School Plan for Continuous Growth 2018-2021...School Plan for Continuous Growth 2018-2021 St. Maria Goretti Catholic School Act justly, love tenderly, walk humbly with your God. (Micah

School Plan for Continuous Growth

2018-2021

St. Maria Goretti Catholic School

Act justly, love tenderly, walk humbly with your God. (Micah 6:8)

The Mission Statement of the District

Inspired by:

• Love of the Father • Faith in Jesus Christ • Hope from the Holy Spirit

We believe in God and we believe:

• that each person is created in the image and likeness of God • that each child is a precious gift and sacred responsibility • in the goodness, dignity and worth of each person • that Christ is our model and our teacher • in celebrating and witnessing our faith • in transforming the world through Catholic education • that Catholic education includes spiritual growth and fulfillment • that learning is a lifelong journey • that all can learn and develop their gifts • in building inclusive Christ-centered communities for service to one another • that all have rights, roles and responsibilities for which they are accountable • that Catholic education is a shared responsibility in which parents have a primary role

The mission of Edmonton Catholic Schools is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another.

Vision

Our students will learn together, work together and pray together in answering the call to a faith-filled life of service.

Eight Characters of Catholic Education

• Community • Tradition • Humanness • Sacramentality • Rationality • Spirituality • Justice • Hospitality

Core Values

• Dignity and Respect • Honesty • Loyalty • Fairness • Personal and Communal Growth

A Statement of 21st Century Learning in Edmonton Catholic Schools

Preparing our students for a world not yet realized

In keeping with our Foundation Statement, the students and staff of Edmonton Catholic Schools commit to 21st century learning. In support of hopeful Christ-centered living, in a society transformed by globalization, technological innovation, and human ingenuity, 21st century learning complements our commitment as a Catholic community of learners, leaders and educators. Edmonton Catholic Schools fosters faith-based learning that deeply engages all staff and students in 21st century learning opportunities. All facets of the learning system -- curriculum, instruction, assessment, professional learning, accountability and resource allocation -- are in support of 21st century learning. Students will be creative, digitally aware, critical-thinking global citizens, analysts, communicators and producers engaged in learning that is conceptual and authentic within a faith-based environment. Guided by our moral compass and focused on the common good, students and staff will be self-directed, adaptable, discerning and curious, as they engage individually and collaboratively in 21st century learning.

A Defining Statement of Inclusive Education in Our District – Katholos:

Education for Life for All

In accordance with our District Foundation Statement, all *resident students and their parents/caregivers are welcomed into our schools. The Learning Team is committed to collaborating, identifying, applying and monitoring practices enabling all students to reach their potential, spiritually, socially, emotionally, physically and academically within the Programs of Study alongside their peers. *resident student as defined by the School Act.

St. Maria Goretti School Plan for Continuous Growth 2018-2021

School Mission:

The staff and parents of St. Maria Goretti Catholic School strive to help students grow spiritually, physically, academically, socially, creatively, and emotionally. We encourage students to become self-motivated, independent 21st century learners, and positive leaders who recognize and share their God-given gifts and talents.

School Vision:

“A Christ-centered Community of Learners" is developing strong Catholic Leaders – one child at a time.

School Charism:

Kindness, compassion and forgiveness inspired by the example of our namesake, St. Maria Goretti.

School Context:

St. Maria Goretti Catholic School is located in northeast Edmonton and serves the Homesteader community. We currently have a student population of 379 students ranging from Kindergarten to Grade 6. St. Maria Goretti School is a high needs school community whose Growth Plan has been historically defined and driven in large part by its inherent complexities and character. A growing number of students with identified needs are receiving instruction in an inclusive setting. As a school community it is recognized that St. Maria Goretti School’s mandate and commitment to Catholic Education is a precious gift and the foundation of all that we do as a school community is evident.

Our Literacy Plan and Math Program remains solid and will become only stronger as we continue to highlight literacy-based teaching strategies such as Guided Reading, Writing, and Home Reading programming as well as Guided Math, Math Talks and Math Games. As a continued focus this year and building a strong community of practice, Provincial Achievement Test results and Regression Analysis support the assertion that we are continuing to reach many of our literacy and math goals.

