Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Michael Ricci

TRUSTEE: Joseph Martino

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Andrew Catholic School

Loretta Notten

2533 Kipling Ave Toronto ON M9V 3A8

607STUDENT ENROLMENT:

www.tcdsb.org

Catholic Education Centre80 Sheppard Avenue East Toronto ON M2N 6E8

Superintendent of Education, Curriculum and Accountability Team

Josie Di Giovanni

Angela GauthierAssociate Director, Academic Services

Ann AndrachukChair of the Board

Director of Education

2010 - 2011

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Chair of the BoardAnn AndrachukDirector of Education St. Andrew Catholic SchoolAnn Perron

20102011

Natalie Rizzo, Student Trustee12. Nancy Crawford11. Angela Kennedy10. Barbara Poplawski9. Jo-Ann Davis, Vice-Chair8. Tobias Enverga7. John Del Grande6. Frank D'Amico5. Maria Rizzo4. Patrizia Bottoni3. Sal Piccininni2. Ann Andrachuk, Chair1. Peter Jakovcic

Wards

2010 - 2011

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Andrew Catholic School

Focus : Literacy / K-8

20102011School year:

Specific

Needs Assessment: Which specific area have you targeted for improvement? EQAO assessments from May 2010 indicate the following achievements: Primary EQAO Assessment of Reading, Overall Results (Percentage of all students at or above the Provincial Standard (Levels 3 and 4): 30% Junior EQAO Assessment of Reading, Overall Results (Percentage of all students at or above the Provincial Standard (Levels 3 and 4): 33% Areas Targeted for Improvement: · Reading for Meaning; Read and Demonstrate an understanding of a variety of literary, graphic and informational texts using a range of strategies to construct meaning. Grade 3: Making Inferences/Interpreting Texts, 1.5 make inferences about texts using stated and implied ideas from the texts as evidence; Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them Grade 6: Making Inferences/Interpreting Texts 1.5 develop interpretations about texts using stated and implied ideas to support their interpretations; Extending Understanding 1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them Rationale: Based in information from the Itemized Information Report from EQAO 2010, students did not perform as well on questions measuring their understanding for implicitly stated information and ideas (making inferences) in a reading selection. We have also reviewed scores from EQAO Detailed school report, CAT 4, the Quick Comprehension Assessment (QCA), Report Card data, and the Primary Comprehensive Literacy Assessment.

We have determined that a number of our students are achieving level 2. We are targeting students who are performing at levels of 2.7 - 2.9 in order to move them to level 3.

To increase the number of students achieving Levels 3 and 4 in Grade 3 Reading for Meaning by 15% (10 of 66 students) and in Grade 6 Reading for Meaning by 10% (7 of 69 students) as measured through both the Primary and Junior EQAO assessments in May 2011.

Measurable

Which data are you examining? K – 12 School Effectiveness Framework: A support for school improvement and student success Assessment for, as and of Learning 1.5 A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps. Curriculum, Teaching and Learning 4.1 A culture of high expectations supports the belief that all students can learn, progress and achieve. 4.5 Instruction and assessment are differentiated in response to student strengths, needs and prior learning. · 2009 - 2010 EQAO Profile of Strengths and Areas for Improvement; · 2009 - 2010 EQAO released Item Information Reports; · Running Records (Nov/Jan/Apr) and QCA (Jan) classroom assessments to determine student needs; and · 2009 - 2010 Grade 2 & 5 CAT/4 data. What are the mid-point assessment tools/data sources? · Teaching-Learning Critical Pathway pre- and post-assessments (2 common cycles during the year from November to June) focusing on Reading for Meaning and targeting expectations 1.5 (Making Inferences /Interpreting Texts) and 1.6 (Extending Understanding) and; · Collecting JK to Grade 4 Running Record Data (Oct/Jan/Apr); and · Collecting Grades 4 to 6 QCA Data (Jan). · Report Card assessments · Classroom assessments How are you measuring success in your area of concern? · 2010 - 2011 EQAO student achievement in Reading as measured through the Primary and Junior EQAO assessments; · 2010 - 2011 EQAO IIRs indicating specific areas of concern (e.g. open response questions). · Running Records Data · Comparison between CAT 4 and EQAO scores · TLCP results, pre and post assessments

