Gilbertine Institute AERR

A n n u a l E d u c at i o n Re sult s Rep ort The G ilber tine I nstitu te o f C atho lic S tud ies 1

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2024-2025 A n n u a l E d u c at i o n Re sult s Rep ort Accountability Statement for the Annual Education Results Report The Annual Education Results Report for The Gilbertine Institute of Catholic Studies for the 2024-2025 school year was prepared under the direction of the Board of Directors in accordance with the responsibilities under the Government Organization Act and the Education Act. The Board is committed to using the results in this report, to the best of its abilities, to improve outcomes for students and to ensure that all students in the school authority can acquire the knowledge, skills and attributes they need to be successful and contributing members of society.

Th s Annual Education Results Report for 2024-2025 was approved by the Board on November 25, 2025.

Fr. Robert Bengry, Chair o r i g i n a l

s i g n e d

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Executive Summary

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n 2024-2025, The Gilbertine Institute strengthened its position as a leading authority for Catholic, classical, and home-based education in Alberta. Guided by the 2024-2027 Education Plan, the Institute’s work this year focused on three pillars: strengthening Catholic formation, deepening parent partnership, and enhancing educational support and accountability through improved internal assurance processes.

Comprehensive parent feedback demonstrates exceptionally high satisfaction, meaningful engagement with Facilitators/teachers, and consistent achievement of both faith and academic outcomes. Across all programmes (WISDOM, The Gilbertine Academy/Holy House Calgary, Holy House Edmonton, and Villa Spiritus), families affirmed that the Institute’s mission-driven approach continues to provide a faithful and academically sound education that supports the family as the primary educator.

These results demonstrate progress across all five Institute Outcomes identifi d in the 2024–2027 Education Plan, including Truth/Goodness/ Beauty formation, parent partnership, supportive learning environments, Catholic identity, and foundational skills. Compared to 2023–24, the Institute saw modest but meaningful increases in belonging, satisfaction, and parent confide ce across both Home Education and campus programs.

“Beauty is nothing but love, and love is life.”

-Saint A ugus tine (d isc ours e 365, 1)

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Ta bl e of C on t e n t s

Executive Summary..................................................................................4 Planning Cycle..........................................................................................6 Evaluating Success..........................................................................................7 Alignment with Alberta Education’s Expectations............................7 Looking Ahead...............................................................................................8 Our Programs........................................................................................9 Preamble............................................................................................9 Notable Developments in 2024-2025................................................9 Charitable Status..................................................................9 WISDOM Home Schooling Celebrates 30 Years..................9 Education Plan Sep 2024- June 2027.................................10 Education Results Report for each Priority of the April, 2024 Education Plan.....................................11 GI Strategies by Department...........................................................11 GI Home Education Outcome 1......................................................11 GI Home Education Outcome 2......................................................23 GI Home Education Outcome 3......................................................26 GI Home Education Outcome 4......................................................29 GI Home Education Outcome 5......................................................34 GI Campus Outcome 1....................................................................38 GI Campus Outcome 2....................................................................44 GI Campus Outcome 3....................................................................47 GI Campus Outcome 4....................................................................52 GI Campus Outcome 5....................................................................56 The Gilbertine Institute Budget......................................................61

Plannning Cycle

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s an accredited Alberta Independent School authority, The Gilbertine Institute of Catholic Studies (GI) is an accountable organisation, following Alberta Education’s continuous-improvement-cycle planning process which is illustrated below.

The Performance Management Cycle •

Developing and updating strategic plans that are aligned with provincial goals, outcomes, and performance measures;

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Incorporating into the strategic plans local goals, outcomes, and performance measures, based on community input;

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Preparing budgets that allocate or re-direct resources to achieve our plans;

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Communicating our plans to AB Education and the school’s community;

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Implementing the strategies identifi d in the plans;

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Monitoring implementation of the plans and adjusting efforts along the way when needed;

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Measuring and reporting results relative to the plans;

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Using the results to develop or update the next year’s plans.

The Gilbertine Institute’s Assurance System is designed to create a dynamic and responsive framework for improving educational outcomes, fostering accountability, and ensuring alignment with Alberta Education's assurance domains. Th s system incorporates mechanisms for feedback collection, evaluation of success, and adherence to provincial expectations.

Our assurance system employs multiple channels to gather meaningful feedback from stakeholders, ensuring a holistic understanding of their needs, experiences, and perspectives: •

Parent Surveys: Annual surveys are designed to capture parent satisfaction, perceptions of student success, and areas for improvement. Topics include curriculum delivery, faith integration, communication, and student well-being, with high survey participation rates across all programs.

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Staff Input: Professional Growth Plans: Teachers and Facilitators identify goals and refl ct on their impact, aligning with institutional priorities. Staff meetings and professional development sessions include structured opportunities for feedback on policies, resources, and strategies.

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Student Voice: Age-appropriate student surveys focus on engagement, sense of belonging, and academic challenges; also structured feedback is received from student councils and committees.

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Community Consultations: Parent Advisory Councils and Parent School Councils serve as platforms for indepth discussions on school operations and strategic initiatives. Open houses and family conferences provide informal but valuable opportunities for stakeholder dialogue.

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Evaluating Success To evaluate success effectively, The Gilbertine Institute employs a mix of qualitative and quantitative measures:

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Analysis of student achievement data includes Alberta Provincial Achievement Tests (PATs) and Diploma Examination results. Student progress is monitored using standardised assessments, including the Classic Learning Test and Canadian Tests of Basic Skills.

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Parents and students provide open-ended survey responses and anecdotal feedback. Classroom observations and teacher refl ctions assess engagement and instructional effectiveness.

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Holistic Indicators: Participation rates in liturgical and extracurricular activities help gauge student engagement and spiritual growth. Success is indicated by retention rates and the proportion of families choosing to continue with the Institute's programs.

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Regular review of achievement and satisfaction data ensure our outcomes meet or exceed Alberta Education standards.

Kaboompics

Alignment with Alberta Education Expectation The Gilbertine Institute is committed to aligning its assurance practices with Alberta Education and Childcare Assurance Measures (AEAM): •

Stud ent Gr ow th & Achie vement : Comprehensive • tracking of student success across academic, spiritual, and personal development metrics. Focus on FNMI perspectives to meet provincial inclusion goals.

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Tea ching & Lead ing: Emphasis on evidence-based professional development for staff to address diverse student needs. Regular evaluation and refi ement of teaching strategies to support high-quality instruction.

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Lear ning Suppor t s: Provision of targeted resources for students with unique learning needs, such as literacy pull-outs and English Language Learner (ELL) supports. Collaboration with parents to ensure learning environments are inclusive and adaptive.

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Gover nance: Transparent decision-making processes, guided by stakeholder feedback and refl ctive of the Institute’s Catholic mission. Board of Directors’ involvement in strategic planning and continuous improvement.

Lo cal & S o cie t al C ontex t : Responsive programming that refl cts the needs of the diverse Gilbertine community, including rural and urban families, and campus, shared responsibility and fully home educating families.

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Looking Ahead

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he assurance system is not static; it evolves through continuous stakeholder engagement and data analysis. As we plan for the coming year, we will expand our feedback mechanisms, refi e evaluation tools, and ensure that The Gilbertine Institute continues to excel in forming students of virtue, wisdom, and academic excellence.

Source: Aaron Burden unsplash

“This process of training, by which the intellect, instead of being formed or sacrificed to some particular or accidental purpose, some specific trade or profession, or study or science, is disciplined for its own sake, for the perception of its own proper object, and for its own highest culture, is called Liberal Education. […]”

-John H enr y Newman, The Idea of a University

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Our Programs P re a m bl e The mandate of The Gilbertine Institute of Catholic Studies (GI) is to support parents in their choice of an education program that will form free, rational and virtuous students. The Gilbertine Institute administers three school codes that operate 5 distinct brands. (a0363) •

The Gilbertine Academy (GA, Grades 9-12, Calgary): classical Catholic high school programme, with parish partnership and rigorous academics rooted in faith and the liberal arts. (s2338)

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Holy House (Calgary & Edmonton): shared responsibility programme integrating daily prayer, liturgy, choral music, catechism, and core academics supported by parents. Holy House of Our Lady & St. John, Calgary or HHC(Grades 1-8, s2338), and Holy House of Our Lady & St. Benedict, Edmonton or HHE(Grades 1-9, s2470)

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Villa Spiritus (VS, Grades 9-12, Derwent): shared responsibility high school programme rooted in faith and the liberal arts, preparation for post‑secondary and the world of work. (s2469)

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WISDOM Home Schooling: Alberta’s largest home education administration, supporting fully parent‑directed programs and a broad range of services, supports and community events. (Grades K-12, s2338)

Because the Institute affirms parents as the primary educators of their children, all support services: •

are informed by the knowledge that children are persons with dignity and a supernatural destiny;

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honour the inherent worth of each student, requiring respect and accommodation that best serves the individual needs of the student;

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refl ct a Catholic classical understanding of pedagogy and the human person;

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support the belief that every person has an inalienable right to receive basic education in a manner and to a degree that facilitates postsecondary education, career choices, and quality of life.

