St. John Bosco Elementary School · honors Saint John Bosco who is recognized as the universal...

September 2019 Page 1

St. John Bosco Elementary School

Plan for Continuous Growth

2019-22


ST. JOHN BOSCO SCHOOL FOUNDATIONAL STATEMENT

SCHOOL MISSION In order to prepare our students to live in and contribute to a changing world and engage in active faith-filled, lifelong learning; St. John Bosco School provides an interactive and collaborative inquiry-based learning environment that promotes higher level critical thinking utilizing real-world tools.

SCHOOL VISION Inspiring passionate minds is our goal as we provide a Catholic educational environment in which each child can grow and develop to his or her fullest potential; this can be achieved and enhanced by home, school and parish working together in a collaborative partnership. Within our Catholic Christian context, we can prepare children for the future, for the rights and responsibilities of citizenship and for daily life in our rapidly changing world. SCHOOL CHARISM Led through the inspiration of Saint John Bosco, the universal ‘patron saint of youth’, who dedicated his life to engaging youth we are committed to a charism of sharing our God-given gifts through action and engagement, both locally and globally towards serving one another in Christ. SCHOOL LOGO Our school logo is a visual depiction of the key pillars that make St. John Bosco School a community rich in faith, academics and diversity respecting the many multiple perspectives that come from sharing and living in a spirit of collaboration as we welcome people from a variety of cultures around the globe. Celebrating faith, academic rigor and diversity is at the heart of what makes us a strong community of lifelong learners.

The Cross reflects our Catholic faith and our Christ-centeredness, which celebrates Christ as our model.

The People each specifically representing a specific perspective speaks to the multiple stakeholders that make up our school community.

First, is our faith perspective is reflected through the priest on the left side of the logo with a small cross on his person. Second, the children, to the left and right, surround the parent in the center; each with a heart on their person speaks to the heart and soul of our school. Last, you can see to the right, the person with an apple on their person represents the teacher and the academic perspective. Each person illustrates the perspectives that make up the whole of our community. It is in the collaboration amongst these multiple stakeholders that the true richness of our community unfolds.

SCHOOL MOTTO Our school motto, "Celebrating God and Youth", honors Saint John Bosco who is recognized as the universal ‘patron saint of youth’ and expresses how in keeping with the life of Saint John Bosco we celebrate God and youth each and every day. At St. John Bosco School, we maintain high standards of academics and discipline in a nurturing, inclusive and faith-based environment; ensuring that all of our actions permeate faith, love and forgiveness towards building hope in all.


OUR PATRON SAINT

St. John Bosco School is named in honor of Saint John Bosco; the universal ‘patron saint of youth’. Also known as Don Bosco, he developed new ways of educating youth and his methods are reflected in everything we do here at our school bearing his name. St. John Bosco brought the Gospel to the young while bringing the Church to the realization that it must reach out to youth. Born in a northern Italian farm village, he began teaching the faith to local farm children while he himself was still a boy. He became more aware of God's call to care for youth when as a young priest in 1841, he began a ministry among poor working boys of Italy's industrial center, Turin. Starting with a handful of teenagers, Don, an Italian word for Father, Bosco soon had several hundred coming to him every week for Mass, religious instruction and recreation. He referred to this informal Sunday gathering as the Oratory of St. Francis Sales, which he named

in honor of the great bishop of Geneva who was known for his gentleness and kindness. From that first youth group, Don Bosco went on to initiate youth centers, academic and trade schools, churches, seminaries, and worldwide missionary activity, all centered on the young and on their needs. Each year we celebrate the feast of Saint John Bosco on January 31. This information taken from: http://www.catholic.org/saints/saint.php?saint_id=299

SCHOOL CONTEXT St. John Bosco Catholic Elementary School is located in north Edmonton and serves the Schnosee, Mayliewan, Ozerna and Matt Berry communities. Our school population of 542 students from Kindergarten to Grade Six. We are a dynamic and visionary school dedicated to responding to the needs of our community inspired by and utilizing the Five Marks of Catholic School Identity and Characteristics of Catholic Education as a key source of information in establishing our standards. We align ourselves very closely with District goals and strive to provide the very best Catholic education to our children. As agents of change committed to student learning, we recognize and value a model of shared leadership and collaboration, as hallmarks within in the St. John Bosco School community towards ensuring optimal growth for all learners. Using this model of shared leadership, we work hard to foster school wide continuity of best practices in literacy, numeracy and competency skill development. In addition, we collaborate closely with many service providers and agencies as well as build a strong partnership with our parents for the optimal performance of all students at St. John Bosco.

