsible decision makers and problem solvers. • We believe in working in partnership with parents. We recognize the role of parents as the primary educators of their children. We encourage the partnership of home, school and church. • We believe in fostering a loving, safe, secure, challenging environment ready for student learning in an integrated Arts setting. • The community of St. Augustine is committed to developing the necessary attitudes, skills and knowledge in our children to enable them to live a fulfilling and rewarding life. -developed 2008 by St. Augustine Staff

SCHOOL COUNCIL INVOLVEMENT

School Council is involved in an advisory capacity on an on-going basis with all aspects of the operations of the school. In addition to the parent survey from the Annual Education Results Report, all parents are asked to fill out a district developed satisfaction survey in the spring of each year. The results are shared with School Council, along with the OurSCHOOL survey, and suggestions are discussed related to the yearly plan. Parents are invited to review School Plans and provide suggestions through an online forum and the monthly School Council meetings. Annual Provincial Achievement Test scores are reviewed with School Council in October of each year, at which time plans for academic improvement are also discussed. Professional Development for staff is based on the goals in the school plan and discussed at the School Council meetings. As survey results suggest that student wellness and community spirit are two areas that need to be addressed, both staff and School Council have decided to concentrate professional development and School Council sponsored activities in this area. The School Plan guides fundraising events and the expenditure of funds of which School Council plays a part.

ANNUAL EDUCATION RESULTS REPORT 2016-2017

DISTRICT VISION STATEMENT: FAITH

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

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

ANNUAL EDUCATION RESULTS REPORTING for:

LOCAL OUTCOME 1.1: The school models the social teachings of the Catholic church by both

receiving and giving mercy and engaging in the works of mercy.

Performance Measure For AERR Number of projects

Total number of service acts as indicated within the context of the Catholic Community of Caring survey.

18

Comment on Results for Local Outcome 1.1 (The school models the social teachings of the Catholic church by both receiving and giving mercy and engaging in the works of mercy.)

Through the 2016-2017 Parent/ Legal Guardian Satisfaction Survey Report, 53 respondents provided feedback on specific Local Outcomes from the district.

In response to the statement:

“The Religious Education program at the school supports me in teaching my child(ren) the Catholic faith.”

86.8% agreed or strongly agreed with the statement, while 13.2% disagreed with the statement.


“The Religion Program, and the Catholic perspective across the curriculum, has positively influenced my child’s moral decision-making (e.g., citizenship, social justice, environmental stewardship, etc.).”


In the 2016-2017 Our School Survey, students in grades 7-9 on average reported of doing 0.2 hours a day spent volunteering.

On the grade 8 2016-2017 Religious Education assessment 46.15% of students achieved a standard of Excellence (80-100) overall), 44.62% of students achieved an Above Acceptable (65-79) standard and 9.23% of students achieved an Acceptable (50-64) standard.

On the grade 5 2016-2017 Religious Education assessment 46.15% of students achieved a standard of Excellence (80-100) overall), 44.62% of students achieved an Above Acceptable (65-79) standard and 9.23% of students achieved an Acceptable (50-64) standard.

St. Augustine School considers itself a steward of the community and participates in several service projects and programs designed to model the social teaching of the Catholic church and promote the virtues of justice, loving kindness and walking humbly with God in our school.

The following service projects and programs are organized and facilitated by students and teachers on a continual basis:

• Elementary Buddy Classes (supports reading programs and planned fine arts activities)

• School Patrols (grade 5 and 6 students provide safety on the roadways around school)

• Recycling Action Crew (ES1 students recycle bottles, cans and paper weekly for entire school)

• Lunchroom Recycling Initiative (Gr. 4 students coordinate a lunch time recycling program for bottles, cans and juice boxes)

• Linkages (Jr. High students connecting to elderly individuals at a senior home)

• Heroes Initiative A schoolwide campaign that is related to the District Champions Program that actively seeks to ensure that every student is paired with a trusted adult in the building.

• Big Family Groups Through our monthly BFG groups we engage in a variety of faith based activities that reinforce messages of faith and promote school wide values that we wish to see in our students.

• Jr. Catholic Community of Caring (Students in grades 5 through 9 organize and help with various initiatives related to service projects throughout the school)

• Elementary Choir (singing at liturgies and special events)

• Terry Fox (raising awareness and funds for cancer research)

• The Poppy Fund (students raised funds by wearing their favorite hat)

• Christmas Hampers – Toiletries for Charity (school wide collection of toiletries to donate to St. Augustine families and St. Anthony’s Pantry)

• Canadian Heart Foundation (facilitate Jump Rope for Heart to raise awareness and funds for heart research)

• Facilitate and breakfast and lunch program for students in need (supported by Brown Bagging It for Kids and FANS)

• Sheldon Kennedy Child Advocacy Centre (raised student awareness and collected funds to support the organization)

• First Friday Sandwiches – Staff and students organized to donate food and make sandwiches for the homeless.

• Shelter Box Campaign- raising funds to purchase tents and other amenities for individuals in disaster struck regions.

• Reconciliation Celebration for Grades 5-9. Over 300 students participated in the Sacrament with six Diocesan priests.


LOCAL OUTCOME 1.2: The school fosters faith formation of staff by increasing knowledge, understanding and practice of the faith.

Comment on Results for Local Outcome 1.2 (The school fosters faith formation of staff by increasing knowledge, understanding and practice of the faith.)