All staff of the Institute support parents in responding to the child’s natural desire to learn, recognize his or her unique interests and learning styles, and build up and encourage family life and relationships.

Notable in 2024-2025 C har it able St atus Charitable Status was received in October 2023. The newly formed Development Team took action throughout the 24-25 school year, hosting school tours in Edmonton and Calgary and working to form connections with the local communities. Th s directly boosted both enrollment and fundraising. A new classical high school curriculum was developed in phases throughout the school year and launched with active feedback in The Gilbertine Academy High School. Additionally, the hiring of an Academic Dean allowed GI to continue development of its own, highly integrated, classical liberal arts curriculum for all grades, while continuing to achieve Alberta Education outcomes.

WISDOM Home Schooling Celebrates 30 Years WISDOM Home Schooling has been a community of home educators since 1995. Some of the current staff members were part of the original core group that was there at the start, and GI greatly benefits from the ability to draw on the wealth of experience and skill in that group. In June 2025, WISDOM celebrated with an Anniversary Family Camp open to current and past home educators. The event was well attended and helped families deepen their connection to the greater WISDOM family.

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E d u c at i o n P l a n

Se p t e m be r 2 0 2 4 t h r o u g h J u n e 2 0 2 7

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n May 29, 2024, The Gilbertine Institute Board of Directors approved the Education Plan for 2024-2025, the fi h year of operating The Gilbertine Academy with its Shared Responsibility program, Holy House of our Lady and St. John (Holy House Calgary) and WISDOM Home Schooling (WISDOM), the fourth year of its full time high school program, and the third year of Holy House of Our Lady & St. Benedict and Villa Spiritus. You may request to view a copy of that Education Plan by emailing admin@gilbertineinstitute.com.

Whistleblower Protection: Section 32 of the Public Interest Disclosure Act requires that school authorities include their annual report of disclosures in their AERR. The Gilbertine Institute of Catholic Studies received no whistleblower disclosures in 2024-25.

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E d u c at i o n R e s u lt s R e p o rt

f o r e a c h P ri o ri t y o f t h e M ay 2 0 2 4 E d u c at i o n P l a n

GI Strategies by Department GI Home G I S Education t r at e gi e s Outcome

by D e pa1r t m e n t Home Education parents provide a nurturing environment and effective supports for their students, fostering a love of life-long learning by engaging them in the pursuit of Truth, Goodness, and Beauty.

Provincial Assurance Domain

Student Growth & Achievement

Context When students have the experience of being valued, they more easily value learning; and when the choice of content and delivery is catered to student gifts and calling, students are more likely to recognize purpose and take ownership of their education.

Source: Alvarado, Tamera - Fall corn

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GI Strategies by Department GI Home Education Outcome 1 All grad es Target: ≥80% of parents affirm that the chosen model best suits their child’s educational and spiritual growth.

Results: 98% reported their children are achieving EPP goals; 98% affirmed growth in character.

From a survey of parents:

Our children are growing in character

Comment s fr om Par ent s: “With the support of our facilitator, we've reversed the 'copycat' tendencies of the kids to follow bad influences at school. Now they are better leaders, much more confident, well rounded and better suited to use their character traits to find their calling in life.”

“Home education has allowed us to focus on building character in our children first and foremost. We can do this while pursuing our academic goals but have also had the opportunity to pause academic pursuits to focus more closely on character issues.”

“Character isn't a top priority in public schools, even though it should be. Homeschooling through WISDOM has allowed us the opportunity to focus on guiding our children toward becoming people who will do good in the world and will contribute to making it a better place.”

“It matters to me as primary caregiver, just as it did when I was a classroom teacher. They are becoming their fullest human selves — this is about more than logic. It weaves emotional, spiritual, intellectual and physical intelligence and skills into a whole person.”

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GI Strategies by Department GI Home Education Outcome 1 Par ent s sur ve yed exp r ess th at child r en ar e thr iving a t home: Target: Students take ownership of their education, expanding the breadth and depth of their learning, engaging in the development of their education program plan.

Results 86.5% Agree or Strongly Agree that their students take ownership.

67% of students are involved in the EPP development, mostly older students, while 98% reported their children are achieving EPP goals.

Comment s fr om Par ent s: “During the elementary years, most of the education is very parent-directed. As the children grow and discover what their interests are, they are motivated to learn on their own. In our experience these personal projects enhance and make their "school work" more interesting and applicable because they see the reason they need to study.”

“I am struggling with encouraging them to find and pursue their own interests.

They either don’t know what they want or keep saying they are interested in something, but have no drive.”

“Age appropriately. They see learning as more than just paper and pen.

They understand it is part of their daily life and experiences.”

“Our son has taken the initiative to pursue big learning goals, and is self directed in his learning.

He does receive reminders, and engages in conversation with us as parents and our facilitator to expand his vision of what is possible.”

Insights From Results Analysis •

Develop more structured encouragement for student participation in building the EPP (last year’s concern).

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Provide guidance for families wanting support in fostering student initiative.

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Expand parent workshops on the classical model of formation (supports virtue tracking).

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GI Strategies by Department GI Home Education Outcome 1 So cra tic D ial o gue Online P r o gram WISDOM’s Socratic Dialogue Online Program continues to serve as a rich classical supplementary program for Home Education families across Alberta. Rooted in the Great Books tradition and built on the natural stages of the Trivium (Grammar, Logic, and Rhetoric), the program offers high-quality enrichment courses designed to complement a parentdirected Home Education program. Instructors employ the Socratic method to guide students through thoughtful discussion, critical questioning, and engagement with timeless literature and ideas.

Program Scope & Structure Across the 2024-25 school year, the Online Program offered a comprehensive suite of courses serving students from ages 8 to 18. Most courses run for 14 weeks and include reading, discussion, and weekly preparation.

Writing and Latin courses incorporate private tutorials for individualized instruction. The program continues to maintain strong enrolment and broad participation, with course options spanning: •

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Junior Courses (Ages 8–12) Parent/student partnering classes introducing Socratic inquiry through fables, tales, classic children’s literature, and myths. Courses such as Fables & Tales, Lucy Maud Montgomery, Horse & Dog Classics, Junior Modern Classics, Chronicles of Narnia, and The Gods of Mount Olympus cultivate early skills in narration, wonder, and comprehension.

Intermediate & Senior Literature Courses (Ages 12–18) A wide selection of courses using original texts, from Classic Adventure, Classic Mystery, and Before Tolkien, to Jane Austen, Modern Classics, Victorian Gothic, and Greek Myths. These courses guide students toward deeper layers of interpretation, theme analysis, moral reasoning, and character evaluation.

Logic, Philosophy, Th ology & Politics (Ages 13–18) Foundational courses such as Basics of Logic, Foundational Great Books, Continued Great Books, C.S. Lewis, G.K. Chesterton, Introduction to Political Philosophy, and Canadian Government develop students’ ability to wrestle with primary

sources and enduring questions. These courses emphasize clarity of thought, logic, awareness of societal principles, and Western intellectual tradition.

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History & Art (Ages 12–18) Offerings include History of the Old Testament Era, History of Western Culture, Story of Canada, Story of England, Story of the Middle Ages, The History of WWII, Art History, and Classic Theatre.

These courses provide chronological, narrative, and thematic context for understanding the development of civilization and Western culture.

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Writing & Language (Ages 13-18) A structured writing pathway (Foundational Grammar, Advanced Grammar & Composition, Introduction to High School Writing, Creative Writing, Writing Essentials in Style and Composition, Mastering the Essay, and Mastering Literary Analysis) prepares students for grammar skills, high-school composition and post-secondary expectations. Latin offers 3 consecutive full-year language options, focusing on utilizing the immersion method as well as inclass collaborative study.

GI Strategies by Department GI Home Education Outcome 1 Extra Evaluation Courses Several senior-level courses (Canadian Government, C.S. Lewis, Continued Great Books, History of Western Culture, Introduction to Political Philosophy, Shakespeare) are available in an extra evaluated format for students seeking rigorous assessment or meeting university-admission criteria. These offerings include weekly discussions, formal writing assignments, and oral examinations.

Participation and Engagement (Fall 2024 & Spring 2025) Based on program reports for Fall 2024 & Spring 2025: •

WISDOM offered a wide selection of courses each term, with over 60 course sections in the Fall term and just under 50 in the Spring term.

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Participation remained strong, with total enrolments across both terms refl cting broad family engagement in classical learning.

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Parent feedback consistently praised the program’s academic rigour, instructor quality, classical approach, and the benefit of meaningful peer dialogue.

Program Impact

The WISDOM Online Program continues to contribute meaningfully to Alberta Home Education outcomes by: •

Supporting families with high-quality classical learning that aligns with parent-directed education;

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Providing structured, discussion-based environments where students develop confide ce, logical thinking, and communication skills;

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Strengthening reading comprehension, cultural literacy, and analytical ability through original texts rather than summaries;

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Offering clear progression from junior literature to advanced humanities and senior-level writing, supporting both academic readiness and personal formation.

