St. Elizabeth School Plan for Continuous Growth2016-2019

As God’s chosen ones, holy and beloved, clothe yourselves with compassion, kindness, humility, meekness, and patience (Colossians 3:12)

November 2016

Edmonton Catholic School District Foundation StatementsDistrict 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.

November 2016

A Statement of 21st Century Learning in Edmonton Catholic SchoolsPreparing 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-centred 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.

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. Elizabeth School Plan for Continuous Growth 2016-2019

School Mission:

Our mission as a faith-based Catholic community is to demonstrate love, acceptance, and guidance in a Christ centered learning environment, seeking every opportunity to teach our students to develop their unique gifts in order to reach their full potential. At St. Elizabeth we work as a team to create a positive, inclusive environment so all students can feel safe and accepted, and therefore be willing to take risks as life-long learners.

School Vision:

All of our students are welcomed to our school community to learn together to reach their potential as God intended.

School Context:

St. Elizabeth Catholic School has a population of approximately 375 students. Programming includes 100 Voices for Pre-Kindergarten students and full day Kindergarten. The school population is diverse with 192 of our students identified as English Language Learners, 10 with refugee status. We currently have 32 FNMI students, and approximately 15% of our population is identified has having a mild/moderate or a severe learning disability. Staffing to support success for our students, beyond the classroom teacher, includes a full time ELL designate, .4 Counsellor, 1.0 Emotional Behavior Specialist, .4 FSLW and an additional .6 Literacy Coach.

Our school is situated in the north end of Mill Woods, in a lower socioeconomic area. We experience some transiency with families moving in and out of our community seeking subsidized housing and specialized supports from various agencies, e.g. Edmonton Immigration Services, Mennonite Newcomers, Catholic Social Services.

All students are welcomed to be part of our breakfast, and lunch program. We feed approximately 45 children for each meal and provide snacks to supplement as needed. Provisions for any child who is hungry is a priority. Grant dollars and donations from outside agencies are elicited each year to sustain this program. To facilitate success for all our students, we have been focusing on developing effective inclusive practices while maximizing our resources in numerous ways, e.g., Partnerships with Big Brothers/Big Sisters, Catholic Social

November 2016

Services, Mennonite Center, Edmonton Immigration Services, and Aboriginal Learning Services are ongoing.

Review of Previous Year’s Goals (2015-2016)

Goal Achieved/continuemodify

Evidence/data used

Goal Summary One:Improvements in grade level achievement for our ELL students and struggling learners

Ongoing goal in which we have achieved growth observed in reading level assessments.

PD provided for staff Learning Team in place Digital and print resources

were purchased to support programming

Guided reading pull outs to support LLI

Continued work with SIOP strategies in COP

Partnerships secured with agencies to support new immigrant families

Summer Reading program

Fountas and Pinnell testing indicates advances in levels. Literacy Team established to organize LLI pullout groups based on levels.

Three staff attended ELL conference. Teachers attended SIOP in-services

Over $5,000 was allocated specifically for literacy and numeracy resources for ELL

Relationship with mentorship programs in place and strengthened, e.g. Tweedle Club-homework support.

Goal Summary Two:Focus on the creation of safe, healthy and caring environments for all

PATHS program in action K-3 extending to Div 2.

School wide character building, e.g., “Bucket Filling”

School-wide behavior strategies for universal supports explored

Wellness education provided to staff and students

Will continue strategies with physical and mental health to promote healthy relationships and personal safety.

Staff excited about PATHs program to support Health curriculum and social/emotional learning.

“Bucket Filling” concept has acknowledged positive actions of students on a daily basis. Teachers voted to continue program.

Hosted a “Mind, Body and Spirit Day” for wellness. Positive feed back from students and staff.

November 2016

Zones of Regulation PD. Teacher book and posters for every classroom purchased and universally taught with support from Inclusive Ed consultant.

Universal Supports PDGuest lecturers on topics of behavioral strategies

Goal Summary Three:Growth in our faith through prayer and social justice

Established a new tradition with morning prayer by inviting student participation

Enhanced our physical setting with Door of Mercy, front entry displays and symbols of our faith throughout the school

Chaplain role was great support

Monthly celebrations on various themes including visit to church

Social Justice projects activated by committee and student leaders

Will continue to seek ways to evangelize our students and increase participation in sacrament preparation.

