ST. MATTHEW ELEMENTARY SCHOOL - ecsd.net · Celebration/Pysanky), Grade 6 Farewell Liturgy, St. Nicholas . English Celebrations (Advent/ Blessing of the Palms/Ash Wednesday) St. Matthew

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ST. MATTHEW ELEMENTARY

SCHOOL

SCHOOL PLAN FOR CONTINUOUS GROWTH 2017-2018

…Together Towards Tomorrow…

Christ has no body but yours, no hands, no feet on Earth but yours. (St. Teresa of Avila)

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Edmonton Catholic School District Foundation Statements

District Mission Statement 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-centred 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.

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

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.

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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.

Defining Statement of Inclusive Education for ECSD: 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. (*as defined by the School Act).

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St. Matthew School Plan for Continuous Growth 2017-2018

School Mission: Our mission as a school community is to inspire our students to become life-long learners and to develop their individual talents within a Catholic setting. We recognize individual talents and celebrate diversity by collaborating, modeling and providing a supportive learning environment for both our students and staff. We do this so that our students will become responsible, caring and contributing members of society. School Vision: The community of St. Matthew School will nurture and embrace the well-being of all persons within our collaborative, faith-filled environment. As a community, we will engage and challenge all learners to be active citizens and reach their full potential.

School Charism: In the tradition of our patron saint, St. Matthew (Together for Tomorrow), our Charism is: “Follow Me Guardians of children, hope, mercy, gifts and talents, inclusivity, the word of God…” School Context: St. Matthew School is a dual track 100 Voices to grade 6 school. It houses both the English and Ukrainian Bilingual Programs and has a population of 493 students (38 of those students being enrolled in the 100 Voices program). It is located in the community of Killarney in a significantly economically depressed area of Edmonton. St. Matthew School also houses Pink Elephant Daycare and St. Josaphat Sadochok (Ukrainian pre-school) which have been and continue to be strong feeders of our school. The profile of St. Matthew School is multi-faceted. The Ukrainian Dance Academy is in its eighth year of operation. We currently have 42 students enrolled in the dance academy. We have 146 English Language Learners and 33 FNMI students. We have 75 special needs students; 6 students are coded severe medical and 6 are coded behavior. In addition, when reviewing our school profile 150 students have individualized or targeted or universal supports of which 61 utilize individualized and targeted supports; 120 students were identified as struggling readers. Considering the reality of many of our student’s lives, regardless of the excellent dedication and concern of their families, it is essential that our staff work to provide very rich opportunities through the school that our students may otherwise not have access to. In order to best meet

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the needs of our students, allocations were designated to the staffing of Educational Assistants, Speech-Language Therapeutic Assistant, Occupational Therapeutic Assistant (in Kindergarten) and Behaviour Therapeutic Assistant. Review of Previous Year’s Goals: Goal Achieved/continue

modify Evidence/data used

School Goal 1: By May 2017, all students and staff will foster and engage in positive peer/colleague relationships that ensure a supportive learning/working community built on mutual respect and works of mercy as measured by positive results on the Accountability Pillar, District Satisfaction and TTFM.

Continue to work on this goal- we will look at modifying the goal to focus on peace, kindness, community and hospitality.

More work is needed on peace, kindness, community and hospitality- especially how we treat each other and how issues are dealt with. The data from the Satisfaction Survey and the TTFM survey supports this.

School Goal 2: By May 2017, all students will improve their ability to formulate, ask and respond to questions (from all levels of Bloom’s Taxonomy across all subject areas) by at least one descriptive category in reading comprehension assessments or in the mathematics problem solving rubric.

Continue to work on this goal as the students are still struggling/performing on the lower end of the Bloom’s Taxonomy. We will make some changes in the actions to support this goal, such as teacher modelling, technique.

We analyzed the Grade 6 P.A.T. results from June 2016. We also looked at the Fountas and Pinnell results which included our struggling readers list for the school.

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School Goal 3: By May 2017, all students will improve their basic fact fluency by a minimum of 20% as measured on the End of the Year (EOY) mathematics assessments.

Continue to work on this goal as there has been progress in this area.

The students have made progress as measured by the End of the Year Mathematical assessments. We reviewed the MIPI results which were administered in May 2017.

School Goal 4: By May 2017, all students will improve their ability to access and use tools as presented in the St. Matthew Scope & Sequence in order to successfully meet grade level ICT outcomes.

Continue to work on the goal with staff offering and students using assistive technology and focusing on the ICT outcomes at each grade level. Additional support from an Emtech to support the teachers and students.

Teachers and students are making some progress with the support of the LC and the Emtech. Staff used the ICT Scope and Sequence as a guide.