Th ough Socratic dialogue, classical content, and strong instructor mentorship, the program remains a key educational enrichment tool for WISDOM families, helping students grow in virtue, clarity, curiosity, and intellectual engagement, while contributing to a sense of community and purpose.

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GI Strategies by Department GI Home Education Outcome 1 Can ad ian T es t o f B a sic S kills We make CTBSavailable to our families throughout the school year, enabling parents to get an idea of how their student is comparing to national averages.

Target: Students score at or above level on CTBS Results: 74% of students score at or above grade level.

Cl a ss ic L ear ning T es t CLT provides a new standard that puts students in front of the thinkers and questions that have most meaningfully shaped culture, promoting logic and critical thinking. The CLT suite of assessments provides Student Analytics on each exam that can help families strengthen the quality of their education. It’s not about simply improving on a test.

The goal is to maximize your student’s education.

Target: Students score at or above average on the CLT Results: 90% of students scored at or above average on the CLT

Pr ovinci al A chie vement T es t No WISDOM students completed any PAT in the 2425 school year.

Although AEAMresults (PATs) are not applicable for Home Education students, local measures including EPP achievement, CTBS, and CLT results demonstrate strong academic growth.

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GI Strategies by Department GI Home Education Outcome 1 Grad es 10-12 Home Educating parents choose between a variety of high school completion options for their students, some more universally recognized than others. When students are in grade 9, WISDOM Facilitators begin to discuss high school options with families, ensuring that both students and parents have knowledge of all available options and are supported in their choices. Noted in the figure below, most surveyed parents from 24-25 were either undecided, or indicated that their choice of completion method would be the WISDOM Diploma and Transcript, with verification by the Facilitator that the student has completed the Home Education Regulation Schedule of Learning Outcomes.

Of the 1114 students in grades 10-12 in the 24-25 school year, approximately 10% achieved an Alberta Diploma, and 23% pursued some Alberta high school credits.

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GI Strategies by Department GI Home Education Outcome 1 Augus t an a Par tners hip WISDOM Home Schooling is partnering with the University of Alberta, Augustana Campus, in a project that invites WISDOM students to apply to Augustana with Home Education-specific requirements. These WISDOM students now have a pathway to the University of Alberta that compliments the use of traditional homeschool resources.

WISDOM students have the opportunity to meet Augustana admission requirements for the Bachelor of Arts, Music, Management, or Education degree programs by completing the extraevaluation versions of 3 WISDOM Socratic Dialogue Online Program courses. If math is an admission requirement, they require Math 30-1 or 30-2 and 2 Socratic Dialogue courses.

Home Educa tio n Comple tio n Rates fo ll owing the AB Pr o grams o f S tud y Some Home Education students completed their High School programs by earning Alberta High School credits through Course Challenge. The Gilbertine Institute has been working on continual improvements, year over year, to support families who choose this method. Th s support is evidenced in excellent student results, while parent feedback encourages continual improvement.

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GI Strategies by Department GI Home Education Outcome 1 Ac cep t able le vel o n Home Educa tio n Dipl oma Ex amin atio ns As a result of high school subject specialists assisting students in their preparation to write Alberta Diploma Examinations, we have seen an increased level of success by Home Education students who wrote Alberta Diploma Examinations.

100% of our course challenge students met the acceptable provincial standard, and a high percentage met the Provincial Standard of Excellence.

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GI Strategies by Department GI Home Education Outcome 1

Course Challenge results demonstrate above average scores by Home Education students.

Comments from parents of students who completed course challenge: “All the high school support is amazing!”

“We find high school info a bit difficult to navigate, and wish help was a little more clear and easier to find/access.”

“We found that the specialist for English and Social did not have enough time to provide feedback on our student's draft Social essays. However we have been pleased with the overall support received in all other areas.”

“WISDOM makes Home Education through high school a much less intimidating reality than society previously led us to believe it would be.”

“My son started homeschooling with WISDOM in grade 3 all the way through high school, got his HS diploma , took on Engineering at the UofA, graduated last spring, and now is working towards his Master's degree.”

“We just came from Ontario and there is no such support at all in home schooling for high school and credits. We called a school for trades in Alberta and they were mentioning the names of courses for credits and the numbers made absolutely no sense to me. You explained everything so well how a course challenge works and made me know that I can home school my kids and help them succeed with getting the credits for entrance application. You just made someone's day, or life, a whole lot easier just by being there. Thank you so much!”

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GI Strategies by Department GI Home Education Outcome 1

Alberta Education metrics report only with the definition of high school completion being achievement of an Alberta Diploma; recognition of completing the Schedule of Learning Outcomes found in the Home Education Regulation is not yet recognized.

Home Educa tio n Regul atio n Sched ule of Lear ning Out c omes High S cho ol C omple tio n Home Education graduates go on to successful careers in a wide variety of disciplines. Many attend postsecondary education at universities, colleges, technical schools, and other centres of learning. The majority of students gain employment or admission to post-secondary education without having received an Alberta High School Diploma. In the 2024-2025 school year 10.21% of grade 12 students received an Alberta High School Diploma, versus 11% in 2023-24, and 9% in 2022-2023. Of the 421 grade 12 students in 2024-25, the majority chose completion of the Alberta Home Education Regulation Schedule of Learning Outcomes to prepare them effectively for post secondary education and work.

WISDOM is invested in student success, regardless of their choices through high school.

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GI Strategies by Department GI Home Education Outcome 1 Comments from Parents of Home Education graduates: “When we moved to Alberta 12 years ago, WISDOM went above and beyond to help our family adjust to the new educational opportunities. We now have graduates in medicine, engineering, teaching and accounting. Home Schooling has been such a win for each of our children.”

“Graduated with a WISDOM diploma in 2017. Achieved a BCS and then worked for 5 years in the office of an MP. While working in Ottawa she received her Master’s of Political Management from Carleton University.”

“Our son had an eclectic selection of curriculum until he finished up grade 12 with WISDOM homeschool. He then went right into the work force and continues to be very successful. He is viewed as a very beneficial member of his team, and he’s often sought out for help with problem solving when it comes to work and employee conflicts. He is now the lead hand of his crew, with becoming a foreman in the future. He has been made part of the core team for young adults at his church and he has his own Sunday school that he teaches. Our guy is not the exception when it comes to homeschool grades, they all are an incredible addition to society. We need more families homeschooling and launching their grads out to be world changers.”

“She did [...] was confident she could get into university without any credit courses. She is more arts inclined. In high school she attended many of WISDOM’s Socratic Dialogue courses and feels it gave her a very strong educational foundation. She also pursued some directed studies around urban planning and refugees. After spending a gap year attending a term at L’Abri in Victoria and working as a lifeguard in Edmonton, she applied to 2 universities and was accepted to both. She has been very successful at King’s University in their Political, Economics, History concentration maintaining a 4.0 average and receiving the Gold Star last year. She is currently studying abroad in Oxford, UK this semester studying political theory, history and British Culture. She is considering pursuing a Masters in Urban Planning.”

Nex t S teps:

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Respond to parent feedback and continually improve the course challenge supports offered

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Offer additional supports for Math and Science to improve outcomes

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Continue to advocate to AB Education for recognition of high school completion by students who achieve the outcomes listed in the Schedule of Learning Outcomes of the Home Education Regulation.

GI Strategies by Department GI Home Education Outcome 2 Facilitators, support staff, and administrators will receive professional development that equips them to support, embolden, and bolster parents in their roles as primary educators of their students.

Provincial Assurance Domain

Teaching and Leading

Context The Gilbertine Institute supports parents as the educators of their children. We provide a great range of support, from offering perspective and encouragement, to providing assistance with planning, evaluation, and resource research that support effective student learning.

Image source: Kaitlyn Breederland

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GI Strategies by Department GI Home Education Outcome 2 All grad es Target: ≥75% of families affirm staff e ectively assist with planning and resources.

Results: 96% affirmed Facilitator support in creating EPPs and selecting curriculum; qualitative comments praised staff e couragement and expertise.

Analysis: Facilitators and support staff re increasingly unifi d in professional practice and philosophy. Families expressed gratitude for patient mentorship, and feedback noted the benefit of experienced Facilitators guiding high school families.

Home educating families are supported by teaching professionals and support staff ho are themselves home educators, enabling WISDOM to truly journey alongside our families. In addition to evaluating student progress and achievement, Facilitators provide support and encouragement, answer questions, and offer advice as needed. The in-office eam manages student records, provides a listening ear and coaching to parents, and processes refunds, all with a heart for each family’s journey.

Comments from Parents: “Our Facilitator is terrific at listening to us and to our needs. It is easy for us to feel comfortable talking about anything we would wish to discuss.”

