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2009 - 2010 · 2011-10-25 · -Gradual Release of Responsibility in Literacy Block (shared reading,...

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Superintendent of Education, Student Success Loretta Notten PRINCIPAL: Ferri, Carmela TRUSTEE: Sal Piccininni SCHOOL NAME: SCHOOL ADDRESS: SUPERINTENDENT: Immaculate Conception Catholic School Josephine Nespolo 23 Comay Rd Toronto ON M6M 2K9 402 STUDENT ENROLMENT: www.tcdsb.org Catholic Edducation Cent 80 Sheppard Avenue East Toronto ON M2N 6E8 Curriculum and Accountability Team Josie Di Giovanni Superintendent of Education, Angela Gauthier Associate Director, Academic Services Angela Kennedy Chair of the Board Director of Education 2009 - 2010 IMPROVEMENT PLAN SCHOOL LEARNING K - 8 TORONTO CATHOLIC DISTRICT SCHOOL BOARD Ann Perron
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Page 1: 2009 - 2010 · 2011-10-25 · -Gradual Release of Responsibility in Literacy Block (shared reading, guided reading, independent reading)-Differentiated Instruction (Use of technology,

Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Ferri, Carmela

TRUSTEE: Sal Piccininni

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Immaculate Conception Catholic School

Josephine Nespolo

23 Comay Rd Toronto ON M6M 2K9

402STUDENT ENROLMENT:

www.tcdsb.org

Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8

Curriculum and Accountability Team

Josie Di GiovanniSuperintendent of Education,

Angela GauthierAssociate Director, Academic Services

Angela KennedyChair of the Board

Director of Education

2009 - 2010

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

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Immaculate Conception Catholic School20092010

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : Literacy / K-6

20092010School year:

Specific

Areas Targeted for Improvement: -Gr. 3 Reading - percentage of students at or above the provincial standard (Levels 3 & 4) - 51% as revealed through the EQAO test -Gr. 6 Writing - percentage of students at or above the provincial standard (Levels 3 & 4) - 40% as revealed through the EQAO test EQAO Trends and Achievement Data - Gr. 3 Students: -over the past five years the results in students achieving Levels 3 & 4 in Reading have been inconsistent -over the past three years the trend has been decreasing -IIR indicated that weaknesses existed in both the Short and Long Writing sections -Gender report over past two years indicate that boys obtained lower scores than girls and much lower in 2008-2009 (Girls 60%, Boys 43%) -47% of students indicated that first language learned at home was other than English -9% were English Language Learners (ELL) -19% were Special Needs students -15% of students received one or more accommodations

To increase the number of students achieving levels 3 and 4 in reading by 3% as measured through the primary EQAO assessment in May 2010. To increase the number of students achieving levels 3 and 4 in writing by 3% as measured through the junior EQAO assessment in May 2010.

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EQAO Trends and Achievement Data - Gr. 6 Students: -over the past five years, the trend has been inconsistent and fluctuating -81% of the cohort remained the same from Gr. 3 to Gr. 6 -of that cohort, in Writing, 100% of students at Level 1 moved up, 15% moved up from Level 2, and 65% remained at Level 3 &4 or moved up -IIR indicated that weakness existed in Implicit type questions and Making Connections -Gender report indicated that over the past five years the girls significantly outperformed the boys, except in 2007-2008 where the boys (53%) attained a higher percentage compared to the girls (50%) -52% of students indicated that first language learned at home was other than English -10% were English Language Learners (ELL) -17% were students with Special Needs -17% of students received one or more accommodations CAT 3 Trends: -Gr. 2 results in reading at 47% (below Board at 62%) -Gr. 5 results in writing at 42% for language/writing conventions (Board 55%) and spelling 63% (Board 67%) Rationale: The rationale for choosing this data is that students did not perform well on the reading tasks involving inferencing and making connections in Grade 3. The Grade 6 students did not perform well in the long and short writing tasks as measured by the EQAO assessments.

