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Success For All Through

School Improvement Planning

St. John Catholic Elementary School

Oakville

Principal: Lorrie Naar

Date: 2007-2008

School Improvement Team Committee Chair: Lorrie Naar

Name Position

Cynthia Franklin Gr. 5/6 Teacher, S.P.T.L., Principal Designate

Shannon Leone Gr. 2 Teacher, S.P.T.L.

Michelle Litniansky Gr. 7 Teacher, S.P.T.L.

Stephanie Forsyth

Donna Holko

Gr. 2/3 Teacher

S.E.R.T.

School Community Profile - Review of Data Demographic Information St. John School is located in Oakville Ontario on the north shore of Lake Ontario approximately 40 km west of Toronto in the Halton Region. The school population is approximately 270 students from Jk through to grade 8. St. John School is well established in the community and opened in 1964. The school facilities include a gymnasium, library resource centre, computer lab with 25 computers and 13 classrooms. The school community has an active parent community that participates in student learning through a variety of volunteer opportunities in the school and through the school council. There are several sub-committees of the school council including; Budget, Liturgical, School Improvement/Safe Schools, Hot lunch, Pasta Social, Festival of the Arts, Spirit Wear, Volunteer, and Family BBQ. The school is located within the boundaries of St. Michael’s Parish. St. John School feeds into Holy Trinity High School with close to 100% of grade eight students graduating from St. John and attending Holy Trinity Catholic Secondary School. St. John School is fortunate to have a very active School Council. Our Catholic School Council functions as an advisory body to the Principal and, on occasion, to the School Board. It plays a vital role in the education of the students at St. John School. The council provides a forum in which parents contribute to fostering and exemplifying our Catholic values and improving student achievement.

Student Achievement

THE EARLY DEVELOPMENT INVENTORY (EDI) PROVIDES US WITH INFORMATION ABOUT CHILDREN’S DEVELOPMENT AT THE SCHOOL ENTRY STAGE. DEVELOPMENT IS ASSESSED IN FIVE KEY AREAS; PHYSICAL HEALTH AND WELL-BEING, SOCIAL COMPETENCE, EMOTIONAL MATURITY, LANGUAGE

AND COGNITIVE DEVELOPMENT, AND COMMUNICATION AND GENERAL KNOWLEDGE. THIS INSTRUMENT MEASURES OUR COMMUNITY’S ABILITY TO

SUPPORT EARLY CHILDHOOD DEVELOPMENT. EDI 2003 AND 2006 RESULTS INDICATE THAT EMOTIONAL MATURITY IS AN AREA IN WHICH SOME OF

OUR STUDENTS ARE MORE VULNERABLE, HOWEVER THIS NUMBER HAS DECREASED FROM 2003 TO 2006. IT IS IMPORTANT TO NOTE THAT IN THE

CASE OF OUR SCHOOL THERE IS A RELATIVELY HIGH PERCENTAGE OF THOSE STUDENTS WHO ARE BORN IN THE LAST TWO QUARTERS OF THE

YEAR, MAKING THEM YOUNGER AT THE TIME OF THE INVENTORY. THE EDI RESULTS FOR ST. JOHN’S ALSO DEMONSTRATE THAT THERE IS A LARGE

PROPORTION OF OUR STUDENTS THAT ARE DEVELOPMENTALLY ADVANCED IN THE AREA OF PHYSICAL HEALTH AND WELL BEING, LANGUAGE AND

COGNITIVE DEVELOPMENT, AND COMMUNICATION AND GENERAL KNOWLEDGE.

STUDENT PERFORMANCE IS CONTINUALLY EVALUATED THROUGH VARIOUS ASSESSMENT STRATEGIES AND THROUGH THE USE OF VARIOUS

ASSESSMENT TOOLS. THE DEVELOPMENTAL READING ASSESSMENT TOOL IS USED BY OUR TEACHERS FROM GRADES 1 – 8. THE D.R.A. IS THE

CORE DATA GATHERING TOOL USED BY OUR PRIMARY DIVISION TO ASSESS AND DOCUMENT STUDENT’S READING DEVELOPMENT OVER TIME. THE

FOLLOWING RESULTS WERE COLLECTED IN FEBRUARY 2007.

GRADE 1 BOYS GRADE 2 BOYS GRADE 3 BOYS AT BENCHMARK 2 AT BENCHMARK 2 AT BENCHMARK 8 BELOW BENCHMARK 4 BELOW BENCHMARK 6 BELOW BENCHMARK 14 ABOVE BENCHMARK 3 ABOVE BENCHMARK 8 ABOVE BENCHMARK 2 TOTAL 9 TOTAL 16 TOTAL 24

GRADE 1 GIRLS GRADE 2 GIRLS GRADE 3 GIRLS AT BENCHMARK 3 AT BENCHMARK 2 AT BENCHMARK 8 BELOW BENCHMARK 6 BELOW BENCHMARK 3 BELOW BENCHMARK 5 ABOVE BENCHMARK 5 ABOVE BENCHMARK 5 ABOVE BENCHMARK 1 TOTAL 14 TOTAL 10 TOTAL 14

THIS TABLE SHOWS THAT 56 % OF OUR PRIMARY STUDENTS, GRADE 1-3 WERE AT OR ABOVE THEIR BENCHMARK IN FEBRUARY 2007. THIS INFORMATION ALLOWS

US TO DEVELOP INTERVENTION STRATEGIES FOR THOSE BELOW THE BENCHMARK.