Attended We Day and student leadership team was established in grade 6

Yearly calendar established designating prayer to each classroom for two weeksVisitors comment on feeling of being welcomed

“Chaplain Chat” bulletin board, class visits and numerous activities and resources developed

Yearend celebration at St Theresa parish

Weekly visit by parish priest.

Food and clothing donation campaigns and two food hampers drives

Participation continues to be low for sacramental prep.Leaders designed SJ activities throughout year.

Data Analysis:November 2016

Areas to celebrate:

Accountability Pillar Measure Evaluation Successes: Safe and Caring Schools: Excellent Student Learning Opportunities: Program of Studies rated Excellent Student Learning Opportunities: Education Quality Improved

Significantly to achieve Excellence rating Preparation for Lifelong Learning: Work Preparation rated High,

overall Good. Preparation for Lifelong Learning: Citizenship rated Very High,

overall Excellent. Parental Involvement Very High, overall Excellent.

District Satisfaction Survey

Parent Survey Top Five: Trustees Leadership Superintendents Leadership Opportunity to access information about resource allocations Opportunity to access information about decision making process Input is considered and valued

Staff Survey Top Five: Board of Trustees provides effective leadership Satisfaction with the decision-making processes that take place at

our school site Satisfied with the communication from my school/department The approach to conflict management with adults in our school site

is reflective of our core values Receive the resources to do my job given the limits on school and

district resources.

Student Survey Top Five: I feel safe in my school building Classroom learning activities are meaningful What I learn in religion helps make me a better person I feel safe on the playground during school hours I know what I need to do to improve in my school work

Regression Analysis Declined in all areasPAT/Diploma analysis Have declined in scoresTell Them From Me Better than District Average:

Student participation in school clubs (+17) Student participation in school sports (+15) Students do homework for their classes with a positive attitude and

in a timely manner (+6) Students are interested and motivated in their learning (+4) Students value schooling outcomes (+2)

November 2016

5 Marks of Catholic School Identity Assessment

Mark One: Grounded in a Christian Anthropology We have worked hard to identify ourselves with our new logo and

motto “Christ’s Light Shines Through Us”. We have new signage to identify ourselves clearly to the community that we are a Catholic School. Our discipline policy and our school initiatives to build character and community are all related to Jesus as our role model.

Mark Two: Imbued with a Catholic Worldview Our physical space, liturgical celebrations and prayer life all clearly

reflect a strong Catholic worldview. Our routines and rituals include prayer numerous times a day. Morning announcements are organized to include the voice of our students as they speak to God and reflect on their lives asking for forgiveness, support, or simply to express gratitude.

Every classroom has a prayer center and our Door of Mercy is a stunning reminder of our humility. As families enter our site, they are met with a display table that is decorated to compliment the liturgical calendar themes and events. Symbols of our faith are intermixed with our décor throughout the school.

We have worked hard to engage our students in our monthly liturgies by utilizing their artwork and singing to music that praises God and inspires them. We have weekly visits with our parish priest or youth worker to enhance topics in our religion programs and make connections with students to invite them to participate in parish groups and activities. Sacramental preparation information is always shared through several means of communication. Students who successfully complete Sacramental Prep are highlighted on announcements and on our Chaplain Board.

This year we invited all students to our Grade Six Farewell at St. Theresa Parish as a new tradition.

Service projects are an ongoing goal. We have a strong student leadership team and students, staff and parents who are committed to supporting our efforts.

Areas to target for growth:

Data Source Process Goals in response to dataAccountability The Measure Category that is of concern and Our goals for literacy and numeracy

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Pillar has declined is our PAT scores in the Acceptable and Excellence range. Continuous School Improvement Measure is also an issue. It has declined significantly. In analyzing the results, teachers and students indicate that the quality of education has improved however the parents lowered our overall score with 50% of participants selecting “Don’t Know” when asked about school improvement. Parents may be more disengaged from the pulse of the school or perhaps they are unsure about whether conditions have improved or not with a new administrator starting last year.

improvements are critical. Our population of students is over 50% English Language Learners. Many struggle with not only learning the English Language but having the resources and support at home to sustain and enhance their learning. As noted in the TTFM survey, physical and mental health is a concern as is time watching TV and playing video games. Parent education and partnerships between home and school and other agencies in our community are crucial. Communication through Social Media is an added goal.