Attainable

Targeted Evidence-Based Strategies/Actions: Key Strategy Rich Task Relevant to Learner’s World (Differentiated Instruction, Use of Manipulatives, Giving Students Choices, Visualization) What Strategies will help you attain your goal? Daily Literacy Learning Block · 45 – 60 minutes literacy-related activity in Kindergarten; · 120 minutes of literacy time in Primary (Grades 1 – 3); and · 90 minutes of literacy time in Junior (Grades 4 – 6). Comprehensive Literacy Assessments (K - Grade 3) · revised system wide assessment tools, including running records, writing assessments, oral language, and phonological awareness; and · alignment with Comprehensive Literacy framework. Gradual Release of Responsibility Model · embedded in Literacy Block – daily read alouds, explicit modeling/teaching of comprehension strategies; · shared reading on a regular/weekly basis; · guided reading on a regular basis; · daily independent reading; and · integration of technology/assistive technology, drama, and the arts to differentiate instruction. Intervention Programs · 5th Block Program in Grades 1 and 2; · 5th Block coach provides mentoring to the Primary division; · JLI Program Grades 4 and 5; · 5th Block and JLI teachers provide in-school support to classroom teachers using a coaching model. Teaching-Learning Critical Pathway · focus on assessment for learning; · pre- and post-assessment data; · focused literacy instruction; · differentiated instruction; and · critical literacy. Teaching-Learning Networks and Hubs · partnership with superintendent and family of schools; · Student Achievement Officer and Literacy Resource teacher support;

· embedded professional learning with focus on networking and sharing of artifacts; and · focus on T-LCP, DI, and focused literacy instruction. Professional Learning · school focus on alignment, collaboration, reflection and evidence based strategies through implementation of T-LCP; · Comprehensive Literacy Assessments in-services for all K to Grade 3 teachers, Special Education teachers, LTO teachers, and administrators; · Mentoring/coaching as needed or requested; · School Literacy Representative attends meetings per year focusing on assessment for learning, equity and inclusion and technology in order to gather information that is shared with colleagues and provides feedback; · Professional Learning Series on Unpacking EQAO; · Assistive Technology use for selected students. · Common planning time between grade teachers and with the Special Education teacher to provide the opportunity to share ideas and strategies · Student Success Learning Network (SSLN) · TCDSB Literacy Team to support job embedded professional learning; focus on TLCP, DI and focused literacy instruction · SMART Board and assistive technology training sessions · IEP workshops in October 2010 · ESL Support from ESL Resource Teacher

Results- Oriented

What resources have you identified that can aid you in achieving desired results? Professional learning will focus on the following TCDSB and LNS resources: · Comprehensive Literacy Handbook; · Comprehensive Literacy Assessments (Revised 2009); · Literacy in the Middle Grades (TCDSB); · Literature Circles (TCDSB); · Kindergarten Guide to Timetabling; · Assessment and Evaluation in Kindergarten (TCDSB); · Reaching Readers: QCA Assessment (Gr. 3 - 6); · Literacy in the Middle Grades Assessments (Gr. 4 - 6); · 5th Block Program and materials; · JLI Program and materials; · On the Same Page e-newsletter to all teachers; · Centrally purchased texts and professional resources; · Texts purchased with MOE Library Funding Initiatives; · MOE & LNS Resources/Webcasts/monographs; and · Premier Assistive Technology. · School Effectiveness Framework Video Demonstrations DVD · Curriculum and Accountability Portal Human Resources · K-8 Literacy Resource Teacher · ESL Resource Teacher · School Improvement Team · MISA Team · School Literacy Representative (Divisional Representative) · Teacher-Librarian · Administration Financial · Code days for professional learning (TBD) · School Budget to top up literacy Resources, picture books, and classroom libraries Literacy Resources · Comprehensive Literacy (TCDSB) · Literacy in the Middle Grades (TCDSB) · Nelson Literacy Grade 3 to Grade 8 Ministry Resources · Guides to Effective Instruction for Reading and Writing

