SCHOOL NAME: St. Conrad Catholic School Doris Bognar · phone calls, parent-teacher interviews,case conferences, written correspondence (VIP point loss notification) are used to inform

SCHOOL NAME: St. Conrad Catholic School PRINCIPAL: Doris Bognar

SUPERINTENDENT: Douglas Yack TRUSTEE: Mary Cicogna

SCHOOL ADDRESS: 610 Roding St , Toronto ON , M3M 2A5

STUDENT ENROLMENT: 363

School Learning PlanSt. Conrad Catholic School

2008 - 2009

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2008 - 2009

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Deliver daily Religious Education/Family Life instruction in the classroom

Ongoing Teacher, Principal Religion/Family Life programsCombined Grades guidelinesPrayer tablesStudent reflection

In progress Students will experience personally the way the life and teachings of Christ are integrated into their lives.Students will evaluate their own attitudes and behaviours and those of society in light of their Christian teachings.

Provide opportunities for students to proclaim the Good News of our Faith by active participation in Masses, Liturgies of the Word and School celebrations

Ongoing Teacher, Principal Religion/Family Life programs St. Philip Neri Parish/Father John Community Resources

Ongoing Monthly school Masses for Grades 3 to 8 organized by individual or partnered classes Monthly Liturgies of the Word for JK to Grade 2 organized by individual or partnered classes Celebration of community three times yearly: at the Advent Mass (Jesse Tree, Tableau) Feast Day of St. Conrad (April 21) Stations of the Cross during Lent as organized by the entire school community Celebration of the Sacraments of Reconciliation, Eucharist, and Confirmation in conjunction with parish

Ongoing Teacher, Principal Community resources and agencies St. Philip Neri Parish and Father John Student Council Principal and Staff CSAC System Recommended Resources

In progress Increased student awareness of Social Justice issues Student involvement in charitable fundraising throughout the year, Student Council sponsored projects, CSAC School BBQ for the Children's Wish Foundation at HSC, Sharelife, Food Drive, Advent Community Mass--Give a Child a Gift)

Involve students in Social Justice issues

Use of students leaders to sponsor and lead events such as: Free the Children candy drive, Advent Canned Food Drive. Herbie Fund/ Sick Children's Hospital.

Academic Year Principal Staff Coordinators Student Council CYW Me to We committee

Classroom / school resources

In progress Increased role for student leadership in the school: Me to We program in Grade 7; Student Council initiatives

Division JK - 8

Strategy Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Faith Development

To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience.

Priority Nurturing Our Catholic Community


2008 - 2009

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Character development is an integral part of the school culture.

Academic Year CYW-Child and Youth Worker Teachers Educational Assistants Support Staff School Social Worker P

Board-wide resources In progress -character attributes are clearly articulated for the school community-newsletter, bulletin boards, P.A.daily quotation in the morning announcements, and consistently modelled and reinforced by all adults with the students -virtue of the month is linked with the celebration of the student of the month -explicit, developmentally sound teaching of social skills that impact upon achievement and relationship building is intentionally planned and implemented-social skills groups lead by the school's CYW, Roots of Empathy programme -learning communities are created to support the diversity of learners in each classroom; students work together in small groups to achieve a specific learning goal.

Each classroom would have a prayer table incorporating the primary symbol of each grade level religious education program.

Academic Year Teacher, Principal liturgical calendar Ongoing -prayer table contains: cloth ( green, purple, white) , Bible, cross, and appropriate symbol for each grade level: gr. 1-story shawl, gr. 2-table, etc.

Division JK - 8


Goal Faith Development

To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience.



2008 - 2009

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Gap Analysis

Partners in Bullying Prevention-Parents, Students and StaffParents: -our school's CSAC and parent community are involved in the implementation of our bullying awareness and prevention plan. -our school's bullying awareness and prevention plan is tailored to be responsive to the diversity within our community. -bullying awareness and prevention education is communicated through a variety of means, such as the school's newsletter, presentations and communication sent home. -clear means of communication and reporting have been established and parents are aware that their concerns are taken seriously. -our school has resources available for parents -parent volunteers are active in a variety of programs in our school. Students: -our students are involved in the bullying awareness and prevention action team -classroom activities, programs and extra-curricular activities are intentionally designed to practice pro-social behaviour and problem-solving. -opportunities to develop and commend positive leadership skills are embedded in all school activities. Staff: -our school's religion and family life programmes highlight scripture, teachings and Catholic values, which underscore principles in bullying awareness and prevention. -our school recognizes that Safe Schools is everyone's responsibility and the bullying awareness and prevention program is embedded within the curriculum and the classroom ethos. -program materials and resources are used to foster and reinforce prosocial skill development. -curriculum delivery in our school recognizes various learning needs, learning styles, multiple intelligences, etc. -teaching strategies include a variety of methodologies, such as cooperative learning, peer mentoring and differentiated instruction. -all teachers and students have a classroom agreement that encourages a climate of acceptance and inclusion. -all classrooms provide opportunities to practice prosocial behaviour and positive leadership. -a consistent application of consequences that align with the school's progressive discipline plan is practised throughout our school.

Spiritual Dimension-our school community strives to actualize Gospel values -to further develop the relationship with the local parish-St. Philip Neri -our school's prayers, liturgies, awards and presentations highlight inclusion, respect and appreciation. -an important goal of our school community is to foster individual and collective acts of service. -a prayer table/ altar has a place of prominence in our school entry way.