School Goals which are part of the culture of the school:

Discovery Education: Tech Book Incorporated in 2013 Solaro Incorporated in 2014 Ukrainian Bilingual Program Incorporated in 1974 Ukrainian Dance Academy Incorporated in 2008 Ukrainian Celebrations (Sviat Vechir/Pylypivka/Holodomor/Harvest Feast/Easter (Pussy Willow, Holy Shroud, Basket Blessing Celebration/Pysanky), Grade 6 Farewell Liturgy, St. Nicholas English Celebrations (Advent/ Blessing of the Palms/Ash Wednesday) St. Matthew Elementary Invitational Volleyball Tournament for Grade 6 Boys and Girls- Established 2005 Whole School Celebrations- Opening Liturgy/Grade 6 Farewell Liturgy

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Data Analysis: Areas to celebrate

Accountability Pillar Achievement Measure: Very High: STUDENT LEARNING OPPORTUNITIES- Program of Studies Very High- STUDENT LEARNING OPPORTUNITIES- Education Quality Very High- CONTINUOUS GROWTH- School Improvement High- PARENTAL INVOLVEMENT- Parental Involvement Improvement Measure: Improved- STUDENT LEARNING ACHIEVEMENT- PAT: Excellence Overall Measure: Excellent- STUDENT LEARNING OPPORTUNITIES- Program of Studies Excellent- STUDENT LEARNING OPPORTUNITIES- Education Quality Excellent- CONTINUOUS GROWTH- School Improvement Good- STUDENT LEARNING OPPORTUNITIES- PAT: Excellence Good- PARENTAL INVOLVEMENT- Parental Involvement

District Satisfaction Survey

STUDENTS: GRADES 4-6: (2) Prayer is important at my school. (3) What I learn in religion class helps make me a better person. (4) I enjoy learning about the Catholic faith. (8) My classroom learning activities are meaningful. (22) I feel safe on the playground during school hours. (17) I know what I need to do to improve my school work. PARENTS: (20) My child is developing math and number skills that will prepare them for the future. (19) My child is developing reading and writing skills that will prepare them for the future. (27) I feel welcome in my child’s school. (29) My role as the primary educator of my child is respected by the4 school. (32a) Level of satisfaction with your opportunity to access information about activities in the school. (6) My child has the opportunity to participate in Social Justice activities in the school. (23) At school my child is developing technology skills that enhance his or her learning. STAFF:

(22) School finances are being allocated in keeping with our core values of fairness.

(12) Our school focuses on continuous improvement through data analysis. (11) The approach to conflict management with adults in our school is reflective in our core values. (13) Our school demonstrates care for the environment.

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(7) Our students are taught to use the skills of critical thinking and inquiry in their approach to learning. (9) People of all faiths and cultures are welcome in our school.

Regression Analysis Regression Analysis: There has been no change in the schools for our students in all four subject areas: English Language Arts, Mathematics, Science, and Social Studies.

PAT/Diploma analysis We achieved above the province in the following subject areas based on students writing:

• English Language Arts: Acceptable Standard- 95.1% compared to 91.5% Standard of Excellence- 39.0% compared to 20.9% Below Acceptable Standard- 4.9% compared to 8.5%

• Mathematics: Standard of Excellence- 14.6% compared to 13.9%

• Science: Acceptable Standard- 92.7% compared to 85.7% Below Acceptable Standard: 7.3% compared to 14.3%

• Social Studies: Standard of Excellence- 26.8% compared to 24.1%

We improved significantly in the following subject areas: • English Language Arts:

Acceptable Standard- from 91.1% to 95.1% Below Acceptable Standard- from 8.9% to 4.9%

• Mathematics: Standard of Excellence- from 12.5% to 14.6%

• Science: Standard of Excellence- from 12.5% to 14.6%

• Social Studies: Acceptable Standard- remained the same at 92.7% (which was still above the province) Standard of Excellence- from 23.8% to 31.7% Below Acceptable Standard- remained the same at 7.3% (which was still below the Province)

Our School Survey Social-Emotional Outcomes: St. Matthew Compared to the District: - Student Participation in School Sports- Students play sports with an

instructor at school, other than in gym class: 73%-72% - Students do homework for their classes with a positive attitude and

in a timely manner: 77%-74% - Students with Positive Behavior at School- Students that do not get

in trouble at school for disruptive or inappropriate behavior: 96%-93%

- Students agreed that attending a Catholic School helped them to explore their love of God and service to community: 94%-92%

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- Hours per day students spent reading books for fun during a typical day: 0.9 hrs- 0.9 hrs

- Hours per day students spent on computers and video games during a typical week day: 1.5 hrs-1.5 hrs

- Hours per day students spent using the phone during a typical week day: 0.5 hrs-0.5 hrs

- Hours per day students spent doing homework during a typical week day: 0.9 hrs-0.9 hrs

- Students who are interested and motivated in their learning: 89%-89%

- Effort- Students try hard to succeed in their learning: 94%-94% - Students with Moderate or High Levels of Anxiety- Students have

intense feelings of fear, intense anxiety, or worry about particular events or social situations: 21%-21%

Physical Health Outcomes: St. Matthew Compared to the District:

- Hours per day students spent doing moderate physical activity: 1 hr.- 0.9 hr

5 Marks of Catholic School Identity Assessment

The area where growth has occurred is: Mark Three: Animated by a Faith Infused Curriculum: An excellent Catholic School has an academic curriculum that integrates a vision of faith within the learner outcomes and teaching strategies.