St. Maria Goretti School teaching context may be characterized and/or includes the following:

Student population at St. Maria Goretti has grown over the last five years. We currently have 379 K-6 students.

Every staff member is committed to ensuring that all students are welcome, respected, have a sense of belonging and feel valued as part of their school community.

We offer Inclusive Education in a Christ-centered community. St. Maria Goretti School has a multicultural population of diverse learners. ELL Learners: 90 Indigenous Learners: 28

We support students identified as having significant learning, emotional and behavioral needs.

Many supports are in place for our students including: o Learning Coach 1.0 FTE o Emotional/Behaviour Specialist 1.0 FTE o One Therapeutic Behavioural Assistant working with students in Kindergarten o ELL Support Teacher o Tech Coach 0.1 FTE o Family-School Liaison Worker 0.5 FTE o School Chaplain 0.1 FTE o EA support in most rooms (9 EA staff members) o RCSD support that includes mental health, speech & language and OT o Daily snack program with healthy food choices o Supplementary lunch program

We offer full day Reggio inspired Kindergarten Programs (3 classes). Each class is supported by a Classroom Teacher, an Early Learning Facilitator, Therapeutic Behavior Assistant along with an Early Learning Multi-Disciplinary Team (MDT); including a speech and language pathologist, occupational therapist, family school liaison worker, psychologist, and mental health specialist.

Our school is supported by an active parent community and a School Council who are currently working to build a new playground. We have a strong partnership with St. John Bosco Parish, led by Father Raja and the parish team.

St. Maria Goretti underwent a major modernization in the 2017-2018 school year and we are now delighted to share that we have a welcoming, safe and caring school environment conducive to an amazing learning environment.

September 2018 Page 6

Review of Previous Year’s Goals: Goal

Achieved/continue Modify

Evidence/data used

School Goal One By June 2018, our students will grow in their understanding that an excellent Catholic School has a visible and tangible Catholic vision evident in it’s physical space, liturgical celebrations and prayer life on a daily basis. Guided by Mark Two of the “Five Marks of Catholic School Identity” Imbued with a Catholic Worldview.

Partially Achieved and continuing-inviting Father Raja more frequently at the school for classroom visits and celebrations. Begin planning for a chapel in the Learning Commons area

All teachers and classrooms promote our Catholic faith. Our connection between the school and St. John Bosco parish remains vibrant and strong. Father Raja joined us for some of our celebrations and we also went to the parish school wide for mass. Father Raja visited the school with a team of priests for confession on 2 occasions. Daily prayer and reflection have been enhanced and it remains critical part of our school programming. We continue to actively support ECSD Foundation.

School Goal Two: By June 2018, students will experience the educational experiences at St. Maria Goretti School as a 21st century Catholic learning community, continue to meet the diverse needs of our learners, are available to all students, and teachers are committed to improving student learning through engaging authentic literacy and numeracy teaching practices.

Achieved and Continued with professional PD and Communities of practice in numeracy and literacy with dedicated time on Thursday afternoons.

We have made great strides in actively training and implementing Guided Reading in the classroom context. Teachers have been trained and supported in the administration of F&P testing as well as trained in the methodology as it relates to guided reading. We continue to invest in literacy support resources such as LLI and training now for Empowering Writers.

School Goal Three By June 2018, students and staff will grow in knowledge and understanding of Mental Health and well-being as

Partially Achieved- this year we need to go deeper in providing more individual supports for our students

Staff feedback, satisfaction surveys and TTFM surveys


measured by increase in healthy attitudes and participation in active activities.

with regards to self- regulations skills.