“Personally, I appreciate the extra check-ins that our Facilitator makes through the year. We get bogged down in details sometimes and numerous times, his emails have reminded me to step back and look where we are in relation to our general homeschooling goals, and I see that focusing on small details often make little impact on the big picture.”

“The support and resources available through WISDOM are really quite incredible and I've seen it grow throughout the years which is very inspiring.”

“Everyone we connect with is very supportive and we are grateful to have that support.”

Insight s Fr om Res ul t s Anal ysis

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Introduce consistent guidelines for Facilitator check-in frequency.

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Create short, plain-language “High School Pathways Guide” for new families.

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Strengthen onboarding for new Facilitators to reduce disparities in support.

GI Strategies by Department GI Home Education Outcome 2 WISDOM suppor ted p r ofess io nal d evel opment thr ough: •

sending Facilitators and support staff o conferences and workshops that promoted excellence in their work.

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Scheduling 8 days of meetings together as a team, including 3 days of intensive PDin the summer.

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Pairing new Home Education certifi ated staff ith experience mentors

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Enhanced the ability to interact well and feel heard through small-group discussions during larger-scale meetings

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Welcoming employee feedback and discussion with the leadership team

Image source: Jessica Swick

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GI Strategies by Department

GI Home Education Outcome 3 Parents and students will be given access to expertise, resources, and facilities that support optimal learning.

Provincial Assurance Domain

Learning Supports

Context

The Gilbertine Institute is committed to supporting, emboldening and bolstering parents as primary educators by offering mentorship, resources, and encouragement.

Image source: Mahabir Family

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GI Strategies by Department GI Home Education Outcome 3 All grad es Target: ≥85% of parents affirm a safe and supportive environment.

Results: 97.5% reported children thriving at home; 82% of parents felt that, with WISDOM's support, they were able to identify and address exceptional learning needs in their family.

With support from staff and their Facilitator, parents are encouraged to seek further support for a variety of exceptional learning needs. [NOTE on Early Years Numeracy and Literacy: Facilitators evaluate student progress and achievement twice per year, and this includes focus on Numeracy and Literacy in the early grades.]

The first step is to recommend WISDOM’s Mediated Learning Program.

The parent is the best person to help a child make progress. Using a specific method and set of strategies, the parent can help the child think effectively and work to a place of success when faced with problem solving.

WISDOM teaches a system that concentrates on three things: process, meaning, and change. WISDOM's parent training program focuses on how to learn more than what to learn.

Parents learn how to stimulate brain change in the learner, overcome weak areas, and use a child’s strengths. In a series of effective learning events offered in various Alberta locations, parents are presented tools and strategies to strengthen any learner’s ability to think.

The mediational method develops optimism in the child, opens up a greater desire to learn, and stimulates enthusiasm to work to a place of success. Improved parenting and teaching skills use a gentle approach by asking questions that exercise reflective thinking in the child. The more the brain is intentionally exercised (especially where there is a weakness), the greater the resulting brain change. No child is stuck in their behaviour, emotion, or capacity to learn.

An additional available support is funded by AB Education and made available through the Association of Independent Schools and Colleges of Alberta. aisca has contracted Khan Communication Services for Home Education supports in Occupational Therapy, Speech-Language Pathology, and Psychology/Behavioural Therapy.

There remain parents who feel there is insufficient support available to them, and WISDOM continues attempting to connect with these parents.

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GI Strategies by Department GI Home Education Outcome 3 Comments from Parents: “We have quite a diverse array of learning styles in our household and to be able to make it work and actually thrive in this environment is wonderful.”

“Many times over the course of our visits, our Facilitator has reframed the stories we share about our children in ways that draw our attention to the specific strengths our kids possess. This helps us to create even more opportunities for our children to excel.”

“One of our sons was dyslexic. [Our Facilitator] helped me figure it out and gave me the contact info for a lady to help him. After bi-weekly (twice a week) lessons, he was reading well within a year.”

“We have not had any help identifying the exceptional learning needs of our son. We do not feel that there are many resources available to us.”

“I have not needed to branch out to that yet but I do know the resources are out there and again such a wonderful option, another tool in the homeschool toolbox.”

“I took a few of the courses and learned quite a bit even having a good background of mediated learning. A good refresher and lots of pointers and would highly recommend for any parent home schooling even just as yet another tool, can't have too many of those.”

“Khan community only offers very limited support.”

“I took the full series in its first incarnation and enjoyed it very much. I utilized some of the teaching. I also was able to later avail ourselves of the Dynamic Learning Assessment to help mediate some learning challenges.”

Insight s Fr om Res ul t s Anal ysis

28

•

Increase awareness of Mediated Learning and AISCAsupports.

•

Expand diverse learning needs communication in monthly newsletters & bi-monthly magazine.

•

Improve clarity on how parents can access assessments.

GI Strategies by Department

G I S Education t r at e gi e s Outcome

by D e pa4r t m e n t GI Home The Gilbertine Institute of Catholic Studies will ensure Stakeholder Engagement.

Provincial Assurance Domain

Governance

Context The Gilbertine Institute serves a diverse community of parents and students by means of a likewise diverse staff of skilled and experienced individuals. In order to serve well, the Board of Directors values communication at all levels to monitor our effectiveness and improve our service on behalf of students.

St akeho ld er E nga gement w a s Str engthened by : • WISDOM Family Magazine (bi monthly) • Parent Advisory Council involvement in events and community feedback • Social Media presence and private online community • Parent Portal for smooth enrolment and access to student record • Parent, Student & Family workshops, courses, community & cultural events 29

GI Strategies by Department GI Home Education Outcome 4 All grad es Target: ≥70% of parents/students perceive that they belong to a community of like-minded families. >85% of new Home Education families indicate they experience community support.

Results: 77% of all WISDOM families declared that they feel like part of a community and approximately 93.5% of all families access WISDOM supports and services; 90% of new families engaged with WISDOM supports and services, but only 78.5% of new families identify as feeling like part of a supportive local community.

Analysis: Good work is being done and family access of WISDOM supports and services is up by 3% year over year, but there has been a decline in a sense of belonging to community since 2023-24 (86% overall). More work must be done engaging new home educating families and helping them connect with established local groups and WISDOM supports.

Comments from Parents: “We have our homeschool crew that meets weekly and attends local homeschool events like homeschool days at local attractions.”

“We just do our thing. I feel we should connect more with other families and that will be my goal for the upcoming academic year.”

“We have been involved in local homeschool groups since the beginning of homeschooling.This has been especially helpful as we have an only child and community is important.”

“Didn't know about these community opportunities or that the Wisdom had a PAC!” “Everyone we connect with is very supportive and we are grateful to have that support.”

“We chose homeschooling because we like to be independent from "institutions". Despite that, we want to provide our kid with the richest, most rounded education humanly possible and we look to WISDOM for your advice, experience, administration, and framework to achieve that.

For social things, I noticed that there is a button on the website for home-hosted offerings and that type of thing. I like that. It's great if WISDOM has this mechanism to enable us to make our connections.”

30

GI Strategies by Department GI Home Education Outcome 4 In the 2024-2025 school year, WISDOM focussed on offering rich and varied events and workshops across the province and online, and expanded efforts to begin grass-roots level community engagement. Programming reflects WISDOM’s commitment to offering meaningful experiences that foster growth, curiosity and a sense of belonging for Home Education families across Alberta.

General E vent Su mmary This year, we offered 157 events, representing one of our most robust calendars to date. These opportunities included: •

103 student events, ranging from academic enrichment to hands-on skill development

•

31 adult learning opportunities, including workshops and parent education

•

56 whole-family events, supporting community connection and family-centred learning

•

69 online events and 86 in-person events, ensuring province-wide accessibility

Despite our large slate of offerings, only 34 events (17%) required cancellation, demonstrating strong demand and effective planning.

Insight s Students and families were able to participate in a wide variety of subjects and experiences, including: •

Survival Skills (43 events)

•

Chess (34 events)

•

Ballroom Dance (8 events)

•

Rock Climbing (6 events)

•

Bio 20/30 labs (6 events)

•

Foraging Walks (17 events)

•

Craft, Python Programming, Basic Computer Skills, Diploma Prep, and more

31

GI Strategies by Department GI Home Education Outcome 4 Par ticip atio n Highlight s Participation numbers this year reflect a high level of engagement across all categories: •

Total participation across all programs exceeded 1,400 individuals, including students, parents, and families.

•

Student participation was especially strong, with highinterest areas such as: •

Ballroom Dance: 439 students

•

Survival Skills: 228 students

•

Rock Climbing: 168 students

•

Chess: 153 students

Impa ct o n Stud ent s & Families The scale and diversity of these offerings directly support our Education Plan commitments to: •

strengthen student learning through meaningful, handson experiences;

•

support parents as the primary educators by providing accessible training and community resources;

•

foster a vibrant, supportive home-schooling community

The high participation rates demonstrate that families continue to value opportunities to grow, learn, and connect.

Our events also reflect strong alignment with Alberta Education’s priorities surrounding student wellness, foundational skills, and learner engagement.