Areas to target for growth Data Source Measures Goals in response to data Accountability Pillar

Achievement Measurement: Intermediate- STUDENT LEARNING ACHIEVEMENT- PAT- Acceptable- Currently our results are 74.1% as compared to the province at 73.4% Improvement Measure: Declined- STUDENT LEARNING ACHIEVEMENT- PAT- Acceptable- In comparing our results from the previous year (84.2%) to this year (74.1%), we have declined by 10.1% in this area. There are no other areas of decline. Overall Measure:

In reviewing the results and in discussion with District Monitoring, one of the reasons for the decline was due to the number of students that were exempted or did not write the PAT for Grade 6. In reviewing the criteria for exemptions, we concluded that the reason for the decline was the result of the exemptions. For the 2017-2018 year we will look closely at the students who receive exemptions and accommodations. This is an area which fluctuates from year to year

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Issue- STUDENT LEARNING ACHIEVEMENT- PAT- Acceptable- With a decline of 10.1% in this area, it is an issue. There are no other issues in any of the other areas.

based on the profile of the students and what is in their best interest.

District Satisfaction Survey

STUDENTS: Grades 4-6 (9) I can make choices about my learning. (16) I know how well I am doing in my school work. (Student behavior is handled fairly. (15) My school teachers help me to make healthy choices and to be active. (20) I learn better by using technology in my school. PARENTS: (17) I am satisfied with the way student discipline is handled in my child’s school. (18) My child’s school focuses on continuous improvement. (8) I am satisfied that my child’s school provides a safe environment. (32b) Level of satisfaction with opportunity to access information about decision-making process. (31c) Level of satisfaction with opportunity to be involved in decisions affecting your child’s school and learning. STAFF: (19) Our school is providing the necessary supports for children with special needs. (18) School professional development provides me with an opportunity to improve my work skills. (10) I am satisfied with the way discipline is handled in our school. (38) I have appropriate opportunity for input into decisions that affect my job. (20) Non-academic needs are met in our school through a variety of supports and services. (8) Our school provides differentiated learning experiences for all students.

STUDENTS: Grades 4-6: We will continue to work with the PATHS program. The program was implemented in Kindergarten to Grade 3 last year (as the teacher’s in-service occurred by December) and grades 4-6 were in-serviced in April and May so they began the program this year. Our Emtech will be working directly with those students who require assistive technology. PARENTS: We are working on continuing to welcome the parents and include them in decisions that affect their child. 1.5 learning coach time is available to work with the students and meet with parents. STAFF: We are focusing school PD to address areas of growth for teachers.

- ELL benchmarks- ELL consultant

- Mathematics Consultant - Language Arts- Empowering

Writers - Physical Education /Physical

Literacy Consultant - Religion (Chancery)

We are working together to address the discipline so that it is a collaboration with the teachers and the administration- not just one or the other. We are working as a staff to facilitate and nurture a collaborative environment where everyone’s voice is shared and heard. However some decisions, in the best interest of staff

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and students, are made by administration but these decisions are promptly shared with the staff.

Regression Analysis

There has been no change in the score for our students in all subject areas: English Language Arts, Mathematics, Science, and Social Studies have remained at (=).

This is being addressed in Literacy and Numeracy- More specifically through our school goals which address the areas of concerns. _____________________________ English Language Arts:

• Working on phonemic awareness to increase student ability to hear, identify and manipulate phonemes. Our students are unable to decode words and consequently struggle with the top of the reading pyramid- comprehension.

• Associating meaning- Informational

• Synthesizing Ideas- informational

• Text Organization- Narrative Poetic

• Funded Empower Reading for St. Matthew School students; teacher trained; additional FTE designated to district Empower teacher.

Mathematics:

• Addition/Subtraction/Multiplication/Division- Continue with the Basic Facts Goal

• Solving problems with decimals/2-digit numbers/fractions/order of operations

• Subtilizing in Kindergarten Science:

• Knowledge: Aerodynamics & Flight

• Knowledge: Sky Science

PAT/Diploma analysis

We achieved below the province in the following subject areas based on all students enrolled versus all students writing:

• English Language Arts: Acceptable Standard- 81.3% compared to 82.5%

• Mathematics: Standard of Acceptable-66.0% compared to 68.4%

• Science: Standard of Excellence- 27.7% compared to 29.0%

• Social Studies: Standard of Excellence- 27.7% compared to 29.5%

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• Knowledge: Evidence & Investigation

• Skills: Inquiry & Problem Solving

Social Studies: • Knowledge & Understanding-

Democratic Principles • Skills & Processes- Local &

Provincial Government Review and analysis of Regression results and PAT results to determine areas of growth. Teachers collaborated and analyzed the results and highlighted areas of growth.