Data Analysis: Areas to celebrate

Accountability Pillar Measure Category: Excellent: STUDENT LEARNING OPPORTUNITIES- Program of Studies, Education Quality Excellent: STUDENT LEARNING ACHIEVEMENT- PAT: Acceptable Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Excellent: CONTINUOUS IMPROVEMENT- Parental Involvement Achievement Measure: Very High: STUDENT LEARNING OPPORTUNITIES- Program of Studies, Education Very High: STUDENT LEARNING ACHIEVEMENT- PAT: Acceptable Very High: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Very High: CONTINUOUS IMPROVEMENT- Parental Involvement Improvement Measure: Improved: STUDENT LEARNING OPPORTUNITIES- Education Quality Improved: STUDENT LEARNING ACHIEVEMENT-PAT: Acceptable Improved: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Overall Measure Evaluation: Excellent: STUDENT LEARNING OPPORTUNITIES- Program of Studies, Education Quality Excellent: STUDENT LEARNING ACHIEVEMENT- PAT: Acceptable Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Excellent: CONTINUOUS IMPROVEMENT- Parental Involvement

District Satisfaction Survey

Students Grades 4-6 (2) Prayer is important at my school. (5) I am happy with the school activities. (17) I know what I need to do to improve in my school work. (18) My teacher helps me learn. (24) My parent/guardian helps me with my learning. Parents: (5) My child's school creates and promotes a Catholic learning environment. (7) Daily prayer and religious celebrations are important at my child's school. (21) Critical thinking skills are taught at my child's school.


(30) I am involved in my child's education. (31A) Please indicate your level of satisfaction with the cleanliness of the school. Staff: (18) School professional development provides me with an opportunity to improve my work skills. (23) I receive the resources required to do my job given the limits on school/department and district resources. (33) Our staff works as a team in our school/department. (34) I am satisfied that our School Council is fulfilling its advisory role. (39) I am satisfied with the communication from my school/department.

Regression Analysis Grade 6: English Language Arts (=) - This has remained the same from the previous year. Mathematics (=) - This has remained the same from the previous year. Science (=) - This has remained the same from the previous year. Social Studies (=) - This has remained the same from the previous year.

PAT/Diploma analysis We achieved above the province in the following subject areas: • English Language Arts Standard of Acceptable – 96.2% • Mathematics Standard of Acceptable – 92.3% • Science Standard of Acceptable – 88.5% • Social Studies Standard of Acceptable – 84.6%

We have improved in the following subjects from the previous year.

• English Language Arts Standard of Acceptable - 2016/2017 (95.1) to 2017/2018 (96.2) Standard of Excellence - 2016/2017 (7.3) to 2017/2018 (7.7) • Mathematics Standard of Acceptable - 2016/2017 (68.3) to 2017/2018 (92.3) Standard of Excellence - 2016/2017 (7.3) to 2017/2018 (7.7) • Science Standard of Acceptable - 2016/2017 (87.8) to 2017/2018 (88.5) Standard of Excellence - 2016/2017 (26.8) to 2017/2018 (26.9) • Social Studies Standard of Acceptable - 2016/2017 (70.7) to 2017/2018 (84.6) Standard of Excellence - 2016/2017 (9.8) to 2017/2018 (19.2)

Our School Survey Our school was better than the District in the following areas:


Students with Positive Relationships – Students have friends at school they can trust and who encourage them to make positive choices. S(88%), D(82%) Effort – Students try hard to succeed in their learning. S(95%), D(93%) Positive Teacher-Student Relations – Students feel teachers are responsive to their needs, and encourage independence with a democratic approach. S(8.7/10), D(8.5/10) Students agreed that attending a Catholic school helped them to explore their love of God and service to community. S(95%), D(92%)

5 Marks of Catholic School Identity Assessment

We grew in the following areas: Mark Two: Imbued with a Catholic World View: Physical environment has been addressed by ensuring all classrooms have a visible prayer table with 3 prayer cloths (purple, green & white), candle, bible and crucifix. The school community gathers for liturgical celebrations at least once a month. The school is partnered with St. John Bosco Parish where we attend mass at least 3 times per year. Students read the Gospel daily on morning announcements. New crucifixes were purchased for every classroom. The students participated in school wide social justice projects such as supporting the ECSD foundation, Sign of Hope, Food Bank, Students participated in a school wide Student Faith Day

