Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Caccamo, Michael

TRUSTEE: Sal Piccininni

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Francis de Sales Catholic School

Douglas Yack

333 Firgrove Cres Toronto ON M3N 1K9

376STUDENT 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. Francis de Sales Catholic School20092010

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : Literacy / K-6

20092010School year:

Specific

EQAO results on the Grade 3 and Grade 6 Reading Assessments from May 2009 indicate the following trend over time: 2004- 2005 2005-2006 2006-2007 2007-2008 2008-2009 Grade 3 54% 34% 64% 70% 53% Grade 6 34% 36% 43% 41% 32% Profile of Strengths and Areas for Improvement (PSAI) indicates the following specific areas need to be targeted: Grade 3 Skill: Understanding implicitly stated information and ideas (making inferences) 47% demonstrated strength Overall Expectation: Understanding Form and Style (Expectation 2.0) 44% demonstrated strength Grade 6 Skill: Implicit - Making Inferences 36% demonstrated strength Overall Expectation: Reading for Meanings 38% demonstrated strength Understanding Form and Style 38% demonstrated strength EQAO results on the grade 3 and 6 Reading assessments from May 2009 indicate the following gender gap over time: 2004- 2005 2005-2006 2006-2007 2007-2008 2008-2009 M F M F M F M F M F Grade 3 54% 53% 44% 27% 62% 67% 93% 53% 37% 73% Grade 6 40% 29% 21% 44% 44% 43% 38% 44% 45% 18%

To increase the number of students achieving Level 3 and 4 in Reading by 3%, as measured through both the primary and junior EQAO assessments.

Sources: - Teaching Learning Critical Pathway Evaluation: - Measurable Learning Critical Pathway Data (TLCP) - Running Record Data - QCA Data - Classroom

Measurable

Data Examined: - Detailed School Report (DSR) - Profile of Strengths and Areas of Improvement (PSAI) - Item Informaiton Report (IIR) - Running Record and QCA Classroom Assessments - CAT 3 Data Mid-point Assessment Tools/Data Midpoint Assessment Tools: - TLCP Assessments - Running Records - Classroom Assessments - QCA Assessments - Teacher Observations - JLI and 5th Block Assessments Assessments Measures of Success: - EQAO 2010 student achievement in Reading as measured through the primary and junior EQAO assessments based on DSR, PSAI, and IIR. - Comparison between CAT 3 and EQAO scores. - Empower Reading Programming Assessments (Pre and Post) and Screenings

Attainable

Strategies: - Block Timetabling -- 120 minutes for grade 1-3; 90-100 minutes for grades 4-6 - Uninterrupted Literacy Time - Common Planning Time - Integrated Special Education Model Comprehensive Literacy Assessments (K-Gr. 3) · revised, system wide assessment tools · aligned with Comprehensive Literacy framework · includes revised running records, writing assessments, oral language, phonological awareness Gradual Release of Responsibility · 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 · integration of technology/assistive technology, drama and the arts to differentiate instruction Intervention Programs · 5th Block program · JLI program available · 5th Block and JLI coaches provide mentoring · 5th Block and JLI teacher provide in-school support to classroom teachers using a coaching model Teaching Learning Critical Pathway · focus on assessment for learning · teacher moderation · pre and post assessment data · focused literacy instruction · differentiated instruction · critical literacy Teaching Learning Networks · Hubs · focus on networking and sharing of artifacts · focus on TLCP and DI After School Literacy Program · for designated schools to provide support for students in grades 3-6 · program developed by TCDSB Literacy Team; delivered by our teachers

School Effectiveness Framework (SEF) District Reviews · work in collaboration with SEF Coordinator Professional Learning · focus on alignment, collaboration and evidence based strategies · Comprehensive Literacy Assessments-in-service for all K-Grade 3 teachers; in class coaching as needed/requested · SEF- team involved in district reviews and PD; focus on self-reflection, evidence based strategies Teacher-Student Candidates from OISE/UT and York University - PD collaboration and sharing Literacy Rep –three meetings per academic year (feedback gathered); information shared with school; focus on assessment for learning, Equity and Inclusion, technology Technology – using Premier for instruction PLS-Professional Learning Series: Unpacking EQAO; Comprehensive Literacy Assessments, Tapestry: Equity and Inclusion

