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St. Martin Plan for Continuous Growth 2019-2022

School Mission: St. Martin strives to assist each child to reach his or her potential as a life-long learner and to realize his or her self-worth as a child of God.School Vision: St. Martin strives to make children confident and creative builders of their future.School Charism: Hospitality and Welcome

School Context: St. Martin school is the only school of its kind outside of Ukraine where a publicly funded school has a single-track program that provides quality Catholic education to a wide range of student demographics in a Ukrainian Bilingual teaching and learning environment. All 249 students enrolled in our school study the Ukrainian Bilingual Program.

Our student catchment area is for all South and West Edmonton Over 95% of students are bused or driven to school with a total of 14 buses transporting

students daily Most students have some Ukrainian heritage. Less than 9% of students have no Ukrainian

heritage. 40% of our students are Ukrainian Orthodox Christians. 37 kindergarten Students Ukrainian Dance Academy – 96 students enrolled English Language Learners – 102 students. Most of these students were born in Ukraine. Indigenous students: 3

We believe that learning can best be achieved in a nurturing environment where faith, responsibility and respect for one another are valued and exercised. In cooperation with parents/guardians, students, school staff and the Ukrainian Catholic community at large St. Martin school will strive to assist each student in:

Welcoming Jesus Christ as a model and the ultimate source of strength and Christian love Acknowledging teachers and parents/guardians as partners in supporting and encouraging

students towards personal, spiritual and academic achievement Achieving linguistic potential in the English, Ukrainian, and French languages. Understanding, participating and valuing the Ukrainian culture Being responsible digital citizens Using digital media and technological tools to enhance, demonstrate, communicate and

produce new learning to suit the competencies needed for today and the future.

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Review of Previous Year’s Goals:Throughout the 2018 – 19 School year, staff and students of St. Martin will practice a loving, Catholic faith in the school, parish and community which reflects the distinctiveness of the Ukrainian Catholic faith and tradition.

Continue with modifications

Modify – include a goal which identifies our catholic identity goal and focuses on our charism of hospitality

Evidence/data used

Students report a 100% satisfaction rate in the top 6 items relating to the Catholicity of our school.

St. Martin students will continue to exceed district and provincial norms in the Provincial Achievement tests with additional focus on Mathematics and English Language Arts


Modify – significant decline in our regression analysis means:

1. Increased grade 6 teacher mentorship

2. Increased grade 6 PD for teachers; specific to instructional strategies and PAT preparation.

3. Change in Grade 6 staff4. PAT item analysis with

grades 4, 5 and 6 teachers with assistance from the LSI consultants

Decrease in the standard of excellence and acceptable in Science and Social Studies

Regression analysis indicates that students did not do as well in Science has they should have

St. Martin staff (teachers, Support and MDT team) will implement strategies that focus on the students right to feel safe, cared for and healthy at school by fostering a culture which promotes a safe and caring school community, reduces incidences of bullying and

Achieved but continue

Work done by the staff has been exceptional. Continue with the Inclusive Education Support Model with modifications that reflect the school profile and budget

Inclusive education – 16% increase in Inclusive education satisfaction rate among parents. Teachers report a 100% satisfaction rate

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exclusion, and promotes student health.

Assessment tools and instructional strategies will be objectively aligned with learner outcomes and grade-level standards to improve student achievement. We will look at the grade 1- 4 Program of Studies with the lens of assessment.


Modify - Addition of PowerTeacherPro training, School wide early assessment planning and Google classroom – training page for teachers

Formative and summative assessment practices are improving student learning at our school 100%

Data Analysis: Areas to celebrate

Accountability Pillar Achievement gains

Safe and Caring, Program of Studies, Education quality, PAT: acceptable, work preparation, Citizenship, parental involvement, school improvement

Overall gains

Safe and caring, program of studies, education quality, citizenship, parental involvement

District Satisfaction Survey

Areas of good improvement

Students:

1. I enjoy learning about the Catholic faith 97%2. My classroom leaning activities are meaningful 100%3. The school rules are fair 97.4%4. My teacher helps me to learn 100%5. My school teaches me to make healthy food choices and be active

97.3%

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Parents:

1. My child has the opportunity to participate in social justice activities at school 98.2%

2. I am satisfied that my child’s school uses a variety of methods to help him/her plan

3. My child’s school helps my child learn to the best of their ability 97.1%

4. Collaboration skills are taught at my child’s school 98.2%5. Inclusive education – Progress of child with special needs 93.3%