Our School Survey

Social-Emotional Outcomes: St. Matthew Compared to the District:

- Student Participation in School Clubs- Students take part in art, drama, or music groups; school clubs; or a school committee: 43%-53%

- Students with a Positive Sense of Belonging- Students feel accepted and valued by their peers and by others in the school: 79%-82%

- Students in Positive Relationships- Students have friends at school they can trust and who encourage them to make positive choices: 78%-84%

- Hours per day watching TV during a typical week day: 1.4 hrs-1.3 hrs

- Students that Value Schooling Outcomes- Students believe that education will benefit them personally and economically, and will have a strong bearing on their future: 95%-96%

Physical Health Outcomes: St. Matthew Compared to the District:

- Students meeting and nearly meeting Canada’s Food Guide: 43%-47%

- Students consuming less than 5 sweet or fatty foods per day: 56%-58%

Bullying and Exclusion- This is an area that we are addressing with students:

• Calling it for what it is • Addressing it directly with the

students involved- bully, bullied and the bystander

• Involving the parents in the process and making them aware of what has occurred

• Consequences for the behavior and educating the students on what it is and ways to reduce and prevent it

• Working with parents who are sometimes the problem and not supportive of the school with regards to reducing the bullying

• Monthly Assemblies to recognize those students who are showing Peace and Kindness

• Working to be pro-active vs reactive

• Calling parents directly and dealing with the issues

• Note to Memos from teacher to admin to track such behaviours.

• Compiled an expectations list with staff, presented the

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- Hours per day students spent doing intense physical activity during a typical week: 1.1 hrs-1.2 hrs

Drivers of Student Outcomes: St. Matthew Compared to the District:

- Bullying and Exclusion- Students are subjected to physical, social, or verbal bullying, or are bullied over the internet: 25%-23%

- Feel Safe Attending this School- Students feel safe at school as well as going to and from school: 69%-75%

- Positive Teacher-Student Relations- Students feel teachers are responsive to their needs, and encourage independence with a democratic approach: 8.1/10- 8.6/10

- Positive Learning Climate- There are clear rules and expectations for classroom behavior. Students understand these, and teachers maintain high expectations that they be followed: 7.3/10- 7.4/10

- Expectations for Success- The school staff emphasizes academic skills and hold high expectations for all students to succeed: 8.7/10-9/10.

Multiple Choice Questions: - Students agreed that religious

celebrations and prayer are important to their school: 92%-95%

expectations in poster format to students /parents- St. Matthew Guardians- A Powerful Guardian is Safe, Respectful and Responsible.

5 Marks of Catholic School Identity Assessment

The area that requires growth is: Mark Two: Imbued with a Catholic Worldview: An excellent Catholic school has a visible and tangible Catholic vision evident in its physical space, liturgical celebrations and prayer life.

This was one of the areas of concern identified by the students in the Satisfaction Survey:

• Our religious celebrations at school are important.

• I show respect for others in my school.

This was one of the areas of concern by the staff:

• Care and concern for others is evident in day-to-day interactions at our school.

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This was one of the areas of concern by the parents:

• My child’s school teaches respect for different cultures and religions.

Goals: Goal: 1 DISTRICT GOAL: Live and enhance the distinctiveness of Catholic Education 1.1 Demonstrate the distinctiveness and advantages of Catholic Education.

a) Cultivate and support a Catholic ethos /environment within each site. b) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and

service. c) Ensure that permeation of faith remains central in all our day to day practices.

1.2 Demonstrate commitment to and excellence in Catholic Education. a) Deliver our Religious Education programs to all students as a spirit-filled lived

experience. b) Continue to focus on faith formation learning opportunities for all staff. c) Expect the same practice of excellence, professional preparation and quality of

resource materials for Religious Education Instruction as for other academic instruction.

d) Continue to develop the role of the school based Chaplain to support the faith formation of students and staff.

g) Identify, honor, and protect our history and traditions of Catholic Education through maintenance and enhancement of our archival collections at each site. h) Continue to enhance and strengthen our Catholic Identity through the Five Marks of Catholic School Identity Implementation Plan and continue teacher faith formation through the Five Marks of Catholic School Identity and the excellent Catholic Teacher.

DISTRICT GOAL 2: The achievement gap between First Nations, Metis, and Inuit students and all other students is eliminated. 2.1 Increase the academic success by promoting successful practices to support First Nations, Metis, and Inuit students.

a) Continue programs and enhanced academic supports for all students that lead to increased high school completion rates, successful transitioning, career development, and encourage life-long learning.

2.3 Ensure accountability for targeted funding for First Nations, Metis, and Inuit students. a) Require all sites to engage in and report on First Nations, Metis, and Inuit model framework for student success.

SCHOOL GOAL 1: All K-6 students and staff will grow in their understanding of the Five Marks of Catholic School Identity- specifically Mark Two- Imbued with a Catholic World view as measured by the checklist for the Five Marks of Catholicity by June 2018.

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Strategy: The Five Marks of Catholic Identity- Two

Actions: -Re-introduce Mark Two: Imbued with a Catholic Worldview- Standard Two- An Excellent Catholic School has a vision evident in its physical space, liturgical celebrations, and prayer life. -Introduce the Five Marks of Catholicity checklist and have teachers discuss how this would look in the everyday life of the school and their classrooms. -Implement strategies ensuring that the Five Marks of Catholicity are introduced and implemented. -Ensure that the Liturgical cloths that were purchased are being used and the significance of the colors are being discussed in the English program. -Utilizing the readings of the day (emailed in S.W.A.A.G. or in the Ordo). -Visits by Father Paul and Sister Mara from St. Matthew Parish. - Ukrainian Catholic Clergy visit the school. -Working with the Ukrainian Eparchy- Father Stephen- over three sessions. -Teachers will discuss and model the importance of prayer.