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) · 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 · After School Tutoring Program · C/A Portal: On the Same Page (e-newsletter to all teachers) · Centrally purchased texts and professional resources as listed on the C/A portal · Texts purchased with MOE Library Funding Initiatives · MOE/LNS Resources/Webcasts/monographs/e-workshop · Premier Assistive Technology · Additional Release Days to support professional learning as designated by field Superintendent · Schools Helping Schools Human Resources - Literacy Resource Teacher - 5th Block, JLI, ESL Teacher - Principal Literacy Resources for Students/Staff - Nelson and Pearon Shared Reading, Guided Reading, Read Alouds, Self-Selected - Dual Language Picture Books - Library

Timeline

Target will be met by June 2010. Monitoring will take place as per TLCP cycles and the following assessments: · Running Record 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 Identify who is responsible for monitoring each part of the SLIP? Superintendents · facilitate Teaching Learning Networks/Hubs · monitor implementation and progress · participate in district review Principal · facilitate work of professional learning community focusing on student work, teacher moderation and TLCP · use the School Effectiveness Framework for school learning plans · monitor implementation and progress · facilitate and participate in Teaching Learning Networks/Hubs · monitor implementation of TCDSB framework for literacy instruction: Comprehensive Literacy & Literacy in the Middle Grades School literacy reps · share information and resources provided at regional meetings 5th block and JLI teacher and coach · provide support and coaching to divisional teams focused on assessment for learning · support networks and hubs Classroom teachers and special education teachers · attend professional learning sessions · support the work of the networks/hubs and PLCs · participate in the TLCP and teacher moderation sessions, · administer TCDSB Comprehensive Literacy Assessments, implement the revised Kindergarten and/or Language Arts Curriculum, Comprehensive Literacy, Literacy in the Middle Grades, The Guides to Effective Literacy Instruction and the gradual release of responsibility in their daily teaching · participate in SEF district review and self-assessment. School Effectiveness Lead · support school leaders in developing dynamic and responsive school learning plans · facilitate district review

We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals. Divisional Meetings and Common PLanning Time will be used for collaborative reflection and target setting for next steps. DIP will be used to analyze and communicate new learning.

Evaluation:

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : Numeracy / K-6

20092010School year:

Specific

EQAO results an the grade 3 and 6 numeracy from May 2009 indicate the following trend over time: 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Grade 3 62% 36% 68% 60% 68% Grade 6 41% 40% 17% 24% 30% EQAO results on the grade 3 and 6 numeracy assessments from May 2009 indicate the following gender gap over time: F M F M F M F M F M Grade 3 55% 71% 50% 27% 62% 75% 73% 52% 68% 67% Grade 6 40% 42% 16% 53% 16% 19% 31% 19% 41% 18% Grade 3 Skill: Thinking - 59% demonstrated strength Overall Expectation: Geometry and Spatial Sense - 59% demonstrated strength Grade 6 Skill: Thinking - 29% demonstrated strength Overall Expectation: Data Management and Probability - 26% demonstrated strength CAT-3, grade 2 National Stanine Numeracy Results

45% of students achieved National Stanine 4 and above. Cat-3, grade 5 National Stanine Numeracy Results 42% of students achieved National Stanine of 4 and above

To increase the number of students achieving level 3 and 4 in numeracy by 3% as measured through both the primary and junior EQAO assessments.

Attainable

Targeted Evidence-Based Strategies/Actions What strategies/actions will help to attain your goal? Professional Learning What professional learning opportunities are planned to help attain your goal? Numeracy Resource Teachers Professional Learning · OMCA meetings September 2009 – June 2010

Measurable

The identified area of concern is student achievement in the Mathematical Processes of Data Management and Probability, based on Grade 3 and Grade 6 EQAO results, in particular the Open Responses questions and CAT-3, grade 2 & 5 National Stanine Reading Results. Rationale: · Data Management and Probability is central to most current definitions of mathematical literacy. Through data management and probability, students can select and apply strategies they have learned to deepen their conceptual understanding. Data Management and Probability is the vehicle by which students make sense of mathematics (Mathematics Education: A Summary of Research, Theories and Practices, August 2002, Thompson Nelson). Measures of Success: Data Examined: · Grade 2 and Grade 5 CAT-3 scores · Students’ overall achievement on EQAO Assessment of Mathematics: 2009-2008, 2008-2007 · EQAO Open Response scores from the Item Information Report (IIRs): 2009-2008, 2008-2007 · Success Data Management as measured in all Open Response questions in the EQAO Assessment of Mathematics · Numeracy Assessment for Learning Cycle (NAfLC) Artefacts Midpoint Assessments: · Ontario Numeracy Assessment Package (ONAP) Pilot Project o Collection and comparison of pre- and post-assessment data using ONAP focusing on student achievement in Data Management and Probability (September 2009 – January 2010) o Artefacts from NAfLC inservices (student samples of pre-assessment, post-assessment,) Year End Assessments: · Students’ overall achievement on EQAO Assessment of Mathematics · EQAO Open Response scores from the Item Information Report (IIRs) · Students’ ability to understand data management and probability as demonstrated in the Open Response questions in the EQAO Assessment of Mathematics · Comparison will be made between CAT-3 Grade 2 and Grade 5 scores and Grade 3 and Grade 6 EQAO scores, respectively · Numeracy Assessment for Learning Cycle (NAfLC) Artefacts