Faith formation of staff through prayer is a priority for the 2017-2018 school year. Staff will be working in dedicated Teacher Professional Learning Communities (TPLC) where members will have the opportunity to share and discuss faith and prayer. Staff have also been copies of Ronald Rollheiser’s book – Prayer: Our Deepest Longing, and have been given time in the context of these TPLCs to share insights of their reading. Additionally, staff have observed group prayer activities, through their participation of the Liturgy of the Hours.


LOCAL OUTCOME 1.3: The school fosters faith formation of students by increasing knowledge, understanding and practice of the faith.

Performance Measure For AERR Results (in percentages)

Percentage of parents/legal guardians who agree and strongly agree with the following statement from the annual District Satisfaction Survey:

• The Religious Education program at the school supports me in teaching my child(ren) the Catholic faith.

• The Religion program, and the Catholic perspective across the curriculum, has positively influenced my child’s moral decision-making. (e.g. citizenship, social justice, environmental stewardship, etc.)

• I am satisfied with the collaboration between my child’s school, parish and home in preparing my child to receive the sacraments of the Catholic church. (i.e. baptism, first holy communion, first reconciliation and confirmation)

2016 2017

Target

2018

Statement #1

School 82.4 86.8 87.8

District 91.6 91.4 91.5

Statement #2

School 82.4 83.0 84.0

District 91.0 91.2 91.3

Statement #3

School n/a 83.0 84.0

District n/a 85.8 85.9

Comment on Results for Local Outcome 1.2 (The school fosters faith formation of students by increasing knowledge, understanding and practice of the faith.)


LOCAL OUTCOME 1.4: The school builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.



• Catholic church teachings and practices are reinforced through the culture and climate of my child’s school.

2016 2017

Target

2018

School 85.3 86.8 87.8

District 92.6 92.3 92.4

Comment on Results for Local Outcome 1.2 (The school builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.)

In our 2016-2017 Our School Survey, Junior High students were asked, to complete the following statement: "I feel closer to God when my school/class participates in (please select all that apply):" The sample included 150 respondents and students were asked which areas from a possible six choices helped them develop their faith. Their responses were as follows: Prayers/Liturgies (146 respondents), Religion Classes (116 respondents), Retreats (26 respondents), Pilgrimages (16 respondents), Catholic Community of Caring Projects (61 respondents) and Day-to-day interactions/relationships with each other (49 respondents).

This information reinforced the importance of daily religion classes that are taught by homeroom teachers as well as the importance of well structured Catholic Community of Caring initiatives. Also, we continue to emphasize the shared responsibility of prayer and liturgy preparation by ensure that all members of our school community have the opportunity to participate. While the goals and strategies outlined are based on Parent/Admin/Teacher input and the results reported reflect last year’s district faith theme of “Be merciful, just as my Father is merciful,” St. Augustine School will continue to reinforce Catholic values through the current District Faith Theme: “Ask and it will be given you.” in everything we do. The school goal will be to increase parent satisfaction (87.8%) and although we managed to increase participation in the survey by 56%, we would also like to increase parent participation in the survey (based on 53 respondents in the 2016-2017 survey). The overall focus is to continue offering a high quality Religious Education and Catholic Community of Caring Program through morning prayer, monthly liturgies, CCC bulletin boards, sacred spaces in the classrooms and daily opportunities to help staff and students grow as a Catholic community. We are also starting a concentrated campaign to engage students to become the channels of service, by providing them more leadership opportunities (Junior CCC). Finally, we will continue with our Heroes Initiative, which continues to ensure that students are paired with significant individuals within the school. The opportunities to form these connections has largely been realized through our monthly Big Family Groups.


DISTRICT VISION STATEMENT: FAITH

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

LOCAL OUTCOME ONE:

Catholicity is enhanced and supported within the district.

LOCAL OUTCOME ONE: Catholicity is enhanced and supported within the district.

The Catholic Community of Caring plan is embedded in this section and focuses on the 2017-2018 faith theme, “Ask, and it will be given you.” Include how your school will engage in the theme by focusing on how we as servants of God are always called to discern His will, and through prayer we develop a closer relationship with Him who loves us.

• Continue to promote mercy and justice through social justice initiatives—corporal and spiritual works of mercy and Catholic social teachings and by permeating these teachings throughout the curriculum.

• Continue to foster faith formation of staff and students through participation in prayer and liturgy, professional learning, retreats, pilgrimages and other formation activities.

• Continue to build student wellness through school climate and culture, aligned with the Catholic Community of Caring values (faith, caring, respect, responsibility, trust and family).

LOCAL OUTCOME 1.1: The school district models the social teachings of the Catholic church by engaging in works of mercy, and by permeating these teachings throughout the curriculum.

2017-2018 School Outcome(s): The St. Augustine school community will continue to manifest the district faith theme of “Ask and it will be given you” into meaningful service learning opportunities.

Initiatives/Projects: Strategies: Measure:

• School Heroes Initiative (All Year)

• Angel Awards (All Year)

• Big Family Groups – virtue focused (All Year)

• Terry Fox (Sept 30)

• Thanksgiving Food Drive (October 8)

• Veteran Poppy Fund Collection

• Staff Movember Competition (Nov)

• St. Anthony’s Parish Christmas Hampers (Dec)

• The school will provide students and staff members with opportunities to contribute and lead various service projects through our Leadership class and our Jr. Catholic Community of Caring group.

• The school will provide a school wide focus on our Angel Virtues every month, extending it to our Jr. High students as many are unfamiliar with

• Percentage of parents/legal guardians who agree with the jurisdiction specific survey measures in the Parent Satisfaction Survey

• Feedback and consultation with our Parish.