Measures/ Evidence of effectiveness -Students will learn the “Our Father” and “Hail Mary” in English and Ukrainian- The prayers will be said during the morning broadcast alternating each week between English and Ukrainian starting with ‘Our Father’ and later the ‘Hail Mary’. -Students will continue to learn the importance of prayer and be able to recite the prayers. -Incorporation of Core Values and Manifesto into Monthly Assemblies— Peace/Kindness—Community/Hospitality towards staff, students, parents. -The staff, students, and parents will be able to show kindness by greeting each other daily, ensuring eye contact is made, and a smile given. -Encourage and facilitate a more welcoming atmosphere in the school. - Installation of flat screen TV’s in the hallways to share school events and updates with community. - Students attend mass /liturgy at the various parishes.

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Social Justice Projects: Bridges of Hope; Food Bank;

-Students will work on level one of Social Justice -Mission and Vision statement of the school is clearly displayed -Bibles for Grade 4 purchased and blessed by Father Julian -Five Marks of Catholic School Checklist

-Students will be able to understand bible passages read and how they apply to them. -Writing meaningful prayers- formal and informal prayers

Student Leadership Team to improve the climate and culture of St. Matthew School

-Participation in Active Student Leaders Mental Health Symposium -Train student leaders to help other students engage in a range of activities to promote positive relationships and team building.

-Increased monthly student participation in hot lunch theme days; social justice projects -Implementation of school-wide daily broadcast- Announce “Get caught doing something nice for someone else.” -Increased student leadership voice on daily announcements

Review Date 1: (February 2018): Review Date 2: (May 2018): Goal: 2 DISTRICT GOAL 1: ECSD students are successful. 1.1 Identify and implement best practices that align with excellent early learning pedagogy

and learning environments to realize transformed education as described in the Ministerial Order on Student Learning.

1.2 Ensure the education experiences meet the diverse needs of our learners and are available to all learners.

DISTRICT GOAL 2: The achievement gap between First Nations, Metis, and Inuit students and all other students is eliminated. 2.1 Increase the academic success by promoting successful practices to support First Nations,

Metis, and Inuit students.

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SCHOOL GOAL 2: All students in Kindergarten to Grade 6 will show growth of at least one level at their ability level in the area of Literacy and by 20% in the area of Numeracy by May 2018. Sub Goal: a: Literacy Strategy All students will participate in a Guided Reading Program at their level of comprehension.

Actions -Teachers will group the students at their levels according to the Fountas & Pinnell Assessment. -Creation of centers in the primary classes to develop skills in the areas of writing and reading comprehension. -Teacher collaboration time during Thursday PD to allow the teachers to discuss and plan for centers.

Measures/ Evidence of effectiveness -Anecdotal Notes during informational conferencing with students and observations in the class -Fountas & Pinnell scores will show an increase in reading level. -Running Records will be completed regularly to show areas of growth and areas that still require work. -Writing Journals- students will write at their level of understanding, reflections of what they have read according to Bloom’s Taxonomy. -Reading Conferences -Buddy Reading

Implementation of the Empower Reading Program

-Selection of eligible students -Assessments of eligible students -Training of a second teacher to implement the program -Set criteria for the implementation and teaching of the program

-Set assessment procedures as outlined by the program -Skype interviews and supports from the main instructor with the teacher observed during instructional time. -Conference calls with regards to strategies with the main instructor of the

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-Training of the District teacher in the second part of the program- comprehension

program and the Empower teachers. -In-servicing entire staff as to the strategies taught to build capacity and a common vernacular throughout the school.

Implementation of Empowering Writers in Kindergarten to Grade 6

-Attendance of teachers at an Empowering Writers full day workshop. -Collaboration time to discuss implementation and strategies.

-School wide writing days (3 times per year) -Meeting the expectations at each grade level according to a specified writing rubric - Consistent vocabulary within the school -Collaborative scoring time -Word walls utilized

Implementation of Phonemic awareness

-Collaboration and PD on implementing Phonemic Awareness Instruction in K-6.

-Students will be able to decode / spell words at their level of understanding -Fountas & Pinnell levels will improve -Word walls -Word work activities

Purchase of Resources to support Literacy

-Purchase: Comprehensive Literacy Guide for all teachers -Purchase: Comprehensive Literacy Resource for Kindergarten Teachers by Miriam Trehearne -Utilize the resource Multiple Paths to Literacy K-2 by Miriam Trehearne.