Bullying Awareness and Prevention-all stakeholders are informed through presentations, inservices, and home/ school communications about the nature and dynamics of bullying behaviour. -an understanding of bullying has been established within our community. -our school is implementing a bullying prevention/ progressive discipline plan (VIP) -our school has a direct plan for direct teaching of skills and strategies to recognize and deal with issues of victimization and harassment-social skills groups, classroom sessions, CYW, social worker and guidance teacher intervention. -a safe and confidential means for reporting and responding to incidents of bullying and harassment is established for all members of the school community. -a progressive discipline plan ,which is consistent, fair and judicious has been communicated to teachers, support staff, students and their families in our school. A documented chronology of events, including dates and interventions is maintained. -our school has a communication protocol that informs relevant support service staff regarding student incidents and interventions. -our school follows the TCDSB Surf-Right policy -our school informs students, staff and families about the serious nature of cyber bullying and internet safety -all stakeholders are aware that infractions of bullying and harassment can be punishable under the Safe Schools Act and the Youth Criminal Justice Act.

Division JK - 12

Goal Safe, Inclusive and Healthy Learning Environment

To enhance the quality of the working and learning experience through improving schools and workplaces so that they contribute to positive healthy and respectful relationships.


2008 - 2009

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Gap Analysis Safe School InterventionsInterventions for Bullies, Victims, Bystanders and Allies: -all cases of bullying, harassment and intimidation are taken seriously in our school -our school has a clear and consistent follow-up plan for incidents of bullying and harassment -bullies are taught their actions are unacceptable and will not be tolerated in the school community. -our strategies for dealing with bullying situations are formative and constructive. -our school provides direct teaching of alternative behaviours and responses to bullies, victims, bystanders and allies. -skills training groups are implemented as needed for teaching communication skills, assertiveness, stress management, problem solving, anger management, positive decision making, conflict management and friendship skills. To and From School Behaviour: - a safe arrival program and/or attendance procedure are established in our school. -our school has developed and communicated clear expectations of student behaviour before and after school. -a bus code of behaviour that reflects the principles of bullying awareness and prevention is operational at our school. In-School Supervision: -an in-school supervision plan has been created for our school's washroom routines, entry from the portables and hallways. -a buddy system is in place where needed. -staff members are aware of effective supervision strategies. -our school has lunchtime and inclement weather supervision plans. -our school has a process of informing all staff of the various activities conducted before, during and after school. -our school has a visitor identification plan. School Events: -students at our school understand that the code of conduct pertains to all school and board sanctioned events, both on and off school property. -students are to demonstrate responsible citizenship and respect for self, others, property, and authority at school events. -students are aware that bullying behaviour will not be tolerated at school events, and the consequences consistent with the school's bullying prevention plan will apply. Outside Agencies: -our school makes referrals to outside agencies and community resources in order to access support for families and individual students.


2008 - 2009

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Establish a school committee to identify issues and develop plans around school safety and positive relationships.

Academic Year Teacher, Principal Health and Safety Team TCDSB Facilities Safe School Committee & Policy Bullyproofing programs/presentations Cyberbullying programs/presentations

Ongoing Safer school physical environment (in school and on the property) An increase in positive/ prosocial behaviours Consistent classroom management and school protocol

Communication practices are in place to ensure parents are informed in a timely and meaningful manner about student behaviour, learning and progress.

Academic Year Teachers Child and Youth Worker Support Staff Students Parents Principal

Board-wide resources In progress -there is clear communication to parents and students about the school's code of discipline, behavioural expectations and progress. -a range of strategies and tools-e.g. report cards, IEPs, phone calls, parent-teacher interviews,case conferences, written correspondence (VIP point loss notification) are used to inform parents and students about progress and next steps. -parents and students are aware of progress -large-scale assessments-EQAO, CAT-3 and CCAT results are shared with parents. -a variety of assessment tools used to gather information is shared with students and parents-e.g. anchor charts, rubrics, observational checklists, behaviour modification chart, communication book/ agenda, VIP notification -student achievement is collected through common assessment tools (Running Records-primary level, Reaching Readers-junior level,Ontario Comprehensive Assessment-intermediate level) and identified by the board and/or school, then scored, analyzed and shared as part of the assessment for learning process.

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement





2008 - 2009

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Focus on anti-bullying and respectful behaviours in school, classrooms,and school yard

Primary: Social Skills programme; Roots of Empathy program Junior: 3 Social Skills programs Intermediate: Division 31 programs; Me to We programme.

Ongoing Teacher, Principal Police Liaison Officers Trish and Laura Roots of Empathy program Me to We program Errol Lee Musical Concerts Virtues of the Month Community Partners-Guidance, Psychology and Social Work personnel Child and Youth Worker

In progress Utilization of Social Skills programs in all three divisions, VIP progressive discipline programme, Roots of Empathy program, performances and presentations highlighting positive interactions, community relationships with School Liaison officers Surf Right and Internet Safety

Create a strong, active school community that engages parents, students and staff developing respectful relationships.

Primary to Intermediate: Cross Country Junior/Intermediate: School Teams and student leaderhip: Student Council, Me to We. Kindergarten Orientation programme/ Welcome to Kindergarten

Academic Year Teacher, Principal Me to We program TCDSB Athletics program HAT initiative St. Simon PLN St. Conrad CSAC

In progress Continued participation in the Health Action Team project, involvement with the Toronto Public Health department. Active participation in school team sports, intramural sports, Cross country running clubs,and student leadership initiatives.