EACH MAY, THE EDUCATION QUALITY AND ACCOUNTABILITY OFFICE (EQAO) IMPLEMENTS PROVINCE WIDE ASSESSMENTS OF ALL GRADE 3 AND GRADE 6 STUDENTS. THE ANNUAL ASSESSMENT MEASURES STUDENT ACHIEVEMENT IN READING, WRITING, AND MATHEMATICS AGAINST PROVINCIAL EXPECTATIONS AND STANDARDS IN

THE ONTARIO CURRICULUM: GRADES 1-8. THE PROVINCIAL STANDARD IS ESTABLISHED AS LEVEL 3. ALL STAFF IS CONTINUALLY INVOLVED IN THE DEVELOPMENT

AND IMPLEMENTATION OF OUR SCHOOL IMPROVEMENT PLAN TO IMPROVE OUR RESULTS IN THE PRIMARY AND JUNIOR PROVINCIAL ASSESSMENTS. YEARLY RESULTS

ASSIST US IN PROGRAM PLANNING AND CURRICULUM AND IMPLEMENTATION STRATEGIES. THE FOLLOWING OUTLINES OUR RECENT RESULTS.

GRADE THREE ASSESSMENT RESULTS GRADE SIX ASSESSMENT RESULTS (2005-2006) (2005-2006)

READING (LEVELS 3 &4) 69% READING (LEVELS 3&4) 70% WRITING (LEVELS 3&4) 88% WRITING (LEVELS 3&4) 60% MATHEMATICS (LEVELS 3&4) 85% MATHEMATICS (LEVELS 3&4) 70%

(2006-2007) (2006-2007) READING (LEVELS 3 &4) 68% READING (LEVELS 3 &4) 43% WRITING (LEVELS 3&4) 68% WRITING (LEVELS 3&4) 33% MATHEMATICS (LEVELS 3&4) 81% MATHEMATICS (LEVELS 3&4) 43%

OUR SCHOOL IMPROVEMENT TEAM ALONG WITH THE REST OF THE STAFF CONTINUE TO PLAN FOR INCREASED SCORES THROUGH THE IMPLEMENTATION OF

STRATEGIES BASED ON THE DATA COLLECTED. EQAO PROVIDES ITEM INFORMATION REPORTS THAT GIVE US SPECIFIC INFORMATION ON OUR STRENGTHS AND

NEEDS. WHILE WE RECEIVE GOOD SCORES IN WRITING IN THE USE OF CONVENTIONS, WE FIND THAT THE STUDENTS IN GRADE 3 AND 6 NEED TO IMPROVE IN

DEVELOPING THEIR IDEAS AND ORGANIZING THEIR WRITING. AS WELL, OUR RESULTS SHOW THAT STUDENTS NEED TO DEVELOP CRITICAL THINKING SKILLS IN

READING SUCH AS, MAKING INFERENCES, AND USING EVIDENCE FROM THE TEXT TO SUPPORT THEIR THINKING. IN THE AREA OF MATHEMATICS, STUDENTS NEED TO

DEVELOP THEIR MULTI-STEP PROBLEM SOLVING SKILLS AND THEIR LANGUAGE TO EXPLAIN THEIR THINKING.

Perceptual/ Attitudinal Data

AS WELL AS COMPLETING THE READING, WRITING, AND MATHEMATICS COMPONENTS OF EQAO, GRADE 3 AND

GRADE 6 STUDENTS COMPLETE QUESTIONNAIRES THAT GIVE US VALUABLE DATA. THIS DATA SHOWED THAT OF THE

GRADE 3 STUDENTS SURVEYED IN 2006-07 SCHOOL YEAR, 16 % INDICATED THAT THEY DO NOT READ WITH SOMEONE

OLDER AT HOME. OF THE GRADE 6 STUDENTS SURVEYED THAT YEAR, 7% INDICATED THAT THEY DO NOT READ WITH

SOMEONE OLDER AT HOME. SIMILAR RESULTS WERE FOUND IN THE CATEGORY OF READING FOR BOTH GRADES AS

WELL, WITH 19% OF GRADE 3’S RESPONDING “NO” TO SOMEONE OLDER HELPING THEM WITH WRITING AT HOME, AND

4% OF GRADE 6’S. WHEN ASKED IF SOMEONE OLDER HELPS THEM WITH MATHEMATICS AT HOME, 35% OF GRADE 3

STUDENTS RESPONDED “NO” AND 39% OF GRADE 6 STUDENTS RESPONDED “NO”. INFORMAL DISCUSSIONS WITH

PARENTS AND STAFF REVEAL THAT PARENTS ARE SEEKING EXTRA MATH WORK TO BE SENT HOME FOR THEM TO HELP

THEIR CHILD WITH, HOWEVER THIS SEEMS TO BE IN THE AREA OF COMPUTATION AND DRILL WORK. TO SUPPORT THE

HOME READING COMPONENT, OUR PRIMARY CLASSES OFFER HOME READING PROGRAMS IN THE FORM OF SNUGGLE UP

AND READ. OUR JUNIOR CLASSES OFFER HOME READING SUPPORT IN A READING RESPONSE ACTIVITIES. FINALLY, OUR SCHOOL IMPROVEMENT PLANNING IS WORKING TO INCORPORATE HOME WRITING ACTIVITIES TO SUPPORT

STUDENTS IN THEIR WRITING. WE BELIEVE THAT THE HOME CONNECTION IS VITAL IN SUPPORTING THE STUDENTS IN

THEIR LEARNING AND WILL CONTINUE TO OFFER TIPS TO PARENTS IN ASSISTING WITH ACADEMIC TASKS.