Areas to target for growth

Data Source Measures Goals in response to data Accountability Pillar

Measure Category: Issue: SAFE AND CARING SCHOOLS- Safe and Caring dropped from 88.7% to 79.4% Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP-Work Preparation dropped from 95.2% to 92.9% Acceptable: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Citizenship dropped from 84.4% to 75.9% Excellent: PARENTAL INVOLVEMENT- Parental involvement dropped from 98.1% to 86.5% Acceptable: CONTINUOUS IMPROVEMENT- School Improvement dropped from 86.7% to 76.4% Achievement Measure:

Overall, our results are either acceptable or excellent. The one measure where we had an issue was in Safe and Caring Schools. This was mainly due to the fact that our school was under renovation for the majority of the year. By the end of 2018-2019, our students and staff will have a better experience and demonstrate a safe community of learners along with positive mental health supports (as


Low: SAFE AND CARING SCHOOLS- Safe and Caring Very High: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP-Work Preparation dropped from 95.2% to 92.9% Intermediate: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Citizenship dropped from 84.4% to 75.9% Very High: PARENTAL INVOLVEMENT- Parental involvement dropped from 98.1% to 86.5% High: CONTINUOUS IMPROVEMENT- School Improvement dropped from 86.7% to 76.4% Improvement Measure: Declined: CONTINUOUS IMPROVEMENT- School Improvement dropped from 86.7% to 76.4% The rest of the improvement measures were either maintained or Improved. Overall Measure: Issue: SAFE AND CARING SCHOOLS – Safe and Caring

measured on satisfaction and other surveys).

District Satisfaction Survey

Students Grade 4-6: (12) The school rules are fair. (-10.3) (13) Student behaviour is handled fairly. (-14.3) (20) I learn better by using technology in my school. (-12.6) (22) I feel safe on the playground during school hours. (-7.4) (25) Overall, I am happy with my school. (-7.2) Parents: (8) I am satisfied that my child's school provides a safe environment. (-15.6) (10) Students in my child's school receive additional services and support when they need it. (-16.0) (31C) Please indicate your level of satisfaction with your opportunity to be involved in decisions affecting your child's school and learning. (-12.6) (35) Overall, how satisfied are you with the quality of education that your child is receiving in school? (-12.9) (37) Inclusive Education - Overall, how satisfied are you with the programming and progress of

Teachers are using the PATHS program to teach students about self-regulation and positive peer interactions. All recess play areas around the school are now accessible for students to use with several supervisors. All guests who visit the school are required to sign in to the office. The school is no longer under renovations therefore the safety concerns have been resolved.


your child with special educational needs? (-18.4) Staff: (10) I am satisfied with the way student discipline is handled in our school. (-10.7) (20) Non-academic needs of students are met in our school through a variety of supports and services. (-11.4) (26) Our school is a safe environment for children to learn. (-7.6) (27) Our school/site is a safe environment in which to work. (-9.7) (40) I have appropriate opportunity for input into decisions that affect my job. (9.9)

Regression Analysis

Our school maintained (=) from last year to this year in all subject areas.

Our students achieved above the district and the province in all subject areas. Our teachers are working to extend the learning of our grade 6 students by implementing 21st century instructional practices to enrich and challenge our students. Language Arts: focus on guided reading and balanced literacy program school wide. Supported through Goal 2, sub goal (b)-

• Opportunities to enhance literacy through reading and writing initiatives

Math: focus on students improving their basic math facts by 10 minutes of daily practice school wide. Supported by Goal 2, sub goal (a)-

• Opportunities to enhance numeracy skills

• Math Talks Social & Science: focus on project-based/inquiry-based learning.

PAT/Diploma analysis

We have achieved below the province in the following subject areas:

• English Language Arts Standard of Excellence – 7.7% compared to 17.9% • Mathematics Standard of Excellence– 7.7% compared to 14.0% • Science Standard of Excellence– 26.9% compared to 30.5% • Social Studies Standard of Excellence– 19.2% compared to 23.2%

We have regressed in the following subjects from the previous year.