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Measurable

Data to examine: -EQAO released IIR for 2009 -PSAI (Profile of Strengths and Areas for Improvement) from Spring 2009 EQAO -CAT 3 data from Gr. 2 and Gr. 5 -Running Records and QCA classroom assessments Mid-point assessment tools/data sources: -Teaching Learning Critical Pathway: pre and post assessments, student work samples -Running Record data collected at 3 points during year -QCA data collected twice a year Success measured by: -EQAO 2010 student achievement in reading and writing as measured through the primary and junior EQAO assessments

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Attainable

Strategies/Actions to attain goal: -Daily Learning Literacy Block (45-60 min in JK/SK; 120 min in Gr. 1 - 3; 90-100 min in Gr. 4-6) -Comprehensive Literacy Assessments (revised system-wide assessment tools aligned with Comprehensive Literacy framework) -Gradual Release of Responsibility in Literacy Block (shared reading, guided reading, independent reading) -Differentiated Instruction (Use of technology, assistive technology, drama and the arts) -Intervention Programs: 5th Block Reading Program (Gr. 1 & 2),and Junior Literacy Intervention Program (Gr. 4 & 5) -Teaching Learning Critical Pathway (pre and post assessments, teacher moderated marking, focused literacy instruction, critical literacy using high yield strategies) -Teaching Learning Networks: - through Hubs involving networking among teachers in a group of schools and sharing of artifacts for TLCP and DI and under guidance of Student Achievement Officer to support job-embedded learning -After School Literacy Programs as available for Grades 3 - 6 (was available at ICS in fall 2008) -Assistance provided by Sp Ed and LD teachers for special needs students (e.g. implementing accommodations as listed in IEP, direct and focussed teacher instruction, teacher modelling, small group instruction, use of graphic organizers, guided practice) -teacher moderated marking and sharing of rubrics, exemplars, student work samples and conferencing with students to provide feedback on their writing Professional Learning: -Comprehensive Literacy in-service for all primary teachers and one special education teacher -Learning Networks (Hubs meeting with group of schools and Student Achievement Officer from Ministry to support job-embedded PD on TLC, focused literacy instruction, differentiated instruction and teacher moderation -Literacy Rep to provide updated information on Language Arts, assessment, equity and inclusion, technology, etc. to staff -Use of Technology - e.g. Premier Assistive Technology, and other computer programs -Literacy Workshops presenting new resources -Library In-services focusing on databases and IT -Coaching and Mentoring provided by Literacy Team & Consultant, 5th Block and JLI coaches

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Results- Oriented

Resources: -Comprehensive Literacy Handbook -Comprehensive Literacy Assessments (revised 2009) -Literacy in the Middle Grades and Literacy in the Middle Grades Assessments -Reaching Readers - QCA assessments in Gr. 3 - 6 -Literature Circles -5th Block Reading Intervention Program and materials -Junior Literacy Intervention Program and materials -Kindergarted Guides -Curriculum and Accountability Portal with information for teachers and "On the Same Page" e-newsletter to all teachers -Centrally purchased library materials and new Ministry of Education library funding initiatives -Ministry of Education and Literacy and Numeracy Secretariat resources (revised Language Arts curriculum and Guide to Effective Literacy Instruction, websites, webcasts, monographs, e-workshops -Premier assistive technology -Materials purchased with Ministry of Education Library Funding initiatives Human Resources: -Special Education and Learning Disabilities teachers -5th Block teacher (and access to 5th Block Coach) -JLI teacher (with support from JLI coach) -Language Arts consultant Financial Resources: -5th Block and JLI programs -availability of After School Tutoring programs for Grades 3 to 6 students -release time to support Hubs networking days for teachers -MOE funding for library resources

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

Monitoring Responsibility, Data to be collected and Timelines -each teacher (Gr. 1 to 8) to collect pre-and post-assessment data for Teaching Learning Critical Pathway in first and third terms -each primary teacher to collect and record data for Running Records three times a year (available on Data Integration Platform) -primary classroom and Special Education teachers to administer Comprehensive Literacy Assessments three times yearly and record data on DIP. -each Gr. 3 to 6 teacher to collect data for QCA twice a year (available on DIP) -School Literacy Rep to attend meetings three times yearly and share information/resources with staff. -5th Block and JLI teachers and coaches to provide support and feedback to teachers re. student assessment, classroom planning and to support hubs and networking as needed throughout year. -Classroom and Special Education teachers to continue to implement the Comprehensive Literacy, Literacy in the Middle Grades, The Guides to Effective Literacy Instruction and the gradual release of responsibility in daily teaching, attend in-services for new Comprehensive Literacy Assessments during first term, attend the work of the networks/hubs, participate in the TLCP and teacher moderation sessions. -Principal and Vice-Principal to facilitate TLCP and Networks/Hubs, to encourage teacher moderation, monitor completion of data collection by due dates, facilitate release time and professional development as needed, and provide ongoing support for board initiatives