Computer Resources · SMART board, computers · Microsoft Office Suite · TCDSB Licensed Software · Ministry Licensed Software Assistive Technology · Premier & Kurzweil

Timeline

Monitoring and Responsibility Timeline: EQAO and CAT-4 Analysis · September 2010, September 2011 SLIP October - November 2010 Progress Report · November 2010 Term Report Cards · February 2011, June 2011 TLCP · Two 6 week cycles which will include pre-assessment, focused implementation of high yield strategies (e.g., graphic organizers, APE), post-assessments; including moderated marking · JK to Grade 4 Running Record Data – collected November/January/April · Grades 4 - 6 QCA Data – collected January Monitoring Teacher · Uses Assessment tools (for, as, of) to monitor student progress · Reviews report card data to monitor student progress · Collects and shares student artefacts for discussion · Participates regularly in moderated marking School Improvement Team · Gathers and analyzes data · Develops SLIP · Uses DIP to monitor school data on an regular basis Administration · Monitors progress based on Indicators of an Effective Literacy Program · With other members of SIT/MISA team, review multiple data sources on an ongoing basis · facilitate work of professional learning community focusing on student work, teacher moderation and T-LCP; · use the School Effectiveness Framework for school learning plans; · use the Research Department to facilitate inquiry and research and support evidence based decision making;

The SIT and teachers will examine the indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals. In order to inform teacher practice and improve student learning in Literacy, the SMART goal will be reviewed in January 2011 and again in June 2011.

Evaluation:

· monitor implementation and progress of initiatives; · facilitate and participate in Teaching-Learning Networks and Hubs; and · monitor implementation of TCDSB framework for literacy instruction: Comprehensive Literacy & Literacy in the Middle Grades Frameworks. Literacy Resource teachers · facilitate professional learning opportunities including workshops and in-services; · support Teaching-Learning Networks; · revise and update materials and communicate information through school Literacy Rep; · support implementation of the Teaching-Learning Critical Pathway; and · support implementation of Comprehensive Literacy and Literacy in the Middle Grades Frameworks. School Literacy Reps · share information and resources provided at regional meetings. 5th Block and JLI teachers and coaches · provide support and coaching to divisional teams focusing on assessment for learning; and · support networks and hubs. ESL teachers and Special Education teachers · attend professional learning sessions; · support the work of the networks, hubs and PLCs; · participate in the T-LCP; · administer TCDSB Comprehensive Literacy Assessments; and · continue to implement the Kindergarten Language Arts Curriculum, Comprehensive Literacy, Literacy in the Middle Grades, The Guides to Effective Literacy Instruction and the Gradual Release of Responsibility Model in their daily teaching.

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Andrew Catholic School

Focus : Numeracy / K-8

20102011School year:

Specific

Needs Assessment: Which specific area have you targeted for improvement? Student Achievement Data May 2010: Grade 3 EQAO Assessment of Mathematics, Overall Results (Percentage of Students at or above the Provincial Standard (Levels 3 and 4)): 30% Grade 6 EQAO Assessment of Mathematics, Overall Results (Percentage of Students at or above the Provincial Standard (Levels 3 and 4)): 26% EQAO Trends · Five Year trend for EQAO results are inconsistent for both grade3 and 6 · The current Grade 6 cohort achieved 35% in Grade 3 EQAO Mathematics CAT- 4 Trends Grade2: In Mathematics, trends indicate results below Board average (30%) on the Mathematics subtest and only slightly higher in the Computation subtest (31%). Grade 5: In Mathematics, trends indicate that current Grade 6 students scored 49% in the Mathematics subtest, and scored 57% on the Computation subtest. · CAT-4 can be a highly predictive indicator for success in EQAO · Based on the EQAO and CAT-4 trends, we predict gains in grade 6, with marginal improvement in grade 3. Overview of Area of Concern: · 2009 - 2010 Primary and Junior EQAO results indicated student difficulty with the mathematical processes of application and critical thinking when problem solving open response questions;

To increase the number of students achieving Levels 3 and 4 in Grade 3 Number Sense and Numeration by 18% (12 of 66 students) and in Grade 6 Number Sense and Numeration by 16% (11 of 69 students) as measured through both the Primary and Junior EQAO assessments in May 2011.