Note: The principal will report to the school community on the effectiveness of each strategy at the end of the year how the plan worked based on the evidence of improvements.

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement





2008 - 2009

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Term 3 Teacher, Principal Classroom / school resources

Ongoing Prepare and distribute a welcome package to all new students on their first day of Junior Kindergarten.

The "Welcome to Kindergarten" programme is conducted in conjunction with The Learning Partnership. This programme encourages parental involvement and establishes a collaborative relationship with the home and school prior to a student beginning Junior Kindergarten.

Term 3 Teacher, Principal System-wide resources Community(Public Health) The Learning Partnership resources

Action to be taken Before starting school, three and four year old children are given preparatory resources and experiences to position them for school and lifelong learning. The overall goal of the programme is to prepare preschool children for school and learning. The parents/ students receive a Welcome to Kindergarten Bag woth resource materials to utilize during the summer months in preparation for the students' school start in September. The overall benefit of this would be that parents would be aware of this programme at St. Conrad School-an approach where the home and school build early literacy and numeracy skills prior to officially beginning JK.

To be prepared in July; sent home at the end of August

Principal Secretary

School resources Action to be taken Personalized correspondence sent home to parents about the September school entry.

Division JK - 8


Goal Increasing Enrolment and Retention in Grades JK-12

To support and implement a variety of local and system initiatives that actively enhance the school profile and promote the benefits of Catholic education.


2008 - 2009

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The "Welcome to Kindergarten" programme is conducted in conjunction with The Learning Partnership. This programme encourages parental involvement and establishes a collaborative relationship with the home and school prior to a student beginning Junior Kindergarten.

Term 3 Teacher, Principal Board-wide resources Action to be taken Parents and caregivers will be invited to attend a parent/ child orientation workshop at the school. This workshop will provide the parents with an overview of the resources in the parent/home package as well as guidelines on how to utilize the materials. During the workshop, the parents will have an opportunity to obatin information on the school and the Kindergarten programme. the children will be able to familiarize themselves with the school, the teachers of the programme as well as other children who will be in the programme in September.

Academic Year Teacher Board-wide resources Ongoing The school's guidance teacher along with the grade eight teachers will provide students with overviews of secondary school programmes. Parents are to be provided with translated versions of high school booklets.

Academic Year Teacher, Principal Board-wide resources In progress Student Success Learning Networks-grades 7, 8 and special education teachers liaise with secondary and elementary school teachers (Chaminade College School) to exchange best practices in the transition of students from the elementary to the secondary panel. Discussions re: programming of students, TLCP, differentiated instruction, SMART goals as some of the discussion / workshop topics.

Focus on the transition from the elementary school panel (grade 8) to the secondary school.

Term 1 Teachers Principal Parents

Board-wide resources Ongoing Open houses and secondary school visits will provide grade eight students and parents with more information about their secondary school choice(s). Take Our Kids to High School Day in November. Students will be encouraged to attend.

Term 1 Teacher, Principal Board-wide resources Ongoing Review of CAT-3 scores (from grade seven) and the student's academic profile in order to make an informed choice re: secondary school programme/ level. A correct choice of programme will foster student success in the secondary panel.

Ongoing communication with the schoiol community. A local practice that actively enhances the school profile have been our school's monthly school newsletter and the usage of the student's agenda.

Academic Year Teachers Principal Parents Students

System-wide resources community resources student agendas

Ongoing Included in the newsletter are monthly curriculum highlights, students' written compositions, general information, tips for parents and a monthly calendar. Usage of a student agenda is encouraged as a communication/ organizational tool in grades 1 to 8. Parents and teachers will be regularly invoilved in communication. regular communication through the monthly newsletter will enable parents to be informed of school objectives, priorities, events and school news.


2008 - 2009

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Division Primary (JK - 3)

Charts

EQAO-Reading-Trend-Grade 3-All Students

Gap Analysis:

Data Interpretation:The school's EQAO scores (percentage of students)in Reading(gr. 3) indicate the school's score of 45% is below the Board's 63% and the provincial score of 61%. A detailed analysis using the students' individual profiles indicates that "Making Connections" in Reading is an area which needs to be addressed to a greater extent in academic programming. An in depth analysis of the scores indicate that 34% of the students scored at level 2. The goal is to specifically target these level 2 students and build their skills to attain a level 3 score.

CAT3-National Percentile-20072008-Grade 2

Gap Analysis:

Data Interpretation: Student scores in literacy based areas-e.g. Vocabulary, Language and Reading will continue to exceed the TCDSB percentiles as well as the mean national percentile of 50%. The school's scores in the literacy based sub-tests will be maintained and/or improve.

Goal Literacy

To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach.

Priority Improving Student Learning and Achievement


2008 - 2009

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Focused professional development on "Making Connections" and "Inferring" via: divisional meetings; creation of a series of TLC Smart Goals to enhance student performance

Primary level divisional focus based on the analysis of assessment information and results: "Making Connections". Junior and Intermediate level divisional focus based on the analysis of assessment information and results: "Inferencing".

Academic Year Teacher, Principal Fifth Block Mentor Language Curriculum revised Early Reading Strategies Binder, Ministry of Education 2003 Early Reading Strategy, the Report of the Expert Panel on Early Reading in Ontario, Professional Development/Reading Comprehensive Literacy document Reaching Readers (QCA) Pilot project based on Nelson Literacy Ontario Comprehensive Assessment (OCA)

In progress Increased use of modelling, anchor charts, gradual release of responsibility; high yield strategies utilized in classrooms; increased familiarity and comfort level among teachers as to how to structure their classrooms and enable students to make good "connections" to effectively facilitate the TLCPs (Teaching Learning Cycle Pathways) once per school term-1. October/ November 2.January/ February and 3. April/ May.


