Superintendent of Education, Student Success Loretta Notten PRINCIPAL: Melino, Domnic TRUSTEE: Catherine LeBlanc-Miller SCHOOL NAME: SCHOOL ADDRESS: SUPERINTENDENT: St. Michael's Choir (Sr) School Bernice Brand 67 Bond St Toronto ON M5B 1X5 81 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 9 - 12 TORONTO CATHOLIC DISTRICT SCHOOL BOARD Ann Perron
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Superintendent of Education, Student Success
Loretta Notten
PRINCIPAL: Melino, Domnic
TRUSTEE: Catherine LeBlanc-Miller
SCHOOL NAME:
SCHOOL ADDRESS:
SUPERINTENDENT:
St. Michael's Choir (Sr) School
Bernice Brand
67 Bond St Toronto ON M5B 1X5
81STUDENT ENROLMENT:
www.tcdsb.org
Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8
(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)
SMART Goal :
St. Michael's Choir (Sr) School
Focus : Literacy / 7-12
20092010School year:
Specific
NEEDS ASSESSMENT As indicated by the accompanying chart, over the years we have enjoyed excellent Gr. 10 OSSLT results. The purpose of the OSSLT is to determine whether students have the literacy skills expected by The Ontario Curriculum across all subjects up to the end of Grade 9. By examining the OSSLT data we are also able to assess the effectiveness of our primary, junior and intermediate literacy program here at St. Michael's Choir School.
To maintain the success rate of fully-participating first-time eligible students taking academic-level courses at 100% on the April 2010 administration of the OSSLT.
Measurable
MEASURES OF SUCCESS We examine Report Card grades, CAT-3, OCA assessment, OSSLT Results, DIP Data, Honour roll statistics and post-secondary levels of achievement. In addition to sending Ministry mid-term and final reports, we also send three additional (school generated) interim reports home to all parents. Monitoring of all student achievement is on-going. We meet with a student's parents whenever the student's achievement is unsatisfactory. Our success will continue to be measured by: -Grade seven CAT-3 results -Report Card data -OSSLT results -Credit Accumulation -Mark Distribution
Results- Oriented
RESOURCES * The Teacher Librarian is normally given the responsibility to work with students that may be experiencing reading/writing difficulties. This is done at lunch and after school. * Me read? And How? (Ontario teachers report on how to improve boys' literacy skills) *The Grade 10 Test Of Reading and Writing Workbook (By: John Moore) * Continue to provide opportunities for ongoing professional development including conferences i.e. Reading for the Love of It.
Attainable
STRATEGIES/ACTIONS THAT WILL HELP US ATTAIN OUR GOAL The At Risk students are identified early and provided with direct instruction to develop academic language and background knowledge across all subject areas. Tutor may be requested if the teachers have identified a need. Choosing and promoting appropriate classroom resources for boys. Use of Ontario Comprehension Assessment (Gr. 7-9) to gauge student need and appropriate instruction. Professional Learning: Ontario Comprehension Assessment - workshops for grade 7/8 techers Teacher Librarian - Literacy-related information is shared with all teachers.
We wil examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our smart goals.
Evaluation:
Timeline
MONITORING AND RESPONSIBILITY Mid-Course correction opportunities include: * Fall OCA part 1 * Spring OSSLT * Monitoring is done by the teachers and is on-going. * OSSLT preparation (February -March)
School
(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)
SMART Goal :
St. Michael's Choir (Sr) School
Focus : Numeracy / 7-12
20092010School year:
Specific
ASSESSING OUR NEEDS To increase the percentage of students achieving Levels 3 and 4 in Academic Math as measured through the 2009-10 Grade 9 Academic EQAO Assessment of Mathematics. The trend on the accompanying chart indicates that 28% of our grade nine students failed to achieve level 3 or 4 in the 2008/2009 EQAO academic test. Based on past performance, a high percentage of our grade nine students should be able to achieve at least a level 3 on the annual Academic Mathematics EQAO test.
To increase the number of students achieving Levels 3 and 4 in Academic Math by 28% as measured through the 2009-10 Grade 9 Academic EQAO Assessment of Mathematics.
Results- Oriented
RESOURCES Using the support of Peer Tutors within math classes for struggling students. Parental resources to hire or appoint tutors when required.
Attainable
STRATEGIES AND ACTIONS THAT WILL HELP US ATTAIN OUR GOAL The At Risk students are identified early and arrangements are made to provide a tutor to help them get organized, review missed concepts, and continue to achieve.
Measurable
MEASURES OF SUCCESS Data examined will be based on on-going classroom evaluations. In addition to sending Ministry mid-term and final reports, we also send three additional (school generated) interim reports home to all parents. Monitoring of all student achievement is on-going. Parental involvement is a must whenever a student's progress is at risk. This is normally done immediately after the first interim report early in the semester. Professional tutoring may be advised if the pre-requisite skills are weak. Our success will continue to be measured by: -Grade seven CAT-3 results -Report Card data -Credit accumulation -Mark distribution on Grade Reports.