· Students are not using the Four-Step Problem-Solving model (understanding the problem, making a plan, carrying out the plan, and looking back at/reflecting on the plan) as a framework to think about a question; and · Students have difficulty with the Interrelated aspects of problem solving: representing, reflecting, connecting, reasoning and proving, selecting tools, computational strategies, and communication. PSAI Based on the Profile for Strengths and Areas for Improvement (PSAI) and analysis of report card data (2009-2010) the following areas were identified: · Grade 3: Number Sense and Numeration · Grade 6: Number Sense and Numeration Rationale: · Problem Solving, in the Number Sense and Numeration strand, is central to most current definitions of mathematical literacy. Through problem solving, students can select and apply strategies they have learned to deepen their conceptual understanding. Problem solving is the vehicle by which students make sense of mathematics (Mathematics Education: A Summary of Research, Theories and Practices, August 2002, Thompson Nelson).

Measurable

What data is being examined? K – 12 School Effectiveness Framework: A support for school improvement and student success Assessment for, as and of Learning 1.6 Assessment of learning provides evidence for evaluating the quality of student learning at or near the end of a period of learning. Curriculum, Teaching and Learning 4.1 A culture of high expectations supports the belief that all students can learn, progress and achieve. 4.5 Instruction and assessment are differentiated in response to student strengths, needs and prior learning. · Students’ overall achievement on the 2009 - 2010 Primary and Junior EQAO Assessments of Mathematics; · 2009 - 2010 Primary and Junior EQAO open response scores from the Item Information Reports (IIRs); · Students’ ability to problem solve as demonstrated in the open response questions in the 2009 - 2010 Primary and Junior EQAO Assessment of Mathematics; and · Numeracy Assessment for Learning Cycle (NAfLC) artifacts. How are you measuring success in your area of concern? Midpoint Assessments: · Grades 1 - 6 teachers work through the Numeracy Assessment for Learning Cycle to chart student improvement and to inform instruction within each of the five mathematics strands using the following strategies: · Embedding EQAO type open response questions; · Comparing pre- and post-assessment results; and · Collecting student artifacts (e.g. samples of completed assessments). Use of evidence based decision making within the Numeracy Assessment for Learning Cycle: · Teacher observations; · DIP data: Primary and Junior EQAO Assessments , Grades 2 & 5 CAT/4 Assessments; and · Previous year’s Report Card marks. · Observation/Interviews/anecdotal Notes (K to Grade 2) · Key Assessment Questions (Nelson Program Grades 3 to 6) · Chapter Tests and Tasks Year End Assessments · Achievement on the 2010-2011 Mathematics EQAO Assessment · Analysis if IIR and PSAI · Comparison between CAT-4 and EQAO scores