Charts EQAO-Writing-Trend-Grade 3-All Students

Gap Analysis:

Data Interpretation: The school's EQAO scores (percentage of students) in Writing (grade 3) indicate a score of 63%. This is a significant increase from the previous year's score of 51%. This past year's result indicates a parallel to the provincial score of 66%; yet, the school's score is below the Board's of 70%. The school's goal is to improve the school's results.


2008 - 2009

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EQAO skill sessions for students in grade three. These sessions will take place once per week. The students will be divided into groups where they will work through EQAO practice booklets which have been prepared by the teachers on staff. This process will begin in September and will end in May of each school year. All students in grade three will participate in these practice sessions.

Academic Year Teacher, Principal Board-wide resources In progress The grade three students will be better prepared for the EQAO assessment in May/ June. They will have enhanced their skills in literacy throughout the sessions. Increased teacher modelling of concepts.

Primary division SMART goal: Making Connections-usage of High Yield Strategies -activating prior knowledge -variety of instructional tools-e.g. graphic organizers, anchor charts, assistive technology, differentiated instruction

Academic Year Teacher, Principal Board-wide resources In progress Students will show an improvement in their abilities to make connections with text in Reading. A target improvement of 10% in the TLCP cycle.



Goal Literacy




2008 - 2009

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Division Junior (4 - 6)


2008 - 2009

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Charts


Gap Analysis:

Data Interpretation: The school's scores on the CAT-3 assessment indicate that the students' scores are below the TCDSB percentiles on all subtests. Focussed professional development, academic programming as well as the enhances usage of materials/ resources will be utilized to improve upon these scores.

EQAO-Writing-Trend-Grade 6-All Students

Gap Analysis:

Data Interpretation: The school's EQAO scores (percentage of students) in Writing (grade 6) indicate that the score of 66% parallels the TCDSB and provincial scores.For the past two years, the school's score in Writing has improved over the past five years. The school's goal is to improve upon this score.

EQAO-Reading-Trend-Grade 6-All Students

Gap Analysis:

Data Interpretation: The school's EQAO scores (percentage of students) in Reading (grade 6) indicate an erratic trend in the scores for the past five years. This past year's score of 54% is below the TCDSB and provincial scores. As a result of focussed professional development, SMART goals, assessment to inform instruction and additional resources, the school's goal is to improve upon these scores. An in depth analysis of the scores indicates that 26% of the students scored at level 2. The goal is to specifically target the skill enhancement of these students so that many of them will attain a score of level 3.


2008 - 2009

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EQAO skill sessions for students in grade six. These sessions will take place once per week. The students will be divided into groups where they will work through EQAO practice booklets which have been prepared by the teachers on staff. The process will begin in September and will end in May of each school year. All grade six students will participate in these sessions.

Academic Year Teacher, Principal System-wide resources EQAO web site

In progress the grade six students will be better prepared for the EAO assessment in May/ June. They will have enhanced skills in literacy and numeracy. EQAO scores will be improved through this process.

SMART goal for the Junior level division: "Inferencing" skill development in Reading.

Academic Year Teacher, Principal Board-wide resources In progress Usage of high yield strategies; activating prior knowledge, differentiated instruction, three term/ cycles of TLCPs focussing on inferencing using fictional, non-fictional and non-continuous text.

Purchase additional material to support Grammar and Writing Conventions to provide a common approach to improving writing skills throughout the junior division

Ongoing Teacher, Principal QAR kits purchased for Grades 4, 5 and 6 Write Traits kits to be purchased Literacy in the Middle Grades Reading and Writing Strategy posters

In progress Improved results on Grade 5 CAT/3 and Grade 7 CAT/3 scores and the basic components. Improved results on the Grade 6 EQAO appraisal. Display of writing results in a public forum: bulletin boards, hall displays, school newsletters to acknowledge improvement and success

Focus on Boys’ Literacy:- Purchase more materials aimed at boys, namely graphic novels, non-fiction, magazines, etc., - increasing opportunities for authentic reading and writing- increase exposure to computer technology to supplement reading and writing instruction- infuse more opportunities for the arts to be incorporated into daily instruction.

Ongoing Teacher, Principal Language Arts Coordinator and resource staffVarious publishers willing to share “boy-friendly” materialsProfessional reading located in school central storage

In progress Improved scores for boys on standardized measures, namely EQAO grade 6 and CAT 3 in grade 7



2008 - 2009

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Purchase additional material to support Grammar and Writing Conventions to provide a common approach to improving writing skills throughout the junior and intermediate divisions

Ongoing Teacher, Principal Language Arts Resource Department Board Resource material Reading/ Writing Strategy posters

In progress Improved results on the Grade 7 CAT/3 assessments and Grade 10 Literacy tests Improved communications among staff across divisions to provide a continuum of practice and skills developement for students

Ongoing Teacher, Principal Departmental contacts with local high schools (Chaminade and Madonna)Language Department in-servicesMinistry in-servicesSupporting Student Success in Literacy document

Consolidate professional links with partner high schools (Madonna and Chaminade) to facilitate transition process for students and develop a continuum of literacy instruction between panels.