Teachers:

1. Our school/site demonstrates a care for the environment 100%

5 scores that are highest above the District average

Students:

1. My faith inspires me to help others 100% (+3.6)2. I enjoy learning about the Catholic faith 97% (+3.4)3. The school rules are fair 97.4% (+3.0)4. I know how well I am doing in my schoolwork 95.6% (+2.6)5. I feel safe on the playground during school hours 95.5% (+4.6)

Parents:

1. I am satisfied that my child’s school uses a variety of methods to help her/him learn 98.6 % (+1.9)

2. My child’s school helps my child learn to the best of their abilities 97.1% (+0.9)

3. I am satisfied with the way that student discipline is handled in my child’s school 95.1 % (+1.1)

4. Critical thinking skills are taught at my child’s school 98.2% (+1.5)5. At school my child is developing technology skills that enhance his or

her learning 98.4% (+1.4)

Teachers:

1. The approach to conflict management with adults in our school/site is reflective of our core values 100% (+7.7)

2. Our school is providing the necessary supports for children with

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special needs 100% (+9.8)3. School/site finances are being allocated in keeping with our core

values of fairness 100% (+8.0)4. I have appropriate opportunity for input into school/site decisions

that affect my job (100%) (+8.0)5. I am satisfied with the decision-making processes that take place at

our school/site 10% (+9.7)

Regression Analysis English =

PAT/Diploma analysis Subject standard that St. Martin achieved above the provincial average in – English Language Arts, Mathematics, Social Studies

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

Accountability Pillar

Achievement Measure evaluation None

Improvement Measure evaluation PAT: acceptable PAT: excellence

Improvement Measure evaluation PAT: excellence

Goal three and four

District Satisfaction Survey

Areas of Growth:

Students

1. Student behavior is handled fairly 90.9% (-1.1)

2. I can make choices about my learning

Catholic Identity Goal – increased translation of school/home correspondence in increase parent awareness and knowledge of school events

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Data Source Measures Goals in response to data

89.9% (-1.1)3. I learn better by using technology in my

school 82.5% (-1.8)

Parents

1. My child is learning the attitudes and behaviors that will make her/him successful in the world of work 93.9% (-4.9)

2. My child is developing reading and writing skills that will prepare them for the future 94.1% (-4.6)

3. My input in considered and valued by my child’s school 92.2% (-5.1)

4. Satisfaction with your opportunity to be involved in decisions affecting your child’s school and learning 92.5% (-4.5)

5. Satisfaction with your opportunity to access information about activities in the school 93.9% (-6.2)

Teachers

No areas of decline reported

5 scores that are furthest below the District average

Students:

1. I am happy with how much I am learning 96.2% (-1.1)

2. I am challenged to do my best 96.1% (-1.4)

3. I can make choices about my learning 89.9% (-2.2)

4. My school give me the opportunity to use a variety of technology tools 96.1%

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Data Source Measures Goals in response to data

(-1.7)5. I learn better by using technology in my

school 82.5% (-6.3)

Parents:

1. My child’s school teaches respect for different cultures and religions 91.8% (-6.7)

2. My child is learning the attitudes and behaviors that will make him/her successful in the world of work 93.9% (-3.5)

3. My input is considered and valued by my child’s school 92.2% (-3.1)

4. Satisfied with your opportunity to be involved in decisions affecting your child’s school and learning 92.5% (-3.6)

5. Satisfied with opportunity to access information about resource allocation 88.5% (-6.1)

Teachers:

No decline to report

Regression Analysis

Students did not do as expected in Science and Social Studies

Goal three

PAT/Diploma analysis

Science scores were below the provincial average

Goal three

GOALS:

Catholic Education Goal - Throughout the 2019 - 20 School year, staff and students of St. Martin will

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practice a loving, Catholic faith in the school, parish and community which reflects the Ukrainian Catholic faith and tradition.

District Correlation: Catholicity: Live and enhance the distinctiveness of Catholic education

1.1 Demonstrate the distinctiveness and strengths of Catholic education.

a) Continue to enhance the home – school – parish relationships.b) Enhance and strengthen our Catholic identity within each site by implementing our

Catholic Identity Plan 2019-2022c) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and service.d) Ensure that permeation of faith remains central in all our day to day practices.