Attainable

Targeted Evidence Based Strategies/Actions: Key Strategy Rich Task Relevant to Learner’s World (Differentiated Instruction, Use of Manipulatives, Giving Students Choices, Visualization) What strategies/actions will help to attain your goal? Data Gathering and Analysis · The School Improvement Team will gather and analyze data and, in consultation with school staff, will set Primary, Junior and Intermediate SMART Goal targets Creating a Rich Math Environment · All math classes will be blocked so teachers can work collaboratively to support student needs · Effective use of manipulatives and technology (SMART board, calculators) · Student generated work samples/artefacts will continue to be displayed in classes and hallways · Math word walls and/or strategy walls will continue to be posted on classroom walls · Students will engage in math talk · Evidence-based strategies are implemented (e.g. think pair share, gallery walk, Bansho, etc.) · Teachers will focus on assessment for, as and of learning on an ongoing basis to differentiate instruction Professional Learning · As stated in the EQAO Summary of Results and Strategies for Teachers, 2009-2010: Assessments Reading, Writing and Mathematics, Primary and Junior Divisions: · Demonstrate how to apply the Four-Step Problem Solving Model; · Continue to encourage students to use manipulatives to solve multi-step problems; · Continue to model appropriate problem solving strategies; · Provide meaningful hands-on problem solving contexts for students to investigate various concepts; · Provide opportunities for students to describe similarities and differences; · Continue to provide students with opportunities to use a variety of tools to solve multi-step problems; · Encourage students to check the reasonableness and completeness of their answers; and · Sharing of best practices in problem solving, evidence based strategies, and use of context of the question. Numeracy Assessment for Learning Cycle (NAfLC) · Collective commitments by divisions to follow the instructional techniques to improve instruction; · Collect student achievement data; · Collect artifacts of student learning; · Co-teaching/team-teaching opportunities; and · Support school initiatives. Evidence based decision making within the Numeracy Assessment for Learning Cycle:

Results- Oriented

What resources have you identified that can aid you in achieving desired results? Human Resources: · Math Resource Teacher; and · Grade partners and divisional colleagues. · K-8 math Resource Teacher · School Improvement Team · School Mathematics Representatives · Administration · Parent volunteers Financial Resources: · Code days for professional learning · School Budget to top up manipulatives, Nelson resources, and math picture books Numeracy Resources · Nelson Mathematics Program · ONAP 5 & 6 · Ministry Resources – Guides to Effective Instruction, websites, monographs, parent handouts · Manipulatives · SMART board, calculators; Mathematics software

· Teacher observations; · DIP data: Primary and Junior EQAO Assessments, Grades 2 & 5 CAT/4 Assessments; and · Previous year’s report card marks.

Timeline

Monitoring and Responsibility Timeline What type of data is to be collected and analyzed? Data to be collected and identified · EQAO 2010 Primary and Junior EQAO Assessment of Mathematics · CAT-4 analysis, September 2010, September 2011 · SLIP October/November 2010 · Progress Report: Nov. 2010 · Term Report Cards: January 2011, June 2011 NAfLC: · NAfLC to coincide with Nelson program area that meets the needs of our students - 1 cycle focusing on Number Sense and Numeration in Grade 3 and Grade 6 · 4 week cycle which includes pre-assessment, mid-chapter check points, post-assessments; including moderated marking Mid-course correction opportunities · Interventions will occur through the Numeracy Assessment for Learning Cycle: · Use of student artifacts of problem solving tasks for discussion; · Data obtained from pre- and post-assessments; and · Outline explicit dates/weeks for monitoring. Who is responsible for monitoring each part of the SLIP? Teachers · Uses Assessment tools (for, as, of) to monitor student progress · Reviews report card data to monitor student progress · Collects and shares student artefacts for discussion · Participates in moderated marking · Staff divisional meetings · Math Resource teacher facilitates professional learning; and · Attends professional learning sessions when available · Reflects on teaching practice. School Improvement Team: · Gathers and analyzes data · Develops SLIP · Uses DIP to monitor school data on an ongoing basis Administration:

The School Improvement Team and teachers will examine the indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals. In order to help inform teacher practice and improve student learning in Numeracy, the SMART goal will be reviewed in January 2011 and June 2011.

Evaluation:

· Monitors progress based on Indicators of an Effective Mathematics Program · With other members of the SIT team, reviews multiple data sources on an ongoing basis · support and encourage staff involvement · provide time for dialogue, team teaching · facilitate work of professional learning community focusing on student work, teacher moderation and NAfLC · use the School Effectiveness Framework for school learning plans · use the Research Department to facilitate inquiry and research and support evidence based decision making · monitor implementation and progress of initiatives · facilitate and participate in Teaching-Learning Networks and Hubs.

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Andrew Catholic School

Focus : Pathways / K-8

20102011School year:

Specific

Needs Assessment: Which specific area have you targeted for improvement? · Our concern is that Primary and Junior students have limited access to authentic pathways experiences and may eventually choose Secondary School programs without sufficient understanding of available opportunities. By increasing the number of presentations, visits for students, and hands-on job-embedded professional development for teachers, students will be better informed when making these decisions.