School Program Information

ST. JOHN’S SCHOOL HAS A NUMBER OF EVENTS AND ACTIVITIES THAT TAKE PLACE THROUGHOUT THE YEAR. THESE

INCLUDE:

PASTA SOCIAL ROSARY CLUB PEER MENTORING FAMILY BARBEQUE PRIMARY SCIENCE CLUB INTERMEDIATE AMBASSADORS FRENCH CAFÉ POETRY CLUB PRINCIPAL AWARDS / GOTCHA’S CHRISTMAS CONCERT CHOIR INTRAMURALS B.L.A.S.T. / HEALTHY SNACKS LITURGICAL CLUB VOLLEYBALL TEAM INTERMEDIATE DROP IN STOMP CLUB BASKETBALL TEAM FAMILY COMMUNITY / GAMES NIGHT BADMINTON CLUB SOCCER TEAM MOTIV8 (GR. 8) GARDENING CLUB CROSS COUNTRY TEAM D.A.R.E. (GR. 6) SKIPPING CLUB TRACK AND FIELD TEAM WORKING TOGETHER PROGRAM

THERE ARE ALSO A VARIETY OF PROGRAMS AND SUPPORTS TAKING PLACE THAT ARE AIMED AT IMPROVING STUDENT

ACHIEVMENT. THEY INCLUDE:

ALL STAR READING HOMEWORK CLUB ENGLISH AS A SECOND LANGUAGE CHILD AND YOUTH COUNSELLOR

STAFF CONTINUE TO DEVELOP AND IMPLEMENT THE USE OF HIGH YIELD STRATEGIES SUCH AS PROVIDING A

BALANCED LITERACY PROGRAM, USING THE GRADUAL RELEASE MODEL OF INSTRUCTION, DIFFERENTIATED

INSTRUCTIONAL STRATEGIES, AND FINALLY A COMMITMENT TO USING DATA TO INFORM INSTRUCTION.

ACTION PLAN: Catholicity

PRIORITY GOAL1: To celebrate the distinct and valuable contribution of Catholic Education to our Faith Journey and develop Christ Centred individuals enabled to transform society. Improvement Strategy

2: Strategies will focus on building the connection between the home, school, and parish, with an emphasis on a culture

of service and evangelization.

EVIDENCE/ JUSTIFICATION

(Why is this a goal?)

ACTION STEPS/INTERVENTIONS

(What activities will be done?)

RESOURCES

(Funding/Time/People/Materials)

RESPONSIBILITY

(Who will do it?)

TIMELINE

(Specific dates for completion

of each activity) 1. Increasing gap between families in our Catholic school, and their connection with the Church. One of our Governing values states: “education is a process involving a partnership of students, home, school, Church and community.”

To continue to foster the sacramental life of the St. John school community through staff and student development.

Faith Day – community building activities for staff.

Through Professional Development Activities, to build knowledge and understanding of character education and connections to existing Catholic values embedded in the school in order to increase staff ability to articulate goals as Catholic Educators.

To support the HCDSB Catholic Faith Community with a two year Theological Theme that will provide a common faith focus for home, school and church activities. Theme: “And God Saw that it was Good”

Demonstration of integration of Catholic philosophy through the curriculum and classroom environment through curriculum mapping log.

Monthly liturgical celebrations, school Masses, classroom celebrations, etc.

Parish Staff, Liturgical Committee, Pastoral Animator. Focus on Faith site on Staffnet.

Principal In-service - Summer Conference / Professional Activity Day November / Focus on Faith site on Staffnet.

“Finding Common Ground: Character Development in Ontario Schools” Document.

Focus on Faith site on Staffnet including: Theological background, Prayers and Liturgies, Elementary Curriculum’s, Administrator supports, TEL sessions.

Prayer centre materials for classrooms / Parish Staff Support/ Student Liturgical Group.

Principal, Staff, St. Michael’s Parish Team, Pastoral Animator, Liturgical Team members.

Principal / Staff

Principal / Staff

Principal, staff, parish staff.

September/ October 2007

November 2007, On-going September 2007 – June 2008.

Monthly

1 Goals should be results oriented rather than process oriented. Goals are the ‘ENDS’ – the results you want to achieve in the end.

2 Your improvement strategy should be based on the components of: Monitoring & Assessment; Classroom & Teaching Programs; Home, School & Community Partnerships,

Intervention & Special Assistance; Standards & Targets; Leadership & Coordination; Professional Learning Teams; Beliefs & Understandings; School & Class Organization (Hill

and Crevola’s “Professional Learning Communities Model,” 1998)








RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

2. Governing Values: Our school community exists to foster and exemplify Catholic Values: to do this we need to promote and foster the attitude of service and evangelization in the life of the St. John School Community.

Two Staff members to attend “When Faith Meets Pedagogy.”

One school mass per year at St. Michael’s church.

Education Week: Family Mass – Sunday – staff and students will lead and participate in various aspects of the mass.

