2009 - 2010 · Curriculum and Accountability Team Josie Di Giovanni Superintendent of Education, Angela Gauthier Associate Director, Academic Services Angela Kennedy Chair of the

Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: DaCosta, Siena

TRUSTEE: John Del Grande

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Gerald Catholic School

Michael McMorrow

200 Old Sheppard Ave Toronto ON M2J 3L9

230STUDENT ENROLMENT:

www.tcdsb.org

Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8

Curriculum and Accountability Team

Josie Di GiovanniSuperintendent of Education,

Angela GauthierAssociate Director, Academic Services

Angela KennedyChair of the Board

Director of Education

2009 - 2010

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

St. Gerald Catholic School20092010

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :


Focus : Literacy / K-6

20092010School year:

Specific

There will be a 4% improvement in student achievement in the following overall expectation: Reading for Meaning. It includes that students will "read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning" as measured through the primary TLCP results, Running Records, report card grades and for grade 3, EQAO in May 2009. There will be a 4% improvement in student achievement in writing in the following overall expectation of applying knowledge of language conventions and presenting written work effectively. Students will "use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively" as measured through the primary TLCP results, Comprehensive Literacy rubrics and scales EQAO assessments in May 2009 for grade 3 students. Rational: Baseline data from September/October TLCP revealed that most students achieved below level 3 as well as EQAO results demonstrated at only 60% of grade 3 students read for meaning at level 3 or above.

There will be a 4% improvement in student achievement in the following overall expectation: Reading for Meaning. It includes that students will "read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning" as measured through the primary TLCP results, Running Records, report card grades and for grade 3 and 6, EQAO in May 2009. There will be a 4% improvement in student achievement in writing in the following overall expectation of applying knowledge of language conventions and presenting written work effectively. Students will "use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively" as measured through the primary TLCP results, Comprehensive Literacy rubrics and scales EQAO assessments in May 2009 for grade 3 and 6 students.

Measurable

Data from September/October 2009 TLCP and EQAO results revealed that students experienced difficulty in the area of reading for meaning. We examined the following data: PSAI (Profile of Strengths and Areas for Improvement), EQAO released IIR for 2009 Running Records QCA classroom assessments to determine student needs (Oct./Jan./and April for Running Records), CAT-3 data, Teaching Learning Critical Pathway: pre and post assessment progress.

Attainable

The following strategies will be used: -use think-alouds to continue to teach students how to read strategically and to monitor understanding -continue to teach students how to activate a variety of fix-up strategies to help them correct misunderstandings -provide opportunities for students to work with new vocabulary -use of go chart, APE -ongoing use of Reaching Readers Literacy Block provides for focused instruction using the gradual release of responsibility: -Daily read alouds with explict modelling of comprehension strategies -120 minutes of uninterupted time for literacy in primary grades/ 90-100 minutes for grades 4-6 -Shared/Guided reading on a regular/weekly basis -Use of technology: Premier and Dragon 10 Professional Learning: -Regular focused divisional meetings -TLCP Teaching Learning Critical Pathways and teacher moderated marking -Comprehensive Literacy workshops/other inservices -Schools on the Move: webcasts and workshops for Literacy -Current DI strategies provided by APT -Mentorship program Teaching Learning Networks: -Hubs -focus on networking and sharing of artifacts -focus on TLCP and DI

Evaluation:

Results- Oriented

Resources: -Comprehensive Literacy and Assessment Handbooks -Running Record Assessments -Grades 3 - 6 Reaching Readers -Centrally purchased texts and professional resources -Early Diagnostic Instrument -A Guide to Effective Instruction in Reading and Writing (MOE) -Literacy In the Middle Grades -Six Traits of Writing Program with accompanying picture books -Writing workshop -student writing samples -teacher modelling of writing -use of examplars -use of rubrics (achievement chart) -Premier and Dragon 10

Timeline

Timeline: -Running records data-collected three times a year (available on DIP) -QCA data- to be collected twice a year (available on DIP) -TLCP pre/post assessment-every 6-8 weeks; shared at network meetings Staff involved: -Principals, teachers, teaching assistants, child and youth worker, joint team resource staff, superintendent -MOE Schools on the Move coordinators

School


SMART Goal :


Focus : Numeracy / K-6


Attainable

Strategies: -Use shared mathematics to provide students with opportunities to present alternate solutions using a variety of strategies. (e.g. Think-Pair-Share, Bansho, Gallery Walk). -Professional Learning for classroom teachers focusing on high yield strategies, in particular, measurement strategies. -Co-Teaching Sessions -Numeracy Assessment for Learning Cycle (TLCP) NAfLC- Moderated Tools: - Manipulatives, Technology and Assistive Technology -Teachers will implement Bansho strategies following inservice Professional Learning: -Math Resource Teachers in-service: grades 3 to 6 and Special Education teachers -Hub meetings with same grade teachers in grades 3, 4, 5, 6