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

a) Continue collaboration with the Archdiocese of Edmonton and the Ukrainian Catholic Eparchy of Edmonton to enhance our mutual work and to evangelize our families and promote a life of faith

b) Celebrate and advance the work of the Edmonton Catholic Schools foundation within our schools and division

c) Create opportunities for the community to learn about, celebrate, and advocate for Catholic education

d) Provide opportunities for authentic student expressions and applications of faith as members of many different communities

Strategy 1: Create and sustain a variety of School based activities committed to a life rooted in the Ukrainian Catholic faith and tradition

Actions

1. School Retreat – school wide school retreat for a half day. Retreats will be offered three times during the year (October, March, June). Spiritual and service-oriented activities in collaboration with the Edmonton Ukrainian Eparchy

2. Liturgical prayer celebrations at the center alter – class. School Chaplain to teach: Thanksgiving celebration, Fast of St. Philip, Holodomor, Lent, Prayer life, Saints, Rosary, Bibles grade 4, First Holy Communion

3. School assemblies once a month (celebratory event). First Ukrainian Thursday of the month

4. School - wide prayer time (before lunch) 5. Working in collaboration with the Ukrainian Catholic

School Chaplain, Father Bilyj, to share faith lessons in our

Measures/ Evidence of effectiveness

Student reflection after each retreat in the homeroom classroom to strengthen the child’s connection and understanding of the uniqueness of our Church

Celebrations become teaching moments and students have an increased

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classrooms during the Great Lent as well as in utilizing the Elementary site chaplain in permeating faith throughout our day.

6. Creation of faith bins that focus on the Ukrainian Catholic faith through teacher. Available for classroom circulation

7. Grade level morning prayers over the broadcast8. Ukrainian Thursdays – religion taught in Ukrainian. 9. Ukrainian music playing in the hallways from 8:22 AM –

until broadcast. Religious on Thursdays10. WAAG – celebrate our catholic identity with monthly piece

about the distinctiveness of the Ukrainian Catholic faith11. Release of one teacher (two days per month) to work in

the elementary religion program (redesign for use in a Ukrainian Catholic school) for the duration of the school year.

12. Creation of faith bins that focus on the Ukrainian Catholic faith through teacher input and need

understanding of the liturgical year and demonstrated in their Ukrainian religion assessments

Students pray before lunch in every classroom; lead by student monitors

District Surveys Five Marks year end

assessment Report at Parent

Council – documented discussions with parents that share the growth in our understanding of the distinctiveness of St. Martin as a Ukrainian Catholic School

School satisfaction survey

Strategy 2: Create and sustain a variety of Parish based activities committed to a life rooted in the Ukrainian Catholic faith and tradition

Actions

1. Grade group visits to St. Basil Church – Exploring our faith with Father. Josaphat (January)

2. Christmas liturgical celebration 3. Feast of Jordan – Ukrainian Cultural village4. Service project at a senior’s center (caroling, reading,

activity)5. Create Ukrainian Christmas cards for seniors at St. Basil6. First Holy Communion preparation at St. Basil7. Father Joe and Father Julian will visit each classroom on a

regular basis to explore our Catholicity


Satisfaction survey results

Five marks year end assessment

Chaplains report year end

40% Increased interaction between St. Martin students and the senior community

50% more questions asked of the priests

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during their visits; monitored by check-ins with the priests

Celebrate the first communicants during broadcast and sending home a card.

Survey parents after the Christmas celebration

Student reflections completed after service projects


Strategy 3: Create and sustain a variety of community-based/social justice practices committed to a life rooted in the Ukrainian Catholic faith and tradition

Actions

1. Advent food bank collection2. Mitten and toque collection at Christmas for an ECSD

school3. ECSD Dreams for Kids monies collection during Christmas

celebration4. Our Lady of Grace Christmas gift bags and baptismal

offerings 5. Thanksgiving Retreat – collection and distribution of fresh

food for St. Gerard School6. Rubber boot drive – gently used rubber boots collected inf

February to donate to Mother Teresa School7. Bake sale – proceeds to the Stollery8. Toy drive – MEEST


Effectiveness will be measured by the following collections:

10 boxes of food donated

4 bags of winter items Vegetables and fruit for

every student at St. Gerard

30 pairs of rubber boots $150 for the Stollery 3 boxes of toys 75% of our students

donate 40% increase in the

understanding of the importance of charity

Catholic Identity Goal: St. Martin School students, staff and stakeholders will have a deepened understanding of our Charism of “hospitality” and how it is demonstrated in our Ukrainian Catholic