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : Numeracy / K-6

20092010School year:

Specific

Targeted for Improvement: -Gr. 6 Math -- areas of Number Sense and Numeration, Patterning and Algebra and Data Management and Probability. EQAO Trends: -over past 5 years, EQAO results in students achieving Level 3 &4 in the Gr. 6 Math assessment reveal an inconsistent pattern -81% of the cohort remained the same from Gr. 3 to Gr. 6 -of that cohort 100% of students at Level 1 moved up, 18% moved up from Level 2 and 82% remained the same or moved up at Levels 3 & 4 -Gender report for Gr. 6 male students demonstrate below achievement level of female students over past four years and decreasing slope CAT 3 Trends: -Gr. 2 and Gr. 5 results indicate students achieved higher results in computations rather than Math problem-solving questions -Gr. 5 Math area of computations revealed an increasing pattern of achievement though problem-solving continued inconsistent trend -Gr. 2 Math area of problem-solving continued to be most problematic subtest of CAT 3

To increase the number of students achieving levels 3 and 4 in Mathematics by 3% as measured through both the primary and junior EQAO assessments in May 2010 (from 74% in 2008-09 to 77% in 2009-10 for Grade 3 and from 42% 2008-2009 to 45% 2009-2010 for Grade 6).

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Identified Areas of Concern: -Gr. 6 - Number Sense and Numeration, Patterning and Algebra, and Data Management and Probability need improvement as revealed by EQAO levels -Gr. 6 - PSAI - Knowledge and Understanding, and Thinking -gender report indicated that boys lagged behind girls in achievement -from CAT 3 for both Gr. 2 and 5 - Problem-solving was an area of weakness Rationale for choosing this data: Problem-solving is central to the Mathematics curriculum and is applicable to all strands. Similar difficulties noted on both EQAO and CAT 3 with regard to problem-solving. Though some improvement noted in Math EQAO Gr. 6 results this past year, Mathematics continues to be an area where further improvement is needed.

Measurable

Data to be examined: -students overall achievement on EQAO 2009 and 2008 in Mathematics -EQAO open response scores from IIR (Item Information Report) for 2009 and 2008 -CAT 3 scores for Gr. 2 and 5 students -Numeracy Assessment for Learning Cycle (NAfLC) artefacts Mid-point Assessment Tools/Data Sources: -artefacts from NAfLC in-services (pre- and post-assessment) -ongoing classroom assessment tools and evaluation practices Success measured by: -students' overall achievement on EQAO Assessment of Mathematics -EQAO open response scores from the IIR (Item Information Report) on EQAO Assessment of Mathematics -comparison made between CAT 3 Gr. 2 and 5 scores and Gr. 3 and 6 EQAO scores -numeracy assessment artefacts from NAfLC

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Attainable

Strategies to attain goal: -one staff member to attend TEAMS Mini-Conference in November and share information received with staff -implementation of Numeracy Assessment for Learning Cycle (NAfLC) at Hubs meetings to focus on data analysis, pre-and post-assessment data, evidence-based strategies (Bansho, Gallery Walk, Congress), problem-solving, differentiated instruction, and teacher moderation/moderated marking -use of Nelson Mathematics program, revised Ministry of Education Mathematics curriculum and exemplars, Guide to Effective Instruction in Mathematics, monographs from LNS, and pod/web casts -visibility of Math vocabulary, charts, posters in classroom -assistance for students by Special Education and Learning Disability teacher (e.g. accommodations provided as listed in IEP, direct and focused teacher instruction, teacher modelling, increased use of manipulatives, visuals and technology to consolidate learning of concepts, differentiated instruction) -integrating use of technology: Smartboard, manipulatives, visuals, computer programs such as Math Trek -support for teachers in Grades 3 and 6 for EQAO focusing on shared tips, integrating past EQAO tests to allow students to gain familiarity with the test format, and administration of test -Math Rep meetings three times a year and sharing of information with staff at whole staff or divisional meetings Professional Learning: -Numeracy Assessment for Learning Cycle - to begin in second term -support for teachers as they attend four half-day sessions - for planning, teaching, moderated marking, integrating technology/manipulatives, etc. under guidance of Ministry of Education leader -Math resource teachers to assist with implementation of NAfLC -Math Rep meetings - teacher rep to share resources, ideas, etc. with staff at divisional or general staff meetings -attendance at board sponsored workshops e.g. TEAMS, Marian Small, -Ministry of Education revised Math curriculum documents, exemplars and Guide to Effective Instruction in Mathematics