Measurable

Measures of Success: How are you measuring success in your area of concern? K – 12 School Effectiveness Framework: A support for school improvement and student success Programs and Pathways 5.2 Authentic learning experiences and experiential learning are built into all subject areas and programs. 5.3 Students, parents, and teachers understand the full range of pathways, options, programs and supports that are available. 5.4 Students have opportunities to build on in-school and out-of-school experiences and activities to further explore personal interests, strengths and career options. · We will facilitate a greater awareness and opportunities for Primary and Junior students to access authentic pathways experiences. · Review achievements and concerns surrounding implementation of pathways experiences at divisional and staff meetings. · Work with the Educational Research Department to conduct local student and teacher surveys and reflections.

Teachers will work collaboratively with their students to increase their participation in authentic, age appropriate, divisional pathways experiences that promote our Catholic Graduate expectations.

Attainable

Targeted Evidence Based Strategies/Actions: Key Strategy Rich Task Relevant to Learner’s World (Differentiated Instruction, Use of Manipulatives, Giving Students Choices, Visualization) What strategies/actions will help to attain your goal? · The Central Student Success Team support for elementary principals in creating Pathways SMART goals for their schools during K-8 and K-12 principals’ meetings. · Use of the Primary/Junior resource document with grade specific career exploration lessons/activities to be made available to classroom teachers within a professional development framework by February 2011. · Organize Junior Achievement presentations and activities for Grades 5 & 6 students. · Work collaboratively with our Guidance counselor to disseminate information to teachers about pathways-related activities available through The Learning Partnership. · Strategic use of the TCDSB Transitions website in supporting students understanding of secondary school programs: http://www.after8tcdsb.com · Provide opportunities for students to create and monitor their own learning goals. · BOOST Program · DAWN Program · Skills Canada presentation · Anti-bullying workshop · Internet safety workshop · Scientist in the Classroom · Me to We Initiatives · Career planning/Pathways day in April/May · Grade 8 class visit Father Henry Carr for the day What professional learning opportunities are planned to help attain your goal? · With support from elementary Guidance Counselors, PD in-services will be held for teachers to work together to develop pathways lessons and age appropriate pathways experiences within the framework of the already existing curriculum. · Work with community members (parents, family members, business, Community Liaison Officer) in developing students' knowledge of different careers and their processes.

The SIT will examine the indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals. In order to ensure students will participate in authentic, age appropriate, divisional pathways experiences, the SMART goals in each of the four pillars (Literacy, Numeracy, Pathways and CCCC) will be reviewed in January and June 2011.

Evaluation:

Results- Oriented

Resources: What resources have you identified that can aid you in achieving desired results? · The proposed February 2011 support document for teachers to use with all Primary and Junior students will help integrate pathway experiences within the existing Language Arts, Social Studies and Family Life curriculum. · Board personnel (guidance, social work) · Student Success Learning Network · School divisional teams · Computer Software resources: Career Cruising

Timeline

Monitoring and Responsibility Timeline Who is responsible for monitoring each part of the SLIP? Principals and Vice Principals · facilitate and support the implementation of age appropriate pathways experiences for Primary and Junior students. School Staff · Guidance counselors will play a role in supporting the implementation of age appropriate pathways experiences for Primary and Junior students; and · Teachers and support staff need to develop a shared ownership of and implement strategies for the pathways program delivery. · Teacher-survey results will be compiled and reviewed with the support of the Research department and the Central Student Success Team. Feedback will serve as a possible indicator of change in the teacher-delivery of classroom experiences.

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Andrew Catholic School

Focus : CCCC / K-8

20102011School year:

Specific

Needs Assessment: Which specific area have you targeted for improvement? Professional development and capacity building of educators and support staff as “caring adults” in order to increase awareness and understanding of students' behaviour; underlying developmental, cognitive and social-emotional issues; and recognize and address a variety of problems.