• Population: 542 • English Language Learners : 157 students from Kindergarten to Grade 6

o 1 part time ESL/Literacy Coach with specific portfolio that coordinates and supports on-site personnel towards ESL and Literacy specific needs of our students.

• First Nations, Metis and Inuit: 20 students from Kindergarten to Grade 6 • Number and severity of special needs students:

o 68 inclusive students with additional supports o 1 Learning Coach with specific portfolio that coordinates and supports on-site personnel as well as

staff working with inclusive students. o 1 part time Inquiry/Technology Coach with specific portfolio that coordinates and supports on-site

personnel towards meeting assistive technology needs of our Inclusive and ESL students. o On-site MDT Team made up of an EBS, 2- TA-BTs, OT, SLP o 9 Educational Assistants

http://www.catholic.org/saints/saint.php?saint_id=299


REVIEW OF PREVIOUS YEARS’ GOALS

ECSD GOAL ONE: LIVE AND ENHANCE THE DISTINCTIVENESS OF CATHOLIC EDUCATION SJB Goal 1: St. John Bosco School will demonstrate its distinctiveness as a Catholic school by ensuring alignment of our faith with our daily practices. Strategy 1: We will demonstrate our commitment to excellence in Catholic education by enhancing and strengthening our Catholic identity utilizing the ‘Five Marks of Catholic Education’ and the ‘Excellent Catholic Teacher’ documents as key resources for increased staff, students and parent knowledge and engagement. Actions Measures/ Evidence of effectiveness Achieved/Continue/Modify 1. Share and review two key documents as a

resource, “Five Marks of Catholic Education” & “The Excellent Catholic Teacher” towards ensuring the distinctiveness of Catholic Education remains strong.

2. We will build an awareness of key markers of Catholic education using physical and tangible signs throughout Our school, classrooms and in publications related to school events that clearly link us to faith-based instruction.

3. Parents/ families invited to join us for our

teaching masses & celebrations. Information will be shared in our newsletters, on our website, and through Swift K-12.

4. Create opportunities to enhance the relationship between home, school, and parish through sharing of information related to sacramental preparation and parish events utilizing a variety of social media tools. As well as increase parish presence by prioritizing regular visits from the priest during class time and in school events.

5. Actively encourage all parents and members of our extended community to engage in the use of Social Media platforms such as Twitter at @StJohnBoscoYEG & @EdmCathSchools as a means of honoring the good work and long-

-reviewed documents to take inventory of areas of strength and areas for growth as a school. -reviewed staff satisfaction surveys & completed process work to provide feedback, share ideas/strategies as a staff; to continue work independently as next steps. -Display of physical and tangible signs throughout Our school, classrooms and in publications that clearly link us to faith-based instruction. Ex: prayer tables with liturgical year tablecloths, rosary instruction, living rosary, stations of the cross. -Religious articles, information and scripture references featured in newsletters & other print documents. - highlighted & taught Catholic virtues each month & recognized students each term with the introduction of Terrific Kids with GIFTS Program. -Increased in parent attendance in both teaching masses & celebrations by hosting our school gatherings at convenient, accessible times for parents. Ex: start/end of the day. - increased parish presence with regular visits from the priest during class time and in school events. -Tracked, acknowledged and recognized students who received sacraments throughout the year at our year end assembly -shared information, utilizing a variety of social media tools, with parents re sacramental preparation and parish events to demonstrate close working relationship between school/home/parish.

Modify Develop Staff Reflection Tool based on feedback Achieved Achieved/Continue Achieved/Continue Achieved/Continue


standing history of Catholic Education here in Alberta.

-staff highlighted school events through ECSD Spotlight

Modify “Spotlight Schedule of Events” created to increase publishing in spotlight.

Strategy 2: Develop an understanding of and create opportunities for social justice service-learning projects through education and participation for all staff, students and parents. Actions Measures/ Evidence of effectiveness Achieved/Continue/Modify 1. Staff will increase student knowledge and

awareness of social justice issues and commit to one community service project with their class and one with their grade level partners.

2. Staff will model understanding and foster opportunities with their students as witnesses through cross-curricular projects that highlight Catholic social teaching, citizenship, and the foundations of faith.

3. Staff will use an inquiry-based model to engage students in service projects by considering, researching, planning collaboratively for service activities as a class.

4. School will share publicly social justice causes

using social platforms such as twitter, website and newsletter information shared.