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Results- Oriented

Resources to achieve goals: -access to MOE documents: Revised Math Curriculum, exemplars, The Guide to Effective Instruction in Mathematics, Nelson program -access to MOE, LNS, EQAO, websites and pod/web casts -availability of Math workshops and in-services e.g. TEAMS Mini-Conference, etc. -access to Curriculum and Accountability portal for Mathematics information , support and resources -upcoming NAfLC focus Human Resources: -Special Education and Learning Disabilities teacher to assist students and provide information to classroom teachers as needed -availability of Ministry of Education lead and Math Resource Rep to assist teachers for NAfLC -Math Rep to communicate information to staff at general meeting or divisional meeting Financial Resources: -Support for new NAfLC initiative with release time provided, PD, availability of Math Resource Team for support and coaching -math materials and manipulatives ongoing expenditure

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

Mid-course Correction Opportunities: -will be based on evidence collected e.g. student artefacts, pre-and post-assessment data -differentiated support for teachers e.g. in-service structure, NAfLC, co-teaching, coaching, etc. Timelines: -for NAfLC - second term - starting in February 2010 going into April 2010 -Math Rep meetings - three per year -- one per term Type of Data to be Collected and Analyzed: -student artefacts from pre-and post-assessments, and samples -September 2010 EQAO Assessment of Mathematics Responsibility and Monitoring: -Math Resource Teachers to facilitate professional learning through NAfLC sessions, offer support as needed by classroom teachers, collect feedback, and monitor progress -Classroom teachers to attend NAfLC sessions, implement problem-solving strategies in daily teaching, practice moderated marking, and monitor student progress through DIP and student artefacts -School Administration to encourage and suppport staff involvement, co-planning, co-teaching, and moderated marking

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : Pathways / K-6

20092010School year:

Specific

Area targeted for improvement: -opportunities for students in primary and junior grades to have access to authentic pathways experiences, therefore increasing their understanding of opportunities available for future Considerations: -increase knowledge of students that although all students enter in Kindergarten, there is more than on exit after Gr. 12: work, college, university, apprenticeship -assist students to develop own skills and aptitudes, interests, strengths and talents -increase knowledge about various jobs, occupations and careers

Measurable

Measures of Success: -ensure that primary and junior teachers have knowledge of pathways and significance for students -create a survey for primary and junior teachers to inventory pathway experiences currently available to students -surveys created by Pathways team to determine participation of students in pathway experience -information will provide basis for future goal-setting

To facilitate student participation in at least two authentic age-appropriate Pathways experiences.

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Results- Oriented

Resources to achieve results: -suppport document for primary and junior teachers re. career exploration and activities, pathways -provide Pathways Tree booklet for Gr. 6 students when available -resources such as Paws in Job-Land, The Real Game and the World of Work reintroduced to classroom teachers to be used within a curricular context Human Resources: -Guidance teacher

Timeline

Monitoring and Responsibility -Guidance teacher and central pathways team will ensure appropriate resources delivered to staff as they become available -implementation monitored and facilitated by both teachers and administration Ongoing timeline throughout year

Attainable

Strategies to attain goal: -speak to Guidance teacher about pathways initiatives -complete inventory of existing pathways opportunities for students -discuss with primary/junior staff areas of need and appropriate Pathways opportunities, while capitalizing on existing experiences -engage students in Community Service, Take Our Kids to Work Day, and liaison with Officer Marty Farrell. -Junior Achievement available for booking in Gr. 5 & 6 class -Career Cruising program to be available to students in computer class, as research project, etc. -Scientist in the School program available to all students -- teachers to capitalize on opportunities to have guests explain their personal story to career or job -primary/junior resource document with grade-specific career exploration lessons and activities available to classroom teachers, with appropriate PD, by February 2010

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : CCCC / K-6

20092010School year:

Specific

Area for improvement: -Professional development and capacity building of educators and support staff as caring adults. Consider data: -increased awareness of students' behaviour, underlying developmental, cognitive, and social-emotional issues so as to address problems including mental health concerns. -through TCDSB evaluation of Friends for Life program, staff indicated need to teach coping skills for students with high levels of anxiety and develop resiliency in students -positive results of Friends program offered last school year for primary students in Gr. 2 suffering from anxiety for about a six week session -students above moving into next grade levels to receive Friends for Life program this year delivered by the Social Worker and Psychologist -Roots of Empathy program supports students/ emotional health and pro-social skills in addition to learning that a healthy baby's brain development requires a loving relationship with a parent or adult