Results- Oriented

Resources - Nelson Math - EQAO exemplars - EQAO previous assessment tests - Computer Software - SMART Board use - classroom teachers and Special Education teachers will receive 4 half day sessions to work through one NAfLC with a focus on evidence based strategies and data-driven content - Numeracy Resource Teachers to provide support in co-teaching sessions upon request

Timeline

Monitoring . - pre- and post-assessment data - Differentiated support for teachers (e.g., in-service structure, selection of content, Evidence-Based Strategies and resources, NAfLC) Timelines: Outline explicit dates/weeks for monitoring - Numeracy Assessment for Learning Cycle (NAfLC) (March 2010) - 4 half-day sessions with Hubs, Grade 3-6 Teachers - Differentiated support in the form of job-embedded professional learning (co-teaching, moderated marking, etc.) School Effectiveness Framework (SEF) District Review Process (November 2009 – June 2010) - 4 half-day sessions, K-6 teachers Math Rep Meetings (September 2009 – June 2010) - 3 after-school meetings (4:15-5:30) Support from Special Services and Special Education Teachers - October 2009 – May 2010 Types of Data - Mid-year: pre-assessment, post-assessment, Bansho samples, etc.); ONAP - Sept 2010: results from 2009-2010 EQAO Assessment of Mathematics Numeracy Resource Teachers - provide Professional Learning through NAfLC sessions - facilitate co-teaching and integration of technology - monitor progress and respond to school needs collaboratively with SIT Classroom Teachers / Math Reps - attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum, implement problem solving strategies in their daily teaching, practice moderated marking, reflect on practice, - monitor student progress through analysis of DIP data and student artefacts School Administration - monitor progress using persisting questions, support and encourage staff involvement, provide time for divisional dialogue, co-teaching, and moderated marking Superintendents - Ensures a consistent and continuous board-wide focus on student achievement, using system and school data to monitor progress, and supports and encourages the same for schools - Ensures that learning is at the centre of planning and resource management

Evaluation:

- Develops Catholic Learning Communities (Teaching-Learning Networks and Hubs) in collaborative and growth oriented cultures - Monitors implementation and progress of school Numeracy SMART goal using persisting questions - Collaboratively works with SSL, Program Superintendent and Numeracy Coordinator to embed key strategies and ensure alignment of pillar SMART goals and priorities - Participate in district review School Effectiveness Lead - support school leaders in developing dynamic and responsive school learning plans - facilitate district reviews

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : Pathways / K-6

20092010School year:

Specific

Data: •Pathways priorities in these grades are on providing scaffolded opportunities to help students grow in their ability to know and appreciate their own skills and aptitudes, to apply their knowledge of their personal interests, strengths, abilities, and accomplishments to planning and decision making, to be able to identify jobs and occupations in the community related to school subjects and to learn and apply decision-making and problem-solving skills in different aspects of their lives. •These opportunities to grow in self knowledge present themselves across several curriculum areas within primary and junior learning opportunities. •Students in primary and junior grades will have access to authentic pathways experiences and therefore at the point of choosing secondary school programs, they will do so with sufficient understanding of the opportunities available. •By increasing the number of presentations and visits for students, and job-embedded professional development for teachers, students will be better informed when making pathway choices.

Measurable

Measures of Success: • Measuring success in area of concern: •A survey of primary / junior teachers early in the school year will inventory pathway experiences and resources currently available. •A second survey will be conducted at the end of the year to determine the extent to which the programs promoted by the Pathways team have been implemented at the classroom level. •Grade 6 students will complete a survey about their participation in pathways experiences. •The data collected during 2009-10 will become the baseline for future goal setting.

•Students from grades 1-6 will participate in at least 2 authentic age-appropriate experiences focused on pathways exploration from the Explore and Discover Pathways Curriculum Resource as measured by the completion of the activity specified.