-staff taught students and discussed need and importance of SJSL. Classes took on class based SJSL both independently as grade level teams to prepare Christmas hampers. -staff and students developed common language and understanding of 5 stages of social justice appropriate to their level of instruction. - Student were able to articulate a plan for SJ service and demonstrated a commitment to their causes. -staff, independent students and classes selected, articulated and demonstrated their commitment to social justice by sharing their projects and service works, (Hari Massacre, Beads a for Stollery, Color Blind Awareness) towards raising awareness of their cause. -students, staff and parents express increased understanding via the satisfaction survey results & the TTFM results. -Public commitment to causes using Twitter and reviewing analytics.

Modify Integrate functional writing through reflection on the types of social justice service. Achieved/Continue Achieved/Continue Modify Increase strategies to integrate cross-curricular to help students better understand call to service.

ECSD GOAL TWO: ECSD STUDENTS ARE SUCCESSFUL SJB School Goal 2: St. John Bosco School is committed to focused and strategic professional development towards inquiry-based learning, the 8 competencies, literacy and numeracy skills and knowledge in all students. Strategy 1: Incorporating a communities of practice model for staff professional development, the staff of St. John Bosco School will utilize on site expertise towards staff professional development in the areas of inquiry-based learning and the integration of the 8 competencies. Actions Measures/ Evidence of effectiveness Achieved/Continue/Modify 1. Staff participation in professional

development through workshops, retreats and communities of practice setting in the area of the eight competencies for the strategic planning and incorporation of competencies in daily classroom practices.

2. Increase parent knowledge and awareness of

Flex Time and use of 8 competencies

-use of concrete 8 competencies tools provided (posters, key ring cards) for ongoing processes. -staff school wide focus on 2 competencies per academic term. -increased knowledge and understanding of 8 competencies vocabulary. -grade level year plans incorporate the use of 8 competencies skills. -startup of student flex time sessions towards increased use of competencies.

Achieved Achieved


3. Collaborative planning time on Thursday afternoons to focus on improving student achievement in mathematics, literacy and 8 competencies.

4. Grade level teachers collaborate to determine best use of tools in the Learning Commons to target POS learning outcomes to promote discovery and increased student engagement

5. Support Staff is encouraged to attend a District PD opportunity

-increase in # of cross curricular projects -PAT results increased and Improved Accountability Pillar results. -increased use of Learning Commons for cross curricular projects & student engagement -support staff attendance PD to support personal growth in inclusive needs.

Achieved Continue Achieved

Strategy 2: With an ongoing commitment to staff professional development, staff will share their expertise and skills in a shared model of leadership towards collaborating, planning and embedding common practices, language, processes and assessment in both, reading and written literacy to ensure optimal growth and continuity from grade to grade. Actions Measures/ Evidence of effectiveness Achieved/Continue/Modify 1. Actively target and track struggling readers to

increase reading strategies and level.

2. School-wide PD on written literacy (Narrative

Writing & Functional Writing) with common guidelines, standards, language, strategies & assessment.

3. Implement annually school wide ‘Write On’ assessments to collect and track student development growth in written literacy.

-School-wide LLI sustained using a block Literacy approach -Tracking student LLI (using tracking sheets) achievement and revisit progress multiple times throughout the year in determining next steps -increased weekly intervention time to ensure all student literacy needs are met; small groups and one-to-one LLI sessions. -common language, graphic organizers, rubrics, anchor charts and resources per grade level established -three school-wide “Write-Ons" with common rubrics and exemplars to determine baseline, acceptable and excellence standards per grade level. -“Write-on" spreadsheet used to track student results per grade to monitor growth and direct teacher planning -an increase in overall Improvement in student writing each term

Achieved LLI established norm Achieved Narrative Writing Processes established norm ; see data chart for PAT Improved results specifically in area of excellence. Continue Written Literacy schoolwide focus for past 2 years now shifting from Narrative Writing processes towards increased continuity throughout grades as now established norm to Functional Writing for the next 2 years using similar WL CPT model.

Strategy 3: Through our continued community of practice model of shared leadership and using data to help form instruction, we will work towards common practices and skill building strategies in the area of numeracy. Actions Measures/ Evidence of effectiveness Achieved/Continue/Modify 1. Collaborative planning time on Thursday

afternoons to focus on improving student achievement in mathematics.

2. Use the MIPI assessment as a formative assessment to identify and target areas

-Increased and consistent common language and processes used as well as assessment strategies to build student engagement -In collaborative teams, establish & implement school-wide guided math strategies. -Strategic review of pre and post data using a variety of assessments (MIPI, Mathletics Tests,

Modify Numeracy is an area for continued growth This 2019-20 year, we will specifically target to develop a more strategic plan towards increasing math results using the actions outlined.


where students struggle; Use as post tool to document individual student growth

3. Whole-school Mathletics for increased

student engagement at school and home, as well as to target specific student math needs.

4.