-Teachers and students will be introduced to strategies during staff PD for utilization in the classroom to support learning -Strategies used will help improve Literacy -Professional discussions

LLI Strategies are implemented

-Teachers who have not attended an LLI workshop will need to attend

-Improvement in Literacy Instruction -Improvement of Reading Skills -Anecdotal Notes -Conferencing

Construct Meaning in Reading

-Text to Self / Text to Text/Text to World

-Students are able to bring meaning to what they have

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- Prediction read and relate reading to everyday experiences. -Anecdotal Notes -Conferencing -Reader’s Response Journal

Communicate Meaning Students are able to present ideas and information about what has been read.

-Students are able to write, at their writing level, a summary of what they have read. -A sharing or use of technology to assist with writing.

Acquire Information Students are able to use text to gather ideas and information using fiction and non-fiction.

-Students are able to determine the important information -Anecdotal Notes

Social Studies -Teach a consistent vocabulary and process in social studies -Utilize reading instruction for non-fiction text in social studies -Use Read Write Chrome online textbooks to highlight important information- make notes- ensure understanding

-Students have a clearer understanding of concepts and are able to apply the knowledge and vocabulary to all activities. -Usage of vocabulary in class -Improvement in understanding of vocabulary on P.A.T.

Science -Teach a consistent vocabulary used in the scientific process. -Teaching the scientific process. -Utilize reading instruction for non-fiction text in science. -Use Read Write Chrome (Assistive Technology)

-Students have a clearer understanding of concepts and are able to apply the knowledge and vocabulary to all activities. -Usage of vocabulary in class -Improvement in understanding of vocabulary on P.A.T.

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Sub Goal b: Numeracy Strategy All students in K-3 will participate in Guided Math

Actions -Teacher collaboration during staff PD sessions -Create math centers to build on skills/knowledge development -Consultant in-service for teachers

Measures/evidence of effectiveness -MIPI- pre (beginning of the year)- utilizing last year’s scores as a starting point and post-test (end of year) Anecdotal Notes -Analyze Mathletics results once a month or at the end of each unit -Conferencing -Daily Practice -Math Talk

Teachers will be in-serviced on the implementation of new math strategies

-Primary teachers will be in-serviced on Guided Math with Math Consultant -All teachers will collaborate within their grade levels to discuss/determine strategies to increase student knowledge in math skills and basic facts -Teachers will continue to use Box Cars and One-Eyed Jacks manipulatives that are available in the school. -All teachers will be in-serviced on Math Talks by the Math Consultant.

- New strategies for hands-on math and continued use of current strategies will be utilized in the classrooms, such as Box Cars and One Eyed Jacks. - Students will utilize the strategies taught in class and small groups - Collaboration time which address math strategies and goals.

CCPLC- Review of Alberta K-6 Mathematics- Progression of Outcomes (Revised 2016)

Teachers will discuss and review the outcomes for their grade to ensure that the outcomes are met at their grade level

-Outcomes are covered for the grade level -Long Range Plans utilized as a working document

CCPLC- Review of Clarification to the Alberta Mathematics K-9 Program of Studies

Teachers will review the document provided to ensure that they are aware of the changes to the Program of Studies

-Teachers are following the updated outcomes from the Program of Studies. -Long Range Plans utilized as a working document.

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Utilization of School Resources to support Mathematics

Open Questions for Rich Math Lessons by Marian Small Making Math Meaningful by Marian Small (2 books per division) MIPI- Utilization of the assessment results

- strand has shown improvement based on the MIPI.

Students will become proficient in the basic facts at their ability level and grade level. Understanding of number and the basic processes of addition, subtraction, multiplication, and division (see detailed grade info in sub-goal 3)

-Using the manipulatives from Box Cars and One-Eyed Jacks -Using the current manipulatives and resources in the math room -Using the strategies as outlined in the book- Making Math Meaningful -Daily review and practice of basic facts

-Basic Facts drills -Using the basic facts to solve the problems -Anecdotal Notes -Student Portfolios

Sub Goal: Specific Basic Facts per grade: By May 2018 Grade Specific Assessments (Pre/Post) Strategies for attaining goal Kindergarten students will subitize and name familiar arrangements of 1 to 5 objects or dots.

Pre: Smartboard dice roll to recognize numbers at a glance. Post: Large dice to roll to recognize numbers to glance.

-Dice games -Smartboard Games -Counting Games -Mathletics -Math strategies (explicit teaching)

Grade 1 students will recall addition facts to a sum of 10 and related subtraction facts.

Flashcards (x10 cards) Paper/pencil assessment (x10 questions)

-Daily Review -Math Stations -Math Journals -Problem of the Day -Mathletics -Math Talks - Math strategies (explicit teaching)

Grade 2 students will apply addition facts up to and including 9+9 and related subtraction facts.

Mad Minutes (pre and post) -Math Games -Math Centers -iPad Apps -Word Problems (create and solve number sentences) -Mathletics

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-Math Talks - Math strategies (explicit teaching) -Teach multiple, effective addition and subtraction strategies.

Grade 3 students will apply addition facts up to and including 9+9 and related subtraction facts, as well as, multiplication facts up to and including 5x5 and related division facts.