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identity as members of the Body of Christ

District Correlation: My Catholic school belong to God’s family

A. Understand that our presence in a Catholic school is the results of Christ’s call. John 15:16 – You did not choose me, but I chose you. And I appointed you to go and bear fruit, fruit that will last so that the Father will give you whatever you ask him in my name

B. Explore and recognize ourselves as members of the Catholic church. 1 Corinthians 12:12 – For just as the body is one and has many members, and all the members of the body though many, are one body, so it is with Christ.

Strategy 1: Permeate the school’s charism of hospitality to those who we encounter in our school life.

Actions

1. Ukrainian liturgical music playing at all school-wide activities

2. School choir – learn specific liturgical songs in Ukrainian3. Christmas Celebration – Ukrainian Christmas songs 4. Student greeters (Ukrainian shirts, black pants) at all

events5. Participate in the provincial Holodomor commemoration

at the Alberta legislature6. Replace the traditional Christmas concert with a prayer-

filled Christmas celebration in the church7. Facilitate staff and parent discussions using the Charism

poster. Staff meetings and PAC meetings8. Staff co-create activities that can be used in the classroom

that demonstrate hospitality in our school and community9. Display our charism in the classrooms and front entrance

of the school


Students sang at the Holodomor celebrations

Student leaders are present at all St. Martin events

Every grade learns at least two songs that pertain to major feast days/celebrations in the church

Increased community recognition of St. Martin’s demonstration of hospitality


Strategy 2: Each member of St. Martin school will have a way to express and share our gifts of hospitality that reflects our catholic identity

Actions

1. Student led prayer in the morning2. Telephone monitors3. Student leadership team (send Christmas cards and school


20% increase in student leadership participation

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event invitations to the surrounding community)4. Dance performances at Jackson Heights school, UFest,

Festival of Trees, Oil Kings game and the St. Martin Open House and Ukrainian night

in grades 4 – 6 Student leadership club

members are present at all St. Martin events

Increased community recognition of St. Martin

Strategy 3: Continuous improvement to provide all stakeholders at St. Martin with the opportunity and means to communicate and have voice in our community. We are hospitable and welcoming to all.

Actions

1. Ukrainian translated Week at a Glance2. Parent bulletin board at the front of the school3. Turnover large project to parent council (playground)4. Morning coffee service once a month in collaboration with

Kalyna Kids. 5. Stroller zone for parents


Parent council participation

Increased awareness of school activities

Goal 3: St. Martin will continue to strive for improvement on provincial achievement testing in the standards of acceptable and excellence by 10%

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District Correlation: ECSD students are successful

9.2 Identify and implement best practices that align with excellent pedagogy and learning environments while developing a strong foundation in literacy and numeracy. A strong start to learning necessitates a focus upon developing competencies, i.e. communication, growth and well-being. Creativity and innovation, critical thinking, problem solving and management of information.

9.3 Implement pedagogical and assessment practices focused on improving students’ conceptual and procedural knowledge of subject-area disciplines and cross-curricular connections

Strategy 1: Build a repertoire of instructional strategies that engage students to do their best with the focus of improving literacy and numeracy skills.

Actions – English Language Arts

1. SIOP practices – continue2. Empower Reading Program – strengthen specific literacy

skills and teach students effective strategies for decoding words and understanding text while building motivation and reading confidence

3. Cross-graded guided reading program in both English and Ukrainian.

4. Monthly write-on common to all grades. Common functional writing assessments. Students will be able to articulate their assessment criteria

5. Teachers will develop common assessment practices to ensure consistency of assessment

6. Collaborative meeting time (6 X a year). Literacy, Numeracy, Science and Social Studies

7. Additional .1 FTE to support ELL students in academic support

8. Word of the day for ELA9. English Language Arts consultant will work with the grade

6 teachers on a PAT item analysis – January 202010. Fountas and Pinnell: Continuum of Literacy learning given

to each teacher


30% reduction in struggling readers

20% increase in Ukrainian reading comprehension for all students.