We wil examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our smart goals.
Evaluation:
Timeline
MONITORING AND RESPONSIBILITY The timeline will be one academic year. Monitoring will be done by the teacher, it will be ongoing and based on classroom evaluation results. Results of the 2008-09 EQAO math test will be compared to the 2009-10 math results in September 2010.
School
(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)
SMART Goal :
St. Michael's Choir (Sr) School
Focus : Pathways / 7-12
20092010School year:
Specific
ASSESSING OUR NEEDS As a school community, we remain committed to the success of our students in their pursuit and achievement of their post-secondary program goals. Particular attention will be devoted to the following areas: Regular school/home communication regarding option selection, program requirements and scholarship/bursary opportunities.
Measurable
MEASURES OF SUCCESS: The Guidance teacher will monitor the regular implementation and effectiveness of all initiatives. We measure the success of our program through qualitative feedback from our alumni and their parents.
Continue offering appropriate counselling and varied career oriented experiences in order to clarify post-secondary program choices for our students and their parents.
Through regular feedback from alumni and parents, we will examine our level of success on an ongoing basis. Additional data gathering may include teacher/student/alumni and parent surveys.
Evaluation:
Results- Oriented
RESOURCES What resources have you identified that can aid you in achieving desired results? Post-secondary institutions, alumni and parents will be sourced for guest speakers.
Timeline
MONITORING AND RESPONSIBILITY: Monitoring of activities and presentations will be done by the Guidance teacher and will be ongoing.
Attainable
STRATEGIES AND ACTIONS THAT WILL HELP US ATTAIN OUR GOAL The following initiatives have normally been used to guide our approach: •Gr. 8 Parent Meeting. •Take Our Kids To Work. •Gr. 10 & Gr. 11 option information evenings for parents. •Jackson Vocational Interest Survey for all Gr. 11 students. •Scholarship workshop for Gr. 10 and Gr. 11 classes. •Study skill workshops for the Gr. Class. •Individual counselling session with all Gr. 11 students. •University presentations for all Gr. 11 & Gr. 12 students. •University Fair participation by all Gr. 11 & 12 students. •Classroom presentations by alumni and other professionals. •Monthly newsletter (The Guiding Light) from the guidance teacher. •Community involvement workshop for all Gr. 8 students. •Transition to High School workshop for all Gr. 8 students. •Individual counselling for all Gr. 8 students.
School
(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)
SMART Goal :
St. Michael's Choir (Sr) School
Focus : CCCC / 7-12
20092010School year:
Specific
ASSESSING OUR NEEDS As a Catholic community, we need to be sensitive to the reality that student engagement is a multifaceted issue. Teachers and administrators play a pivotal role in enhancing the opportunities for students to feel that they belong within the St. Michael’s Choir School community. A student who does not feel supported and cared for is less likely to engage himself in student life and the school community as a whole and is therefore, less likely to be committed to his school community and possibly less engaged in his education. At St. Michael’s Choir School we must endeavour not only to have a culture of high expectations but also a culture of caring.
Measurable
MEASURES OF SUCCESS: Students who believe that there are opportunities for engagement and understanding within our school community will answer favourably to the questions on surveys such as “My School, My Voice” and “Transitions”. Specifically: •Students who feel that there is a caring adult whom they could go and talk to will answer yes to question #22a on the "My School My Voice" survey in 2010. •Other indicators include questions that will have an increase in favourable responses for the following questions: •#35b) My teachers are interested in me as a person. •#35c) My teachers notice when I am doing a good job and let me know about it. •#35d) My teachers are willing to help me when I am having difficulties with my work. •#36c) I feel supported and respected by the following people: teachers, counsellors, administrators, secretaries
To ensure that a majority of students respond positively to the following questions on the 2010 "My School My Voice" survey: 1)SECTION B # 22 "Is there a caring adult in your school that you feel comfortable going to talk to?" 2) SECTION F # 35 “Do you feel that teachers are interested in you as a person?”
The ultimate evaluation of our efforts regarding this goal will be evidenced by whether or not we are making a difference for our students. As a general practice, we will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals.
Evaluation:
Results- Oriented
RESOURCES: Curricular/co-curricular human resources from St. Michael’s Choir School and St. Michael’s Cathedral.
Timeline
MONITORING AND RESPONSIBILITY Using similar surveys to “My School, My Voice” we will conduct a mid-year evaluation of targets, and seek feedback which will be shared with the staff. We will strive to maintain our commitment to being visible and engaging, in informal discussions with colleagues and students in order to gauge progress.
Attainable
STRATEGIES/ACTIONS THAT WILL HELP ATTAIN OUR GOAL •We will ensure that our staff is fully aware of the survey “My School, My Voice” and has access to the survey. All staff will be encouraged to complete the survey. •Teachers to be more open to discussing what we mean by a “caring adult”. •Increased opportunities for extra/co-curricular clubs/teams keep students engaged in our school. •Visible reminders that we are a caring community.