District Satisfaction Survey

Parents: (Only 2 items below district) My school has a positive reputation

in the community (-0.1) My child has the opportunity to

participate in Social Justice (-0.2)

Staff: (Only four items below district) Safe environment for children to

learn (-3.5) Students are taught critical thinking

(-2.4) Superintendent provides effective

leadership (-1.7) Opportunities for input into

decisions that affect my job (-1.2) School demonstrates care for

environment (-0.9)Students: (Only 6 items below district)

I learn better by using technology (-5.5)

I am challenged to do my best (-2.5) I can make choices about my

learning (-3.0)

Our school is situated in the heart of Mill Woods in a low socioeconomic area. Transiency is high as well as the ratio of new immigrants to the community. The reputation of the community in general is at risk. We continue to work on our image and have an open door policy with parents to come in, volunteer, attend celebrations and see/feel our spirit of welcoming.

We continually work towards emotional and social self-regulation with students. Character development and social skills that foster a safe and inclusive community are reinforced.

Using results from the TTFM survey student use of technology in the home may be used for other purposes than education.

*We are quite pleased with these survey results as the differentials are very low and we are below district in very few items.

Regression Analysis

English Math Science Social

We are reviewing the data for each of the PAT’s to determine which areas there are gaps in learning. Our grade six teachers are taking a lead on sharing their reflections and as a team we examining ways in which we can prepare our students for greater success leading up to grade six. We are collaborating

PAT/Diploma analysis

While we declined in each of the subject areas over the past five years, Science and Social experienced the greatest decline

November 2016

over time. with consultants for support and exploring numerous strategies towards improvement as a team. LLI remains a focus and additional staff support this process. We are also reviewing our accommodations and supports for struggling learners.

Tell Them From Me

Our five top areas of concern are: Students consuming less than 5

sweet or fatty foods per day (-11) Students meeting Canada’s Food

Guide (-7) Bullying and Exclusion (+7) Feel safe attending school (-5) Moderate or high levels of anxiety

(+4)

In many of the areas we were below the district in very minimal amounts (less than -4). Students had an overwhelming positive view of their learning culture and teacher-student relations. Wellness goals including nutrition education, physical literacy, and healthy relationships all tied to the Mental Health Strategic Plan. Mentorship opportunities with guest speakers and lead teachers in place, e.g., Partnerships with Ever Active Schools and the U of A Dietician program.

5 Marks of Catholic School Identity Assessment

Evangelization of our faith combined with supporting families to participate in sacramental preparation present challenges. Mark Two and Mark Five has specific descriptors for these that we continually work on.

Many of our families are not Catholic.Those who are do not attend church regularly, if at all.Resources and time are limited for our single parent families with several children, making it difficult to commit to Sacramental prep. During our permeation day survey, staff identified that the competencies that were most at risk were “Discerning Believer” and “Critical Thinker.” Further discussions and goal setting around this topic are in place.

St. Elizabeth School Goals for 2016-17:

Goal One: By the end of the 2016-2017 school year, our students and families will grow in

November 2016

their understanding of our Catholic Identity as expressed in Marks Two and Five of “The Five Marks of Catholic School Identity” as well as to develop confidence in the “Learner Competencies formed through Catholic Education”, primarily the “Discerning Believer” and “Effective Communicator”. District Correlation:

District Goal One: Live the Distinctiveness of Catholic Education1.1 Demonstrate the distinctiveness and advantages of Catholic Education

a) Cultivate and support a Catholic Environment within each siteb) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and

service

1.2 Promote and foster the presence of Edmonton Catholic Schools in the education, church, civic, business and government communities b) Create opportunities to be a visible presence in the broader community including evangelization of our families.

c) Provide opportunities for relevant and authentic student engagement

1.7 Continue to enhance and strengthen our Catholic Identity through the Five Marks of Catholic Identity Implementation Plan and continue teacher faith formation through the five Marks of Catholic School Identity

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.

Mark Five: Shaped by Spirituality of Communion An excellent Catholic school recognizes that each and every stakeholder is responsible

for the common good.

Sub Goal a) The number of students who participate in the Sacraments of Reconciliation, First Eucharist and First Communion will improve by 10%

Strategy

Home, school and community partnerships will strengthen to support participation and preparation for the sacraments.

Actions

Communication in newsletter, parent council meetings, Synervoice and letters of invitation home to parents prior to registration, sharing dates for sacramental prep (greater use of social media to advertise).