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GI Strategies by Department GI Home Education Outcome 4 Lo oking A head As we continue improving our programming, future goals include expanding high-demand offerings, increasing supports for new home-educating families, and refini g our online/inperson balance to meet the evolving needs of our community. Th s year’s results demonstrate that our approach is effective and well-received, and that WISDOM families continue to seek high-quality, relationship-centred learning experiences.

Comment s fr om Par ent s: “There are many resources available through WISDOM and we are grateful for that.”

“We did the online classes one year, but they were a hard fit for our family with them being in the morning. We have lived far away (2+ hrs) from most in-person events, but will hopefully be able to attend more as we are moving to a more central location this summer.”

“We absolutely love the physical copy of the magazine, it's become bonding time as he chooses to read it to me while I'm driving, cooking, or otherwise have my hands full.”

“I always tell people who are thinking of homeschooling that there's just too many options now for children not to succeed. It's up to the parents to figure out what is needed and to start there.”

Insight s Fr om Res ul t s Anal ysis •

Improve pac visibility (parents reported not knowing about it).

•

Increase “local community connection” support for brand-new he families.

•

Develop structured welcome events early in the school year.

St aff E xcellence The Gilbertine Institute carefully selects and hires staff, seeking individuals who will be able to best serve our families. Home Education staff must be devout in their Christian faith and have a practical knowledge of home schooling that has grown out of their own home schooling experience. All staff must be able and motivated to encourage and support home schooling parents and students.

GI supported ongoing professional development: •

3-day Professional Development Inservice for all Facilitators, office taff, events staff nd administration

•

1-day professional development on mental health for all staff

•

Bi-monthly Facilitator meetings

•

Monthly support staff

•

Various conferences and PDworkshops throughout the year

eetings

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GI Strategies by Department

GI Home Education Outcome 5 We will accurately identify the needs of our families and effectively support parents who provide Home Education.

Provincial Assurance Domain

Local & Societal Context

Context

The Gilbertine Institute recognizes the need to support the unique needs of our families by helping parents discover appropriate means of supporting their students.

34

GI Strategies by Department GI Home Education Outcome 5 Outcome 5 aligns with the Education Plan’s commitment to supporting parents as primary educators through personalized consultation, vision development, and operational transparency.

All grad es Target: •

>70% of parents indicate that they have developed a vision statement, and that their Facilitator was able to assist them with this if needed.

•

>70% of parent respondents affirm we have helped them identify student needs and solutions.

•

>70% of parent and Facilitator respondents affirm we have identifi d and improved operational weak spots.

•

The majority of WISDOM families home educate their students through high school.

Results: •

93% of parents stated that their family has a vision for Home Education that influences their education program plan and goals, and that Facilitators were able to assist them with finding their vision, as needed.

•

91% indicate that WISDOM’s services and supports met their educational needs.

•

93% agreed that WISDOM identified and improved operational weaknesses.

•

Upward trend, year over year, of families keeping their students with WISDOM through high school.

Comment s fr om Par ent s: “WISDOM has grown so much and the high school department is one of those areas. So many great options and I'm excited for my oldest to be able to engage in what WISDOM has to offer.”

“WISDOM makes Home Education through high school a much less intimidating reality than society previously led us to believe it would be.”

“A lot of WISDOM’s services are unknown to us” “The service and support provided are exceptional, I just regret not accessing more of the resources available to me this year.”

“High school can feel overwhelming, especially when navigating credits, transcripts, diplomas, and the various ways to track everything through platforms like WISDOM.

Choosing the right groups or programs adds even more pressure, and it’s hard to know if we’re making the best decisions. It would be incredibly helpful if the High School and Beyond Conference included more talks or hands-on workshops that clearly break down the different educational paths students can take. This should include practical guidance on how to collect and organize required information, how to create transcripts, and where students can challenge or take additional courses based on their post-secondary goals.”

“I love our Facilitator visits and definitely feel like it's an open book and I can come with any problems that I'm having and can usually come to a really good solution and be pointed in abetter direction.”

35

GI Strategies by Department GI Home Education Outcome 5 Grad es 7-12 High School & Beyond Conference: The mission of the annual Home Schooling High School & Beyond Conference is to equip Home Education students and their parents with the knowledge, confidence, and practical tools needed to navigate the high school years and plan purposeful pathways into adulthood. The 2025 conference attracted over 500 attendees.

Using an aviation metaphor, the conference framed students as pilots of their own educational journey. It featured a keynote speaker, multiple breakout sessions, post‐secondary institution booths and interactive career-inspiration activities. The intent was to increase student engagement, broaden awareness of alternatives (including homeschooling through high school) and reinforce the message that families can take ownership of the educational trajectory.

Home schooling:

High School & Beyond Conference

Chart Your Course April 4-5, 2025 Spruce Grove

Comment s fr om Par ent s: “The Facilitator panel was very informative. The post secondary exhibit hall was fantastic. Also the Career Inspiration Volunteers were inspiring for the kids.”

“The best part was being in the same room as so many homeschooling parents who care about intentionally educating their kids.”

“The goal planning workshop was useful and went well. It feels like a pivotal point in homeschooling, but I don't know why. This was the best and most moving conference for me. Dr. Ray did an excellent job in communicating the statistical benefits of homeschooling […] The panel discussion on Saturday was very informative.”

“Loved how many options there were for talks for ourselves and the kids. And the fullness of them. Not just fluff.”

Insight s Fr om Res ul t s Anal ysis

36

•

More clearly promote underused services families say they “did not know about.”

•

Provide more high school planning workshops (parents specifi ally requested).

•

Introduce a unifi d WISDOM Family Resource Map for easier navigation.

GI Strategies by Department GI Home Education Outcome 5 Home Scho oling T hr ough H igh S cho ol Encouragement and support to families is showing its fruit in the retention of students for the high school years. These statistics are improving annually, demonstrating a positive response to our support of high school completion.

37

GI Strategies by Department GI Campus G I S t rOutcome at e gi e s 1by

D e pa r t m e n t

Students will thrive throughout life by being formed in an environment where they are valued and educated to seek and find Truth, Goodness and Beauty.

Provincial Assurance Domain

Student Growth & Achievement

Context When students have the experience of being valued, they more easily value learning; and when the choice of content and delivery is sensitive to student gifting and calling, students take ownership of their education.

Holy House, Edmonton

Target: ≥80% of parents affirm that the chosen model best suits their child’s educational and spiritual growth.

Results: 100% of Gilbertine Academy/Holy House Calgary and Villa Spiritus parents affirmed satisfaction; 92% of Holy House Edmonton families reported the same. Families valued strong Catholic culture and requested more consistent grading turnaround in math and science.

Analysis: Parents across divisions witness steady intellectual and moral development. The classical curriculum and daily formation in faith have reinforced student virtue, discipline, and love of learning. Year-over-year, both satisfaction and alignment with mission increased slightly (2023–24: 95%; 2024–25: 97%).

PAT and Diploma results were suppressed due to small cohort sizes. Local measures (teacher assessments, literacy screens, course challenge outcomes) provide evidence of growth.

Next Steps: • • •

Continue integrating faith and academics through classical methods.

Offer expanded Diploma prep and Classic Learning Test benchmarking for interested students.

Strengthen formative feedback in senior high courses.

“the man who has learned to think and to reason and to compare and to discriminate and to analyse, who has refined his taste, and formed his judgement, and sharpened his mental vision, will not at once be a lawyer, […] a man of business, or a soldier, or an engineer but he will be placed in that state of intellect in which he can take up any of these sciences or callings […] with an ease, a grace, a versatility, and a success, to which another is a stranger” John H enr y Newman, The I dea o f a U nivers it y

38

GI Strategies by Department GI Campus Outcome 1 The G ilber tine A cad emy Grades 9-12 Devel opment The new curriculum of the Gilbertine Academy has two broad, guiding goals, the fi st of which has four distinct parts: 1. An understanding of the Anglican Patrimony, as expressed through the four pillars of Catholic Education articulated by Bishop Lopes: a. Sacred Worship i.

Participation in the daily liturgical life of the church (the Offi , Mass) as the “most important class of the day”

b. Sacred Wisdom i.

An integrated curriculum anchored by a four year history sequence

ii. A classical education emphasizing academic excellence through an encounter with master works iii. A study of the traditional liberal arts expressed in a modernized trivium and quadrivium (grammar, logic, rhetoric, math, science, music) c. Sacred Music i.

The formal study of that music constituting the Anglican patrimony in preparation for and expressed in sacred worship

d. Sacred Art i.

An understanding of master works that form western civilization, especially within the Anglican patrimony

ii. The creation of art through the disciplines of drawing, painting, and other fi e arts 2. The achievement of the Alberta Diploma through courses providing learning outcomes consistent with the Alberta Programs of Study.