Continue to foster relationship with parish and school staff in preparing students for sacraments and increase parent involvement in sacramental preparation.

Formation of Liturgical Committee including staff representatives and parent representatives with liaison to school council.

Participation in community service projects, and school community building activities.

Continue to donate money and resources to support charities and activities in support of St. Michael’s parish initiatives and charities deemed appropriate by the liturgical committee.

Common Divisional Focus on one service project per term.

Funding for buses to travel to church 1 mass per year.

Parish Staff / School Staff / Parents of Gr. 2, 8.

School Community Building events (Family Movie Night, Pasta Social, Family BBQ)

Connections with the parish and with other community partners for participation in community service projects (BrainChild, United Way, St. Vincent DePaul, Halton Women’s Shelter, Holy Childhood)

Staff, S.P.T.L.’s, Students.

Staff

Principal, staff, parent volunteers.

Principal, staff, students

Gr. 2 & 8 teachers, Parish Staff.

Principal, Staff, School Council Parish Rep.

Principal, Teaching Staff

Principal, Liturgical Committee (Staff)

October, 2007

Spring 2008

Education Week 2008

Spring Parish Meeting 2008.

October, February, May – Liturgical Committee meetings.

Monthly

Each Term








RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

School numbers result in a number of split classes each year and students often do not remain with one group of their peers for longer than a year.

To continue to celebrate positive contributions of staff and students to a Christian Life in St. John’s school Community.

Development of leadership skills and role models with intermediate students through programs including Free Active Playground, and Peer Mentoring.

Create a variety of opportunities for students to work, play, and learn together in their grade groupings. Teachers to plan field trips and experiences with grade groupings.

To recognize and celebrate the positive contributions of staff and students in living out the Gospel Values of a Christian life through recognition awards (gotcha’s, Principal awards), and assemblies.

Free Active Playground Program

Peer Mentoring Program.

Intermediate Student Leaders on Safe School Action Team / Leading School Wide Activities

Intermediate Ambassadors Program

Monthly Principal awards tied into Virtues – Principal to present in classrooms.

Good News Assemblies once a term to celebrate activities and accomplishments.

Friday Good News – end of day on announcements with Gotcha winners from each term.

Staff

Principal – Parent Volunteer – Staff – Intermediate students

Intermediate Teachers

All Staff Members Council / Volunteers / Child and Youth Counsellor

Principal, Staff

Principal, Staff

Spring, 2008

September 2007- June 2008

Start Term 2, 2008

September 2007 – June 2008









RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

To promote staff and student team building through establishing a “Spirit Animator”

Have intermediate students introducing and thanking Guest speakers and presenters during assemblies.

System Chaplin, Parish Staff

Principal, Staff

Principal, Staff

September 2007– June 2008

On-going – September 2007 – June 2008

EVIDENCE OF SUCCESS

(How will you know that you are making progress in reaching your goal? What are your measures?

Positive participation of students, staff, and parents during celebrations throughout the school year.

Increase in positive actions around the school.

A continued positive sense of community and support will be evident with feedback from community agencies.

Increase in attendance and support at community building events.

Increase in students being celebrated at Good News assemblies.

MONITORING AND EVALUATION PROCESS

(How will the SIP committee monitor and adjust the activities being done?)

Liturgical Committee as a sub-committee of the Catholic School Council to meet three times throughout the year to review goals and achievements.

Staff Review / Revision of Plan in October, 2007, January 2008, and May 2008.

ACTION PLAN: Healthy School Initiatives

PRIORITY GOAL1: To create a positive, healthy and effective learning environment for all students that educates the mind, body, and spirit.

Improvement Strategy2: Strategies will focus on building a culture of healthy living and caring through participation, instruction and

modelling.





RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) Research indicates an increase in childhood obesity, and that children learn better when they eat healthy snacks.

Encourage “Food Free Celebrations” through school and classroom newsletter information for alternative ideas. (i.e.Birthday Book Club)

Provide healthy lunch alternative on hot lunch days through parent council (offer salads as option where possible.)

Access outside agencies for support of programs in healthy eating / body images / fitness.

Apply for Halton Region Nutritional Grant in order to provide a variety of healthy snacks following exercise sessions.

Access “Menu of Choices” for staff through OPHEA as an online resource.

Access school council funds to bring BLAST program in for students 2

nd term.

Public Health Nurse

Hot Lunch Committee

Public Health Nurse

Halton Regional Health

OPHEA Website “Menu of choices staffroom calendar.”

BLAST Fitness Program, School Council Funds.

Principal / Staff

Principal / School Council / Hot Lunch Coordinator

Principal

Principal

Staff / Principal

Principal / School Council Approval




January 2008

September 2007– on-going.

September staff meeting – On-





PRIORITY GOAL1: To create a positive, healthy and effective learning environment for all students that educates the mind, body, and spirit.

Improvement Strategy2: Strategies will focus on building a culture of healthy living and caring through participation, instruction and

modelling.





RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

To continue to provide an active and healthy learning environment for students.

Review of Support documents and resources located in library with staff on running D.P.A. at staff meetings.

Intramural sports program for students run by intermediate students (Soccer gr. 1-4) (Basketball – gr. 4 – 6)

Provide a variety of voluntary clubs promoting physical fitness for students during lunch hours and recesses. (Badminton club, skipping club, STOMP)

Access “Developmental Assets” through the Public Health Unit for presentations, newsletter announcements, and teacher resources.