Measures/ Evidence of effectiveness#’s of students participating increasesPriest or youth minister visits

Satisfaction Surveys

November 2016

Displaying information on parent board and on the front tables where parents wait for their children.

Congratulating the students who complete their sacramental prep by inviting them on morning announcements and posting their pictures on our display board in main hallway.

Inviting the parish priest and youth group minister or representative to give a lesson on sacramental preparation and to invite students to join the parish youth group activities and prepare for sacraments.

Making a presence by attending the parish celebration for the sacraments and participating in the parent meeting and teaching mass at St. Theresa.

Sub Goal b) Every student and staff member will have the opportunity to participate in a minimum of one Social Justice activity by the end of the year, providing an opportunity to reflect and articulate Catholic teaching on social justice and charity.

Strategies

Provide numerous opportunities to participate in social justice activities at all grade levels

Action

Communication of projects led by student leadership team and staff through Synervoice, website, newsletter, parent council meetings, visuals at school on parent board, social media.Can include skill testing question in newsletter that requires a response from parents to motivate them to pay attention to school news.

Measure

#of projects and types of responses to support project invite whole school participation

Satisfaction surveysTTFM survey#of parents reading newsletter and responding.

November 2016

Staff are role models in participating in school social justice projects as well as those in the community.

Social Justice committee creates a yearlong plan for activities based on interests and ideas that are annual events and traditions as well as new ideas from WE Day.

Create an awareness of social justice events with pictures and children’s comments in a book at the front of the school for parents to view.

Staff are invited to serve the community in a variety of ways, e.g. mustard seed, community dinners, parish events, non-profit organizations, hampers

Success in Schools initiative for our FMNI students.

# of Staff events organized and implemented.

TTFM and Satisfaction survey responses

#of students supported through program (LC to coordinate)

Sub Goal c) By the end of this school year, each student will demonstrate and be able to articulate what it means to be a “Discerning Believer” and an “Effective Communicator” aligned with the descriptors associated with these Learner Competencies formed through Catholic Education.Strategies

Be aware of curriculum changes and supports and engage students in meaningful Religious Education instruction to increase their understanding of our faith.

Help students make connections to integrate faith with life.

Respect faith traditions, world religions and life-

Action

Attend PD for new curriculum

Access resources from one another, parish, LSI consultant and chaplain.

Model Catholic competencies and leadership in hope and mercy through compassion and kindness.

Honor traditions of our diverse multicultural community by

Measure

Staff have current material and adequate resources.# of connections made with consultant, parish

TTFM and Satisfaction Survey responses which show connections to adults and importance of school celebrations.

Multicultural Day/Activities

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journeys of all people.

Participate in grade six teaching carousel and plan for a minimum of one celebration at St. Theresa Parish

educating respect and inclusivity through story, special events, celebrations, i.e., multicultural day, Peace expressions in various languages, FMNI activities.

Bring students to our parish to learn about mass and to gain comfort in praying as a school community outside of our school gym. Students will have the ability to question their faith and gain a better understanding though focused information sessions.

implemented

#of FMNI activities planned to connect spirituality and culture.

Carousel attended by all grade 6 students

Completion of a minimum of one visit to the parish for mass during the year.

Review Date 1:

Review Date 2:

Goal Two: Achieved through the intentional establishment of a Literacy Community of Practice Cohort with St. Richards, St. Elizabeth Seton, led by a team of LSI Consultants in Language Arts and ELL, will help drive our planning and reflection of best literacy practices forward to achieve growth in reading fluency, comprehension and ultimately PAT scores by end of June.

District Correlation:

District Goal Two: Every Student is Successful2.1 Identify and implement best practices that align with excellent early learning pedagogy and learning environments to realize transformed education as described in the May 6, 2013 Ministerial Order on Student Learning. An excellent start to learning necessitates a focus on developing competencies and, in particular, the foundational competencies of literacy and numeracy.

2.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students. d) Continue to implement strategies related to the success of our ELL Learners, which includes identifying and exploring strategies to ensure success of our refugee students. e) Continue to develop and support the Learning Coach role in our schools.

District Goal Three: The Edmonton Catholic School District is Inclusive3.1 Focus on partnerships with community groups and government in order to create opportunities that prepare children for formal schooling and continue those supports

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through division one.