Measurable

Measures of Success: -this year a pilot survey for Gr. 6 students and focus groups may occur in selected schools and, if ICS is chosen, the information will be used to obtain baseline data for future years -increase in the number of school staff participating in PD activities that cultivate their role as caring adults thereby building capacity in this area -attendance at Safe Schools, Religion, and Family Life, workshops, e.g. Safe Schools Bill 157 and training the remainder of this staff on this bill

Students will demonstrate engagement within our Immaculate Conception school community as measured by feedback from surveys and focus groups in Spring 2010. Should our school be selected for the survey or a focus group, the resulting data and feedback gathered will form the baseline data upon which future years will build.

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Results- Oriented

Resources to achieve results: -curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance Departments -accessibility of resources on TCDSB website for above-mentioned departments -Friends program as offered by Pscyhology and Social Work Department, as well as Guidance staff

Timeline

Monitoring and Responsibility: -Curriculum and Accountability, Student Success and Safe Schools Team to deliver PD opportunities -administration to facilitate and encourage participation of staff in PD in-services -presentations to parents and staff by Mood Disorders Association of Ontario and administration to publicize in newsletters to encourage attendance at sessions -Guidance, Social Work and Psychology to deliver Friends program to selected group of ICS students from Gr. 3 to 6 as soon as groupings can be determined by psychologist

Attainable

Strategies to attain goal: -TCDSB launch of 3 year faith development plan of Word, Worship and Witness with activities of reflection intended to help all students grow in faith and responsible behaviour -access to related PD opportunities as offered through CCCC staff -continued implementation of Catholic monthly virtues to foster faith and character development by focusing on one particular virtue per month (e.g. Thought of the week, related Religion/Family Life lessons, bulletin boards -Friends program to be implemented this year to students at ICS as a continuation of program begun last year to small group of Gr. 2 students -participation of staff in workshops by Safe Schools Dept to develop strategies to de-escalate difficult behaviours (and train other school staff following a train the trainer model)

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : Literacy / 7-12

20092010School year:

Specific

Area targeted for Improvement: -writing skills School Trends and Data: -based on Gr. 6 EQAO assessments, the school trend over the past 5 years indicates a particular area of weakness in writing; -Gr. 6 EQAO results over time below board each year and in a fluctuating and inconsistent pattern -Gr. 6 EQAO results for writing also generally lower than results for reading -based on report cards for 2008-2009 and 2007-2008, a high number of students in Level 1 and 2 -CAT 3 results indicated higher results in spelling than language/writing conventions -CAT 3 trend in Language/Writing Conventions over past four year between 33rd and 40th percentile -CAT 3 trend below board in all areas Identified Area of Concern: -writing skills, language conventions Rationale: Only 54% of Gr. 7 students performed at Stanine 4 or above on the CAT 3 test. Good writing skills are essential in all areas of the curriculum.

To increase the number of Gr. 7 & 8 students achieving Levels 3 and 4 in writing as measured by the OCA, third term report card results, and Gr. 7 CAT 3 test where the results will be available in September 2010.

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Attainable

Strategies to Attain Goal: -use of assistive technology: Premier, Kurzweil to assist students as needed -After School Literacy Program for Gr. 7 & 8 students from February to April/May 2010 -Continuing Education Literacy Program during the summer for Gr. 7 & 8 students -Literacy Link - On the Same Page offering strategies for teachers to use for literacy -Ontario Comprehenion Assessment -Teaching Learning Critical Pathway -teacher moderation, use of rubrics, exemplars and teacher conferencing to provide feedback to students Professional Learning: -differentiated instruction in literacy -Student Success Learning Network - partnership with secondary school, focus on student engagement -teacher librarians to meet 4 times a year and share information with school -literacy rep to attend 3 meetings a year and share information and resources with school -use of technology and attendance at in-services to develop skills

Measurable

Data to be examined: -EQAO results for Gr. 6 in writing for both Gr. 7 & 8 students -EQAO open responses from IIR for 2009 and 2008 -CAT 3 results for Gr. 8 students Mid-point Assessment Tools/Data Sources: -Gr. 7 & 8 first term report cards -QCA / OCA data -student samples and artefacts from TLCP -ongoing classroom assessments and evaluation Success measured by: -increase of number of students in Levels 3 & 4 on report cards -increase in percentage of students achieving Stanine 4 or above on CAT 3 test in Spring of 2010