Th oughout the school year, the new curriculum was refi ed via active feedback from the high school class and teachers. In January 2025, Dr. Jennifer Fast was hired as Academic Dean for The Gilbertine Institute. Dr. Fast spent the remainder of the year implementing feedback and adjusting curriculum for future years, as well as developing the new curriculum for Holy House.

39

GI Strategies by Department GI Campus Outcome 1 High S cho ol A chie vement and C omple tio n GAcelebrated its second graduation in June 2025, a beautiful recognition of the hard work and dedication of staff nd students.

Th s was the fourth year of operation for the full-time high school program, and a leadership transition year made joyful by the presence of the new headmaster. Most of the student population moved up from Holy House, so in 24-25 there were two students studying at the grade 12 level. Thus, there is insuffici t data to report grade averages.

Stud ent I nv ol vement All students participated in the daily monastic prayers, Mass and the singing of liturgical music at least some of the time, with 85% participating all of the time. (The measure of success was a minimum of 60%) 100% of parents affir

d that:

•

their student demonstrated active participation in the culture of the school

•

Their student values virtue and strives to increase virtue in themself and others Participation in AB Education survey by parents and students was extremely low in the 2024-25 school year.

PAT results were suppressed due to the small student population on campus at The Gilbertine Academy, but staff were pleased with the results.

40

GI Strategies by Department GI Campus Outcome 1 Hol y House of Our L ad y & St . Bened ict Grades 1-9 Hol y House of Our L ad y & St . John Grades 1-8 School life at Holy House is grounded in goodness, beauty, and truth. Th s culture is nurtured by incorporating prayer and liturgy into the ordinary school day. The time of prayer is not optional and demands students taking on leadership roles in guiding the school in prayer. Moreover, each month of the academic year is dedicated to a particular virtue wherein students were instructed in and assessed on their practice of a specific virtue. During school celebrations at the end of each term, exemplary students received recognition of their efforts. All discipline in the school has a virtue focus so that a culture of goodness permeates among staff nd students.

Stud ent I nv ol vement All students participated in the daily monastic prayers, Mass and the singing of liturgical music at least some of the time, with 68% in hhe and 85% in hhc participating most or all of the time. (Target: >60%) Only one student from either campus was declared a non-participant.

100% of parents affir

d that:

•

Their student demonstrated active participation in the culture of the school

•

Their student values virtue and strives to increase virtue in self and others

•

Their student actively engaged in dialogue at school and at home

91% of hhe parents and 100% of HHCparents affirm that the education received best suited their child. 85% of HHE students and 100% of HHCstudents affirmed that the education being received best suited their needs.

PAT results were suppressed due to the small student population in both Holy House Programmes, but staff were pleased with the results.

Ear l y Years L itera cy A ss ess ment s Reading is an essential part of Holy House’s curriculum, and literacy screening tests were conducted in both the winter and spring for Grades 1-3 to identify aptitude and appropriate interventions as needed. To help facilitate literacy among campus students, a PD session with one of the leading researchers in the science of reading in the province, Dr. George Georgiou of the U of A, was held to the benefit of all staff involved. In the older grades, regular reading aloud by students and Socratic discussion of good books formed a pillar of school pedagogy so that students were exposed to beautiful language, great ideas, and examples of virtue, preparing them for their life outside the classroom.

41

GI Strategies by Department GI Campus Outcome 1 Hol y Hous e o f O ur L ad y and S t . Bened ict L itera cy S cr eening R epor t Holy House of Our Lady and St. Benedict identifi d 12 students from grades 1-4 as needing additional support, as noted in the graph below.

Strategies used for children in Grade 1-2 requiring additional support included: •

Working on letter identifi ation and fluency as well as basic phonemes through interactive literacy games, flash cards, and shared reading.

•

Building confide ce

•

Increasing phonemic awareness and basic phonics

Strategies used for children in Grade 3-4 requiring additional support included: •

improving sight word fluency and decoding practice using flash cards and shared reading to scaffold skills.

Hol y Hous e o f O ur L ad y and S t . John L itera cy S cr eening R epor t Holy House of Our Lady and St. John used Letter Name-Sound Test (LeNS): Administration Instructions for Students in Grade 1 & 2, Alberta Education-developed literacy screening assessments, to evaluate literacy among Grade 1 & 2 students. The total number of students assessed in the year 2024-2025 was 7 at the Grade 1 level and 7 at the Grade 2 level. These students were evaluated twice during the year, once in November 2024 and once in June 2025. Noted in the graph below, of these 14 students, 4 were identifi d as requiring additional support at the start of the year, and 2 were identifi d as requiring additional support at the end of the year.

Strategies used for children requiring additional support included:

Ear l y Years N umera cy

•

One-on-one instruction with the main focus on phonics and letter recognition

•

Specific eading programs starting at the student’s level

•

Book bags that were sent home on a weekly basis to reinforce reading skills

•

Encouraging parents to support their children in this area

Numeracy is integrated into all school subjects and parents are meeting their Education Program Plan requirements for numeracy as verifi d by their Home Education Facilitator.

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GI Strategies by Department GI Campus Outcome 1 Vill a Spir itus Grades 9-12

High S cho ol A chie vement & C omple tio n Villa Spiritus celebrated its third graduation in June 2025. To date, this was the largest graduating class the Institute has celebrated at any campus. Six of the seven graduates were were with Villa Spiritus in its fi st year, making the celebration especially poignant.

While the goal of most Villa Spiritus students was to achieve marks in some AB courses for an offi al transcript, most were not pursuing an Alberta Diploma and planning to complete remaining outcomes via the Schedule of Learning Outcomes of the Home Education Regulation. In school delivered subjects, Villa Spiritus students consistently performed above the provincial average.

Student Involvement All students participated in the daily monastic prayers, Mass and the singing of liturgical music all of the time.

While there were insuffici t parent and student respondents to the AB Education survey to report on results, there was solid participation in local surveys.

100% of parents affir

d that:

•

Their student demonstrated active participation in the culture of the school

•

Their student values virtue and strives to increase virtue in self and others

•

Their student actively participates in the activities of Villa Spiritus

•

Their student actively participates in dialogue at school and at home

•

Their student completed all homework

43

GI Strategies by Department GI Campus Outcome 2 Students will benefit from consistent collaboration between parents and well-formed teachers, support staff, and leaders to provide education directed toward seeking and finding the True, Good, and Beautiful.

Provincial Assurance Domain

Teaching & Leading

Context The Gilbertine Institute supports parents as the educators of their children. We see the role of all our staff as support for the Home Education journey, doing as much or as little as needed to assist, as we support the parents who fashion the path to success for their students.

Our school-delivered courses are provided by teachers at school with significant support for parents. We keep parents fully informed in weekly homework emails about what has happened in each class, details about homework, and various whole-school learning, such as weekly scripture memorization, music listening homework, and the virtue of the month. For parent-delivered coursework, our campus Home Education Facilitators advise parents about the relative progress and achievement of their children relative to the parents’ Education Program Plan.

Parents and campus staff use surveys and conversations to evaluate how well we are collaborating and providing assistance that serves the students.

44

Holy House, Calgary

GI Strategies by Department GI Campus Outcome 2

The G ilber tine A cad emy Grades 9-12 Hol y House of Our L ad y & St . Bened ict Grades 1-9 Hol y House of Our L ad y & St . John Grades 1-8 Vill a S pir itus Grades 9-12 Target: >80% of parents and 80% of students indicate satisfaction that we are delivering the education that best suits them.

Key Results: •

100% of parents and 100% of students reported that GA was the education that best suited them.

•

100% of GA students prefer this form of education

Improvement Trend: Up from 93% in 2023–24.

Sur ve y o f Par ent s o f S har ed R es ponsibilit y Stud ent s: •

100% in HHC n a d VS, and 85% in HHE werehappy with the level of support received for their home school Education Program Plan

•

100% in HHC n a d VS, and 92% in HHE* were happy with the level of support that they received in choosing teaching resources. (*of those who requested assistance)

•

100% of students felt supported in their education

•

100% of HHC students, 60% of VSstudents and 86% of HHE students prefer this form ofeducation

•

60% of VSstudents** and 85% of HHE students reported that the education being received best suited their needs [**this is 15% below target, and has been addressed through assisting with discernment for finding academic fit in 25-26]

•

For additional literacy/numeracy screening results, please see appendix 1.

45

GI Strategies by Department GI Campus Outcome 2 Over the past year our campuses have very seriously assumed the challenge of delivering a content-rich curriculum grounded in goodness, beauty, and truth.

Surveys conducted in the 2023-2024 school year were respectfully considered, and Holy House Edmonton conducted several parent meetings discussing the scope and focus of the high school programme to begin September 2025.

To assist staff in the delivery of the rigorous curriculum, the team has held staff personal development sessions with the Academic Dean, Dr. Jennifer Fast, who has expertise in classical curriculum and pedagogy. In addition to regular parent-staff correspondences and our weekly homework email outlining the direction of weekly studies, parent-teacher interviews were held to discuss student achievement. Several staff members received AISCA evaluations this past year to ensure adherence to the TQS and teaching excellence. Although not all staff received evaluations this year, annual Professional Growth Plans and their subsequent review ensured maintenance of a standard of teaching excellence.