D.A.R.E. Program implementation for Gr. 6 Students.

Motiv8 program implementation for Gr. 8 students.

Various resources / system purchases, OPHEA resources / Librarian

Staff

Staff

Public Health Nurse

“Pass it on at School: Activity Handouts for Creating Caring Schools.” (Search Institute)

Halton Regional Police

Librarian / Principal / Staff

Staff Volunteers

Staff Volunteers

Principal

Halton Regional Police / Classroom Teachers.

going.

Monthly September 2007 – on-going as new resources arrive.



On-going – September 2007 – June 2008

Fall Term 2007 (Gr. 6)

Spring 2008 (Gr. 8)

EVIDENCE OF SUCCESS


Increased student participation in intramurals and sports clubs.

Assemblies and Workshops completed.

Healthy alternatives provided for on Hot Lunch Days.

Decrease in Food Celebrations in classrooms.

Nutritional Grant Received / Healthy snacks provided.

BLAST funding approved by council and program runs.

Increase in staff dialogue and skill development around physical activity and fitness.

D.A.R.E. and Motiv8 program implemented.



Principal to monitor activities and report to council each term.

Staff Review – Fall 2007

ACTION PLAN: Bullying Prevention Initiatives

PRIORITY GOAL1: To provide a safe environment for all students to learn.

Improvement Strategy2: Strategies will focus on a proactive approach to Bullying Prevention, in which students are educated in both

prevention and coping strategies.





RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) 1. Students thrive in an environment that they feel safe in and are comfortable enough to take risks in. To continue to build a safe environment for students.

Establish 2007-08 Safe School Action Team with Parents / School Council Representatives / Staff / Students.

Review of Student Code of Conduct with students throughout the year. Divisional Assemblies once per term – referencing expectations and consequences. Weekly Code of Conduct focus on staff memo to share with students and on announcements.

Daily Announcements to include “Pledge for Respect”

Intermediate students to run “Free Active Playground” for students JK – 6.

Implementation of “Working Together Program” in all classes.

CYC Support Materials / Safe Schools Act / HCDSB Code of Conduct

Family Handbook / Safe Schools Act / HCDSB Code of Conduct

Pledge For Respect

Intermediate Students / Teachers

Working Together Program –

Principal

Principal / Staff

Principal

Intermediate classes.

CYC / Classroom Teachers.

September 2007 – June 2008. Establish Team Sept. 2007/ Meet once per term.

Divisional Assemblies (September 2007, December 2007, March 2008)


Completion February 2008












RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

2. Students require learning experiences that teach an awareness of bullying prevention strategies, and positive conflict resolution strategies.

Implementation of Mirror Image – Gr. 7, and Air Dogs – Gr. 8 for information and strategies on dealing with Cyber bullying.

Intermediate students to lead small class workshops in primary, junior, and intermediate classes to discuss conflict resolution and bullying prevention strategies.

Principal led Peace Liturgies / Activities in conflict resolution strategies.

Workshops / Assemblies / Guest Speakers – students will attend workshops and assemblies provided by various guest speakers.

Establish Peer Mentoring Program involving Gr. 6 and 7 students acting as peer mediators and mentors to assist primary students in conflict resolution and assisting students in playing productively in the playground.

Gr. 7 and 8 “Drop In” Centre established 1 day a week at lunch. Students drop in to enhance social skills, discuss conflict resolution, problem solving, choice making and self-advocacy.

HCDSB.

Mirror Image / Air Dogs Internet resource.

CYC support resources.

Peace Liturgy / Conflict Resolution Activities

Public Health Nurse / Halton Regional Police Classroom Presentations – Gr. 1 – 8 (Internet Safety / Cyber Bullying / Bullying Prevention/ Stranger Safety)

Peer Mentoring Program / CYC

CYC support.

Classroom Teachers

CYC, Principal, Student committee members, Classroom teachers.

Principal

Principal / Staff

Principal / CYC

CYC

Implementation complete by February 2008.

Implementation complete by end of Second Term.

November 2007

On-going – one per term.

September 2007(training) – on-going throughout year.

On-going September 2007 – June 2008








RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

3. Parents indicate a need for some community networking in order to remain informed of issues related to their children.

4. Implementation of “Progressive Discipline and Safety at Schools Act” in February 2008

This will impact our school code of conduct and will require communication to all stakeholders in school community.

Establish Intermediate Ambassadors Program

Continue to implement 2 community nights per year during winter months to encourage parent networking.

Provide updates of Bill 212, and Progressive Discipline and Safety in Schools Act and connections with School Board Code of Conduct through newsletters and School Council Principal reports as directed through in-servicing.

Reference Code of Conduct / Safe Schools Act on Curriculum Night in September.

Put links to Ministry Website and Progressive Discipline and Safety in Schools Act on School Website.

Networking of information through Community Nights.

Intermediate Teacher

School Facility

HCDSB Code of Conduct / St. John School Code of Conduct / Safe Schools Act / HCDSB Safe Schools Committee reports and supports.

Intermediate Teacher

Principal

Principal / HCDSB Senior Staff

Term 2, 2008

January 2008 / February 2008

On-going – September 2007 – June 2008.

EVIDENCE OF SUCCESS


Peer Mentoring Program implemented. Decrease in conflict situations in the primary yard.