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Results- Oriented

Resources: -MOE funding initiative to increase Library resources -MOE documents: Think Literacy, The Guide to Effective Literacy Instruction Human Resources: -Language Arts consultant -Special Education/Learning Disability teachers to help with use of assistive technology and differentiated instruction Financial Resources: -Student Success Learning Network (SSLN): release days, focus on literacy and DI professional learning -MOE funding for additional library resources

Timeline

Monitoring Responsibility, Data to be collected and Timelines -each teacher to collect pre-and post-assessment data for Teaching Learning Critical Pathway in first and third terms -each teacher to collect data for OCA twice a year (available on DIP) -School Literacy Rep to attend meetings three times yearly and share information/resources with staff -Language Arts consultant to offer assistance as needed by staff -Classroom and Special Education teachers to continue to implement The Guides to Effective Literacy Instruction, Think Literacy document, and the gradual release of responsibility in daily teaching, participate in the TLCP and teacher moderation sessions. -Principal and Vice-Principal to facilitate TLCP and Networks/Hubs, to encourage teacher moderation, monitor completion of data collection by due dates, facilitate release time and professional development as needed, and provide ongoing support for board initiatives

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : Numeracy / 7-12

20092010School year:

Specific

Area targeted for improvement: - Gr. 7 & 8 - Number Sense and Numeration (computations), Measurement, Geometry, Patterning and Algebra, and problem-solving EQAO Data: -current Gr. 8 students Math assessment scores in 2007-2008 at 38% -current Gr. 7 students Math assessment scores in 2008-2009 at 42% Report Card Data: -previous year's Gr. 6 & 7 students -both student groups reveal higher number of students in Level 2 and below in various Math strands CAT 3 Data: -Gr. 7 CAT 3 results in both problem-solving (37th percentile) and computations (35th percentile) -in terms of stanines, 68% achieved at National Stanine 4 and above in Computations and 61% achieved at National Stanine 4 and above in Mathematics -trend over past four years in computations has been relatively consistent, and trend over past few years in problem-solving has been a little more inconsistent

To increase the number of students in Gr. 7 & 8 achieving levels 3 and 4 by 3% as measured by their results on the third term report card and by the Gr. 7 CAT 3 results available in September 2010.

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Identified Area of Concern: -Number Sense and Numeration (computations), Measurement, Geometry, Patterning and Algebra, and Problem-solving as revealed by Gr. 6 EQAO levels Rationale for choosing this data: The students' ability and proficiency in the area of Number Sense and Numeration affects all strands in Mathematics. When students possess a good grasp of numbers, basic facts and the four basic operations, these skills will transfer to improve their marks in other areas such as Measurement and Patterning and Algebra. Similarly, when students develop appropriate problem-solving techniques, these can be applied to all strands. With the application of mathematical procedures, students are able to deepen their understanding of mathematical concepts.

Measurable

Data to be examined: -Gr. 6 EQAO Math Assessment (2008-2009 and 2007-2008) for both current Gr. 7 and Gr. 8 students respectively -EQAO open response scores from IIR (Item Information Report) for 2008 and 2009 -CAT 3 results for Gr. 8 students from 2009 -Report Cards from previous school year -Numeracy Assessment for Learning Cycle (NAfLC) student artefacts Mid-point Assessment Tools/Data Sources: -student artefacts from NAfLC in-services (pre-and post-assessments) -ongoing classroom assessment tools and evaluation practices -first term report card marks Success measured by: -student achievement on different strands in Mathematics as indicated on report cards for different terms -numeracy assessment artefacts from NAfLC -current Gr. 7 students participation in CAT 3 in late spring and results obtained on computations and problem-solving parts of test