Evaluation:

Results- Oriented

Resources •Resources identified that can aid in achieving desired results: •A support document for grades 1 - 6 will be distributed to help infuse pathway experiences within Language Arts, Social Studies and Family Life curriculum •A Program Pathway Planner will be distributed to grade 6 students in each school. •Other available resources include: Paws in Job-Land, The Real Game, Career Cruising, and the “World of Work” reading program. •Board will provide code days for pathways lessons in-service (1/2 day for two teachers from each school: 1 from junior/one from primary division and 16 days for teacher-counsellor skills training centre programs

Timeline

Monitoring and Responsibility •In a mid-year review of the School Learning Improvement Plan, elementary principals will assess progress made in achieving their school’s Pathway goal. •Principals will be invited to share their best practices at K-8 meeting in January/February within the framework of a discussion of progress made in achieving the BLIP pathways goal. •Teacher-survey inventory results will be compiled and reviewed by the Central Pathway team, with the support of the Research department. Feedback from this survey will serve as a possible indicator of change in the teacher-delivery of classroom experiences. •Year-end survey results to be compiled and reviewed by Research Department and Central Pathway team. •Strategies for implementation include a shared ownership of program delivery between teachers, administrators and central staff.

Attainable

Targeted Evidence-Based Strategies/Actions • Strategies/actions that will help to attain goals: •A Primary/Junior resource document with grade-specific career exploration lessons / activities will be made available to classroom teachers within professional development framework by February 2010. (Explore and Discover Pathways Curriculum Resource) •To promote grade 5 & 6 students to participate in Junior Achievement presentations and activities. Elementary counselors to disseminate to elementary principals and teachers Information about pathways-related activities available through The Learning Partnership. Professional Learning • Professional learning opportunities that are planned to help attain goals: •The central Student Success Team will support elementary principals in creating Pathways SMART goals for their schools at K-8 and K-12 principals’ meetings. •The central Student Success Team will support the attendance of all elementary guidance counselors at the Ontario Secondary Counsellors Association Conference in November •Co-teaching opportunities between elementary counselors and classroom teachers •A half-day in-service for primary and junior teachers to introduce the pathways lessons created for each grade and to highlight other curricular supports already available to teachers in this area-ex , OSCA, Career Cruising, etc.

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : CCCC / K-6

20092010School year:

Attainable

KEY STRATEGY: Increased student engagement within their school communities by offering increased opportunities for dialogue and professional learning across our TCDSB learning community. Professional Learning: - To participate in TCDSB 3 year faith development plan of Word, Worship, Witness, with activities and reflections intended to help students grow in faith and responsible behaviour. Our emphasis this year is on WORD. - Continued implementation of the Catholic monthly virtues intended to support catholic character education and aimed at concentrating school-wide focus on one virtue monthly. - To work with the following departments to ensure cross-curricular application of CCCC goals: Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments. - Implementation of a Safe and Healthy Action Teams within schools.

Specific

Area for Improvement: - - The belief that all students need to know and appreciate their gifts and understand the importance of the contributions that they are called to make within their worlds is foundational to education within our Catholic learning communities. - It is important in St. Francis de Sales Catholic school to have a culture of high expectations while providing students with individualized attention and caring. Teachers, support staff, administrators and other adults need 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. This is crucial for being able to provide support to these students. - Engagement of students within their school is a multi-faceted issue. Teachers and other adults within the school play a pivotal role in enhancing the opportunities for students to feel that they belong within their school community. - Through the evaluation of our small group with the Child Youth Worker students are taught conflict resolution and behavioural management skills.

Measurable

- Number of capacity-building professional development activities that cultivate the role of staff as caring adults who invite students to become fully engaged in their school communities. - Number of staff participating in professional learning in the area of cultivating roles as caring adults and promoters of student engagement.

Results- Oriented

Resources: - Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments. - A variety of resources accessible through the Student Success website: ongoing.

Evaluation:

Timeline

- Collaboratively work with all pillar chairs to develop system inquiry and reflection tools to serve as system monitoring tools - Ensure alignment in the planning, monitoring and evaluation practices across all four pillars - Ensure budget reflects SMART Goal priorities - Ensure consistent system communication so that all system leaders and stakeholders are aware of system priorities and the related alignment of resources and professional development - Support all system leaders in developing, implementing and reviewing system SMART Goals School Administrator: - Will help lead, model and celebrate the ministries of Word, Worship and Witness. - At the mid-year review of the School Learning Improvement Plan, principal will assess progress made in achieving CCCC goals. - Some of the areas that will assist with assessments, as well as the persisting questions, might include: improved academic achievement, improved interpersonal relationships and reduced behavioural problems. - Collaborate with staff in setting school SMART goals related to the CCCC pillar. - Provide support, encouragement and time for divisional dialogue and CCCC related activities. - Monitor progress with persisting questions. Superintendent: - Ensures a consistent and continuous board-wide focus on student achievement, using system and school data to monitor progress, and supports and encourages the same for schools - Ensures that learning is at the centre of planning and resource management - Develops Catholic Learning Communities (Teaching-Learning Networks and Hubs) in collaborative and growth oriented cultures - Monitors implementation and progress of school Pathways SMART goal using persisting questions - Collaboratively works with SSL, CCCC Expert Panel Chairs to embed key strategies and ensure alignment of pillar SMART goals and priorities Guidance Counsellor:- - Help in the coordination of CCCC initiatives such as Roots of Empathy and Friends. - Coordinate and deliver pathways presentations to K – 8 teachers. - Provide information and support to students and parents around student engagement, mental health and importance of attendance. Classroom Teachers: - Live out and celebrate the ministries of Word, Worship and Witness - Attend professional learning sessions, read professional literature to expand their own awareness of Mental Illness - Be attentive to modeling the attributes of a caring adult within their classes

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : Literacy / 7-12

20092010School year:

Specific

Grade 7 SKILL: Making Interference 1.5 Overall Expectation: Reading for Meanings Understanding – Form and Style Total: 26 = Grade 7 students Level 1 = 61% Level 2 = 27% Level 3 = 6% Level 4 = 6% Gender Analysis: Level 1 Boys = 78% Girls= 59% Level 2 Boys= 22% Girls=29% Level 3 Boys= 0 Girls= 7% Level 4 Boys= 0 Girls= 5% Grade 8 SKILL: Making Interference 1.5 Overall Expectation: Reading for Meanings Understanding – Form and Style Level 1 = 57% Level 2 = 14% Level 3 = 14% Level 4 = 7% Gender Analysis: Level 1 Boys = 56% Girls= 34% Level 2 Boys= 22% Girls= 0% Level 3 Boys= 22% Girls= 0% Level 4 Boys= 0 Girls= 2%

To increase the number of students achieving level 3 and 4 in reading by 3% as measured through both the junior EQAO and OCA assessments in May 2010.

Attainable

Assessment for Learning - Assistive Technology: Premier / Kurzweil - Continuing Education Literacy Programs – Grades 7/8 summer and after school literacy programs - Literacy Link/On the Same Page - Ontario Comprehension Assessment (OCA) – September/January; may be uploaded to DIP; will be used to ground TLCP cycles - Student Success Learning Network (SSLN) – Partnership with local secondary school; cross-panel teams focus on transition planning from grades 7/8 to 9; tracking and monitoring tools to support transitions; networking and sharing of artifacts; use of Ministry DI resources in grades 7/8; venue for TLCP implementation - Teacher Moderation – Support teacher moderation within TLCP and OCA; - Teaching Learning Critical Pathway – grades 7/8 teachers – 3 cycles per year Professional Learning: - Differentiated Instruction in Literacy for local SSLNs on resource – training provided and embedded into TLCP and OCA via Student Success Learning Networks - ESL/ELD Teacher in-serviced on Board, Ministry documents and initiatives that support English language learners; to continue coaching teachers on strategies that best support best practices in language development of ELLs across the curriculum - Literacy Lead Teachers – four meetings per academic year (feedback gathered); shared responsibility/capacity building (Special Education, Administrator, and Literacy Lead Teacher); information shared at local level - Nelson: Literacy 7/8 Training provided to intermediate teachers - Ontario Comprehension Assessment (OCA) – workshops for grades 7, 8 teachers (teacher moderation) - Student Success Conference – focus on student engagement - Student Success Learning Network (SSLN) – Partnership with local secondary school; cross-panel teams focus on transition planning from grades 7/8 to 9; tracking and monitoring tools to support transitions; networking and sharing of artifacts; use of Ministry DI resources in grades 7/8

Measurable

Which data are you examining? - SSLN, TLCP data, and OCA data What are the mid-point assessment tools/data sources? - Teaching-Learning Critical Pathway: pre and post assessments How are you measuring success in your area of concern? - moderated marking from the TLCP

Evaluation:

Results- Oriented

Resources: - Literacy Resource Teachers - Additional Release Days to support professional learning relating to teacher moderation, TLCP, OSSLT preparations, Nelson series training - Resources – Literacy in Action and Nelson: Literacy (focusing on grades 7/8) - Software focusing on assistive technology, literacy support, and differentiated instruction - Student Success Learning Network (SSLN) – allocation of release days to support team planning/sharing/teaching; focus on literacy and DI professional learning