Success for All: teachers enhance their knowledge and practice of the guiding principles of adolescent literacy through workshops, meetings and presentations

Ongoing Teacher, Principal Professional Development SSLN meetings Nelson Literacy-grade 8 OCA

In progress Improved scores on the Grade 7 CAT/3 assessments and Grade 10 LiteracyTest to indicate an increase in student understanding and implementation of basic literacy and writing skills

Charts CAT3-National Percentile-20072008-Grade 7

Gap Analysis:

Data Interpretation: The CAT-3 scores indicate the school's percentile scores are below the TCDSB in all literacy areas. The current grade 8 class has 30% of the students who have an Individual Education Plan. The decreased scores will be addressed through: SMART goals, focussed professional development, TLCPs, moderated marking, and an ongoing review of assessment data.

Division Intermediate (7 - 8)


Goal Literacy




2008 - 2009

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SMART goal: To build the students' skills in inferencing. A specific goal which is based on literacy skill deficits obatined from an analysis of assessment data for the intermediate division. Vocabulary development and the enhancement of comprehension skills will be encouraged.

Academic Year SSLN-elementary and secondary school teachers and principals Board resource staff

Board-wide resources In progress SMART goals developed through three term TLCPs which focus specifically on inferencing skill development-term one-ficitional text, term two-non-fictional text and term three-non-continuous text. OCA diagnostic assessment in October and January to inform programming and as a measure to assess progress. Moderated marking and class data tracking in order to assess TLCP progress and students' skill development. SSLN professional development sessions-discussions and workshops between elementary and secondary school staff. Release time for moderated marking of OCA to inform teaching and instruction.


Gap Analysis:

Data Interpretation: The CAT-3 scores indicate the school's percentile scores are below the TCDSB in all literacy areas. The current grade 8 class has 30% of the students who have an Individual Education Plan. The decreased scores will be addressed through: SMART goals, focussed professional development, TLCPs, moderated marking, and an ongoing review of assessment data.



Goal Literacy




2008 - 2009

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To improve the overall level of students' literacy skills. School library books to be purchased. Additional novel study kits, particularly for the junior and intermediate divisions are to be purchased. An increase in the number of periodicals-particularly of interest to boys.

Terms 2 and 3 Library-technician Principal Teachers

School Board CSAC

In progress Investigate additional DVD resources: exposing students to real life experiences beyond the classroom. Increased usage of the novel study kits by the teachers in their literacy programmes. Increased circulation of library materials, particularly by boys.

Integration of technology into the literacy-based curricula.

Academic Year Teacher Board-wide resources In progress -scheduled computer lab sessions -focussed and directed usage of literacy based programmes-e.g. web research, Reader Rabbit, Microsoft Word/ Excel, powerpoint.

Division JK - 8


Goal Literacy




2008 - 2009

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Students develop literacy knowledge, skills and related technological skills to use language and images in rich and varied forms to read, write, listen, view, represent and think critically about ideas.

Academic Year Teacher, Principal Board-wide resources In progress -time for purposeful talk and interaction between students is planned in order for students to clarify their thinking, test their hypotheses, respect and learn to build on the ideas of others and articulate their views and opinions constructively. -writing instruction supports students in organizing theit thoughts, reflecting on a widening range of perspectives and learning how to communicate effectively for specific purposes and audiences. -reading instruction supports students in making meaning from a variety of text forms through an interactive problem-solving process. -engaging reading and writing tasks enable all students to explore meaningful concepts-the "big ideas", that go beyond facts or skills and prepare them for the world of the future. -students are able to listen actively -students confer with their peers and teacher in order to determine next steps -students ask questions during reading for different purposes, including clarifying meaning. locating specific facts and determining the author's intent. -students sort and analyze information to better understand

Division JK - 8


Goal Literacy




2008 - 2009

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Ensure that a variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology.

Academic Year Teacher, Principal Early Math Strategies Manipulative kits Differentiated instruction CEC Math Department Inservices and Resources

Ongoing Teachers know when it is appropriate to use manipulatives and can use them effectively.

Charts


Gap Analysis:

Data Interpretation: The school's student scores in all areas of the CAT3 assessment indicate scores which exceed the TCDSB results. The focus will continue to be on skill enhancement particularly in the Mathematics subtest. A goal is to maintain and/or improve upon these scores.

EQAO-Mathematics-Trend-Grade 3-All Students

Gap Analysis:

Data Interpretation: The school's EQAO scores have been erratic for the past five years. This past year's score of 60% is below the TCDSB's and provincial scores of 68%. The school's goal is to improve this score. An in depth analysis indicates that 32% of the students scored at level 2 in the area of Mathematics. The goal is to specifically target and move these students from level 2 to level 3.



Goal Numeracy

To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics.



2008 - 2009

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Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue.

Academic Year Teacher, Principal Mathematics: The Ontario Curriculum grades 1 to 8 Early Math Strategy

Ongoing -in-school assessment practices are clearly linked to curriculum expectations and the achievement chart -all seven mathematical processes are assessed in a balanced way -assessment is used to inform instruction -assessment tasks accommodate students' learning styles and ability levels.

Charts


Gap Analysis:



Gap Analysis:




Goal Numeracy




2008 - 2009

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To reinforce basic numeracy skills through daily practise and review

Academic Year Teacher, Principal Math Reps meeting handouts on Nelson MathNelson ResourcesMathematics Department and Resource teachersProfessional Development from a variety of in-services

In progress Use of all Nelson and supplemental resources (games, books, Mental Math) on a daily basisMaintaining and continued improvement on Grade 2 CAT/3 Mathematics scores and EQAO Mathematics assessments

Charts


Gap Analysis:



Gap Analysis:




Goal Numeracy




2008 - 2009

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Ensure that a variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology

Ongoing Teacher, Principal Early Math Strategy pp.19-24Manipulatives Kits provided by the CEC Math Department and In-Services

In progress Teachers know when it is appropriate to use manipulatives and can use them effectively.