• English Language Arts Standard of Excellence - 14.6% to 7.7%

Our School Survey

Our school was lower than the District in the following areas:


Student Participation in School Sports – Students play sports with an instructor at school, other than in a gym class. S(64%), D(68%) Students with a Positive Sense of Belonging – Students feel accepted and valued by their peers and by others at their school. S(75%). D(80%) Students that Value Schooling Outcomes – Students believe that education will benefit them personally and economically and will have a strong bearing on their future. S(90%) D(96%) Students with Positive Behaviour at School – Students that do not get in trouble at school for disruptive or inappropriate behaviour. S(89%) D(93%) Students who are interested and motivated in their learning. S(85%) D(87%) Students with Moderate or High Levels of Anxiety – Students have intense feelings of fear, intense anxiety, or worry about particular events or social situations. S(29%) D(22%) Students consuming less than 5 sweet or fatty foods per day. S(50%) D(60%) Feel Safe Attending this School – Students feel safe at school as well as going to and from school. S(56%) D(71%)

By the end of 2018-2019, our students will better experience, demonstrate and contribute as a “community of learners” as described in our mission statement. Promoting positive mental health is a priority and is implemented through the school wide PATHS program. Supported by Goal 3, sub goal (a).

5 Marks of Catholic School Identity Assessment

We need to work on: Mark 2 & Mark 3 Continue to enhance the interior and exterior physical environment to support our Catholic Identity. Post the 3- minute retreat from Loyola Press to encourage staff reflection and prayer.

Supported by Goal 1- focusing on Mark 2 and Mark 3.

Goals:


Goal 1: By June 2019, all staff and students will strive to explore, know and strengthen The Five Marks of Catholic School Identity within the school context; in particular, Mark Two - Imbued with a Catholic Worldview and Mark Three – Animated by a Faith Infused Curriculum. District Correlation: ECSD Goal: Live and enhance the Distinctiveness of Catholic Education

1.1. Demonstrate the distinctiveness and advantages of Catholic education. a) Continue to enhance the home-school-parish relationships. b) Cultivate and support Catholic ethos/environment within each site. c) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and service. d) Ensure that permeation of faith remains central in all our day to day practices.

1.2. Promote and foster the presence of Edmonton Catholic Schools in the education, Church, civic,

business and government communities. a) Support and promote the work of the Edmonton Catholic Schools Foundation. b) Provide opportunities for relevant and authentic student engagement.

1.3. Demonstrate commitment to and excellence in Catholic education.

a) Deliver and support our religious education programs to all students as a spirit-filled lived experience.

b) Continue to enhance and strengthen our Catholic identity through revisioning the Five Marks of Catholic School Identity Implementation Plan and continue teacher formation through the Five Marks of Catholic School Identity and the Excellent Catholic Teacher.

Strategy 1: Our K- 6 students will grow in their understanding of their Catholic identity, and that St. Maria Goretti Catholic School has a visible and tangible vision evident in its physical space, liturgical celebrations and prayer life on a daily basis. Actions

1. Continue to enhance the interior and exterior physical environment to capture the spiritual essence that is present in our Catholic learning community: Chapel to be created in the learning commons area.

2. With staff collaboration, a school theme for the year that celebrates our collective ability to help and make a difference in the world dimension as part of one Catholic community. The theme choice “One Love” by Cedella Marley and song from Bob Marley.

3. Continue to purchase age-appropriate bibles for each classroom to be used as part of the classroom library.

4. School wide prayer center is visible in each classroom with a crucifix, candle, Bibles and 3 cloths (purple, green and white) for each liturgical period. Continue to increase, revise and freshen the visual and spiritual presence when entering the NEW storefront school entrance.

Measures/ Evidence of effectiveness Satisfaction surveys-

importance of learning about our Catholic Faith

Students reflective journals


5. On Broadcast, on a daily basis, proclaiming the Gospel, listen to faith-based music and student-led prayers, followed by the Our Father or Hail Mary school wide.