Mad Minutes style assessment

-Flashcards -Mad Minutes -Pencil and paper tasks -Mathletics -Math Talks - Math Centers - Math strategies (explicit teaching) -Mini-Lessons for expanding addition and subtraction -Dice and card games

Grade 4 students will be able to recall multiplication facts to 7x7 and related division facts.

Pre-Assessment: 25 questions multiplication (0-5) 25 questions multiplication facts (3-7) 27 questions multiplication facts (0-7)

-Weekly Mad Minutes -Math Games -Card and Dice Games -Math Centers -Mathletics -Math talks -Math Wall -Anchor Charts - Math strategies (explicit teaching)

Grade 5 students will recall and apply multiplication facts up to and including 9x9 and related division facts.

Timed basic facts questions test (Fall, mid-spring)

-Daily Practice -Math Games -Solaro -Mathletics -Flashcards -Math Talks -Math Wall - Math strategies (explicit teaching) -Assigned problem of the week. -Students present problem of the week to class to share strategy.

Grade 6 students will recall and apply multiplication facts

Timed basic facts quiz (5 minute) in fall and spring

-Card Games such as Multiplication war

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up to and including 9x9 and related division facts.

-Solaro -Mathletics -Mad Minutes -Domino Games - Math strategies (explicit teaching)

Review Date 1: (February 2018) Review Date 2: (May 2018) Goal: 3 GOAL 4: ECSD has excellent teachers, school and school district 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 Support teachers to integrate technology effectively into the learning environment, as outlined by the Learning and Technology Framework Policy Framework. 4.7 Ensure that every school creates the conditions to improve student learning and achievement within the context of a Catholic learning community.

a) Engage in professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply, which focuses on the Ministerial Order on Student Learning and enhances the conversation, creativity, collaboration and capacity of our learning community. b) Ensure that assessment practices focus on improved student learning. Assessment data gathered into a student profile leads the learning team, including the student, to a deeper understanding and greater ability to target teaching and improve learning. Multiple sources of assessment data including district and provincial exam results inform instruction for school improvement in identified areas.

GOAL 2: The achievement gap between First Nations, Metis, and Inuit students and all other students is eliminated. 2.1 Increase the academic success by promoting successful practices to support First Nations, Metis, and Inuit students.

a) Continue programs and enhanced academic supports for all students that lead to increased high school completion rates, successful transitioning, career development, and encourage life-long learning. b) Ensure that all students, teachers, and district leaders learn about First Nations, Metis, and Inuit perspectives and experiences, treaties and the history and legacy of residential schools.


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SCHOOL GOAL 3: All staff will be provided with professional development opportunities that will allow them to further develop and enrich their instructional and job appropriate skills in the areas of literacy, numeracy, mental health, and Catholicity by the June 2018. Sub Goal: MENTAL HEALTH / PHYSICAL LITERACY: Strategy Go To Educator

Actions -Staff will use the information /strategies when dealing with or in identifying students who are at risk. -Provide In-service opportunities for new staff with regards to “Go To Educator”

Measures/ Evidence of effectiveness Teachers and EA’s will use this information when opening up dialogue with families or in seeking support from EBS or FSLW.

Designated teachers will attend “Mental Health Champion” and Physical Literacy” sessions

Physical Education Consultant to work with staff on Physical Literacy and physical education curriculum strategies. -Purchasing more supplies/equipment to teach physical literacy.

-Teachers will include the strategies in their year, unit, and lesson plans. -Teachers will implement the strategies learned during staff PD and one on one instruction from the consultant.

Creating a positive school and classroom climate

-Utilize the PATHS Program- strategies and techniques -School expectations for behavior

-Students are able to more effectively express their feelings. -Students are able to more effectively solve their problems. -Whole school assemblies once a month to honor the students who are showing peace and kindness to each other. -Less problems/issues on the playground (Reduced bullying /fighting).

Sub Goal: Executive Functioning: Strategy Organizational Skills- School/Home

Actions -Students will use the agenda as an organizing tool; ie.

Measures/Evidence of effectiveness Students will be able to organize their time more

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Writing dates of events and homework in simple phrases. -Students will write in any home events that are upcoming; ie. Sports, extra-curricular. -Students will pack and unpack their own backpacks on a daily basis. -Students will be able to hang their coats and put their own boots/shoes on the shelves by themselves.

effectively for completing assignments, knowing when events are occurring at school. Student “Growth as a Learner” will improve from “Requires Growth” to “Progressing”

Review Date 1: (February 2018) Review Date 2: (May 2018) Goal: 4 GOAL 3: ECSD is an inclusive school district. 3.1Implement strategies to ensure that schools focus on the creation of inclusive, safe, healthy and caring environments for all students and staff. 3.2 Identify and implement best practices that align with excellent early learning pedagogy

and learning environments to realize transformed education as described in the May 2013 Ministerial Order on Student Learning. An excellent start to learning necessitates a focus upon developing competencies and in particular the foundational competencies of literacy and numeracy, content and procedural knowledge.

3.3 Implement the provincial Inclusive Education Policy Framework. 3.4 Focus on partnerships with community groups and government in order to create

opportunities that prepare children for formal schooling and continue those supports through division one.