30% increase in narrative writing in English and Ukrainian for all students

30% increase in ELA PAT scores

2019 – 2020 Cross graded exemplars created for English and Ukrainian

Accountability pillar Regression analysis

Actions - Mathematics Measures/ Evidence of

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1. Staff will collaboratively analyze date from the MIPI to identify areas of growth and strength in a CRM meeting

2. Problem solving of the week for every class3. Time facts activity for kids4. Leveled math cross- graded like English Guided

reading/Ukrainian Guided reading with monthly foci. Align long range planning

5. Focus on the language of math6. Weekly math games at recess7. Full staff participation in Dr. Marion Smart PD8. Grade 6 mathematics – 31 students split into two groups

for instruction (learning coach and classroom teacher)9. Collaboration response model – meeting # 2 Numeracy10. Grade 6 teachers to attend all professional development

pertaining to grade 6 PAT11. Multi-year analysis – identifying grade levels where

outcomes are introduced that require improved instructional strategies

effectiveness

Areas of growth identified, and best practices implemented full school to address the area of growth; 30% increase on PAT, MIPI and unit exams.

Percentage of correct answers for math facts increases by 25% as well as decreased time to complete decreased by 30%.

English guided reading has a two week focus on math vocabulary.

Hallway math activities are increased by students 50% and participation increases by 60%

Actions - Science

1. Non-fiction comprehension in Guided Reading. Science vocabulary and processes, synthesizing ideas, interpreting text organization and numeracy problem solving

2. Science consultant will work with the grade 6 teachers on a PAT item analysis – January 2020

3. English Guided Reading – science content for 8 weeks. Cross-graded across the school. Non-fictional text.

4. Collaboration response model – meeting # 2 Science


50% increase in student understanding of science vocabulary as demonstrated in projects, quizzes and exams.

50% increase on Science PAT scores

Incorporate the GIST strategies into classroom best practice

Staff collaborate to

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select the best strategy for students to learn science vocabulary.

Staff discuss the growth of student knowledge regarding Science that is standard across the grades

Meet with the Science consultant to analyze areas of growth and assist in the selection of best practices to address these areas

Actions – Social Studies

1. Non-fiction comprehension in Guided Reading. Social vocabulary, interpreting text organization and text features

2. Grade 6 students to attend Alberta Legislature School 3. Interschool visitations for new teachers 4. Social Studies consultant will work with the grade 6

teachers on a PAT item analysis – January 2020


50% increase in understanding of social studies concepts as demonstrated in projects, quizzes and exams.

50% increase on Social PAT scores

Incorporate the RAN strategy into classroom best practice

Meet with the Social Studies consultant to analyze areas of growth and assist in the selection of best practices

November attendance at Legislature school

New teachers visit sister schools (St. Matthew

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and St. Teresa) to observe and collaborate

Strategy 2: Build and sustain a PAT analysis opportunity every fall

Actions

1. Participate in data collection and analysis to inform next steps

2. Teacher team analysis of PAT’S to review the progress of students and identify strengths and areas of growth

3. Meet with core subject area consultants4. Address areas of concern through the Collaboration

Response model5. Set Achievement goals for the year (Fall)


Increase in attaining acceptable standard on PAT exams

Increase in attaining standard of excellence on PAT exams

Strategy 3: Develop and implement best practices for the inclusion of all students

Actions

1. Support instructional practices related to universal supports

2. Multi-disciplinary Team collaborates with school staff and parents to ensure targeting programming


Code 44 students are in the classroom 80% of their day

5% reduction each month of TABT one to one support

TABT spends at least 40% of their day working on universal strategies in the classroom by February 1st, 2020

Strategy 4: English Language Learners will be provided additional supports in and out of the classroom (large group and individual)

Actions Measures/ Evidence of effectiveness

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1. .3 ELL teacher 2. Levelled literacy program3. .1 FTE ELL teacher specific to academic support4. ELL pullout Monday and Thursday mornings5. Imagine learning time built into the classroom schedule6. Math word wall in classroom to increase math vocabulary7. Vocabulary “formula” sheet for tests8. Continue the RAZ Kids audio books (Ukrainian) initiative

All ELL students in grade 6 will write the PAT exams

10 % increase in the standard of acceptable for ELL students in English Language Arts, Science and Social Studies

10 % increase in the standard of excellence in the PAT math exam

Goal Four: Assessment tools and instructional strategies will be objectively aligned with learner outcomes and grade-level standards to improve student achievement.