Charts


Gap Analysis:



Gap Analysis:




Goal Numeracy




2008 - 2009

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Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented

Ongoing Teacher, Principal Mathematics: The Ontario Curriculum Grades 1-8 (2005)Early Math Strategy (2003)Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: Supporting the Six Math PrinciplesCurriculum Side-by-Side Comparisons at: http://www.ocup.org/resources/#compare CEC Math Resource Department In-Services

In progress Consistent implementation of the new expectations by all teachers across the division.



2008 - 2009

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Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented

Ongoing Teacher, Principal Mathematics: The Ontario Curriculum Grades 1-8 (2005)Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS)Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: http://www.ocup.org/resources/#compare CEC Math Resource Department

In progress Consistent implementation of the new expectations by all teachers across the division.

Charts EQAO-Mathematics-Trend-Grade 6-All Students

Gap Analysis:

Data Interpretation: The school's EQAO score of 52% is below the TCDSB and provincial scores of 60%. An in depth analysis of the score indicates that 31% of the students scored at level 2. A targeted focus will be on the skill enhancement of these students and moving their scores forward to a level 3. The school's goal is to improve the overall score.



Goal Numeracy




2008 - 2009

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Ongoing Teacher, Principal Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS) pp. 25-30Manipulatives Kits provided by the CEC Math Department and In-Services

Teachers and students utilize available resources including computer programs in weekly sessions in the computer lab to supplement Nelson materials

Ensure that variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology

Ongoing Teacher, Principal Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS) pp. 25-30Manipulatives Kits provided by the CEC Math Department and In-Services

In progress Teachers are knowledgeable and articulate about the benefits of using manipulatives and technology to teach Math.

Charts EQAO-Mathematics-Trend-Grade 6-All Students

Gap Analysis:

Data Interpretation: The school's EQAO score of 52% is below the TCDSB and provincial scores of 60%. An in depth analysis of the score indicates that 31% of the students scored at level 2. A targeted focus will be on the skill enhancement of these students and moving their scores forward to a level 3. The school's goal is to improve the overall score.



Goal Numeracy




2008 - 2009

2009-06-01 Page 28 of 39

Success for All: Continue to develop the relationship with Madonna's and Chaminade's Secondary Schools' staffs to assist with the transition for students between elementary and secondary schools.

Academic Year Teacher, Principal Professional Development

In progress Development of opportunities for shared experiences either at St. Conrad or Madonna to introduce specialized instructions (e.g. spreadsheets, graphic calculators) Sharing of knowledge re: student performance in various strands; assessment models; areas of focus through consultation and meetings Include Special Education and Resource teachers as well for in-services.


Gap Analysis:

Data Interpretation: The student scores on the CAT3 assessment during the past year indicate that the scores on the Mathematics as well as the Computational subtests exceeded the TCDSB scores. The goal is to maintain/ increase these scores through focussed instruction in computational Mathematics and problem-solving, greater usage of manipulatives, differentiated instruction to address the 30% of students in the current grade 8 class who are on an IEP as well as to address varying modalities of learning, and assessment to inform instruction and programming.



Goal Numeracy




2008 - 2009

2009-06-01 Page 29 of 39

Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it is being properly implemented

Ongoing Teacher, Principal Mathematics: The Ontario Curriculum Grades 1-8 (2005)Leading Math Success: Mathematical Literacy Grades 7-12 pp.76-78Targeted Implementation and Planning Supports – TIPS (2003) Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: www.ocup.org/resources/#compare CEC Math Resource Department

In progress Consistent use of centrally provided text and support materials by all teachers in the division


Gap Analysis:




Goal Numeracy




2008 - 2009

2009-06-01 Page 30 of 39

Ensure that variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology

SMART board Differentiated Instruction Technical calculators

Ongoing Teacher, Principal Leading Math Success: Mathematical Literacy Grades 7-12 p.31; pp.47-50; and pp.57-58 Targeted Implementation and Planning Supports – TIPS (2003) Manipulatives Kits provided by the CEC Math Department and In-Services

In progress Teachers know when it is appropriate to use manipulatives and technology and use them effectively; particularly with students at risk


Gap Analysis:




Goal Numeracy




2008 - 2009

2009-06-01 Page 31 of 39

Students develop mathematical understanding, problem-solving skills and related technological skills that can be applied in their daily lives and in the future workplace through mathematical tasks that are practical and relevant.

Academic Year Teacher, Principal Classroom / school resources

In progress -interrupted blocks of learning time are used daily for mathematics instruction -the mathematics learning environments are inquiry based, challenging and developmentally appropriate for all students. -learning through problem-solving supports students to connect mathematical ideas and to develop conceptual understanding -students are engaged in shared, guided and independent learning tasks -students are prepared for new learning by having them make connections to their knowledge, skills and experiences -teachers model and students practice oral and written mathematical language -instruction is differentiated for students through content, process, product-usage of manipulatives, oral, written and visual representations and / or assessment so the students are able to demonstrate and/ or apply the intended learning in a variety of contexts. -instruction intentionally models and promotes the use of visual organizers to represent ideas-e.g. graphs, number charts, number lines. -students demonstrate mathematical thinking in different ways-e.g. building, calculating, discussing, drawing, graphing, manipulating materials, questioning, sorting -select and use different methods of calculation to identify relationships and to connect and apply their learning-e.g , using addition strategies while using a measurement problem. -students develop and apply reasoning skills-e.g. making a rule for a pattern, classifying to make, investigate and construct -students are able to connect knowledge and skills learned from other strands to make sense of and deepen understanding of mathematics they are currently learning -students are able to make sense of errors to clarify and deepen mathematical understanding.