• OurSCHOOL Survey results

• Percentage of students achieving the acceptable level on district developed religious education instruments.

http://www.loyolapress.com/corporal-and-spiritual-works-of-mercy.htm

http://www.loyolapress.com/corporal-and-spiritual-works-of-mercy.htm

http://www.usccb.org/beliefs-and-teachings/what-we-believe/catholic-social-teaching/seven-themes-of-catholic-social-teaching.cfm

• Jump Rope for Heart (February 2016)

• Footsteps of Christ (Easter/Lent 2016)

• Buddy Class Events (All Year)

this program coming from various feeder schools.

• The school will create a student advocacy program that ensures every student feels connected to another adult that works in the school.

• The school will continue to use our Fine Arts programming to enhance and integrate Catholic curriculum and values in student learning.

• Staff, student and parent contribution to the project.

• Creation of various projects that document personal experiences of students(ie: videos, reflections, etc.)

• Amount of food and items collected.

• Amount of funds collected.

• Faith exemplars

LOCAL OUTCOME 1.2: The school district fosters faith formation of staff by increasing knowledge, understanding and practice of faith.

2017-2018 School Outcome(s): St. Augustine school will continue to foster faith formation of staff and school leaders by increasing knowledge, understanding and practice of faith.


• Professional development time allocated to discussion of faith topics and group prayer.

• Dedicated Teacher Professional Communities of Learning to explore Ronald Rollheiser’s book – Prayer: Our Deepest Longing

• Participation as a staff in the Liturgy of the Hours.

• Share information with Professional Development Committee early on about the importance of focusing on staff faith formation this year.

• Use Rollheiser’s book as a reflection prompt as often as possible to show it’s significance in our faith development.

• Staff feedback and conversations.

LOCAL OUTCOME 1.3: The school district fosters faith formation of students by increasing knowledge, understanding and practice of faith.

2017-2018 School Outcome(s): St. Augustine school will foster faith formation of students by increasing knowledge, understanding and practice of faith.


• St. Anthony Parish/ St. Augustine School Reconciliation Celebration

• The school will create opportunities so students have access to the resources of our local

• Faith exemplars

• OurSCHOOL Survey results

• Regular classroom visits from St. Anthony Parish priest.

• Leadership role at Catholic Education Sunday, where students have the opportunity to participate through art displays and involvement in the mass.

• Monthly liturgies that align with the Catholic Liturgical Calendar.

• Daily prayer where all students have the opportunity to present and participate.

• Catholic Community of Caring Social Justice Projects.

parish and ensure that a strong and purposeful relationship exists between the school and church.

• Strategic timetabling, ensuring that religion classes are taught by the homeroom teacher. We will also create a religion period that is scheduled at the same time. This will allow the school to book presentations and schedule school wide liturgies so all can participate in them.

• To create purposeful connections with staff, students and parents between our Catholic faith and the four district themes of Student Success, Student Wellness, FMNI and Faith Formation through alignment with educational and faith experiences.

• Number of parents and community members in attendance of our monthly liturgies.

• Percentage of parents/legal guardians who agree with the jurisdiction specific survey measures in the Parent Satisfaction Survey

• Number of students that actively participate in our monthly liturgies.

• Feedback provided by St. Anthony’s parish regarding the quality of our celebrations and connectedness to the church.

• Increased understanding evident amongst students regarding the gospel values and how they speak and manifest this in their daily lives.

LOCAL OUTCOME 1.4: The school district builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.

2017-2018 School Outcome(s): St. Augustine school builds student wellness through the ongoing development of the Catholic Community of Caring within the school climate and culture.


• Continued work with CPS and the S4 Program for elementary students.

• Work with CPS and the Hate Hurts programs for Jr. High

• Host S4 Family Evening (Spring 2018)

• Linkages – students working with elderly individuals at a seniors home sharing fellowship and organizing activities

• The school will pursue a number of activities designed to create a climate and culture of wellness, faith formation and celebration by focusing on professional development for staff and community building activities for the school.

• The school will continue the S4 (Stay Smart, Stay Safe Program) within the

• Increase awareness of individual strengths.

• Increase awareness regarding the police role and positive impact in community and school life.

• Completion of “police connection lesson and police visit”

• Decrease of reported “bullying incidents”

• Increase in participation and engagement of JH students

• Setting clear and consistent expectations for student behavior and teacher Professional Boundaries and ensuring that resources and reference materials exist to reinforce expectations.

• Build staff understanding and strategies to create a caring and supportive environment for students.

• Activities designed to create connections between staff and students through our school-wide student Heroes Initiative by identifying an adult that can connect with each and every student in the school.

• Monthly inter-grade Big Family Groups (BFG) gatherings.

• Coordinated Pep rallies that not only provide an opportunity to celebrate athletic excellence, but also a chance to recognize student leadership at the Jr. High level.

elementary school to build strength based student resiliency.

• The will introduce the Hate Hurts program in an effort to bring attention to diversity.

• The school will continue to implement programs that model and promote it’s faith theme: “Ask and it will be given you”

• The school will focus on increasing student and parent social/academic engagement

• Set high but realistic expectations for students and staff through school policies and procedures (Academic Focus Plan, Progressive Discipline

and elementary students within these groups (anecdotal and feedback surveys)

• Decrease of attendance issues / “bullying incidences

• Responses from the OurSCHOOL Survey /AERR/ Parent Satisfaction Surveys

• Number of guest presentations for students and parents supporting strategies for managing issues related to childhood /adolescence.