5. Use of Guided Math Strategies to build

independence and increase differentiated instruction

6. Partnership with ATB for the continued use of

Jr. ATB Program towards building financial literacy.

class assignments) to inform instruction and guide planning . Also, cross ref PATs math results with original MIPI assessment done early in the year. -Review Mathletics analytics to track usage, areas of strength and areas for growth by homeroom. -Teachers use of Daily 3 or other forms of guided math stations for differentiation and skill building. -Establish & implement school-wide guided math strategies. -Improvement in student problem solving skills, independence and reasoning -Increased opportunities to integrate math cross curricular to increase student exposure and enhance connections to “real-world” logic and experiences -strategic knowledge sharing about the Jr. ATB Program with students and our parents. -Parent Numeracy evenings for increased knowledge of at home strategies.

Modify More intentional focus and attention at the homeroom level towards tracking & reviewing Mathletics data to inform instruction. Modify Strategic staff pd in area of Daily 3 towards greater differentiation and skill building. Work to build more cross-curricular links to other subjects as well as developing math vocabulary as part of Language Arts important. Achieved Continue

ECSD GOAL THREE: ECSD RESPECTS DIVERSITY AND PROMOTES INCLUSION SJB School Goal 3: St. John Bosco School staff ensures a school environment that is safe, inclusive, healthy and caring for all students and staff. Strategy 1: Using a model of shared leadership, we will increase knowledge and awareness of emotional and social intelligence for staff, students and parents. Actions Measures/ Evidence of effectiveness Achieved/Continue/Modify 1. Professional development in emotional

and social intelligence, PATHS, Go To Educator Programs and Zones of Regulation.

2. Increase knowledge and awareness of emotional and social intelligence for parents through evenings offered on various emotional, social issues as well as academic subject strategies.

3. SJB will host Student Health Conference for north end schools to promote mental health and awareness with keynote speaker for parents.

4. Learning Coach Support to build teacher capacity in the implementation of

-staff use of PATHS daily and a variety of ER strategies -E/S intelligence and ER strategies shared with parents as part of SC Parent education evenings hosted by MDT personnel. -host 1st SJB Student Health Conference in January 2019 -Parent Info Nutritional Health info in mthly newsletters on new Canadian food guide. - increased staff and student awareness & strategies for ER as a life skill.

Continue Achieved Modify Open up to all ECSD Elementary Schools Continue Achieved/Continue


flexibility and choice for diverse learning needs and styles within their classroom.

5. LC will coordinate use of MDT personnel towards efficient and timely responsiveness in dealing with students with severe needs and to build knowledge/skills in area of zones of regulation.

6. Staff training and integration of Google

Classroom as well as other technologies that help to facilitate differentiation for student needs and allow for greater student choice.

7. Offer a variety of clubs/sports teams offered to meet diverse student needs.

8. Creation of a student leadership team to promote positive student social, emotional health with opportunities for student engagement through service. l (i.e. school patrolling, Moo milk, recycling program).

9. Using allocated flex time, staff will plan for health and wellness instructional time to be done in collaborative cross graded groups.

-alternate spaces created for focus movements and sensory needs -more student participation in activities for physical, mental and social health. -reduced levels of anxiety in students -higher levels of empathy/awareness amongst stakeholders regarding diverse needs in students. -overall increased student engagement due less anxiety. -Improved Accountability Pillar results. -more compassionate and responsiveness to inclusive needs and knowledge of differences. -increase in knowledge about strategies for effective interventions related to inclusive students. -Increase student participation and school spirit -opportunity to discover and use leadership skills -increase exposure to a variety of areas as a possible pathway to future career interests. -opportunities to practice voice and choice

Achieved/Continue Continue Achieved Achieved Achieved

ECSD GOAL FOUR: ECSD HAS EXCELLENT TEACHERS, AND SCHOOL AND SCHOOL AUTHORITY LEADERS Objective: We will provide an optimal learning and working environment that fosters a culture of faith, trust, unity, inclusivity, confidence, respect, value and appreciation for one another. SJB School Goal 3: St. John Bosco School Administration will prioritize ongoing professional development and collaborative time for staff to come together using a community of practice and shared leadership model. Strategy 1: St. John Bosco School Administration will prioritize ongoing professional development and collaborative time for staff to come together using a community of practice and shared leadership model in a variety of areas based on school goals (Written Literacy, Numeracy best practices, New TQS, Inquiry Based Learning) Actions Measures/ Evidence of effectiveness Achieved/Continue/Modify

1. CPT for teachers and learning coaches as needed within the workday.

2. Devoted CPT and PLC time on second and third Thursday afternoons of each month.

3. Communities of Practice in the following

areas: Social/Emotional Learning,

-Increased collaboration time towards planning for inclusive needs -ensures collaboration, sharing of workload and continuity in practices to ensure all moving in the same direction. -continue communities of practices model to revisit and share best practices and but

Achieved/Continue Achieved Modify LLI established norm


Literacy, Numeracy, LLI, Kagan, Google Classroom, Differentiated Instruction using a variety of technologies at our disposal.