Division JK - 8


Goal Numeracy




2008 - 2009

2009-06-01 Page 32 of 39

There are comparable learning experiences, a range of differentiated approaches to instruction and required interventions within grades, and a continuum of knowledge, skills and learning across grades.

Academic Year Teacher, Principal Board-wide resources In progress -collaborative approaches to planning and instructional practice are facilitated across all grade levels and divisions to ensure a continuum of learning from Kindergarten to grade 8 -common instructional language and vocabulary are developed and modelled across classrooms throughout the school -student profiles, portfolios and learning and assessment data are shared in a confidential manner as students progress from Kindergarten to grade 8 -early and appropriate layers of intervention to support students are delineated for staff -differentiated instruction is designed and delivered in a manner that supports student achievement in an inclusive classroom setting -a range of challenging learning choices that are differentiated in content, process and product-e.g. dramatization, oral or written product are provided Individual Education Plans (IEPs) are developed to describe the accommodations and curriculum modifications that are to be implemented as part of students' educational program. -students make explicit connections among curriculum areas and between prior and current learning-e.g. independently activate and use relevant prior knowledge, skills and experiences.

Division JK - 8


Goal Success for All

To improve opportunities for all our students to achieve their desired destinations through a variety of programs, supports, assessment strategies and pathways (apprenticeship, college, community living, university and the workplace).



2008 - 2009

2009-06-01 Page 33 of 39

Instruction takes into account the background and experiences of all students and meets their diverse interests, aptitudes and special needs.

Academic Year Principal Teacher Support Staff-Educational Assistants

Teacher / classroom resources Board-wide resources Professional Development

Ongoing -instructional decisions are informed by student interest, learning style, and prior learning as well as culture/ language background, gender, and special education needs. -formative assessment of students is current and drives the planning for differentiating instruction. -based on the analysis of student data, a wide range of instructional strategies are incorporated in the classroom repertoire to meet the diverse learning needs of students. -flexible learning groups -additional support re: ESL, identified special needs students -early and appropriate intervention

There ia a culture of high expectations that supports belief that all students can learn.

Academic Year Teacher, Principal Professional development class/ school resources Board-wide resources

Ongoing -ambitious targets and SMART goals are set for all divisions -a cyclical review of Individual Education Plans (IEPs) provides parents with an opportunity to contribute to the refinement and revision of ambitious learning goals. -ongoing assessment identifies student needs and informs appropriate and timely interventions. -teachers work collaboratively to plan, problem solve and generate solutions based on identified student needs -flexible grouping in the classroom to meet ongoing needs and to support high expectations -students are regularly engaged in higher-order level thinking and the completion of meaningful open-ended tasks -students elicit support in durect relation to learning needs

Division JK - 8






2008 - 2009

2009-06-01 Page 34 of 39

There is a clear emphasis on literacy and numeracy achievement.

Ongoing Teacher, Principal Board-wide resources In progress -the focus on literacy and numeracy achievement is clearly communicated to the school community in a variety of ways-e.g. newsletters, curriculum night -events and activities align with literacy, numeracy and curricula based priorities-e.g. excursions, guest speakers -student achievement in literacy and numeracy is acknowledged, celebrated and demonstrated throughout the school-e.g. displays of student writing, school newsletters -there is access to and ready use of curriculum and Ministry support documents -timetables prioritize daily uninterrupted blocks of time for literacy and numeracy -literacy and numeracy strategies are applied across the curriculum -students are actively engaged in meaningful reading, writing and numeracy tasks throughout the day

Division JK - 8






2008 - 2009

2009-06-01 Page 35 of 39

There are structures, processes and practices in place to guide decision making in the implementation and support of comprehensive literacy and numeracy programs for all students.

Academic Year Teacher, Principal Board-wide resources In progress -comprehensive literacy program reflects the needs of students and ensures the gradual release of responsibility; three TLCP cycles during the three school terms specifically focussing on literacy skills -assessments for learning inform nesdt steps for instructions where practices include: ongoing collection of data (pre- and post-assessments) that verifies students' strengths and weaknesses and determines the next steps in instruction and/or additional interventions -feedback based on a predetermined criteria stated in a rubric; anchor charts which explicitly represent processes and strategies students need to use independently -teacher moderation of student work to build reliability/ consistency of assessment and to align understanding of performance levels across grades -using tracking mechanisms to represent the literacy achievement of all students -tasks that vary by process, content and product to support a differentiated approach to learning -multiple guided opportunities for students to practice, apply and refine their work -IEPs to inform teaching/learning -job-embedded professional learning in literacy is reguylarly scheduled in response to student learning needs, identified by a wide range of data and informed by Ministry policy, resource documents and board guidelines. -a range of technologies which support meaningful learning and engagement. -students are able to take ownership for actively engaging in the intended learning as individuals, in small groups and as a whole class.