3.4 Ensure the educational experiences meet the diverse needs of our learners and are available to all students.

District Goal Four: Quality teaching and school leadership4.1 Provide professional learning opportunities that build capacity and leadership of all staff to improve learner success. a) Engage is professional learning that ensures we live the distinctiveness of Catholic education and that every student is successful. b) Increase academic achievements by promotion successful practices in teaching to support all students.

4.2 Ensure that every school and department creates conditions to improve student learning and achievement. a) Engage is professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply, which focuses on the Ministerial Order on Student Learning (May 6, 2013) and enhances the conversation, creativity and collaboration, and capacity of our learning community. b) Ensure that assessment practices are aligned with AB Education competencies and that school consider multiple sources of data including formative and summative standardized and provincial assessment and test results such as District exams, to inform instruction for improvement in identified areas. Assessment data, gathered into a student profile, leads the learning team to a deeper understanding of the student and greater ability to target teaching to improve learning. c) Ensure that appropriate and approved resources are used to support learning in the classrooms and that appropriate resources are allocated to support departments.

District Goal Five: Engaged and Effective governance5.4 Seek, promote and engage in responsive and responsible community partnerships a) Build, maintain and foster relationships and partnerships that promote the development and enhancement of programs and services within our District.

District Goal Six: First Nations, Metis and Inuit students are successful.6.1 Increase academic success by promoting successful practices to support First Nations, Metis and Inuit students.

Sub Goal a) By the end of June, 2017, through participation in our Balanced Literacy Community of Practice Cohort, staff will have developed a common understanding of what a Balanced Literacy program consists of and implement best practices to support student success in literacy across the grades measured by growth in F & P scores with 10% more students reading “at level” per grade.

November 2016

Strategies

Admin and school Learning Team will create a School-Wide Literacy Community of Practice (COP) centering on improving instructional practices in literacy for all students across all subjects.

Teachers establish a classroom profile of their students as a community of readers.

An intervention system is in place starting early October to provide opportunities for LLI group pull outs while the classroom teacher conducts their guided reading program.

Action

Engage the support of LSI by inviting the English Language Arts consultants and the ELL consultant to dialogue about the needs of our school and establish a professional development plan to achieve a common understanding of the elements of a Balanced Literacy program and steps to move forward with a unified approach towards improvement.

Expand our cohort team to include two other schools with similar goals to maximize our resources and build capacity for collaboration between sites.

Establish a long range plan of PD opportunities.

Establish a communication plan to share our journey and resources that are developed between sites and LSI.

Teachers assess reading using multiple sources of data, e.g., F & P diagnostic data to establish a baseline reading level. Profiles are updated throughout year.

Groupings are identified by the Literacy Team using the data provided in the student profiles. Groupings are dynamic and flexible shifting according to student progress and needs of the teacher.

Measure

Teachers will reach a common understanding of best practices which will be evident in their implementation of literacy programs in their class, e.g., guided reading, teaching of first 21 days.

Documentation is saved in the portal with pertinent information about reading levels, coding, IPP’s in place, etc.

Student LLI group progress is measured informally and formally through F & P testing and communication with the classroom teacher.

November 2016

Our Balanced Literacy Cohort (BLT) is flexible and dynamic to respond to the needs of the group.

Staff members are asked to participate in their own COP hosted by LSI that focuses on Deeper Learning in exploring Literacy goals.

Target our FMNI students with specific supports to support cultural connections, sense of belonging and overall academic success

The Literacy Team and Learning Coach attend workshops with other BLT Cohort Learning coaches to determine strategies to model for the classroom teachers. LSI consultants provide modelling within the classroom.

The first phase of PD has been established and depending on the needs of each staff that is part of the cohort, future direction will be determined. Communication to create plans for the future is in progress. Our needs will move to smaller group settings where each Division will meet separately.

Teachers have registered and participated in the Literacy COP, SIOP COP and Assessment COP. PD workshops, interschool visits and dedicated collaboration time will serve to enhance achievement in response to literacy goals.

Connecting with our FMNI consultant Lisa Cruikshank and Cree Language Consultant Darlene Olson to establish specific actions and to help form a “Tea Circle” with aboriginal parents and students. Direction from this group will drive future goals and actions.

Literacy coaches are a resource to support best practices and gains are made to develop confidence and universality of practice. LSI consultants take a leadership role.

LSI consultants will respond accordingly to support the achievement of our specific goals as we move forward together.