Specific

There will be a 4-5% improvement in student achievement in the area of Measurement with the following overall expectation: “estimate, measure, and record length, perimeter area, mass, capacity, time, and temperature, using standard units” as measured through the primary and junior NAfLC results CAT/3 and EQAO assessments in May 2010. Rational: Baseline data from 2009 EQAO reveals only 75% of students achieved level 3 or better whereas in all other strands, 80% of students achieved these levels.

Measurable

Year End Assessments: -a comparison will be made between the pre-assessment and the post assessment to ensure successful aquisition of skills -comparison will be made between CAT-3 Grade 2 and Grade 5 scores and Grade 3 and Grade 6 EQAO Assessment of Mathematics -Numeracy Assessment for Learning Cycle (NAfLC) will occur in January/February 2010 -EQAO multiple choice scores will be examined from the Item Information Report (IIRs)

There will be a 4-5% improvement in student achievement in the area of Measurement with the following overall expectation: “estimate, measure, and record length, perimeter area, mass, capacity, time, and temperature, using standard units” as measured through the primary and junior NAfLC results CAT/3 and EQAO assessments in May 2010.

Evaluation:

Results- Oriented

Human Resources: -classroom teachers : attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum, practice moderated marking of common assessments, reflect on practice, participating in co-teaching opportunities -math reps :share information and resource from Math Reps’ with the school community -school administration –:monitor progress based on Principal and Teacher “Look Fors” checklist, support and encourage staff involvement, provide time for divisional dialogue, co-teaching, and moderated marking, mentorship for new teachers -numeracy resource teachers : provide Professional Learning (i.e., sessions for New and New-to-the-Grade Teachers, EQAO preparation)

Timeline

Timelines: -Numeracy Assessment for Learning Cycle (January/February 2010) -Pre-Post assessments to occur within a six to eight week span -Math Rep meetings : 3 after-school meetings Monitoring and Responsibility: -Math coordinator -Numeracy resource teacher -Classroom teacher/ Math rep -School administrator -Joint team members

School


SMART Goal :


Focus : Pathways / K-6


Results- Oriented

Students will: -demonstrate learning through primary/junior community career quilt -dialogue and informal surveys Pathway experiences will be infused within the Language Arts,Science, Social Studies, and Family Life programs as well as Junior Achievement and Scientist in the School programs.

Timeline

There will be a shared ownership of program delivery between teachers, administrators and central staff. All programs will occur on an ongoing basis with a completion in June 2010.

Attainable

Students will: - (JK to grade 3) have books available to them to learn about different careers and community helpers -Demonstrate learning through primary/junior community career quilt -Be introduced to junior achievement programs: Our Community, Our City -Participate in Scientist in the School to become aware of the role of scientists in our lives Grades 4 to 6 students will: -be introduced to different careers through outside school experiences -Participate in Scientist in the School to become aware of the role of scientists in our lives -Be introduced to junior achievement programs: More than Money, Finance Park

Specific

Students will participate in 3 authentic age-appropriate (divisional) pathways experiences as measured by a system survey in May 2010, which will become baseline date for future years.

Measurable

A survey for primary/junior teachers will be created by the board to inventory student pathway experiences. Data collected will become the baseline for future goal setting.

Students will participate in 3 authentic age-appropriate (divisional) pathways experiences as measured by a system survey in May 2010, which will become baseline date for future years.

Evaluation:

School


SMART Goal :


Focus : CCCC / K-6


Attainable

Staff/students will participate in: -board wide Word, Worship, Witness activities and reflections intended to help students and staff grow in faith and responsible behaviour -anti-bullying activities which focus on the value of feelings, acceptance of differences and valuing the uniqueness of each of God's children -leadership opportunities that enable older students to care for younger, less experienced students for grade five and six students include door monitors, P.A. announcers, peer mentorship expressed through monitoring and buddies -Me to We activities : -Vow of Silence to raise awareness of studnets who do not have a voice in developing nations, -Candy Cane drive to support orphanage in Rikiki, Africa -lead and support Angel Foundation through donations and other awareness acitities -student run food drives to support the needs in our local community -faith and character education on a monthly basis with a focus during assemblies on living our Gospel values as Jesus taught us (Word) B. Vorpes to work with primary and junior classes to help them identify feelings and react to them in a positive way -Students will continue to listen to the Word during Religion classes, cross curricular classes, Liturgies

Specific

Students will participate in the 3 year faith development board plan of Word, Worship, Witness/Virtues and the Me to We philosophy. This year, students will attend two performances that address inclusivity and anti-bullying to address our goal of "living" the Word through posiitve interaction.