• Number of professional readings/discussions and presentations regarding staff and student wellness issues.

• Feedback from staff members and guests regarding positive student interaction, conduct, academic performance and respect.


DISTRICT VISION STATEMENT: RELATIONSHIPS

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

PROVINCIAL OUTCOME THREE: Alberta’s education system is inclusive.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

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

CURRENT MEASURES: Safe and Caring

3 Year Plan

Current Result 2017 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation

Achievement Improvement Overall

School 88.2 89.3 88.9 Very High Maintained Excellent

CCSD 89.3 89.7 89.5 Very High Maintained Excellent

Province 89.5 89.5 89.3 Very High Improved Significantly Excellent

Performance Measure For AERR Results (in percentages) Target

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.

Overall (required) 2013 2014 2015 2016 2017 2018

School 88.9 91.2 86.3 89.3 88.2 88.7

CCSD 88.9 89.8 89.1 89.7 89.3 89.5

Province 89.0 89.1 89.2 89.5 89.5

* Data provided by Alberta Education October 2017.

Comment on Results for Local Outcome 3.1 (All students are supported in a respectful, caring and faith-filled environment.)



“The school is a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.”


ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 3.1:

All students are supported in a respectful, caring and faith-filled environment.

Considering these results, the school will continue implementing the following strategies: Building on the Heroes Initiative ensuring that all students are connected to a trusted adult. We will continue to promote student leadership opportunities, which will foster accountability and ownership in one’s community. We will also work closely with community stakeholders, such as our parish and the Calgary Police Service – Hate Hurts program and the S4 program in an effort to engage multiple members in the wellbeing and success of our students.

PROVINCIAL OUTCOME FIVE: Alberta’s education system is well governed and managed.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA

• Overall teacher and parent satisfaction with parental involvement in decisions about their child’s education. (Required Provincial Accountability Measure)

CURRENT MEASURES: Parental Involvement

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation



CCSD 79.6 79.7 79.8 High Maintained Good

Province 81.2 80.9 80.7 High Improved Significantly Good


Percentage of teacher and parent satisfaction with parental involvement in decisions about their child's education.


School 89.8 77.5 74.8 76.6 84.5 86.0

CCSD 80.5 80.1 79.6 79.7 79.6 81.2

Province 80.3 80.6 80.7 80.9 81.2


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

CURRENT MEASURES: School Improvement

3 Year Plan Current Result 2017

Prev Year

Result

Prev 3-yr.

Measure Evaluation


ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 5.1:

The Board of Trustees provide visionary leadership to ensure the district is well governed and managed.

(%) (%) Average (%)


CCSD 80.0 79.7 79.4 High Improved Good



Percentages 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 83.0 75.2 76.1 87.3 81.3 83.0

CCSD 78.7 79.4 79.1 79.7 80.0 81.4

Province 80.6 79.8 79.6 81.2 81.4


• Overall teacher, parent and student satisfaction with the overall quality of basic education. (Required

Provincial Accountability Measure)

CURRENT MEASURES: Education Quality

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation






Percentage of teachers, parents and students satisfied with the overall quality of basic education.


School 91.4 95.0 90.5 95.4 93.7 95.0

CCSD 89.3 89.8 89.2 89.8 89.7 90.1

Province 89.8 89.2 89.5 90.1 90.1


ANNUAL EDUCATION RESULTS REPORTING for LOCAL OUTCOME 5.2: The school strengthens engagement with parents/legal guardians and the parental role in decision-making.



• I am satisfied with information received from the district informing me about opportunities which allow me to be informed about my child’s education. (Connections newsletter, website, social media, Parent/Trustee forums, etc.)

2016 2017 Target 2018

School 94.1 86.8 87.8

District 90.2 90.3 90.4

Comment on Results for Local Outcome 5.2 (The school strengthens engagement with parents/legal guardians and the parental role in decision-making.)



“I am satisfied with information received from the district informing me about opportunities which allow me to be informed about my child’s education. (Connections newsletter, website, social media, Parent/Trustee forums, etc.)”


Considering these results, the school will continue implementing the following strategies: increase ‘parent engagement’ in School Council decision making and the Fundraising Planning Committee (focus on input for school improvement and fundraising activities to enhance the School Plan). A concerted focus has been placed on increasing parent involvement in building climate and culture through continued invitations and by communicating parental volunteer activities, through the weekly news and website and to encourage attendance at all school activities/special event evenings.


DISTRICT VISION STATEMENT: RELATIONSHIPS

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

LOCAL OUTCOME 3.1: All district students are supported in a respectful, caring and faith-filled environment.

2017-2018 School Outcome(s): Students are supported in a respectful, caring and faith-filled environment.


• Heroes/ Championing Initiative

• Hate Hurts Program

• S4 Program

• Better alignment of school initiatives with those of St. Anthony’s parish.

• Increase visibility of community stakeholders such as our SRO, Parish Priest and Community Health Nurse

• Ensure that all staff feel fully versed and engaged in the Heroes Initiative through professional development and relationship building opportunities.

• Ensure that every homeroom teacher books at least one presentation through the S4 or Hate Hurts Program

• Invitations to special events and activities within the school to significant community members (SRO, priest, nurse, etc.).

• Feedback provided by St. Anthony’s parish.

• Increase awareness regarding the police role and positive impact in community and school life.

• Results of Parent/Student Satisfaction Survey and Our School Survey

• Number of students unable to identify a trusted adult

LOCAL OUTCOME 3.2: The district optimizes resources to meet the diverse learning needs of all students.