Timeline

Monitoring and Responsibility - End of first TLCP – to inform second TLCP - OCA January – to assess strategies employed in first term and inform next steps OCA – October/February TLCP – November and April cycles - meeting with SSLN – December (Sharing DI artifacts/midpoint of TLCP/student artifacts) Types of Data - TLCP data and student artifacts - EQAO IIR - Classroom assessments - OCA – Initial and Final Achievements Literacy Lead Teachers: - Share information and resources provided at regional and lead teacher meetings - monitor student progress through analysis of student achievement (TLCP, IIR, DIP, etc.) and student work samples Classroom Teachers: - Participate in professional learning sessions, support cross-curricular literacy development through differentiated instruction, participate in TLCP and teacher moderation sessions, and deliver curriculum - Monitor student progress through analysis of student achievement (TLCP, report card data, DIP, etc.) and student work samples Principal: - Facilitate work of professional learning community focusing on student work, evidence of student learning, TLCP, differentiated instruction, literacy instruction, and transition planning - Monitor progress using persisting questions School Effectiveness Lead: - Support school leaders developing dynamic and responsive school learning plan; facilitate district reviews

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : Numeracy / 7-12

20092010School year:

Specific

Grade 7 Data Management and Probability – 26% demonstrated strength Skill: Thinking – 29% demonstrated strength Overall Expectation: Collect and organize discrete or continuous primary data and display the data using charts and graphs, including continuous line graphs. Grade 7 CAT-3, grade 7 National Stanine Mathematics results: 47% of students achieved National Stanine 4 and above

Measurable

Data to be examined: - Students‘ overall achievement on the EQAO Assessment of Mathematics. - EQAO open response scores from Item Information Reports (IIRs): 2008-2009, 2007-2008, 2006-2007 - Profile of Strengths and Areas of Improvement (PSAI): 2008-2009, 2007-2008, 2006-2007 - Numeracy Assessment for Learning (NAfLC) Artefacts (in March 2010) - Grade report cards Areas of concern measured by: - Evidenced-based decision making within the Numeracy Assessment for Learning Cycle - DIP data: Grade 6 EQAO , Grade 7 CAT-3 Results - Secondary School - DIP data: Grade 7 CAT-3 Results, Grade 7 & 8 Report card results - Midpoint Assessments: teachers work through the Numeracy Assessment for Learning cycle to chart student improvement and inform instruction using the following tools: - DIP data: Grade 7 CAT-3 Results, Grade 6 EQAO, Grade 7 & 8 Report card marks - Comparison of Pre-Assessment and post-assessment results - Artefacts from NAfLC inservices (student assessment samples, Bansho, etc.) Year End Assessments: - Grade 7 & 8 Report Card Marks - NAfLC post assessments - ONAP assessments

To increase the number of students achieving level 3 and 4 in numeracy by 3% as measured through both the junior EQAO assessment in May 2010.

Attainable

Allow students opportunities to solve, in groups and individually, problems that require a multi-step process. Help students understand how to check whether their answers are reasonable within the context of the question. - Model appropriate problem-solving strategies (e.g., constructing models, making diagrams, using manipulatives) and provide students with opportunities to solve multi-step problems in a variety of contexts (e.g., oral, written, group, investigative). - Provide students with opportunities to solve problems involving multi-step processes, and model strategies that engage students in these questions (e.g., underlining key words and values, rereading the prompt to ensure they understand the question and making connections to classroom experiences). Encourage students to check the reasonableness and completeness of their answers. Numeracy Assessment for Learning Cycle (NAfLC) with all teachers of grade 7 & 8 by in-servicing teachers on the following steps: - Evidenced-based decision making within the Numeracy Assessment for Learning Cycle: ? Grades 7 & 8 ? DIP data: Grade 6 EQAO , Grade 7 CAT-3 Results - Moderated Marking (use selected questions from Nelson program, ONAP 7 & 8) - Incorporating evidence-based strategies in lesson plans and implementing strategies in their Math classes - Collecting student achievement data - Collecting artefacts of student learning - Co-planning and Co-teaching opportunities Support School Initiative - Math Coach provides support for classroom teachers as they implement evidence-based strategies and technology in their teaching practice - Math Coach supports NAfLC (moderated marking sessions, co-planning and co-teaching, etc.) Math-focused Student Success Learning Network meetings (To support Assessment for Learning Process) Co-Teaching Opportunities (grades 7 – 10) (To support Assessment for Learning Process)