Teachers meet with their COP cohort and will be asked to share their learning with the entire staff.

Attendance in six district LSI cohort sessions.

Success will be dependent upon participation from parents, students and outside guests. # of Tea Circle Meetings

Sub Goal b) Student success in PAT exams is explored through a “Growth Mindset” in which we believe all learners can be successful. Using the guiding question “How will we take collective responsibility to move learning forward?”, PAT exams will be reviewed, strategies will be generated, and best practices explored with an end goal to improve PAT

November 2016

scores indicated in the regression analysis chart to have three of the four core subjects reaching = or greater.

Strategies

Conduct a Data Analysis Plan to share the results of the PAT scores using the individual questions and regression analysis charts.

Specific suggestions for proactive strategies are generated and shared with staff for future implementation.

Action

Review the data with admin and grade six teachers.Review each question and rate according to differentials in comparison with the district. Determine patterns and trends to identify gaps in learning. Converse with the grade 6 teachers to gain their perspective on the results and strategies for improvement. Present to staff and generate a collective growth plan.Strategies include: Front loading vocabulary found in KLOs and used in testing situations, e.g., Infer, predict, synthesize, interpret, summarize, estimate.

Balanced Literacy: Listening, Speaking, Reading, Writing every day.

Comprehension strategies to teach inference using non-fiction and fiction (Exposure to various sources of literature).

Buddy Readers throughout the year.

Focus on literacy through all content areas, e.g., word problems in math, how to read charts and diagrams in science and social. Expose students to a variety of graphs and data interpretation.Continuity of writing and reading program, e.g., school wide Daily 5,

Measure

Data is reviewed and gaps in learning become clearer.

Staff meeting time is utilized for dialogue and brainstorming.

Strategies are generated and collected to be shared with entire staff and included in plan.

PAT scores improve.

F & P scores improve

Anxiety reduced thought TTFM survey data

Classroom assessments clearly reveal greater confidence with reading comprehension.

#of occasions Buddy Readers gather

Word Walls visible on classroom walls.

Daily 5 and CAFÉ strategies utilized in classrooms.

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CAFÉ.

Develop school wide home reading program with visuals to generate participation through positive reinforcement and recognition, e.g. Polar Express activity planned school wide to promote home reading.

Reader’s response with purpose and accountability.Meaningful HomeworkF & P in Fiction/ NonfictionTeaching Labelling, headings

Teachers invited to attend LLI training.

# of students participating successfully in our school wide reading program to earn collective reward.

Teacher participants in LLI cohort.

Sub Goal c) Explore, identify and implement strategies related to the success of our English Language Learners to establish an overall improvement in F & P scores so that 10% more students are reading “at level” by the end of June.

Strategies

Teachers will continue to implement strategies across the curriculum to improve literacy success with our ELL Learners.

Action

Development of Word Walls with key words used in classroom assessments, district exams and PAT’s.

Invite Paula (ELL Consultant) to provide professional development on SIOP strategies.

Digital and print resources provided as necessary for ELL students, e.g. Reading Eggs, Imagine Learning.

Accommodations identified early to support success using a scribe, reader and/or CD

Pull out groups to provide

Measure

F & P data

PAT Scores

TTFM survey data showing reduction in anxiety

November 2016

Partnerships are formed with outside agencies to support success of our ELL Learners

intervention for ELL students

Use of ELL Binders as support resource

Using model of “I do, We do, You do”

Promoting smart group work, varying the groups.

Partnership with Edmonton Immigration Services to develop an afterschool homework club for ELL students who meet criteria. Club runs every Friday afterschool from 3:00-4:30 with a focus on homework help and academic support with the assistance of adult mentors.

#of students participating

Improvement in learning

Review 1:

Review 2:

Goal Three: By the end of the 2016-2017 school year, students will experience sequenced, active, and focused opportunities to learn and practice social-emotional skills, physical literacy, and nutrition education, to improve overall mental health, academic achievement, and incidences of positive social behaviors measured through an increase in performance scores, and perceptions of personal safety and wellness.

District Correlation:

District Goal Two: Every Student is Successful2.3 Implement strategies to ensure that schools focus on the creation of inclusive, safe, healthy and caring environments for all students and staff.