Measurable

-Students will attend the Concerned Kids interactive play entitled 'Bullying and School Safety' -Students will attend the play "The Incredible Speediness of Jamie Cavanaugh" which addresses differentiated learning and inclusivity. Students will participate in follow up activities created by Chris Craddock the author -an increased awareness and understanding of students' behaviour, and the underlying developmental, cognitive and social-emotional issues, in order to recognize and address problems, including mental health problems -grade 6 students will participate in a safe school survey to demonstrate a baseline for future goals of increasing a sense of inclusivity, acceptance and safety

There will be an increase in faith based acitivites that students participate, which focus on "living the Word" from six to eight.

Evaluation:

Results- Oriented

Staff and students will express an increased level of participation in faith and leadership development through informal surveys and dialogue as well as the Safe School survey.

Timeline

An ongoing review of student and staff involvement and social-emotional status will be considered. Participation in interactive performances will occur by June 2010 Participants include: principal, teachers, teaching assistants, child and youth worker, community members, students, joint team members.

School


SMART Goal :


Focus : Literacy / 7-12


Specific

There will be a % improvement in achievement for Grade 7 and 8 students in the overall skill expectation Making Connections: "between information and ideas in a reading selection and the readers' personal knowledge and experience". The Ontario Comprehension Assessment administered in April will be used to obtain results. Rational: September/October TLCP results revealed that students required further explicit teaching reading for meaning Current OCA results revealed a need to focus on making connections

Measurable

Data revealed that students experienced difficulty in the area of reading with fluency and writing applying knowledge of language conventions. We examined the following data: PSAI (Profile of Strengths and Areas for Improvement), EQAO released IIR for 2009, OCA classroom assessments to determine student needs, CAT-3 data, Teaching Learning Critical Pathway: pre and post assessment progress.

There will be a % improvement in achievement for Grade 7 and 8 students in the overall skill expectation Making Connections: "between information and ideas in a reading selection and the readers' personal knowledge and experience". The Ontario Comprehension Assessment administered in April will be used to obtain results.

Results- Oriented

Resources: -Comprehensive Literacy and Assessment Handbooks -Ontario Comprehension Assessment -Centrally purchased texts and professional resources -A Guide to Effective Instruction in Reading and Writing (MOE) -Six Traits of Writing Program with accompanying picture books -Writing workshop -student writing samples -teacher modelling of writing -use of exemplars -use of rubrics (achievement chart) -

Attainable

The following strategies will be used: -use think-alouds to continue to teach students how to read strategically and to monitor understanding -provide opportunities for students to work with new vocabulary -use of APE model -Literacy Block provides for focused instruction using the gradual release of responsibility through the Nelson program: -Daily read alouds with explict modelling of fluency strategies such as word study -60 minutes of uninterrupted time for literacy -Daily independent reading -Use of Literature Cirlces to support student choice/engagement -Implementing reading buddy system -Use of technology: Premier and Dragon 10 Professional Learning: - Regular focused divisional meetings - TLCP Teaching Learning Critical Pathways and teacher moderated marking - Comprehensive Literacy workshops/other inservices - Schools on the Move: webcasts and workshops for Literacy - Current DI strategies provided by APT - Mentorship program - Technology workshops Teaching Learning Networks - Hubs - focus on networking and sharing of artifacts - focus on TLCP and DI

Evaluation:

Timeline

Timeline: -OCA data to be collected twice a year -TLCP pre/post assessment-every 6-8 weeks; shared at network meetings Staff involved: -Principals, teachers, teaching assistants, child and youth worker, joint team resource staff, superintendent -MOE Schools on the Move coordinators

School


SMART Goal :


Focus : Numeracy / 7-12


Attainable

Strategies: Provide students with strategies for creating algebraic expressions using visual cues: - word wall - explicit math vocabulary - teacher modelling - frayer model - daily drills - SMART Board -Use shared mathematics to provide students with opportunities to present alternate solutions using a variety of strategies. (e.g. Think-Pair-Share, Bansho, Gallery Walk) -professional learning: -Professional Learning for classroom teachers focusing on high yield strategies -Math Resource Teachers in-service -Co-Teaching Sessions -Numeracy Assessment for Learning Cycle (TLCP) NAfLC- Moderated Tools: -Manipulatives, Technology and Assistive Technology -Teachers will implement Bansho strategies following in-service

Specific

65% of Grade 7/8 students will achieve Level 3/4 in Patterning and Algebra: - describe and represent relationships in growing and shrinking patterns (where the terms are whole numbers), and investigate repeating patterns involving rotations - use variables in simple algebraic expressions and equations to describe relationships

Measurable

Year End Assessments: -comparison will be made between CAT-3 Grade 7 and Grade 6 EQAO Assessment of Mathematics -Numeracy Assessment for Learning Cycle (NAfLC) Artifacts -EQAO multiple choice scores will be examined from the Item Information Report (IIRs)

65% of Grade 7/8 students will achieve Level 3/4 in Patterning and Algebra as reflected in the June report card and NAfLC data in spring 2010.