6. On a weekly basis, the 3-minute retreat from Loyola Press will be posted for staff on the WAAG.

7. Create COP with Grades 1-5 teachers to dig deeper into the new religion programs.

8. Learner Competencies are permeated on a daily basis within the whole school community through a Catholic perspective.

Teachers will collaborate and connect for collaborative planning

Teachers will successfully use the new Pearson resource in their classrooms

Strategy 2: St. Maria Goretti School and St. John Bosco Parish will work collaboratively to evangelize our students and their families, and together deepen our Catholic faith. Actions

1. Father Raja attending almost all liturgical celebrations at the school.

2. The students and staff attending St. John Bosco Parish at least 3 times per year for mass.

3. Father Raja visiting K-6 classrooms on a scheduled basis to enhance and supplement curriculum objectives.

4. Continuation of supports from chaplain as a means to advocate for and support the presence of Catholic values and Catholic education within the school and classroom context.

5. Christmas concert to be held at St. John Bosco Parish 6. Include St. John Bosco parish link on our St. Maria

Goretti website. 7. School chaplain shall work in collaboration with

St. John Bosco parish to enhance the sacramental preparation. All dates will be included in the school newsletter and website.

Measures/ Evidence of effectiveness Number of events

booked at St. John Bosco Parish

Log of Father Raja’s visiting each class

Keeping track of students completing sacraments

Students prayers and reflections throughout the year

Father Raja’s visits to our school for Confession.

Strategy 3: St. Maria Goretti School will participate and have increased opportunity to experience in social justice projects/service actions. Actions

1. Continue to serve as stewards of the planet through classroom and community environment initiatives

2. Continue to advocate for environment stewardship such as weekly clean-up in the playground from each grade

3. All classes promote and support Social Justice projects such as Sign of Hope and ECSD Foundation

4. WE Day for Grade 6’s: Bake sale

Measures/ Evidence of effectiveness Number of service

projects completed by each class and school wide social projects too


5. K-6 students singing Christmas carols and making Christmas cards for seniors at Miller Crossing

6. Bring and Buy Sale (November-December) to support student in Burundi School in Africa.

7. Thanksgiving Food Donations for St. Teresa of Calcutta School

Student-led service projects

Student Faith Day in May

Review Date 1: Review Date 2:

Goal 2: By June 2019, the students and staff will ensure that the educational experiences at St. Maria Goretti School, as a 21st century Catholic learning community, will continue to meet the diverse needs of our learners, are available to all students, and are committed to improving student learning. District Correlation: ECSD Goal One: ECSD students are successful 1.1 Focus on strategies to support seamless transitions from K to 1, grades 6 to 7 1.2 Identify and implement best practices that align with excellent early learning pedagogy and

learning environments while developing a strong foundation in literacy and numeracy. A strong start to learning necessitates a focus upon developing competencies, i.e. communication, growth and well-being, creativity and innovation, critical thinking, problem solving and management of information.

1.3 Ensure that flexible and responsive programming meets the diverse needs of all learners. District Correlation: ECSD Goal Four: ECSD has excellent teachers, and school and school authority leaders

4.1 Provide professional learning opportunities that build the capacity and leadership of all staff to improve learner success.

4.4 Promote excellent teaching practices consistent with the Teaching Quality Standard, which guides student achievement.

4.6 Ensure that every school and department create the conditions for optimal student learning and achievement within the context of a Catholic learning community.

a) Engage in professional learning aligned with the provincial focus on the learner competencies, literacy and numeracy, conceptual and procedural knowledge as per the Ministerial Order on


Student Learning (May 6, 2013) and continue to focus on the foundations of literacy and numeracy and Alberta Education’s key competencies.

4.7 Support teachers and system leaders to implement technology effectively and equitably into the learning environment, identify indicators of progress, and be accountable for enacting policies, procedures and standards, as outlined in the Learning and Technology Policy Framework.