District Goal Three: The Edmonton Catholic School District is Inclusive3.1 Focus on partnerships with community groups and government in order to create opportunities that prepare children for formal schooling and continue those supports

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through division one.3.5 Continue to provide and develop services and model initiatives that promote student health, using the mental health Strategic Plan. a) Seek practices and build staff capacity to enhance delivery of mental health supports that are both proactive and preventative in nature. b) Engage students in learning that fosters physical, emotional, social, mental, nutritional and spiritual wellness. c) Encourage and support partnerships that promote student health.

Sub Goal a) Students will learn and practice social emotional skills to build resiliency, communicate more effectively, and reduce bullying and at-risk behaviors to foster a safe, caring and respectful learning environment reinforced through an encouragement model.

Strategies

School-wide PATHs program in place from K-6. Common language and visuals are utilized throughout the school.

Go-To Educator Training in place.

Cross Graded Activities to promote students helping one another and building positive relations

Proactive strategies to teach

Action

Div. 1 piloted program last year and Div. 2 teachers are attending PD and teaching the PATH’s program with resources provided during Health instruction.

All staff will participate in the Go-To Educator Training.Part A facilitated on PD day in Oct. and Part B in Feb.

Sitting together at celebrations.Working on projects and activities together during designated times, e.g., reading buddies, special events.Fun Team Grade Six initiative of older students teaching younger ones playground games and activities.

Staff PD provided by our

Measure

#of staff attending PD with program and resources in place.

Educator Training Sessions completed.

TTFM SurveyObservations of positive rapport and relations between students.

# of participants engaged in playground games.

Teachers are implementing

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students to self-regulate, identifying our at risk students and assuming responsibility as a professional community to serve their needs.

Investment in a Sensory Room with equipment specially designed to support regulation for all students.

Mental Health Champion on staff attending meetings and sharing resources

Reinforcement of positive social behaviors through school wide recognition program, i.e., Bucket Fillers.

Learning Coach, Counsellor and Emotional Behavior Specialist to teach universal behavior support and share proactive strategies to deal with our at-risk students at the “top of our pyramid.”

Support is ongoing and provided by our experts on staff, e.g., counselling time, time with EBS and LC.Ongoing collaboration with MDT teams and AHS to provide specialized supports to students and recommendations for classroom teacher.

Staff will be in serviced on how and when it is appropriate to use the sensory room and equipment.

Grade six teacher attends sessions. Staff meeting time is provided for updates and sharing.

Classroom based reward and recognition for students who support each other identified through bucket filling idea. Slips of paper are provided for students and staff to identify Bucket Fillers which are shared on morning announcements on a daily basis. Supported through Bucket Filling and “Golden Rule” books provided for every classroom and used as

strategies to support regulation to their own students and others.

Observations of behaviors and recommendation and modelling of supports formalized through discussions and behavior plans.

# of students who use sensory room and achieve the positive effects of reduction in anxiety and increased self-regulation.

Staff using resources and finding success.

TTFM survey indicators.

TTFM survey results. Students response to initiative of wanting to be a Bucket Filler as observed in classroom interactions and during announcements.

Books are visible in classrooms and references are made on an ongoing basis.

November 2016

Increased supervision on playground to ensure added safety with another adult present to support problem solving and reduce conflict.

Intentional teambuilding to promote feelings of belonging and unity through school-wide mascot, i.e., “Home of the Wolves” as voted upon by entire school population.

Accommodations for testing in place early to reduce anxiety.

a theme for this year. Visuals on hallway bulletin board to reinforce positive behaviors.

Admin has added supervision at each lunch time so that another staff member can be outside. Our LC and EBS also shadow students outside to support positive relations.

Mascot design contest through democratic process of voting.T-shirts for staff with new mascot, also available for student purchase.Teams and clubs available to enhance school spirit and positive relationships, e.g. BB, Sign Language, Intramurals, Art, Drama, Choral, etc.

Discussion about our learners who are coded with specific needs as well as our ELL Learners who experience frustration and difficulty writing standardized tests.

TTFM Survey and reduction in playground incidences resulting in conflict.

TTFM survey and observations of students identifying themselves as a collective group, e.g., wearing t-shirts, wristbands.

Response of students to participation in clubs and teams. Indicators from TTFM survey.

Supports are in place and predetermined prior to PAT exams.

Sub Goal b) Students will receive intentional instruction on nutrition education partnered with a focus on parent awareness communicated through agendas, website and social media identifying a priority for healthy lunches and nutritious snacks during special events.Strategies

Partnership with U of A to host student dieticians to serve our school community with nutrition education programming during their practicum.