Results- Oriented

Human Resources: - Math Resource Teachers - All Grades 7 & 8 teachers on Numeracy Assessment for Learning Cycle - All Grades 9 & 10 teachers on Numeracy Assessment for Learning Cycle - Co-teaching opportunities (optional) - All Math Department and Ministry initiatives that relate to this SMART goal - Math Coach - Provide support for schools in Support School Initiative as well as other secondary schools - Continued support for 2008-2009 Math GAINS Project support schools - Co-teaching opportunities - Research Department – Collaborative Inquiry Projects - Attitudes & Practices for Teaching Math Survey - Feedback Forms - Focus Group Meetings Financial Resources: Code days - 3 full days for each grade 9/10 teacher - four – ½ days for each grade 7 & 8 teacher - approximately 10 full days per secondary school for 1 day of math department professional learning with Math Resource Teachers

Evaluation:

Timeline

Monitoring and Responsibility Interventions will occur through the Numeracy Assessment for Learning Cycle - Use student artefacts - Through data obtained from Pre- & Post- Assessment data - Outline explicit dates/weeks for monitoring. Numeracy Assessment for Learning Cycle Grades 7 & 8 - 1 in March 2010 with Math Resource Support Types of Data: - Classroom teachers bring student artefacts of problem solving tasks for discussion or moderated marking - 2009-2010 results of the EQAO Assessment of Mathematics Numeracy Resource Teachers – to provide Professional Learning through NAfLC sessions, facilitate co-teaching and integrate technology, support SSLN, monitor progress and respond Classroom Teachers – attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum, implement problem solving strategies in their daily teaching, practice moderated marking of common assessments, reflect on practice; monitor student progress through analysis of DIP data and student artefacts School Administration – monitor progress using persisting questions, support and encourage staff involvement, provide time for divisional dialogue, co-teaching, and moderated marking

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : Pathways / 7-12

20092010School year:

Specific

Needs Assessment: Specific areas targeted for improvement: The overall number of Pathways experiences for 2008-2009 is 12,440: •Skills Canada presentations at school •Career Cruising Sessions Data: •Students will have access to authentic pathways experiences and therefore they may choose between workplace, college and university destinations with sufficient understanding of the opportunities available. •Enclilical quote from Vince Burzotta •Honoring all pathways to work enables us to fully serve all of our students and by so doing we: recognize the value of all human work, recognize that each student is an individual with unique gifts, recognize that each student will use their gifts tot follow their own pathway and recognize the irreplaceable role that human work has in God’s plan for creation. •By increasing the number of presentations, visits and hands-on activities available to students, more will be better informed when making post-secondary destination decisions.

Measurable

Measures of Success: • Measuring success in area of concern: •The team will review participation numbers after each event to evaluate progress toward the overall goal. •School staff will keep evidence logs of activities and participation.

•To increase by 1, the number of opportunities available for students in grades 7 & 8 to access age-appropriate, authentic Pathways experiences as measured by the completion of specified activities.

Evaluation:

Results- Oriented

Resources • Resources identified that can aid in achieving desired results: •Over a three year period, every elementary school will participate in at least one Pathways program. •Schools will be funded based on their participation.

Timeline

Monitoring and Responsibility •Review participation after each event to evaluate progress toward the overall goal within two weeks of each event. •Participation and student responses will be examined. •A member of the central team will take the lead on each activity/event and report attendance/evaluation results to the team

Attainable

Targeted Evidence-Based Strategies/Actions •Strategies/actions to attain your goal: •Elementary students will attend the Skills Canada secondary competition •Half-day visits for grade 7&8 students to local secondary schools to learn about the FF, SHSM, OYAP •programs •TOKTHS experiences hosted by secondary schools for grade 8 students within their SSLN. •Transition Information evenings for parents of students in gr 7 and 8 within the local elementary schools. Professional Learning •Professional learning opportunities planned to help attain goals: •Co-ordinate College visits for grade 7/8 teachers to inform them of the opportunities available within the college system. •Participation at OSCA conference in November supported for each elementary counselor and one counselor from each secondary school.