2017-2018 School Outcome(s): The school optimizes resources to meet the diverse learning needs of all students.


• Learning Commons • Development of the DLT

Learning Studio

• Specialized professional development for staff

• School Resource Team (SRT), sharing best practice, Learner Support Plans (LSP), seeking

• Accomplished goals through LSP, AIP and success in Progress Report documents.

PROVINCIAL OUTCOME THREE:

Alberta’s education system is inclusive.

focusing on increasing outcomes for ELL and Diverse Learners

• Evergreening of technology to ensure that it is available for Diverse Learners

support Instructional Services.

• Use of DL Studio and Learning Commons space, where students have access to teacher direct assistance and technology resources.

• Students will use technology (Laptops, Chromebooks and iPads) to access various apps to meet needs.

• Evidence of academic improvement in Student Progress Reports.

• Increase of student engagement in learning

and decrease of student behavior issues.

• Our SCHOOL survey and Parent Satisfaction survey results.

• Increase in the participation rate of ELL and diverse learners on Provincial Achievement exams.

PROVINCIAL OUTCOME FIVE: Alberta’s education system is well governed and managed.

LOCAL OUTCOME 5.1: The Board of Trustees provide visionary leadership to ensure the district is well governed and managed.

LOCAL OUTCOME 5.2: All district stakeholders have confidence that the district is well governed and managed.

2017-2018 School Outcome(s): Parents/legal guardians have confidence that the school is well managed.


• Increase membership of School Council to involve parents in decision-making process through better communication of School Council meeting and events.

• To create more online forums that help parents provide feedback and advice to the school.

• Facilitate Parent Volunteerism to support teaching and learning through a more effective and user-friendly volunteer program.

• Move to a paperless communication system through School Connects to provide information to the community in a more timely and responsive manner.

• Provide more relevant and up-to-date information by making better use of our school website.

• Move to and distribute weekly school newsletters and calendars.

• Host Volunteer Information Booths for Parent Teacher

• Review School Plans, solicit feedback/ suggestions regarding outlined areas of focus.

• To create concrete opportunities for parents to be part of the decision making process

• Review school budget and consultation process for fundraising initiatives.

• Encourage and implement School Council initiatives which support School Plans.

• Establish and facilitate ‘parent committees’ for fundraising (Family Barbeque, Band fundraising for Band camp, Magazine Fundraiser)

• Host ‘Volunteer Orientation’ sessions with parents.

• Continue to use Conference Manager for Parent Teacher Interview bookings.

• Facilitate Exit/Entrance Interviews with parents.

• Communication before progress reports to avoid ‘the surprises’; positive phone calls/emails by teachers.

• Number of parents attending School Council meetings.

• Number of successful initiatives implemented by School Council.

• Number of fundraising initiatives from School Council supporting school initiatives.

• Increase number of Volunteers orientated for participation.

• Increase number of Parent-Led Committees.

• Number of evenings in which Volunteer Booths are set up for information.

• Number of parents indicating satisfaction with communication between home and school through feedback opportunities in the weekly newsletter, school based email and annual surveys.

Conferences and Fine Arts Evenings.

• Encourage parents to visit the school website, Brightspace, Instagram and the parent bulletin board for updates and relevant information.

• Facilitate Open House evenings and Orientation nights


DISTRICT VISION STATEMENT: EXCELLENCE IN TEACHING AND LEARNING

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

PROVINCIAL OUTCOME ONE: Alberta’s students are successful.

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME ONE: Alberta’s Students are successful.

REQUIRED PROVINCIAL PERFORMANCE MEASURES AND DATA • Overall percentage of students in grades 6 and 9 who achieved the acceptable standard and overall

percentage of students who achieved the standard of excellence on Provincial Achievement Tests (based on cohort*). (Required Provincial Accountability Measure)

Student Learning Achievement (K-9)

(Percentage) October 2017 Evaluation

Current Measures Current Result

Prev Year

Result

Prev. 3-yr

Average Achievement Improvement Overall

Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (School).

72.5 62.3 64.2 Intermediate Improved Good

Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (District).

75.7 76.8 75.8 Intermediate Maintained Acceptable

Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (Province).

73.4 73.6 73.2 Intermediate Maintained Acceptable

Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (School).

24.8 20.0 19.7 High Maintained Good

Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (District).

21.0 21.7 20.6 High Maintained Good

Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (Province).

19.5 19.4 18.8 Intermediate Improved

Significantly Good

“A” = Acceptable; “E” = Excellence – the percentages achieving the Acceptable Standard include the percentages achieving the Standard of Excellence. Alberta Education requires jurisdictions and schools to report results for Provincial Achievement Test data on the basis of the cohort group.

*This form of reporting accounts for all students enrolled at a grade level. For example, the number of students in the cohort is determined as the total of number of students who write, the number of students who are absent, and the number of students who are excused from writing by the Superintendent for valid reasons as determined by Alberta Education (because participation would be harmful to the student or the student could not respond to the test instrument). When the percentage of students meeting Standards is calculated, students who are absent or excused are considered to have not demonstrated the Acceptable Standard for a given achievement test as their achievement is not known.

Aggregated PAT results are based upon a weighted average of per cent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (grades 6, 9, 9KAE), Français (grades 6 and 9), French Language Arts (grades 6 and 9), Mathematics (grades 6, 9, 9KAE), Science (grades 6, 9, 9KAE) and Social Studies (grades 6, 9, 9KAE)

Grade 9 Provincial Achievement Tests were substantially impacted by the flooding of June 2013 so caution should be used when interpreting trends over time for the province and district.