Action

A five-week program called “Girl-Up” is developed to target our grade 5 and 6 females. Nutrition education is the main focus supported by lessons related to mental

Measure

# of students participatingTTFM results

Observations of student participation and comments.Feedback from parents.

November 2016

Social Media Campaign to build awareness at home as to the importance of health eating and the resources available.

School Club that grows vegetables on site in our school garden plot.

Development of a school wide healthy recipe book, e.g. cookbook for kids

health, positive relations, confidence and the importance of physical activity. Program runs for five weeks and girls receive a healthy recipe book with recipes made during the session.Nutrition students to volunteer after their practicum to supplement lesson instruction in our classrooms on healthy eating, myths and facts.

Campaign using our Facebook page, Twitter and Website to disperse important information and resources. Newsletters are on line and in print copy for all families. Potential translation of materials.Facebook updates on sleep, nutrition, healthy recipes, etc. Encourage kids to get parents to join/like page.

Starting with the planting of seedlings in class, our students will plant their own vegetable garden and be responsible for nurturing growth and eventually consuming the vegetables grown. Apply for grant to purchase an in school grow light and stand.

Hardcopy or online resource idea for healthy recipes available for students to

Parent response to campaign through feedback challenges, e.g., secret question ballot.#of parents and students accessing our Facebook.

Participation #’s, success of program with ability to plant, sustain growth and consume product.Grant applications successful

Recipes generated through student research and participation. #of students

November 2016

share with their parent. who communicate greater awareness of healthy cooking and eating as indicated in TTFM survey.

Sub Goal c) Students will move with competence and confidence engaged in a wide variety of physical activities, in multiple environments, that will benefit the healthy development of the whole person and increase their ability to make healthy active choices for the future.

Strategies

Addition of intramural activities and clubs that promote physical activity and skill competency, e.g. Basketball, Volleyball, Yoga, Dance, Running, etc.

Opportunities to participate on school teams, e.g. Volleyball, Running Team, Free Footy

Daily Physical Activity breaks infused into curriculum. Small space activities with opportunities for cross curricular competency, e.g. Math Olympics

Action

Basketball Two-Ball intramurals three days per week for Division two including a skill camp and friendly challenges.Dance Club on Fridays for all students to move to music facilitated by a student DJ.Running Team practices prior to Running Room Games.Introduction of Yoga in PE and with club.

Students develop confidence in a variety of skill areas to improve physical literacy and readiness for junior high sport and sustainability in choosing to be active.

PD workshop and resources provided to staff during Wellness PD Day.

In class activities, such as meditation or active energy breaks, e.g. Go Noodle, Meditation tapes, breathing exercises. Classroom teachers develop a routine for relaxation exercises, e.g.

Measure

# of participants in each grade.TTFM survey data

#participatingTTFM survey data

Observations of students and how they respond after their activity breaks.

#number of students participating in activity breaks and # of breaks initiated by teachers.

TTFM survey data

November 2016

Partnerships with outside agencies to promote physical literacy

School-wide PE Yearly Plan to include a variety of activities and units as well as loaner pool resources. Mentorship in teaching units is available from principal, PE consultant and teachers and/or student teachers on staff.

Student Leaders teaching other students new games at recess, re-enforcing fair play and respect.

school-wide mindfulness training.

Grade 4 classes and one grade 3 class (66 students) will be attending a Physical Literacy camp at the U of A to develop competency will skill development.

Ever Active Schools PL mentorship program. A physical literacy expert teacher will mentor our staff by teaching our PE classes physical literacy skills 5-6 times from January-June. Activities will be modelled for staff for future use.

Organized long range plan for the year to include loaner pool resources. Larger equipment set up at specific times, e.g. VB nets, Badminton, gymnastics.

Grade six leaders partner with Fun Team Alberta to plan activities to teach at recess time in an effort to promote fair play and engagement in group activities.

Confidence with PL as indicated through the TTFM survey data.

TTFM Survey dataTeacher’s response to mentorship program.Successful instruction and engagement of students in PE based on their responses.

Participation in units and use of equipment.TTFM surveyOpportunities for mentoringas requested.

#of participants and leaders in action.

TTFM survey data on playground safety and positive relationships.

Review 1:

Review 2:

November 2016