Cho ir E vent s in 2024-2025 •

In December 2024, Holy House Edmonton/Villa Spiritus and Gilbertine Academy/Holy House Calgary hosted First Advent candlelight processions with choral music by students.

•

Villa Spiritus participated in the Carols and Charcuterie event in Derwent, with students joining the choir.

•

In February, Holy House Edmonton hosted an Evensong event, with both Holy House and Villa Spiritus students providing choral music.

•

In May, all campuses participated in the choir for a Pilgrimage Mass in Canmore, Alberta, which served as the start to the annual Schola Montis “Mountain School” camping trip.

Scho l a M ontis 2025 Schola Montis, the annual camping trip for high school students across all three campuses took place from May 25-26 near Canmore, Alberta. The trip began with a sung Mass in the Shrine of Our Lady of the Rockies, with students then spending 3 days interacting with nature, themselves, each other, and their faith through a tenting and hiking retreat. Schola Montis included daily Mass, retreat talks, and times of prayer, as well as hikes, sports, and crafts. ere were 43 students, grades 7-12, in attendance.

Schola Montis, 2025

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GI Strategies by Department GI Campus Outcome 3 Parents and students will receive information on expertise, resources, and facilities that support optimum learning.

Provincial Assurance Domain

Learning Supports

Context

The Gilbertine Institute is committed to supporting parents in their education choices by providing appropriate kinds and levels of support for holistic personal development of their students.

Gilbertine Academy, Calgary

47

GI Strategies by Department GI Campus Outcome 3

The G ilber tine A cad emy Hol y Hous e o f O ur L ad y & St . Bened ict Hol y Hous e o f O ur L ad y & St . John All grad es Target: ≥85% of parents affirm a safe and supportive environment.

Results: 86–92% of parents in Edmonton and Calgary reported a strong sense of belonging.

Analysis: The Gilbertine Institute’s culture of respect and care continues to fl urish. The sense of belonging rose year-over-year (2023–24 average: 82%; 2024–25: 89%). Parents appreciate smaller class sizes, clear expectations, and daily prayer, all fostering secure learning environments.

Insight s Fr om Res ul t s Anal ysis •

Systematically track student support needs across campuses.

•

Create structured communication to parents when supports are provided.

•

Develop a facility needs projection for 5 years.

Th s year, students demonstrated an eagerness to attend and learn in both their grades and demeanour.

Student exams have varied to include standard written exams, multiple choice, and oral exams.

Several younger students have had the use of a scribe to assist them in completing all major assessments. A key event was the opportunity to sing at the annual Lessons & Carols service, marking the First Sunday of Advent and showcasing the choral programme.

Students also sang during the pilgrimage Mass at the Our Lady of the Rockies Shrine in Canmore. A milestone last year was the year end presentation of vignettes from Shakespeare’s Julius Caesar.

48

GI Strategies by Department GI Campus Outcome 3 In Hous e Sur ve y Res ul t s: •

100% GA/HHCand 85% HHEstate that the school assisted them in identifying and assisting the exceptional learning needs in their family, where present.

•

100% GA/HHC/HHE* stated that their child enjoys learning [*1 parent did not know]

•

100% stated that their family is part of a vibrant culture at The Gilbertine Academy (and/or) Holy House.

•

100% GA/HHC/HHE* stated that their student experiences acceptance and a sense of belonging at school. [*1

•

100% of students’ skill in drawing/creating art and singing choral music improved over the course of the school year.

parent did not know]

While 100% of Calgary families felt at home in the St. John the Evangelist school facility, there were 8% in Edmonton who did not feel at home in the St. Emeric school facility. Th s is still above the 80% target for positive sense of belonging, but needs attention from the executive. Feedback from one parent: “Although the current facility has served the community well, I do believe that is where Holy House Edmonton needs improvement, such as a more appropriate gymnasium facility.”

49

GI Strategies by Department GI Campus Outcome 3 Vill a Spir itus Grades 9-12

In Hous e Sur ve y Res ul t s: •

80% of parents agree that the Villa Spiritus teaching staff are equipped to provide individualized instruction and support, and that students have adequate access to the teacher outside of in-school days.

•

75% state that the school assisted them in identifying and assisting any exceptional learning needs in their student, if present. Of the total students, 40% accessed external ABEducation resources and 20% accessed Mediated Learning resources

•

100% stated •

that their student demonstrated well-balanced learning in faith, culture & choral music,

•

the student demonstrates good work ethic and employability

•

the family is well supported in the delivery of their home education program

•

the student enjoys learning

•

the student experiences acceptance and a sense of belonging at school.

All C ampus H igh S cho ol Europe Trip The Education plan determined that we would be planning a pilgrimage to Europe for Spring 2026, with planning and fundraising in the 24-25 school year. However, as the tour companies required a minimum of 30 to make it a go, the Institute’s high school student numbers were insuffici t to see this plan through. A new, more local pilgrimage was settled upon for the 25-26 school year, and a future European pilgrimage is among the long-range plans.

Facilities Plans While the start of the 24-25 school year saw moderate campus numbers in Calgary and Derwent, Edmonton was showing signs of outgrowing the rented facility. Renovating and reconfigu ing spaces to fit students was a high priority for Edmonton, and current efforts have the team searching for a new space for HHE, and future need to renovate facilities for GAand VS.

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GI Strategies by Department GI Campus Outcome 3 All G ilber tine I nstitu te - Firs t N atio ns, Métis, & I nuit E duca tio n The Institute’s programmes served 265 self-identifi d FNMIstudents in the 2024-2025 school year. Only two of these were campus students in a Shared Responsibility programme, thus there was no supplemental funding generated to support Truth & Reconciliation Commission recommendations. GI provided culturally responsive programming through individualized Home Education plans, facilitated access to Rupertsland supports, literacy and cultural programming, and the Métis Heritage Project.

Results: FNMIfamilies expressed appreciation for personalized support, flex bility in demonstrating learning outcomes, and opportunities to integrate culture and language into student programs. Each learner was approached with deep respect and recognition of the person’s inherent dignity. We work in partnership with FNMIstudents and families to support their goals, honour their identity, and ensure they receive the education they deserve.

Though there is a systemic education gap in much of public education, The Gilbertine Institute has the unique opportunity to support highly individualized and targeted educational programs. Some feedback from Facilitators serving FNMIHome Educators: •

“Encouraged development of the education plan to include their teaching drumming of the "Grandmother Song", with Fridays as enrichment days to learn more about the family’s culture. Student uses some Cree words with Elder when she visits.”

•

“I successfully nominated a Métis family to access student support from Rupertsland Initiative, assisting with some learning struggles.”

•

“A parent reported great enjoyment of the 2 day Survival Workshop (skills and methods for finding wild food and medicinal plants, and other survival skills); so happy that she and her son were learning so much that her people have lost from their past knowledge. She was overjoyed.”

•

“...included two grandmothers in the discussions with a home education family. The grandmothers had both attended residential schools and were able to share their experiences with the next generations.”

•

“My role as their Facilitator is as you would expect, to support and encourage them in their learning and in their family heritage.”

•

“One of the families I serve is very careful to read aloud from a wide variety of books. The mother chooses books from all sorts of cultures, definitely including Indigenous peoples. The children are thirsty to learn more and enjoy trying to recreate art projects inspired by the Indigenous legends and stories.”

To continue fostering environments where students thrive and excel in both academics and personal virtue, we will: •

Expand access to a variety of assessment tools for both campus and Home Education students to ensure robust measures of academic growth.

•

Introduce targeted professional development for staff to further support emergent readers and enhance literacy and numeracy strategies.

•

Strengthen partnerships with cultural organisations to deepen students' understanding of FNMIhistory and perspectives.

•

Continue recognizing student achievements in both academic and personal development to inspire motivation and confide ce.

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GI Strategies by Department GI Campus G I S t rOutcome at e gi e s 4by

D e pa r t m e n t

The Gilbertine Institute of Catholic Studies will ensure Stakeholder Engagement.

Provincial Assurance Domain

Governance

Context The Gilbertine Institute serves a diverse community of parents and students by means of a likewise diverse staff of skilled and experienced individuals. In order to serve well, the Board of Directors values communication at all levels in order to monitor our effectiveness and improve our service.

Due to small cohort sizes, Alberta Education suppressed PAT and Diploma exam results for campus programmes. As recommended by the Funding Manual, the Institute uses local measures including literacy screening, CTBS, CLT, and teacher evaluations to demonstrate student progress.

Holy House, Edmonton - the Lantern Walk

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GI Strategies by Department GI Campus Outcome 4

The G ilber tine A cad emy Hol y Hous e o f O ur L ad y & St . Bened ict Hol y Hous e o f O ur L ad y & St . John

Target: ≥80% of parents affirm the authenticity of Catholic identity and integration of faith.