Provincial Achievement Tests

Percentage of students in grade 6 and 9 who achieved the acceptable standard and the percentage who achieved the standard of excellence on Provincial Achievement Tests. Results based on students who wrote the test (required by the district – see *note below).

PAT Results – By Number Writing 2017 2014-2016 Average

Acceptable Excellence Acceptable Excellence

Grade 6

(%) (%) (%) (%)

English Language Arts 6 School 100.0 25.0 93.3 14.0

CCSD 95.4 25.0 95.5 24.2

Prov. 91.5 20.9 91.1 21.2

French Language Arts 6 School n/a n/a n/a n/a

CCSD 96.7 15.9 91.9 20.2

Prov. 88.5 14.0 89.8 14.8

Mathematics 6 School 96.2 3.8 85.3 11.2

CCSD 83.8 15.5 87.3 18.2

Prov. 76.7 13.9 80.4 16.0

Science 6 School 96.0 28.0 83.3 22.1

CCSD 90.3 37.0 90.2 31.8

Prov. 85.7 32.3 84.9 28.5

Social Studies 6 School 100.0 23.1 87.8 9.8

CCSD 88.5 27.3 86.0 23.6

Prov. 81.0 24.1 78.5 21.0

PAT Results – By Number Writing 2017 2014-2016 Average

Acceptable Excellence Acceptable Excellence

Grade 9

(%) (%) (%) (%)

English Language Arts 9 School 98.2 29.8 98.1 21.6

CCSD 92.0 18.7 91.6 18.4

Prov. 86.4 16.8 86.2 16.8

French Language Arts 9 School n/a n/a n/a n/a

CCSD 84.3 14.6 87.2 10.3

Prov. 86.4 11.7 88.1 11.1

Mathematics 9 School 93.3 23.3 91.5 23.3

CCSD 82.1 22.9 79.8 21.7

Prov. 75.5 21.3 74.7 19.7

Science 9 School 100 59.0 98.5 57.2

CCSD 88.0 25.5 87.2 28.9

Prov. 82.8 23.9 82.2 25.0

Social Studies 9 School 93.1 41.4 87.0 24.5

CCSD 79.9 23.2 78.3 23.2

Prov. 75.0 22.6 73.3 21.7

* For all Achievement Tests, schools complete Analysis Packages to address specific strategies and outcomes based on results. The Analysis Packages provide opportunities for individual teachers and divisional groups to reflect on achievement data and set priorities for instruction.

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

CURRENT MEASURES: Drop Out Rate

3 Year Plan


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation



CCSD 1.3 1.5 1.7 Very High Improved Significantly Excellent


The annual drop out rate is the percentage of students aged 14-18 in a given school year who leave the school system without having met the requirements for high school completion and who are not in the education system, including post-secondary and apprenticeship programs in the subsequent school year.


Drop Out Rate - annual dropout rate of students aged 14 to 18.


School 1.3 1.8 0.0 0.0 0.0 0.0

CCSD 1.6 1.6 1.8 1.5 1.3 1.2

Province 3.6 3.3 3.5 3.2 3.0

* Data provided by Alberta Education October 2017. (2017 results will be available May 2018.)

• Overall teacher, parent and student agreement that students model the characteristics of active citizenship. (Required Provincial Accountability Measure)

CURRENT MEASURES: Citizenship

3 Year Plan Current Result 2017 (%)

Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation



CCSD 84.4 84.8 85.0 Very High Declined Good

Province 83.7 83.9 83.6 Very High Maintained Excellent

Performance Measure For AERR

Results (in percentages) Target

Percentages of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.


School 80.8 85.3 80.9 83.9 81.3 82.0

CCSD 83.7 85.2 84.8 84.8 84.4 84.5

Province 83.4 83.4 83.5 83.9 83.7


• Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school. (Required Provincial Accountability Measure)

CURRENT MEASURES: Work Preparation


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School 85.0 83.3 79.8 High Maintained Good

CCSD 80.6 79.7 79.2 High Improved Good



Percentages of teachers and parents who agree that students are taught attitudes and behaviors that will make them successful at work when they finish school.


School 74.5 84.6 71.4 83.3 85.0 85.2

CCSD 76.8 79.5 78.5 79.7 80.6 82.7

Province 80.3 81.2 82.0 82.6 82.7


Comment on Results for Provincial Outcome One: Alberta’s students are successful.

Comment on Results for School Outcomes: Literacy and numeracy is focused on as a means to achieve success for all students.(Elementary/Junior High)

Targets Achieved and surpassed: Over the past 5 years, school achievement has dramatically increased in all four core areas of Grade 9 PAT results and in the past year, all areas of Grade 6 PAT. Specifically, for those students that wrote the exam, our Grade 9 results have exceeded District and Provincial performance in the Acceptable and Standards of Excellence categories in the past three years and in Grade 6 our results have exceeded District and Provincial performance in the Acceptable and Standards of Excellence categories in the 2016 results year. Factors that influenced positive results: PAT analysis guides our instructional methodology. Once these analysis’ are completed, teachers work in teams to establish AIP goals and strategies. These academic improvement plans have focused our direction and are revisited/revised several times a year. Teachers also work with district consultants to develop more strategies, blueprint curricular objectives, and increase engagement for student learning. LSP and ELL Benchmark processes are in place and updated three times per year. Our SRT processes include all teachers on staff – attending monthly meetings. The DLCT and DLT positions are enhancing communication between teachers, parents, administration; these teaching positions are also enhancing ability to work with district personnel through lunch and learns; embedded PLC time; workshops; PD etc. Elementary teachers are working on an Early Intervention Program (Grades 1 -3) to develop the emergent reading skills of high risk students. A school-wide Literacy Program is in place to improve overall reading. Student Literacy Portfolios (1- Grade 9) continue to be implemented to document base-line data and progress data throughout the year in the areas of reading and writing. Grades K – 9 will also continue to focus on Mathematical Literacy for