School

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

SMART Goal :

St. Francis de Sales Catholic School

Focus : CCCC / 7-12

20092010School year:

Specific

Needs Assessment: - Engagement of students within their school is a multi-faceted issue. Teachers and other adults within the school play a pivotal role in enhancing the opportunities for students to feel that they belong within their school community. - As members of Catholic school communities, students have the right to attend school without fear of rejection or exclusion. The vision of Ontario‘s EQUITY AND INCLUSIVE EDUCATION STRATEGY is an inclusive education system in which: all students, parents and other members of the school community are welcomed and respected; and every student is supported and inspired to succeed in a culture of high expectations for learning. - It is important at St. Francis de Sales to have a culture of high expectations while providing students with individualized attention and caring. - Teachers, support staff, administrators and other adults need 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. This is crucial for being able to provide support to these students and also for students to feel sufficiently empowered to seek assistance within the school. - Increased awareness and sensitivity within school staffs of signs and symptoms of mental health and other issues, will help to avoid misunderstanding of student behaviour which risks increased student disengagement. - A positive, supportive relationship with a caring adult is important for all students, but it is critical for students at risk in order to prevent school disengagement

Measurable

- Students who believe that there are opportunities for engagement and understanding within their school communities will answer favourably to these questions. Increased involvement of students in co-instructional activities will also be seen as an increase in the engagement of students within their school - assessing the level of student engagement will include, improved academic achievement, improved interpersonal relationships and reduced behavioural problems. - Opportunities for St. Francis de Sales staff participation in capacity-building activities in order to help them cultivate their role as caring adults will be held throughout the year.

Results- Oriented

- Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments. - Locally delivered in-services for school staff by special services staff and /or other staff during 09/10. - Allocation of release days to support professional development opportunities for staff. - A variety of resources accessible through the Student Success website: ongoing.

Attainable

- ATTENDANCE INITIATIVE - Grade 8 teachers in-serviced regarding The Fourth R program within grade 8 last year will continue to provide instruction and support for students to learn about healthy relationships, conflict, bullying and gangs, consequences of drug abuse, influence of media, and effective decision making and problem solving. - A range of grass-roots, student leadership activities as supported by the CCCC pillar in order to increase the engagement of students as leaders within their schools as well as to increase the over-all level of student engagement within secondary schools. - Expansion of student leadership opportunities for students: (Lake St. George) Professional Learning - TCDSB elementary and secondary schools will access related PD opportunities offered centrally through TCDSB‘s three year Ministries of Word, Worship, Witness. 2009-10 is the year for emphasis on WORD. - Grade 7 and 8 teachers will access PD aimed at raising their awareness of understanding student behaviour with the underlying developmental, cognitive and social-emotional issues, in order to establish a supportive positive relationships and become the caring adult for struggling students. - Teachers participating in PD experiences last year will present to their local schools on the subject of impact of ?special needs? of students on behaviour. - Safe Schools presentations to teachers - Distribution of other emotional/psychological/pro-social resource materials provided through CCCC to secondary schools.

Evaluation:

Timeline

- Ensure alignment in the planning, monitoring and evaluation practices across all four pillars - Ensure budget reflects SMART Goal priorities - Review system mid-point data, in combination with survey data to determine mid-point corrections to Board plan - School Administrator: - Help lead, model and celebrate the ministries of Word, Worship and Witness. - At the mid-year review of the School Learning Improvement Plan, elementary principal will assess progress made in achieving school‘s CCCC goals. - Will look for: improved academic achievement, improved interpersonal relationships and reduced behavioural problems. - Collaborate with staff in setting school SMART goals related to the CCCC pillar. - Provide support, encouragement and time for divisional dialogue and CCCC related activities. - Monitor progress with persisting questions. Superintendent: - Will ensure a consistent and continuous board-wide focus on student achievement, using system and school data to monitor progress, and supports and encourages the same for schools - Ensures that learning is at the centre of planning and resource management - Will develop Catholic Learning Communities (Teaching-Learning Networks and Hubs) in collaborative and growth oriented cultures - Will monitor implementation and progress of school Pathways SMART goal using persisting questions - Will collaboratively work with SSL, CCCC Expert Panel Chairs to embed key strategies and ensure alignment of pillar SMART goals and priorities - Meet with Central Student Success team to review progress, identify areas of growth and target intervention strategies System Level Resource Teachers: - Provide support in goal-setting - Research, source and distribute pillar-specific resources and marketing materials to the field - Collaborate with Research department in development of teacher and student surveys - Provide capacity building sessions related to Student Leadership, Safe and Healthy Schools, Mental Health, Equity and Inclusive Education and Attendance Processes & Strategies. Guidance Counsellor: - Support the tracking and support of students at-risk. - Help in and/or support the coordination of CCCC initiatives such as those related to Stop the Stigma, and Safe and Healthy Schools.. - Provide information and support to students and parents around student engagement, mental health and importance of attendance. Classroom Teachers: - Live out and celebrate the ministries of Word, Worship and Witness - Attend professional learning sessions, read professional literature to expand their own awareness of Mental Illness - Be attentive to modeling the attributes of a caring adult within their classes