Drop-in centre running with an increase in student participation.

Incidents of all forms of bullying reduced: (physical, relational, verbal, cyber)

Increased dialogue between staff and students regarding conflict resolution and issues around bullying.

Community nights implemented.

Student presentations implemented.

Safe Schools Action team established.

Updates and information communicated in newsletters and at Catholic School Council Meetings.

Curriculum Night reference to Code of Conduct and changes made to all parents by Principal.

Links to assist parents knowledge placed on School Website



Safe Schools Action Team to monitor goals set, implementation, and review plan. Team to report to Catholic School Council once per term.

Principal to monitor activities and report to council once a term.

Once per term at school council meetings (December 2007, February 2008, May 2008)

Bi-monthly HCDSB Principal Meetings.

ACTION PLAN: Literacy

PRIORITY GOAL1:To increase the percentage of grades 3 and 6 who achieve the provincial standard in reading, writing, oral, and visual communication and media literacy.

Improvement Strategy2:

The instructional focus for reading will be on explicit instruction in reading and demonstrating an understanding of literary, graphic, and informational text using high level thinking skills to construct meaning.

The instructional focus for writing will be on explicit instruction in generating, gathering, and organizing ideas and information to write for an intended purpose and audience, and making connections with personal experiences.





RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) School data indicates significant number of grade 1 students are achieving below DRA benchmark levels and a significant amount of boys at the end of grade three achieve below benchmark (59%).

EQAO data indicates 68 % of grade three students achieving at or above provincial standard in reading, while grade six students show 43%

1. Cross curricular approaches and dialogue among staff used to support achievement in literacy.

2. Continued use of on-going divisional and classroom data profile for student achievement in reading (at a glance).

3. Administer ORR to all primary students in October and continue every 6 weeks.

4. Administer DRA to All students in grades 1-3 in February, all students achieving level 1 or 2

Release time for professional learning team meetings. Small group discussions during staff meetings. Regular Divisional Meetings.

Data Profile

Reading Kits

D.R.A. Kits, D.R.A. On-going Support Personnel, Itinerant Literacy Teacher,

Principal, S.P.T.L.’s

All Classroom Teachers

Primary Teachers

Classroom Teachers,

Monthly

Start September 2007 – June 2008

October 2007 – every 6-8 weeks.













RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) at or above provincial standards.

Item analysis of EQAO results demonstrate grade six students experienced difficulty in understanding implicitly stated information and making connections between information and ideas in reading selections and the reader’s personal knowledge and experience.

Cohort data from 2006-07 report cards for students in grade 2 and 5 show 77% of students in grade 2 last year were at or above provincial standards in reading while 78% of grade 5 students were at or

in grades 4-8 in February, and all identified students.

5. Provide intervention for students below benchmark in DRA through All Star Reading for Primary and Junior Students.

6. Implement home reading program from K-6 with parental involvement.

7. Administer QCA to all junior students. As a division, review class profiles and identify areas of need and work together to align assessment. Enter results of QCA into Electronic Data Profile.

Electronic Data File.

All Star Reading Program, Parent Volunteers, Levelled Texts.

Primary – Levelled Texts, Snuggle up and read Program. Junior – Reading Response Activities.

Q.C.A. Kits / Electronic Data File

Principal

Principal, Primary and Junior Teachers, S.P.T.L.’s

Classroom Teachers, Parents

Classroom Teachers

February 2007

November 2007 – June 2008

September 2007- June 2008.

October 2007, February 2008









RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) above the provincial standard.

Quick Comprehension results indicate students have most difficulty with Inferencing, Connections, and Synthesis.

8. Ontario Comprehension Assessment Tool

9. In-service and implementation of New Core Resource; Literacy in Action for intermediate

10. Develop common terminology around comprehension instruction (Inferencing, Asking questions, Summarizing, Predicting, Connections, Visualization, Synthesizing) Link Read – A-Loud books to Go charts.

11. Provide teachers with money to enhance classroom libraries with emphasis on non-fiction texts and alternate forms of reading material centred on balanced literacy. (Primary – focus : non-fiction text, high interest for boys) (Junior / Intermediate– focus: high interest,

O.C.A. kit / Itinerant Literacy Teacher

Itinerant Literacy Teacher / HCDSB Board In-service / Intermediate Teachers

Go Charts – The power of retelling. Guide to Instruction in Literacy K-3 (Itinerant Literacy Teacher to in-service staff on Go charts – staff meeting.) Instructional Approaches for Reading – the Report of the Expert Panel on Literacy in Grades 4-6 in Ontario pg. 74 / 75, Shared Reading Folder.

Curriculum Resource List / NBS Funding Grant.

Classroom Teachers

HCDSB Literacy Staff / Itinerant Literacy Teacher / Intermediate Teachers

Classroom Teachers, S.P.T.L.’s Principal, Itinerant Literacy Teacher

Principal – S.P.T.L.’s / Teachers.

Term 2, 2008

December 2007, January 2008 (Grade 8 to use, third term, Grade 7 to begin implementation Sept. 2008)

Principal through S.P.T.L.’s and Staff Development Plan (Term 1, 2007)

Fall 2007









RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

EQAO data indicates 68 % of grade three students achieving at or above provincial standard in writing, while grade six students show 33% achieving at or above provincial standard.