academic improvement. Student engagement and academic goals are also enhanced through fine arts initiatives and cross-curricular integration projects that are inquiry-based. Areas of Strength and /or Areas for Growth: Although our PAT results speak to a general trend of improvement year over year for those students that wrote the exam, the overall percentage of all students in the school who achieved acceptable in Grade 6 and 9 indicates an achievement result of very low and as an area of concern. This is largely due to St. Augustine school having a disproportionately larger Diverse Learning and ELL student population when compared to other schools. Emphasis will be placed on addressing how best to create learning environments for these students so that they may experience greater success. Focus will continue on implementing a strong elementary reading program (Daily 5): emphasizing early literacy intervention, vocabulary development, prediction and context clues development, as well as, inference skills. Elementary students struggle with the writing process, therefore, we will continue to focus on developing a consistent writing program from Grade K – 6 using the Barbara Mariconda “Empowering Writer’s” method. Grade 6 students identified as Level 1 and 2 ELL are receiving direct linguistic instruction from the DL team three times per week to improve their communication and reading/writing levels. Furthermore, the school will engage in active professional development with staff to understand the cultural and historical education background of our many of our ELL students by attending presentations and participating in Teacher Professional Learning Communities. Special attention will likewise be placed on continuing to work with staff in implementing effective assessment strategies that emphasizes the importance of formative assessment techniques over strictly summative evaluation. General Goal for Both Division 2 and 3: Focus on bringing our ELL students' grade levels up, and in some cases, preparing them to attempt to write the PAT exams. 2. The grade 9 teachers have made it a goal within their professional learning community (TPLC) to engage ELL students through fine arts and making cross-curricular connections. A further goal is to increase visual literacy levels in both Social Studies and English 3. To use professional development opportunities to create focused understanding and engaging the cultural communities in our school, so we can help them further succeed and engage in their learning community. In the past, we have had PD focused around providing differentiated learning for ELL students. This year, a goal will be to scaffold and to meet the students where they are at and develop their skills and confidence.

PROVINCIAL DESIRED OUTCOME TWO: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated. (FNMI data is published only when there is a sufficient population of FNMI students (more than 6 students).

PROVINCIAL PERFORMANCE MEASURES AND DATA • Overall percentage of self-identified FNMI students in grades 6 and 9 who achieved the acceptable

standard and the percentage of self-identified FNMI students who achieved the standard of excellence on Provincial Achievement Tests (overall results). (Required Provincial Accountability Measure)

Student Learning Achievement (K-9)

(Percentages) October 2017 Evaluation

Current Measures Current Result

Prev Year

Result

Prev 3-Yr

Average Achievement Improvement Overall

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (School).

79.2 n/a n/a Intermediate n/a n/a

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (District).

54.6 60.7 54.8 Very Low Maintained Concern

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (Province).


Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (School).

16.7 n/a n/a Intermediate n/a n/a

Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (District).


Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (Province).

6.7 6.3 6.3 Very Low Improved Issue

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

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME TWO: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.

• Annual dropout rate of self-identified FNMI students aged 14 to 18. (Required Provincial Accountability Measure)

CURRENT MEASURES: Drop Out Rate


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation


School n/a n/a n/a n/a n/a n/a

CCSD 2.6 5.6 4.1 Very High Improved Excellent

Province 5.8 6.1 6.7 Intermediate Improved Significantly Good

The annual drop out rate is the percentage of students aged 14-18 in a given school year who leave the school system without having met the requirements for high school completion and who are not in the education system, including post-secondary and apprenticeship programs in the subsequent school year.


Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18.


School n/a n/a n/a n/a n/a n/a

CCSD 4.8 3.6 3.0 5.6 2.6 2.5

Province 7.4 7.1 7.0 6.1 5.8

* Data provided by Alberta Education October 2017. (2017 results will be available May 2018.)

Comment on Results for Provincial Outcome Two: (The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.)

School data is not available due to the low amount of FMNI students who wrote the Grade 6 and 9 PAT exams in 2017. St. Augustine School continues to work with identified FMNI students by working closely with the District Consultants (FMNI) to provide students and families with appropriate supports. School presentations of FMNI culture and history and dedicated Fine Arts experiences that focuses on FMNI topics have been a part of our focus as part of our fine arts program.

PROVINCIAL DESIRED OUTCOME FOUR: Alberta has excellent teachers, school and school authority leaders.

ANNUAL EDUCATION RESULTS REPORTING for PROVINCIAL OUTCOME FOUR:

Alberta has excellent teachers, school and school authority leaders.

• Overall teacher, parent and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, health and physical education. (Required Provincial Accountability Measure)

CURRENT MEASURES: Program of Studies


Prev Year

Result (%)

Prev 3-yr.

Average (%)

Measure Evaluation






Percentages 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 83.0 86.3 85.6 86.3 87.3 87.5

CCSD 82.5 83.8 82.8 82.4 82.8 82.9

Province 81.5 81.3 81.3 81.9 81.9


Comment on Results for Provincial Outcome Four (Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership.)