Division JK - 8






2008 - 2009

2009-06-01 Page 36 of 39

Building Instructional Leadership Teachers will be selected as the school's lead teacher(s)for: -Junior Literacy lead-grades 4 to6 -Primary Early Reading Strategies lead teacher-JK to grade 3 -Balanced Literacy Lead Teacher -School Marthematics representative -School Learning Plan -Student Success Learning Network teachers -Teaching Learning Cycle Pathway lead teachers

Academic Year Teacher, Principal Board-wide resources Ongoing These teachers will be attending Ministry of Education and School Board sponsored workshops/ inservices/ hub meetings throughout the school year. An increased capacity and fluency amongst the teachers regarding varied programmes. Divisional and staff meetings will have an increased infusion of professional dialogue. Professional reading materials will be distributed and discussed. Teachers will know and be able to use a variety of diagnostic, formative and summative assessments to improve student learning. Increased effective use of assessment strategies for reading.

To provide opportunities for Mentorship roles within the school community to develop leadership roles

Ongoing Principal Professional Development

In progress Facilitate opportunities for peer mentoring on staff with teachers new to the profession or new to a division using the expertise of staffMentor staff and provide opportunities for them to pursue professional development activities to enrich their own professional goals

Division JK - 8


Goal Empowering Catholic Leadership

To develop and support Catholic Educational Leaders who are energizing, caring, visionary, student-focused and collaborative role models in building a Catholic professional learning community.

Priority Building Capacity to Lead and Learn


2008 - 2009

2009-06-01 Page 37 of 39

As the scheduling allows, common/ block planning time(s) for common grade teachers to discuss strategies/ curriculum related to literacy and/or numeracy.

Academic Year Teacher, Principal Board-wide resources Ongoing More focussed planning, common grade planning which parallel one another; a sharing of ideas; planning with a particular emphasis on skill development; daily planning which reflects an emphasis on skills in numeracy and literacy. Teacher long range plans which reflect an emphasis on the usage of TCDSB curriculum planning guides, Ministry and assessment materials.

Promote and encourage staff leadership roles and professional development opportunities utilizing board, school and community resources

Ongoing Principal TCDSB Departmental Representative Meetings PLC in-services Ministry workshops (Literacy, Numeracy,Writing)

In progress Provide time for divisional meetings to disseminate information from Ministry and Board in-services both formally and informally. Facilitate participation in PLC programs for Kindergarten initiatives,Literacy, Physical Education, Special Education and Mathematics During Staff meetings provide opportunities for Staff Reps to share the news from Religion, Math, Athletic Representative meetings Utilize the expertise of Literacy and Numeracy leaders on staff

Special education staff and the school's principal will mentor regular class teachers in providing modified and accommodated programmes for students at risk. They will also assist in the development of the IEPs.

Ongoing Teachers Principal APT

Board-wide resources In progress Identifying at-risk students and providing early intervention through programming and the SBST process. Remedial support and accommodations provided. The Assessment and Programming Teacher (APT) would be utilized in the school to a greater extent in the professional development capacity of mentoring teachers re: IEP refinements, curriculum planning and differentiated instruction.

Division JK - 8


Goal Professional Development

To provide job-embedded professional development that focuses on broadening the range of skills, practices and attitudes needed to create sustainable improvement and better results.



2008 - 2009

2009-06-01 Page 38 of 39

Principal and staff work together to develop, implement and monitor a school improvement plan focussed on continuous improvement in student achievement.

Academic Year Teacher, Principal Board-wide resources In progress -the school improvement planning enables an ongoing process of distributive leadership involving staff in planning, implementing, monitoring and refining goals based on current student achievement data -areas requiring an instructional emphasis are identified and through the development of SMART goals are targeted -support provided by the school's principal through visits to the classrooms; walk-throughs -review of student achievement data throughout the year to ensure progress in meeting targets and SMART goals

Job-embedded and inquiry based professional learning is made available to staff, building capacity and informing practice at the school and classroom level.

Academic Year Teacher, Principal Professional development-hub meetings, SSLN meetings, workshops Board-wide resources Ministry documents

In progress -professional learning communities focus on professional learning that is inquiry based and responsive to student assessment data-e.g. moderated marking, working with colleagues to develop a collective understanding of comprehension strategies. -principal is actively involved in the learning that occurs in the PLC -teachers share evidence of student learning-e.g. writing samples, running records as a catalyst for professional dialogue. -common language and practices emerge from professional dialogue based on research literature and learning in the field. -knowledge and effective best practices are shared -risk taking is demonstrated by trying new instructional practices and strategies -common language and practices are modelled across classrooms -students are able to apply knowledge, skills and strategies across content areas-e.g. interpreting charts, graphs and non-continuous text


Division JK - 8





2008 - 2009

2009-06-01 Page 39 of 39

There are shared and understood mechanisms in place for monitoring and analyzing student data and for refining instructional practices to ensure progress.

Teaching-Learning Cycle Pathway (TLCP) will take place each term. The focus in the primary division will be on strengthening students' abilities to "Make Connections"; in the junior and intermediate divisions, the focus will be on "Inferencing".

Academic Year Teacher, Principal Board-wide resources In progress -tracking mechanisms-e.g.data walls, class tracking profiles are current and used on an ongoing basis for discussions on refining instructional strategies for student learning. -trends and patterns in student data are used to identify and implement instructional practices that will enhance student learning.


Division JK - 8




Documents

SCHOOL NAME: St. Conrad Catholic School Doris Bognar · phone calls, parent-teacher interviews,case conferences, written correspondence (VIP point loss notification) are used to inform