Evaluation:

Results- Oriented

Human Resources - classroom teachers attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum - practice moderated marking of common assessments, reflect on practice, participating in co-teaching opportunities - Math reps – share information and resource from Math Reps’ with the school community - school administration to monitor progress based on Principal and Teacher “Look Fors” checklist, support and encourage staff involvement, provide time for divisional dialogue, co-teaching, and moderated marking

Timeline

-Numeracy Assessment for Learning Cycle (September 2009 to June 2010) -Math Rep meetings : 3 after-school meetings Monitoring and Responsibility -Math coordinator -Numeracy resource teacher -Classroom teacher/ Math rep -School administrator -Joint team members

Evaluation:

School


SMART Goal :


Focus : Pathways / 7-12


Results- Oriented

Students will: -participate in at least 4 Pathway experiences -demonstrate learning through high school application process -dialogue and informal surveys Pathway experiences will be infused within the Language Arts, Science, Social Studies, and Family Life programs.

Timeline

There will be a shared ownership of program delivery between teachers, administrators and central staff. All programs will occur on an ongoing basis with a completion in June 2010.

Attainable

Students will: -have books available to them to learn about different careers -be introduced to junior achievement program: Economics for Success -be introduced to different careers through outside school experiences: Trip to Ottawa to highlight careers in politics as well as a host of other career options i.e. curator in a museum -participate in high school information sessions -participate in "take your kid to high school": St. Joseph Morrow Park and Brebeuf high school days -participate in Scientist in the Classroom -participate in high school open houses with their parents/guardians

Specific

Students in grade 7 and 8 to access at least four age-appropriate Pathways experiences.

Measurable

A survey for teachers will be created by the board to inventory student pathway experiences. Data collected will become the baseline for future goal setting. Grade 7 and 8 students will have recieved or participated in at least four Pathways experiences.

There will be an increase of students participating age-appropriate Pathways experiences from two to four.

School


SMART Goal :


Focus : CCCC / 7-12


Specific

To participate in the 3 year faith development plan of Word, Worship, Witness/Virtues and the Me to We philosophy. There will be an increase in the number of students from the 13 Me Day leaders to 20 who will be involved in leadership related activities.

Measurable

Staff to have: -an increased awareness and understanding of students' behaviour, and the underlying developmental, cognitive and social-emotional issues, in order to recognize and address problems, including mental health problems -20 students will participate in leadership activities in the school

There will be an increase in the number of students from the 13 Me Day leaders to 20 who will be involved in leadership related activities.

Evaluation:

Results- Oriented

Staff and students will express an increased level of participation in faith and leadership development through informal surveys and dialogue. -20 students will become vibrant leaders in our school

Timeline

An ongoing review of student and staff involvement and social-emotional status will be considered. Students will participate in leadership and faith deveolpment activities on an ongoing basis until June 2010. Participants include: principal, teachers, teaching assistants, child and youth worker, community members, students, joint team members.

Attainable

Staff/students will participate in: -board wide Word, Worship, Witness activities and reflections intended to help students and staff grow in faith and responsible behaviour -anti-bullying activities which focus on the value of feelings, acceptance of differences and valuing the uniqueness of each of God's children -leadership opportunities for students include door monitors, P.A. announcers, peer mentorship expressed through monitoring and buddies -Me to We activities : -Vow of Silence to raise awareness of studnets who do not have a voice in developing nations, -Candy Cane drive to support orphanage in Rikiki, Africa -lead and support Angel Foundation through donations and other awareness acitities -student run food drives to support the needs in our local community -lead and support Angel Foundation through donations and other awareness acitities -"train-the-trainer" programs to promote a sense of responsibility for all members of our community -faith and character education on a monthly basis with a focus during assemblies on living our Gospel values as Jesus taught us (Word)

Documents

2009 - 2010 · Curriculum and Accountability Team Josie Di Giovanni Superintendent of Education, Angela Gauthier Associate Director, Academic Services Angela Kennedy Chair of the