Comment on Results for School Outcome: A cohesive professional development plan is established.

Teachers will focus on developing Professional Growth Plans that address the school goals for academic improvements, developing a positive climate and culture, focusing on student wellness and integrating fine-arts programming. Through the AIP Planning process, teacher teams work collaboratively to identify high impact strategies for teaching and learning. Teachers will work in dedicated Teacher Professional Learning Communities and will share with colleagues’ successes and areas of growth. Teachers will also be supported in their work through presentations offered by the DL team and by partnering with DL team members to co-teach certain concepts/ strategies in each classroom. The school PD Committee will plan sessions that focus on student wellness and the building of climate and culture at the school. District Consultants will be invited to provide sessions on cultural

awareness, English Language Learners and to further our understanding of FMNI history and issues.




PROVINCIAL OUTCOME ONE: Alberta’s students are successful.

2017-2018 School Outcome(s): Focusing on literacy and numeracy is a means to achieve success for all students.


• The school’s literacy focus consists of developing strategies to improve reading comprehension and written work – i.e., develop and use academic/subject-specific vocabulary, responding to text, elaborative detail, and expository writing.

• (Daily 5 Literacy

Program

• Barbara Mariconda

Literacy Program

• Text-to-Speech /

Speech-to-Text software

• Google Read and Write

program

• DLT to conduct ELL groups

– focusing on Level 1 and

2 ELL students

• DLT to conduct reading

groups with a focus on

those students that are not

at grade level

• Speech Pathologist and

Occupational Therapists

to conduct individual and

small group literacy

focused activities

• PD – for teachers and EA’s

• LLI

• Home Reading program

• Guided Reading program

• Literacy Centers

• Projects and presentations

• Mentor teacher assistance

• Group work / class

discussion

• OurSCHOOL Survey

• PATs

• SLA’s

• Baseline Assessments:

Schonell, Fountas and

Pinnell Assessments,

Writing Prompts, OCA

• Literacy Portfolios

• ELL

Benchmarks/Tracking

Sheets and LSP goals

• Consultants – resources,

PD, etc.

• Differentiated instruction

and assessment /

accommodations

• Adapted programming

• Assistive technology

• Cloze activities

• Word walls, word lists,

personal dictionaries,

reference materials, Alpha

Boxes, planning

tools/graphic organizers

(i.e., Frayer Model, Venn

Diagram, etc), exemplars,

visuals, modelling,

feedback, context cues,

current events, reader’s

response, sentence

frames, front-load the

vocabulary, Reader’s

Theatre, Read Aloud, peer

and self-editing, etc.

• The school’s focus on numeracy consists of supporting teachers with differentiated instruction and assessment.

• Mathletics program

• Small group – DLT to

conduct small group

activities/practice as a

supplement to the

curriculum

• Consultants –

presentations to staff

regarding new

curriculum, resources,

materials, etc.

• PD – for teachers and

EA’s

• Manipulatives,

calculators, etc

• Differentiated

instruction and

assessment /

accommodations

• EA targeted support

• DLT assistance

• PAT’s

• Our SCHOOL survey

• Rubrics and exit slips – student and teacher created

• Teacher/student conferencing

• Numeracy Centers

and games

• Formula sheets –

provided

• Planning tools/graphic

organizers

• Observations

• Label diagrams, create

diagrams

• Feedback

• Modelling

• Projects and

presentations

• Assistive technology

• Exemplars

• Mentor teacher

assistance

• Group work / class

discussion

• Front-load the

vocabulary

• Adapted programming




PROVINCIAL OUTCOME TWO: The systemic education achievement gap between First Nations, Métis and Inuit

students and all other students is eliminated.

2017-2018 School Outcome(s): All students, teachers and school leaders will learn about First Nations, Métis and Inuit perspectives and experiences, treaties, and the history and legacy of residential schools.


• Recognize Canada’s National Aboriginal Day – June 21

• Recognize Orange Shirt Day - September 30

• Form strategies with members of instructional services and the community to bring these projects and experiences to the school.

• Look for increased academic performance in our FNMI students.

PROVINCIAL OUTCOME FOUR: Alberta has excellent teachers, school and school authority leaders.

2017-2018 School Outcome(s): A cohesive professional development plan is established.


• The school will established a Professional Learning team to plan and facilitate comprehensive and focused PD for staff

• The school will establish Teacher Professional Learning Communities by using the strategies outlined by the Agile Schools Program.

• Staff will develop their own professional development goals and will seek to achieve them through the use of their professional growth plan.

• Develop a plan of action for the 2016-17 year, identifying a learning focus for teachers and support staff, which reflects the goals outlined in the School Plans. The learning focus is identified in two areas:

1. Strategies for ELL learners

2. Focusing on developing a comprehensive school plan to address areas of concern around student wellness.

• Use the Agile Schools – “Sprints” and teacher teaching teacher model

• Build capacity of staff members to share their expertise and knowledge on school-based PD Days.

• Feedback from staff regarding: level of engagement, relevance and applicability.

• Our SCHOOL survey results around student anxiety and depression

• Increase in overall measures in achievement surrounding the PAT

Documents

SCHOOL EDUCATION PLAN (2017-2018 2019-2020) St. Augustine ... pl… · ANNUAL EDUCATION RESULTS REPORT 2016-2017 and SCHOOL EDUCATION PLAN (2017-2018 – 2019-2020) St. Augustine