Item analysis of EQAO results demonstrate grade six students experienced difficulty in organizing ideas and information to write in a variety of forms, and in making

low level text, non-fiction text, theme related text)

12. Implement use of Reader Interest Surveys to inform instruction and planning in all divisions.

13. Continued development and dialogue around the use of consistent assessment practice using a variety of assessment tools and strategies in literacy. Including P.D. sessions in staff meetings and divisional meetings that focus on Teacher Moderation. Also, Primary Staff to attend workshop; “Using Data to Drive Instruction – DRA”

14. Use of elements and process in Write Traits for writing instruction.

15. Junior and Intermediate divisions will use

Reader Interest Surveys / Itinerant Literacy Teacher.

School Improvement Funds, Itinerant Literacy Teacher, Primary Staff

Write Traits Program / Write Traits Posters / Literacy in the Subject areas – Think Literacy: A Guide to Effective Literacy Instruction Grades 4-6.

Writers Workbook (Treehouse press.)

Classroom Teachers

Primary Staff, Principal

Classroom Teachers Gr. 4-8

Gr. 4-8 Classroom

September 2007

January 2008

September 2007-June 2008

September 2007









RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) connections with personal experiences.

Cohort data from 2006-07 report cards for students in grade 2 and 5 show 46% of students in grade 2 last year were at or above provincial standards in writing while 76% of grade 5 students were at or above the provincial standard.

Writer’s Notebook Program to support writing instruction with explicit teaching instruction in organization of ideas, making connections, and providing supporting details in writing.

16. Build Literacy Profiles for students to include monthly samples from students.

17. Junior Division to use common assessment items for Literacy development.

18. Regular Communication with parents regarding tips for helping students with writing.

19. Continue with increased computer lab time for classes to support media literacy. Book Lab in a Bag once a year.

Writer’s notebooks. Council fundraising.


Harcourt Assessment for Reading and Writing. Junior Teachers. School Council Fundraising.

Language Arts Resource Book Gr. 1-2, K. Comprehensive Literacy Resource Gr. 3-6. (Tip Sheets)

Timetable, Lab in a Bag.

Teachers, Principal


Junior Division Teachers

Primary / Junior Teachers

Classroom Teachers, Principal

– June 2008

Term 3 2008

On-going September 2007- June 2008

Term 3, 2008

On-going









RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity)

20. In-Service staff on Smart Board use to support literacy program.

21. Implement use of Multiple Intelligence Survey to Junior and Intermediate Classes to inform instruction and planning with a focus on differentiated instruction.

CSS staff support, Computer Consultant, SIP funding for Best Practice Visits.

Multiple Intelligence Surveys – Itinerant Literacy Teacher to Provide

Principal, Staff

Junior and Intermediate Staff

Term 1, 2007 Term 3, 2008

September 2007

EVIDENCE OF SUCCESS


A greater percentage of grade 3 and 6 students will achieve the provincial standard on EQAO.

Data based on classroom assessments, DRA, QCA. (particularly inferencing, connecting and synthesizing), etc. will demonstrate improved literacy skills. More students will be achieving at the DRA benchmark for their grade.

Results of Electronic Data File for students will be shared with Divisional Teams and used for continued planning on classroom instruction.


(How will the SIP committee monitor and adjust the activities being done?) Monthly Divisional Meetings – What’s working? What’s not working?

Term review of Data Profile and Student Electronic Profile at divisional and staff meetings.

Teacher’s timetables will reflect appropriate time periods for students and the use of recommended resources, including DRA, QCA, Running Records.

Students not at benchmarks for their grade level (i.e., achieving below level 3) will receive intervention strategies such as “All Star Reading”.

Teacher plans will indicate the implementation of Balanced Literacy instruction. Elementary Timetables will indicate large blocks, minimum of 90 minutes in K-3 and a minimum of 60 minutes in grades 4-8 for literacy.

Literacy Profile for students will be developed to include: Gr 1-3 – DRA – Feb. 2007, ORR – every 8 weeks, Writing Sample 1 per term.

Gr. 4-6 – QCA – Oct. 2007, Feb. 2007, DRA – students at Risk – 1st Term, Writing Sample 1/ term

Gr. 7-8 – DRA – students at Risk – 1st Term, Writing Sample 1/term.

ACTION PLAN: Numeracy

PRIORITY GOAL1: To increase the percentage of Grades 3 and 6 students who achieve the provincial standard in mathematics.

Improvement Strategy2: Focused instruction will centre on improving multi-step problem solving skills and communication using

mathematical language.





RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) EQAO data indicates 81% of grade three students achieving at or above provincial standard in mathematics, while grade six students show 43% achieving at or above provincial standard.

Gr. 6 classroom assessments including report card marks in third term grade 2 indicate approximately 87% are achieving at or above provincial standard and in grade 5 indicate approximately 90 % achieving at or above provincial

1. Continue using manipulatives to support mathematics instruction for grades K – 8.

2. Conduct a Family Math Night to provide support for families by providing strategies for assisting their children in developing Mathematic skills.

3. Regular communication with parents on problem solving strategies, frequent “Tip” Sheets sent home / Problem of the Week.

4. Continue to use and consistently model “George Polya’s Four Step Model for Problem Solving”, using steps outlined on Page 13 of

Teaching and Learning Mathematics – Report of the Expert Panel on Mathematics.

Family Math Night Resources – through Itinerant Numeracy Teacher. Document from Ministry “Helping your Child Do Mathematics: A Guide for Parents.”