Measurable

Measures of Success: How are you measuring success in your area of concern? K – 12 School Effectiveness Framework: A support for school improvement and student success Home, School and Community Partnerships 6.2 Students, parents and community members are engaged and welcomed as respected, valued partners. 6.4 Learning opportunities, resources and supports are provided to help parents support student learning and have productive parent-teacher-student conversations. · Increase in number of teaching and support staff participating in capacity building PD activities that cultivate the "caring adult" role. · Promote the monthly virtues through announcements, prayers, monthly liturgical celebrations, monthly student Virtue Award and bi-monthly masses. · Address concerns and solutions for school safety. · On-going implementation of Progressive Discipline dealing with student behaviour.

To demonstrate increased engagement within our Catholic school community through our student leadership programs that promote our Catholic Graduate Expectations and ensure a safe, caring, inclusive environment with opportunities to come together through Word, Worship and Witness.

Attainable

Targeted Evidence-Based Strategies/Actions: Key Strategy Rich Task Relevant to Learner’s World (Differentiated Instruction, Use of Manipulatives, Giving Students Choices, Visualization) What strategies/actions will help to attain your goal? Opportunities of Professional Learning · Participation in the 3 year faith initiative Word, Worship, Witness with activities and reflections intended to help students grow in faith and responsible behaviour; · Continued implementation of the Catholic virtues intended to support Character Education and aimed at concentrating school-wide focus on a monthly virtue; · Participation in monthly school masses to help students' faith development; · Participation in Sacramental preparation to help students' faith development; · Participation in the May Rosary Celebration to create community; · Student participation in daily prayers on the PA; · Continued involvement in the Me 2 We Program to heighten awareness of social justice issues and model "caring adult" role; · Participation in Parish and Community food drives to heighten awareness of various social justice issues and model "caring adult" role; · Continued implementation of the Student of the Month Program to validate students' accomplishments; · Class projects such as hat and mitten collection, Christmas shoeboxes; · Continuance of a Healthy Active Living Team and implementation of various safe and healthy school initiatives and engaging Physical and Health Education programs. · To work with our community liaison officer to provide instruction and support for students to learn about healthy relationships, bullying and gangs, consequences of drug abuse, influence of media, and effective decision-making and problem-solving; · Teacher professional learning opportunities through Safe Schools presentations/training; focus on de-escalating difficult behaviour and providing support/strategies to students to deal with feelings/issues in a safe and acceptable manner.

The SIT and MISA teams will examine indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals. In order to promote school community engagement, the SMART goals in each of the four pillars (Literacy, Numeracy, Pathways and CCCC) will be reviewed in January 2011 and June 2011.

Evaluation:

Results- Oriented

Resources: What resources have you identified that can aid you in achieving desired results? · Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance Departments. · Community building through Catholic School Advisory Council (e.g., sub-committees, inclusion in school liturgy, etc.). · School Improvement Team (measuring anecdotal evidence, monitoring frequency and participation in events/liturgies). · Divisional Teams collaborative structuring of common expectations in school and classroom.

Timeline

Monitoring and Responsibility Timeline Who is responsible for monitoring each part of the SLIP? Principal and Vice Principal · facilitate PD opportunities for staff and presentations for students and parents throughout the year; · network with various Board Departments to provide support for staff, students, and parents; School Staff · participation in PD opportunities; . collaboration with Special Services, ESL Departments; and · implementation of school initiatives and programs. Increase the number of lessons incorporating the Virtues of the Month in all grades. Participation in Me to We conferences and school based activities that foster social justice awareness. The display board in the school foyer will be used to display photos and stories about Free The Children. Students and staff will also lead daily prayer during announcements, Liturgies to celebrate liturgical periods such as Advent and Lent, para-liturgies for Remembrance Day and Ash Wednesday, liturgy for the celebration of school founder/patron saint, Me to We activities such as Vow of Silence, food drive. Student community will also participate in the annual Terry Fox Run Campaign, fundraising activities and Clothes Collection and Donation the under-privileged.