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Attainable

Strategies to attain goal: -one staff member to attend TEAMS Mini-Conference in November and share information received with staff -implementation of Numeracy Assessment for Learning Cycle (NAfLC) at Hubs meetings to focus on data analysis, pre-and post-assessment data, evidence-based strategies (Bansho, Gallery Walk, Congress), problem-solving, differentiated instruction, and teacher moderation/moderated marking -use of Nelson Mathematics program, revised Ministry of Education Mathematics curriculum and exemplars, Guide to Effective Instruction in Mathematics, monographs from LNS, and pod/web casts -assistance for students by Special Education and Learning Disability teacher (e.g. accommodations provided as listed in IEP, direct and focused teacher instruction, teacher modelling, increased use of manipulatives, visuals and technology to consolidate learning of concepts, differentiated instruction) -integrating use of technology: Smartboard, manipulatives, visuals, computer programs such as Math Trek -visibility of Math vocabulary, charts, posters in classroom -After-School Math Tutoring Program for intermediate students in second term -Math Rep meetings three times a year and sharing of information with staff at whole staff or divisional meetings Professional Learning: -Numeracy Assessment for Learning Cycle - to begin in second term for all teachers -support for teachers as they attend four half-day sessions - for planning, teaching, moderated marking, integrating technology/manipulatives, etc. under guidance of Ministry of Education leader -Math resource teachers to assist with implementation of NAfLC -Math Rep meetings - teacher rep to share resources, ideas, etc. with staff at divisional or general staff meetings -attendance at board sponsored workshops e.g. TEAMS, Marian Small, etc. -Ministry of Education revised Math curriculum documents, exemplars and Guide to Effective Instruction in Mathematics

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Results- Oriented

Resources to achieve goals: -access to MOE documents: Revised Math Curriculum, exemplars, The Guide to Effective Instruction in Mathematics, Nelson program -access to MOE, LNS, EQAO, websites and pod/web casts -availability of Math workshops and in-services e.g. TEAMS Mini-Conference, etc. -access to Curriculum and Accountability, Student Success, portal for Mathematics information , support and resources -upcoming NAfLC focus Human Resources: -Special Education and Learning Disabilities teacher to assist students and provide information to classroom teachers as needed -availability of Ministry of Education lead and Math Resource Rep to assist teachers for NAfLC -Math Rep to communicate information to staff at general meeting or divisional meeting -possible liaison with high school Math teachers for demonstration lessons Financial Resources: -Support for new NAfLC initiative with release time provided, PD, availability of Math Resource Team for support and coaching -math materials and manipulatives ongoing expenditure

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

Mid-course Correction Opportunities: -will be based on evidence collected e.g. student artefacts, pre-and post-assessment data -first and second term report cards data -differentiated support for teachers e.g. in-service structure, NAfLC, co-teaching, coaching, etc. Timelines: -for NAfLC - second term - starting in February 2010 going into April 2010 -Math Rep meetings - three per year -- one per term -After-School Tutoring Program - February to April/May 2010 Type of Data to be Collected and Analyzed: -student artefacts from pre-and post-assessments, and samples -third term report card results -September 2010 CAT 3 results Responsibility and Monitoring: -Math Resource Teachers to facilitate professional learning through NAfLC sessions, offer support as needed by classroom teachers, collect feedback, and monitor progress -Classroom teachers to attend NAfLC sessions, implement problem-solving strategies in daily teaching, practice moderated marking, and monitor student progress through DIP and student artefacts -School Administration to encourage and suppport staff involvement, co-planning, co-teaching, and moderated marking

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : Pathways / 7-12

20092010School year:

Specific

Areas targeted for improvement: -increase number of Pathways experiences for intermediate students -explicit instruction to develop students' understanding of Pathways -continue to maintain existing Pathways experiences (e.g. Scientist in the School visit, Junior Achievement, Transitions presentation by Guidance Teacher, attendance at High School open houses, interest inventories and self-reflection activities, and community service) Data: Our concern is that students need further access to authentic pathways experiences to gain a deeper understanding of the differences between workplace, college, and university destinations. With an increased number of presentations, visits, and hands-on activities, it is hoped that students will be better informed when making these decisions. This will also help students make appropriate decisions for necessary high school courses to attain their particular Pathways goals. Student engagement also useful Use resources Carm Giacardi and Maria Kokai

Measurable

Measures of Success: -school staff (administration and teachers) to monitor participation numbers after each event to evaluate progress toward overall goal.

To increase by two the number of opportunities for students in Grades 7 & 8 to access age-appropriate, authentic Pathways experiences.