Classroom newsletters, agendas.

Classroom Teachers.


Principal, Classroom Teachers.

Classroom teachers

On-going. Teachers to meet with Itinerant Math teacher in September 2007.

Term 3, 2008.


Review September





PRIORITY GOAL1: To increase the percentage of Grades 3 and 6 students who achieve the provincial standard in mathematics.

Improvement Strategy2: Focused instruction will centre on improving multi-step problem solving skills and communication using

mathematical language.





RESOURCES


RESPONSIBILITY

(Who will do it?)

TIMELINE


of each activity) standard.

Teachers and parents in all three divisions note that there are weaknesses in students computation skills leading to difficulties in applying next steps for problem solving (i.e. students become frustrated at simple stage of problem solving and give up)

Parents have expressed a difficulty in assisting their children with math in the area of communicating their knowledge and the expectations.

Item analysis of 2006-07 EQAO results show difficulties in multi-step problem solving skills and communication of knowledge using mathematical terms.

Mathematics Curriculum Document.

5. Provide itinerant support for strategies to support problem solving model.

6. Use a variety of tools and strategies for assessment in mathematics, highlighting assessments that include a balance of all categories in the Achievement Charts (Knowledge and Understanding, Thinking, Communication, Application.)

7. Highlight Mathematical processes in assessment to support reporting practice with a focus on next steps.

Ontario Mathematics Curriculum Document / various resources (i.e., Puddle Questions)

Itinerant Numeracy Teacher

Itinerant Numeracy Teacher, Ontario Curriculum Mathematics Document (Revised) / “Talk About Assessment: Strategies and Tools to Improve Learning.” By; Damian Cooper

Ontario Mathematics Curriculum Document – page 11. Itinerant Numeracy Teacher.

Classroom Teachers

Classroom Teachers

Principal, Itinerant Numeracy Teacher, Classroom teachers.


Divisional Meeting / Ongoing – September 2007 – June 2008

September 2007

November 2007, February 2008, May 2008

On-going – September 2007– June 2008

EVIDENCE OF SUCCESS


A greater percentage of grades 3 and 6 students will achieve the provincial standard on EQAO.

Data based on classroom assessments will support improved numeracy skills and understanding.


(How will the SIP committee monitor and adjust the activities being done?) Review School plans with Superintendent (every 8 -10 weeks during Superintendent visits.) September 2007 – June 2008.

Review of electronic data profile for students once per term in divisional meetings.

Principal to review timetables in September 2007 to ensure 60 minutes per day scheduled for numeracy.

Monthly Divisional Meetings: What is working? What is not working?

Polya’s problem solving model implemented in all grades. (Review once per term in divisional meetings.)

APPENDIX B SELF-REFLECTIVE RUBRIC

School Name: St. John Oakville

School Improvement Rubric: Self-Assessment checklist

Initiation Progression Implementation

Staff Involvement Few staff members participate in preparing or are

aware of the action plan.

Many staff members participate in developing the

action plan or are informed of progress.

All staff participate in or are regularly

informed about the development of the action

plan.

Priority Goals Priority goals refer to some, not all students, and/or

their achievement would do little to improve learning

and performance for most students.

Priority goals refer to all students, and their

achievement would positively affect learning for

many students.

Priority goals clearly refer to all students, and

their achievement would significantly

improve learning and performance for all

students.

Improvement

Strategy

No goals focus on student performance, and

improvement focus is unrelated to the Hill and

Crevola model.

At least one improvement focuses on student

performance and is at least broadly supportive of

the Hill and Crevola model.

All performance goals clearly focus on

student performance and support the Hill and

Crevola model.

Use of data for

goal-setting

The school makes no connections between the school

profile and the goals selected.

The school makes connections between profile

data and each goal, although the connection may

be implied rather than expressed.

The school makes clear, logical, and

expressed connections between data in the

school profile and the goals selected.

Activities/

Interventions

Few activities align with goals or are differentiated to

meet specific needs of subgroups.

All activities align with the general intent of the

goal, and some are differentiated to meet specific

needs of identified subgroups.

All activities align with the goal and are

tailored to the specific needs of identified

subgroups.

Resources The action plan does not clearly identify needed

resources or align them with goals.

The action plan identifies needed resources and

aligns them with most goals in the improvement

plan.

The action plan identifies and aligns specific

resources with each goal throughout the

improvement plan.

Roles and

Responsibilities

Roles and responsibilities are vaguely designated. Roles and responsibilities are adequately

designated.

Roles and responsibilities are specifically

designated to individuals and groups.

Timeline Timeline identifies only end of year completion dates. Timeline identifies dates for significant activities

of the Action Plan.

Timeline identifies specific dates for

completion of each activity/intervention.

Evidence of

Success

The Action Plan does not establish evidence of

success or limits the measure to a single source, such

as EQAO scores.

The Action Plan establishes evidence of success

based on results of multiple assessments of student

performance compared to baseline data.

The Action Plan establishes evidence of

success based on results of multiple

assessments disaggregated to measure

achievement of identified subgroups

compared to baseline data.

Monitoring &

Evaluation

Few procedures are provided to monitor the degree of

implementation of activities/strategies.

Clear procedures are provided to monitor the

degree of implementation of most activities.

Clear procedures are provided to monitor the

degree of implementation of all activities.