3.7 Continue to provide and develop services and model initiatives that promote student health, using the Mental Health Strategic Plan. GOAL 2: The achievement gap between First Nations, Metis, and Inuit students and all other students is eliminated. 2.1 Increase the academic success by promoting successful practices to support First Nations, Metis, and Inuit students.


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b) Ensure that all students, teachers, and district leaders learn about First Nations, Metis, and Inuit perspectives and experiences, treaties and the history and legacy of residential schools.

b) Provide opportunities for ongoing professional development for all District staff in cultural awareness.


SCHOOL GOAL 4: All students in Kindergarten to grade 6 will increase their utilization of technology and assistive technology by 50% by June 2018 in order to become successful learners who are proficient with and meet ICT grade level outcomes. SUB GOAL: ASSISTIVE TECHNOLOGY: Strategy Increased access to technology that addresses student individual needs to achieve success within the curricular outcomes

Actions -Emtech teacher, LC’s and OT will work with the students and teachers to choose the best tools and apps to support student learning at their level of understanding.

Measures/ Evidence of effectiveness -Use of rubrics as a guide to task completion -Student portfolios -Anecdotal notes -Teacher use of technology to support student learning -Student engagement in tasks/assignments; students actively using tools and accommodations -Observation Checklists -One-on-one / small group support from Emtech teacher

Sub Goal b) TECHNOLOGY OUTCOMES BY GRADE LEVEL Strategy Students in K-6 will be exposed to the ICT outcomes for their grade level

Actions -Emtech will work with the students in class on specific areas of the curriculum to achieve the outcomes. -Teachers will be in-serviced during PD sessions on how to best implement the outcomes at their grade level. -Teachers will provide authentic integrated technology opportunities

Measures/evidence of effectiveness Students are able to independently demonstrate their understanding of the ICT outcomes at their grade levels; level of programming.

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Review Date 1: (February 2018) Review Date 2: (May 2018)

Goal 5: GOAL 2: The achievement gap between First Nations, Metis, and Inuit students and all other students is eliminated. 2.1 Increase the academic success by promoting successful practices to support First Nations, Metis, and Inuit students.

a) Continue programs and enhanced academic supports for all students that lead to increased high school completion rates, successful transitioning, career development, and encourage life-long learning. b) Ensure that all students, teachers, and district leaders learn about First Nations, Metis, and Inuit perspectives and experiences, treaties and the history and legacy of residential schools.

2.2 Provide and promote cultural diversity. a) Recognize the Council of Elders as the authentic, active participants in spiritual ceremonies, traditional events and cultural protocols. b) Provide opportunities for ongoing professional development for all District staff in cultural awareness.


SCHOOL GOAL: All FNMI students in Kindergarten-Grade 6 will show growth and development by at least one level in their ability in the areas of Literacy, Numeracy, and Mental Health by June 2018. Sub Goal: Part 1 Strategy Teachers will utilize reading materials and resources which are geared to our FNMI students.

Actions Utilize extension inventory of Indigenous reading resources/books at different levels.

Measures/ Evidence of effectiveness -More interest in reading -Identifying Indigenous authors and stories (Text to Text, Text to Self/Text to World Connections).

Utilization of the school resources to work with FNMI students and families.

Offering assistance and support for each child and their families.

-Student is successful in school and issues are addressed.

All students will participate in the Guided Reading within their level of comprehension.

-Students will be grouped according to their reading level. -Students will use books that are culturally appropriate to

-Student reading levels will increase. -Students will develop an interest in reading as the

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assist with their interest areas.

books are applicable to their culture. -School attendance will improve.

All students in K-6 will learn about talking sticks.

With the guidance of an FNMI consultant or utilization of the Indigenous resources students will construct a talking stick.

-The students will demonstrate the meaning of the talking stick while utilizing it during group discussions.

Sub Goal: TRUTH AND RECONCILIATION: Calls to Action Strategy Teacher representative attend FNMI workshops

Actions -The information /strategies will be shared with the teachers. -Blanket Activity for all staff. -Ongoing discussions: with regards to: Truth and Reconciliation Treaty 6 -Utilize resources provided

Measures/evidence of effectiveness -The teachers will utilize the strategies within their classroom. -Better understanding of the mandate of Truth and Reconciliation report. -Teachers can use these as a teaching jump off point. -New provincial resources for FNMI.

Promote understanding and making everyone aware of the Truth and Reconciliation Legislation.

a)Open discussions of what Truth and Reconciliation is b)Orange Day- wear an orange t-shirt (explaining why to the students) c)Start all meetings /celebrations with the acknowledgement of Treaty 6 d) Understanding/discussion of the Truth and Reconciliation document

-More understanding and tolerance for each other -Acceptance of and moving towards reconciliation

Review Date 1: February 2018 Review Date 2: May 2018

Documents

ST. MATTHEW ELEMENTARY SCHOOL - ecsd.net · Celebration/Pysanky), Grade 6 Farewell Liturgy, St. Nicholas . English Celebrations (Advent/ Blessing of the Palms/Ash Wednesday) St. Matthew