Sub Goal (a): By June 2019, all K-6 students will communicate their understanding and continue to grow in their mathematical mindsets to enhance their learning as measured by classroom teacher assessments. Strategy 1: Students will be given additional opportunities to enhance their numeracy skills. Actions

1. Continue to enhance numeracy by actively promoting and supporting math games and activities school wide.

2. Dedicated school numeracy block every day for 10 minutes - basic math skills to enhance foundational math skills

3. Continuation of using Math bins for each number strand 4. Dedicated school numeracy block once per week for

math games 5. Demonstrate student learning (journey) math journals

and documentation panels 6. Purchase licenses for Mathletics and dedicated

numeracy time 7. All staff will share the learnings from Professional

Learning sessions they attend and share best practices 8. Grades 2-6 MIPI administered in October 2018

Measures/ Evidence of effectiveness MIPI, SLA and PAT

results and completing an analysis on each individual student

CCAT scores Numeracy

manipulatives and math bins being utilized

Classroom teacher assessments

Track students from year to year

Strategy 2: Teachers and students will utilize encourage meaningful math talks and communicate reasoning through 10-15 minutes of “Math Talks”. Actions

1. Math numeracy environments in all K-6 classrooms which include math bins, math talks, anchor charts in every classroom.

2. School wide Kid’s Convention with math-based activities and school wide during Numeracy Week.

3. All classrooms will have a student-led math word wall 4. Home math packs for support of math strands

Admin classroom walkabouts and admin be engaged in Math Talks

Math Anchor charts up in the classroom outlining math strategies

Sub Goal b: By June 2019, the students will become proficient and enhance their reading comprehension and strategies as measured by assessment practices. Strategy 1: Students will be given additional opportunities to enhance their literacy through reading & writing initiatives. Actions

1. Utilize research proven, field tested resources to enhance assessment and literacy practice

Measures/ Evidence of effectiveness


2. Train/re-train teachers in the art and the methodology that is behind formative assessment so as to enhance student reading and comprehension

3. Actively promoting and supporting Guided reading within the classroom in a blocked literacy format

4. LLI Intervention supports for the struggling readers 5. Continue to enhance and support literacy formal writing

programs such Empowering Writers & 6+1 Write Traits 6. School-wide Home Reading Program with acknowledging

one reader from each class in the monthly newsletter and Pizza with the Principal

8. Community of Practice to explore resources with Daily 5 9. Every week on the WAAG, one TQS competency and

indicator will be noted for teachers to ponder and reflect on.

10. Continue to evergreen and nourish printed resources that are in the library in the classrooms.

11. LQS- Instructional Leadership from Administration -Guided reading PD and F&P assessments

12. Raz Kids, Imagine Learning, Google Classroom tools, Read Write Gold

Daily 5 stations/centers

Running records & F&P Assessments

Grade partners will work collaboratively in implementing Daily 5 stations

Empowering Writers PD

F&P Struggling

Readers List

Strategy 2: Identification and support of students with specific learning needs in literacy and numeracy will be addressed Actions

1. Learning Coach will meet with each individual teacher every two weeks to determine which teaching practice the teacher would like to grow in with numeracy and literacy to differentiate the needs of the students in their class

2. Learning Coach Two will meet with teachers on a monthly basis to establish, review classroom profiles

3. All teachers in Grades 1-6 will complete a Fountas and Pinnell assessment each reporting period

4. Administration and Learning Coach to model best literacy practices during collaboration time on Thursday afternoons

Measures/ Evidence of effectiveness Students with

specific learning differences will be identified and will properly programmed for

Strategy 3: Continue to support and enhance classroom tech-based resources that are conducive to student learning. Actions

1. Continue to purchase and or update tech-based devices that will serve to enhance student learning (Chromebooks, iPads)

Measures/ Evidence of effectiveness Results showing

increase in levels of reading and writing reflected in


2. Invite the OT from AHS for PD development in classrooms on Read, Write, Google for our struggling readers and writers

3. New makerspace initiative: Makerspace teacher meeting with classroom teachers using the use of tech to lesson plan for inquiry-based projects

classroom profiles at each reporting period

Journaling/Reflection


Goal 3: By June 2019, students and staff will continue to grow in knowledge and understanding of Mental Health and well-being by fostering physical, social, emotional, nutritional and spiritual wellness. District Correlation: ECSD Goal Three: ECSD respects diversity and promotes inclusion

3.1 Implement the Inclusive Education Policy Framework by ensuring that schools focus on the creation of welcoming, inclusive, caring, respectful and safe learning environments for all students and staff.

3.6 Continue to provide and develop services and model initiatives that promote student health, using the Mental Health Strategic Plan.