District Correlation: ECSD has excellent teachers, and school and school district leaders

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

4.2 Ensure that teachers, principal and other administrative leaders have the capacity to meet the new quality standards, in collaboration with stakeholders and school authorities

Strategy 1: Teachers will meet as division/grade level/department groups as a community of practice to determine a common understanding of grading standards.

Actions

1. Collaboratively examine student samples of varying levels of performance to develop an understanding of what achievement looks like at varying levels; Ukrainian Language Arts and English program of studies specifically. Done in CRM meeting time

2. Gather a variety of student work to establish exemplars that can be shared with all stakeholders primarily in Ukrainian Language Arts. – staff meeting time

3. Re-examine rubrics and other assessment tools to ensure they are aligned with outcomes. - PowerTeacherPro

4. Collaborate to establish guidelines regarding how many and what types of assessments are used. PowerTeacherPro

5. Create a common share point to house Ukrainian bilingual


Writing samples collected and discussed three times a year.

Teacher involved in the reworking of vocabulary expectations

A google drive is created housing: exemplars, activities, and audio books

Teachers collaborate to

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resources. discuss best practices in Ukrainian Language Arts

Support the new teachers

Meet with Ukrainian Language Advisors and Consultants

Strategy 2: Teachers will meet as division/grade level/department groups to establish a common understanding of learner outcomes and best practices in how to instruct for those learner outcomes.

Actions

1. Co-construct a set of clear criteria based on learner outcomes

2. Construct, with students and colleagues, a shared understanding of what achievement looks like at varying levels

3. Co-construct and post “I can” statements so students can self-assess progress and all teachers can clearly articulate expectations. In all subject areas

4. Teachers will collaboratively discuss (CRM) instructional strategies for those outcomes in English and Ukrainian

5. Common ELA/reading assessment plan


40% increased student knowledge of best practices

40% increased level of achievement on Fountas and Pinnell as well as Ukrainian Reading Assessment.

30% increase of teacher collaboration regarding the determination of cross graded best practice.

Goal 5: St. Martin staff (teachers, Support and MDT team) will implement strategies that focus on the students right to feel safe, cared for and healthy at school by fostering a culture which promotes a safe and caring school community, reduces incidences of bullying and exclusion, and promotes student health.

District Correlation: ECSD respects diversity and promotes inclusion.

Objective: Establishing inclusive learning environments where diversity is embraced, so that all

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students and staff within ECSD are respected, supported, and celebrated.

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

3.2 Continue to support the provincial Inclusive Education Policy Framework

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

3.8 Further develop a Collaborative Response Model with school multi-disciplinary teams.3.9 Ensure that assistive technology is available to students identified with needs.

Strategy 1: Safe and caring School- Teachers, administration and MDT team will develop school-based interventions that are proactive and reactive to the needs of the students at St. Martin (healthy living, bullying, fair discipline and positive behaviors)

Actions

1. Recess buddies - Positive play program (indoor and outdoor) – teach strategies of appropriate play behavior at breaks, on the playground and on the bus (Emotional behavioral Specialist, BT-TA’s)

2. Kindness is cooler initiative – November 20183. EBS and TA’s help with free play time. Teach

games and build recess boxes.4. Increase club opportunities for students in the

building during recess and lunch – Thursday recess5. Improve staff supervision. Standardize

expectations 6. Social skills program – MDT team to deliver to all

grades throughout the year7. School discipline policy and school conduct review

and redevelopment


40% reduction in playground incidents documented by recess supervisors

30% increase in student understanding of social skills as demonstrated during unstructured time

Student survey results indicates that St. Martin is a safe and caring school

30% increase in student leadership and participation in clubs

Strategy 2: Students will demonstrate increasing longer periods of focused time in the classroom as

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well as the ability to self-regulate when needed

Actions

1. School wide implementation of the Self-regulation program as provided by ECSD

2. Daily practice of the focus sequence3. Small, group and individual focus sequence work with the

MDT staff4. Sequence stations set up around the school5. Assistive technology made available to students would

benefit (as per their personalized learning plan)6. Staff PD – RCSD. Executive Functioning Skills and Breaking

the cycle of anxiety7. Moving in the hallways – sensory path


40% increase for students to be able to articulate what they need

40% increase of students engaged in classroom activities

50% more proactive interactions with students

Implementation of strategies from Staff PD

Intentional movement breaks in the hallways related to the sensory path for all students

Review Date 1: March 1, 2020

Review Date 2: June 15, 2020

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