Results: 100% of families affirmed authentic Catholic a sense of feeling welcomed in the St. Benedict or St. John the Evangelist parish community. Some parents selected ‘not applicable’ for St. Benedict; results are made more difficult by the physical separation of the Holy House Edmonton school community and the St. Benedict church community, who do not share a facility. 100% of students in Edmonton and Calgary have at least one parent who has participated in cultural or social events at the school.

Analysis: The Gilbertine Institute continues to embody its mission to form minds and hearts in faith, reason, and virtue. Collaboration with parish communities deepened across campuses, and sacred arts remain integral to school identity.

Engagement and communication with the stakeholders that make up the school communities was a major goal last academic year. In addition to weekly homework emails communicating classroom learning, homework, and events, Holy House Edmonton had two parent-staff literature seminars to both strengthen the community and equip parents and staff to teach the main themes that guided learner outcomes in several subjects. Moreover, Edmonton and Calgary each hosted two events in November as both a choir showcase and community activity, one at the school (the Lantern Walk) and one at a church. Several meetings and newsletters were issued over the year to communicate and gauge interest of stakeholders regarding several key decisions, including the removal of online classes, classes taught and, in Edmonton, the establishment of a high school cohort.

Devel opment 2024-2025 was also marked by a number of open house and vision tour events at both the Edmonton and Calgary campuses. These events were designed to attract new families to the school and raise the awareness of potential donors and supporters who may have previously been unaware of the work of the Institute. Before the end of the 2024-2025 school year, the fruit of this hard work was evidenced by rapidly filling registration spots in both Edmonton and Calgary.

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GI Strategies by Department GI Campus Outcome 4

Vill a Spir itus Quarterly parent meetings with staff and administration were held to share information, address concerns, and discuss future plans. One hundred percent of parents declared in the survey that they feel welcome at Villa Spiritus and that administration and staff value their ideas.

Villa Spiritus, Our Lady of Walsingham procession

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GI Strategies by Department GI Campus Outcome 4 All C ampus •

In 2024-2025, the Parent Portal for student records was refined to allow families easier access to their student record, including evaluations and grades.

•

Additional training opportunities were made available to leadership and teachers to address emerging challenges and maintain alignment with the Institute’s mission.

•

Students who make up the majority of our campus programmes come from middle-class or lowermiddle class families, with a growing number near the poverty line. A high number of Calgary families are immigrants to Canada, working hard to find solid financial footing. Family Assistance programmes in each campus are necessary to help suitable students access our programmes.

•

Family participation in school events was stronger than previous years. Note: parent survey for Edmonton and Calgary neglected to ask if parents had attended at least one parent meeting. Results would have been comparable to those of Villa Spiritus.

Schola Montis

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GI Strategies by Department GI Campus Outcome 5 We will accurately identify the needs of our families & effectively support them.

Provincial Assurance Domain

Local & Societal Context

Context

The Gilbertine Institute recognizes the need to support the unique needs of our families and help them discover additional means of support in order to educate their students.

Holy House Edmonton, Lessons and Carols

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GI Strategies by Department GI Campus Outcome 5

The G ilber tine A cad emy Hol y House of Our L ad y & St . Bened ict Hol y House of Our L ad y & St . John Vill a S pir itus

Target: >80-85% of parents identify the school as authentically Catholic, and 80% of GA/HHC/HHE students participate in the virtue program. >75% of parents feel supported in fulfilling their obligation to educate their children in faith, virtue, and academics. >75% of students recognize truth, goodness and beauty as objective realities.

Results: 100% in all metrics above.

Insight s Fr om Res ul t s Anal ysis •

Better communication of campus–home integration expectations.

•

Streamline feedback loops for identifying operational issues.

•

Explore dedicated community partnerships for campus events.

Our campus programmes exist to support parents in their role as primary educators of their children. As such, feedback is essential to ensure that the

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GI Strategies by Department GI Campus Outcome 5 school is achieving its goals. This objective has been facilitated by regular assessment and achievement reporting. In the elementary grades, two progress reports are issued each year, along with two report cards. High school students have access to grades in their Google Classroom and parent portal.

Administration and staff engaged with parents on a regular basis, especially during drop off and pick up times. Parents assisted staff in identifying their students’ strengths and needs, and assessments and observations from staff were equally helpful, especially when facilitated by parent-teacher interviews.

The cultural growth at our campuses was evident last year in regular school Mass attendance, student understanding and practice of virtue as observed by the headmaster and lead teacher, as well as by regular Reconciliation on campus, voluntarily accessed by students.

HHE, Villa Spiritus -Edmonton

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GI Strategies by Department GI Campus Outcome 5

Targets & Results:

Gilber tine I nstitu te •

•

Target: Develop a culture of intrapreneurship and innovation within the employees of the Institute, in order to ensure constant positive development.

•

Large projects are brought before the staff as collaborative problems to be solved, and each individual is encouraged to view workflow through the lens of potential improvements.

•

There has been some discussion around an intrapreneurship retreat for all staff, but this has been designated as a future endeavour.

Target: Work on expanded donor development & fundraising.

•

•

Target: The Gilbertine Institute has consistent design in all aspects of its public presentation.

•

•

•

New graphic design strategies have centralized the key artwork across all divisions. Social media is predominantly managed by the development team, but the designer creating imagery is the same artist who designs all publications. This is creating cohesive branding that helps make GI instantly visually identifiable.

Target: Develop Board of Directors communication to stakeholders.

•

The Board of Directors made an effort to attend meetings and events wherever possible.

•

Most Board communication was through the Head of School and C-Suite.

Target: Develop a classical high school curriculum.

•

•

The Development team held School Tours/Vision events in Edmonton and Calgary an average of twice each per month, inviting all to attend. A base of connections established, new parents began enquiring about joining for 25-26, ensuring all available student spots were filled. Additionally, fundraising efforts bore good fruit in the 24-25 school year.

With GAas the pilot project, a new high school curriculum was effectively implemented and refined in 24-25.

Target: Develop a long-range facilities plan for Head Office/WISDOM Home Schooling office/Villa Spiritus, considering classroom, meeting, and workshop space.

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GI Strategies by Department GI Campus Outcome 5 •

The C-Suite met with staff and an architect to discuss possibilities for renovation of the existing office.

•

A meeting was conducted with the foundation owning the building leased to The Gilbertine Institute as Head Office/WISDOM/VS to discuss extending the lease agreement. What began was a year of discussion and discernment that concluded with the facility being turned over to GI. The land transfer process began over the Summer of 2025.

Holy House of Our Lady & St. Benedict •

Target: Add High School Programme in 2025.

•

•

24-25 included planning and development for the launch of a Grade 9-10 cohort in Fall 2025.

Target: Access a larger facility to accommodate the growing campus population.

•

This effort is ongoing.

Gilbertine Academy & Holy House of Our Lady & St. John •

Target: Increase cooperation with other Catholic schools.

•

•

Headmaster has communicated with several small, unique Catholic programs, discussing shared Gregorian Chant clubs, intramural sports, shared workshops, and other ways to bring the Catholic community together.

Target: Strategically implement additional programming options.

•

24-25 was a development year for adding a half-day-per-week STEMand Wellness option for Holy House and WISDOM students, beginning Fall 2025.

Villa Spiritus •

Target: Expand schedule and programme offerings, and increase staffing.

•

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In 2023-2024, Villa Spiritus had one Lead Teacher and one Choral Music Instructor, offering high school Math, Science, Religion & Choral Music. The Head of School and Chaplain rounded out the team, with additional administrative work handled by Head Office personnel. In 2024-2025, Villa retained the existing staff and offerings and added two more instructors, enabling the addition of a Foods class and a Communications class. The added instructional power removed the ‘all grade classroom’ of the previous year, enabling grade-appropriate focus on levels of Math and Science.

The Gilbertine Institute Budget Summary of Financial Results

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The Gilbertine Institute Budget Summary of Financial Results

T

he target of The Gilbertine Institute is that each department will operate within a balanced budget. While the Development team works on fundraising and creating a network of support for the campus programs, the campuses are also raising tuition rates and increasing access to tuition assistance. Budget planning is challenged to continue delivering excellent programmes while simultaneously ensuring attention to fi ancial realities

Budget to Actual Highlights for 2024-25

Observations: On the surface, our defic t appears to be the result of below budget AB Education Grants. It appears that way because we do not recognize as revenue the portion of Home Education Grants targeted for Home Education Parent Reimbursements until these funds have been used to reimburse parents in a given year. Th s also results in an equal reduction in expenses, so that there is no net effect on the Surplus (Defic t).

We went signifi antly over budget on expenses for Services, Contracts, Supplies, largely due to a conscious mid-year decision to focus greater effort on campus program development.

Audited Financial Statements may be found at gilbertineinstitute.com/audited-fi ancial-statements Financial information contact: Vic Wiens, Secretary Treasurer vic.wiens@gilbertineinstitute.com

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Appendix I Additional Literacy/Numeracy Screening Results For Campus Students

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