Sub Goal (a): Meet the learning needs by ensuring mental health supports and inclusive supports are available and by building capacity in students and staff through training, collaboration and resources. Strategy 1: Engage in professional development and dialogue on mental health for staff and students and provide opportunities for positive, social and emotional well-being. Actions

1. Go Educator Booster videos shared with staff at General Staff meetings

2. Mental Health Champion sharing once per month at staff meetings

3. Mental Health Champion and students leading activities such as: • meet weekly to work on announcements with 4

students (topics Digital Citizenship, healthy eating, physical activities, social justice, go to adult, student leadership)

Measures/ Evidence of effectiveness Staff and student

satisfaction surveys TTFM measures Decrease in anxiety

improvement in physical health


• Food Bank Fridays, grade levels are asked to participate in donating specific items for the Food Bank, box by announcements for collecting food

• set up Pink Shirt Week, Edmonton Eskimo Organization will send someone

• raffles to raise money with items from Boreal Science items for Families helping Families

• set up clean yard calendar specific grade levels are asked to participate in Positive Mental Health Clean Up Our Yard Activity

• promoting classroom creeds 4. TQS Inclusive Education Indicator for teachers to be

shared at a staff meeting as Professional Development 5. Physical Literacy Lead Professional Development with

staff on Thursday afternoon 6. Self-Regulation Skills focus– new resource shared by

early learning and used school wide 7. OT Professional Development with staff on Self-

Regulation skills for students and staff on January 24, 2019

8. Dialogue and supports through SLP, OT, FSLW and EBS 9. All teachers trained with PATHS Program 10. An educational assistant overlooking the snack and

supplementary lunch program for the students in need sponsored by President’s Choice Charity

11. Games club led by EBS every lunch hour to promote student engagement and healthy social interactions

12. Support of EA’s in almost every classroom for students with special needs

13. FOPS offered to Kindergarten parents and students on a regular basis

14. Teachers encouraged to take their own personal teacher day for mental wellness

Students will be

provided with a daily snack program and lunch program

Cooking class club provided to all students in the school to promote Life Skills


Goal 4: By June 2019, the staff


and students will promote and celebrate the multicultural community within St. Maria Goretti School.

District Correlation: ECSD Goal Two: ECSD supports First Nations, Métis and Inuit students’ success 2.1 Increase academic success and cultural knowledge by promoting successful practices to support

First Nations, Métis and Inuit students. b) Ensure that all teachers and leaders have the acquired skills to meet and exceed the

foundational knowledge of First Nations, Métis and Inuit standard as outlined in Alberta Education Teaching Quality Standards.

2.2 Provide and promote cultural diversity. c) Provide opportunities for on-going professional development for all District staff in cultural

awareness. Sub Goal a: Promoting and celebrating Indigenous culture and language school wide. Strategy 1: Students will be provided with a variety of Indigenous cultural activities. Actions

1. Purchase First Nations, Metis and Inuit Guided Reading resources

2. World Hoop Dancer and Motivational speaker Teddy Anderson Presentation in November 2018 to all classes (Full Day)

3. A dedicated area in the school for displaying Indigenous symbols and are identifiable by all students

4. Treaty 6 acknowledgement will be shared on morning broadcast, before all meetings and all school community gatherings

Measures/ Evidence of effectiveness Staff and students will

have a greater understanding and appreciation for indigenous cultures.

Indigenous students and parents will experience a greater connection in our school community.

Sub Goal b: Promote and celebrate all cultures of students and families of the St. Maria Goretti family school community. Strategy 1: Celebrate “Around the World in December” at St. Maria Goretti School Actions

1. A school wide Christmas Multicultural lunch where all students bring a dish to share from their culture

2. Celebrate cultures through the use of PATHS curriculum

Measures/ Evidence of effectiveness

Students will learn about their classmates’ culture to create positive encounters and opportunities

Review Date 1:


Review Date 2:

Documents

School Plan for Continuous Growth 2018-2021...School Plan for Continuous Growth 2018-2021 St. Maria Goretti Catholic School Act justly, love tenderly, walk humbly with your God. (Micah