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Results- Oriented

Resources available: -Guidance Teacher, high school personnel, administration Financial Resources available: -funding covered as needed whether by agency (some programs are free of charge) or from school funds (e.g. honorarium for guest speakers)

Timeline

Monitoring and Responsibility: -student engagement and number of students participating in various events -resources such as Paws in Job-Land, The Real Game and the World of Work reintroduced to classroom teachers to be used within a curricular context Human Resources: -Guidance teacher, administration and intermediate teachers

Attainable

Strategies to attain goals: -Gr. 7 & 8 participation in Skills Canada presentation -Gr. 8 students to participate in "Take Our Students to High School or Work Day" -invite Guest Speakers to classroom to speak about career / job -offer opportunities for leadership in Me to We and charity work, office helpers, safety patrollers (door monitors), helpers in primary classes, etc. -continued use of Career Cruising program Professional Learning: -continue to keep Gr. 7 & 8 students up-to-date with current information regarding different requirements in college pathways and college course choices, various co-op programs and apprenticeship opportunities.

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School

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

SMART Goal :

Immaculate Conception Catholic School

Focus : CCCC / 7-12

20092010School year:

Specific

Area for improvement: -enhancing opportunities for students to feel that they belong within their school community Considerations: -need to have an increased awareness and understanding of students' behaviour: underlying developmental, cognitive and social-emotional issues in order to recognize potential mental health problems or personal issues. This is important so that appropriate supports may be provided. -students need to feel that a caring adult exists to whom they may share personal issues, future goals and aspirations, etc. -increased sensitivity within school staff of signs and symptoms of mental health issues so as to avoid misunderstanding of student behaviour especially given that about 15% of children and youth experience mental health problems according to Canadian Council on Learning -results of 2008-2009 surveys on Transitions and Student Voice indicated that 23% of grade 9 students were struggling withh academic, social or spiritual problems and had no one within the school setting with whom to discuss these difficulties -additionally, one third of students surveyed responded that they "did not care either way" about school Area of Concern: -limited number of students engaged in school activities: e.g. band, clubs, safety patrollers, sports, and reluctance to be seen as involved and helping with school effort e.g. door monitors, library helpers, office helpers, and as role models for younger students.

An increase of 3% in student engagement and in self-advocacy skills as measured by the results of student surveys: Transitions and My School, My Voice, and as measured by student participation in school activities.

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Attainable

Strategies to attain goal and Professional Learning: -access of Psychology Dept information about mental health among children and youth -Safe Schools presentations to teachers about exceptional students and de-escalating difficult behaviour -the Fourth R program in Gr. 8 about healthy relationships, conflict, bullying, consequences of drug abuse, influence of media and problem-solving -presentations by Community Liaison Officer about bullying, gangs, drug abuse, etc. -helping to develop resiliencing and coping strategies among students -use of Religion and Family Life program and materials -resources available on Student Success website -encouraging staff and parents to attend presentations on mental health issues as in Education Fair on Nov. 7, 2009 at CEC -encourage and provide for a varied selection of ways students of differing abilities, talents, and interests can be involved in school activities

Rationale: Given the above considerations, it is important that students develop self-advocacy skills to seek assistance as needed for academic, personal or other difficulties. Students need to realize that there are supports in place in all schools for them to access assistance: teachers, guidance teachers, social worker. They also need to learn that engagement in school activities, no matter how minor, will foster a sense of intrinsic satisfaction, inclusion, and belonging especially in knowing that their efforts are needed and valued.

Measurable

Data to be examined: -students who are involved and engaged in school activities will respond favourably on "My School, My Voice" and "Transitions" surveys -current number of students engaged in extra- and co-curricular activities Success measured by: -increase in number of students involved in various extra- and co-curricular activities -results on "My School, My Voice" and "Transitions" surveys -teachers reporting anecdotally on how students have been able to access requests for support

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To examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Results- Oriented

Resources: Human and Financial: -Curriculum and human resources from departments of Physical and Health Education, Safe Schools, Religion and Family Life, Special Services, and Guidance Department -both school staff and support staff -school funds to purchase items as needed e.g. vests for door monitors or gifts to acknowledge student participation

Timeline

Monitoring and Responsibility: -Special Services Department to distribute resource material on mood disorders, behavioural and mental health issues and offer presentations for staff and parents e.g. Education Fair on Nov. 7 at CEC -Administration to ensure that materials are distributed, available, and shared with staff -Guidance Teacher to offer support as needed for both staff and students especially in presentation on self-advocacy, Transitions, etc. -Community Liaison officer to be available for safety patrollers and student presentations on safety Data to be Collected: -anecdotal comments from teachers and support staff -results on "My School, My Voice" and "Transitions" surveys as available in 2010 -increase in the number on intermediate students engaged in school activities Timelines: -ongoing throughout year


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