4. Reading & Written Literacy PD led by

onsite staff leads & LSI personnel as necessary with specific targeted PD for staff new to teaching.

5. PD opportunities prioritized for new

teachers in areas based on school goals.

6. Staff continue to receive pd in 8

competencies delivered through the shared leadership model.

7. Staff will review the new Teaching

Quality Standards. 8. Staff will engage in professional learning

of specific assessment tools and practices to inform instruction and improve student achievement.

modify as new norms are established in the action areas listed. -Increased knowledge base and sharing of best practices in reading and written literacy for school wide continuity. -reduction of new teacher stress through building of skills and knowledge; increased tool kit of strategies in targeted areas. -increased awareness and understanding of how to integrate intentionally skills in various competencies. -All teaching staff receive a copy of the new TQS document for ongoing reference and review. -ongoing reflection using the TQS Reflection Tool provided for staff - TQS document for ongoing review through regular WAAG. -SLA used and analysis of the data to help guide and inform instruction -PAT Analysis for Gr. 6 teachers with Consultants and Learning Coach -Grade 6 teachers to coordinate and establish best practices for year end PAT writing. - Use the MIPI assessment to identify and target areas where students struggle -Write-on 3x per year as formative to track growth through the year. -F & P completed and tracked three times per year used for targeting struggling readers and improving student literacy skills. -Regular CPT Thursdays for targeting specific areas as per goals. - Learning Coach support for developing and using assessments to guide instruction -Use the Early Years Evaluation Teacher Assessment for Kindergarten to identify student needs and to enhance programming focus.

Written Literacy focus shifts Numeracy is an area for continued growth Emotional/Social Regulations strategies continued development of strategies Kagan strategies established norm Google Classroom established norm Achieved/Continue Continue Modify Integration of Competencies is an established norm and is part of the Grade Level Team Year Plans submitted. Continue Achieved/Modify/Continue Some of these specific actions have been achieved and are now established norms, however, others we will continue to develop and be worked on towards establishing best practices of data informed instruction.


DATA ANALYSIS:

ST. JOHN BOSCO SCHOOL DATA COLLECTION & SUMMARY

IDENTIFIED AREAS OF STRENGTH

Data Source Process

Accountability Pillar Schools are measured in a total of six different categories. St. John Bosco school achieved the following: Overall Measure: We scored Excellent in the following areas: Safe and Caring School, Student Learning Opportunities, Education Quality, PAT Acceptable, PAT Excellence, Preparation for Lifelong Learning &Citizenship and Continuous Improvement. Achievement Measure: We scored Very High in the following areas: Safe and Caring School, Student Learning Opportunities, Education Quality, PAT Acceptable, PAT Excellence, Preparation for Lifelong Learning &Citizenship and Continuous Improvement. Improvement Measure: We improved in all levels of PAT scores. Acceptable and PAT Excellence with all other categories maintaining.

District Satisfaction Survey Based on feedback from our students and parents, listed below are the 5 highest areas that SJB excelled in as compared to those of the District for each survey group: Students: • I feel safe in my school building. • Student behaviour is handled fairly. • My school gives me the opportunity to use a variety of technology tools. • I am happy with how much I am learning. • My school teaches me to make healthy food choices and to be active. Staff: • I am satisfied with the way student discipline is handled in our school. • I am satisfied with the communication from my school/department. • Our school is providing the necessary supports for children with special needs. • Parents/guardians are involved in the decisions about their child's education. • Feedback I hear from the greater community reflects a favorable opinion of our school district. • Non-academic needs of students are met in our school through a variety of supports and services. • School professional development provides me with an opportunity to improve my work skills. • Our school focuses on continuous improvement through data analysis.

Parents: • Ongoing professional development of staff is a priority in my child's school. • Level of satisfaction with the cleanliness of Our school. • Level of satisfaction with opportunity to access information about activities in Our school. • Level of satisfaction with your opportunity to access information about activities in Our school. • At school my child is developing technology skills that enhance his or her learning.


Regression Analysis We are pleased with our regression analysis. According to Table 1: Regression Analysis -Provincial Achievement Test Expectations for 2018-2019, St. John Bosco Grade Six students were statistically above expectations (+) based on their predicted score in all core subject with the exception of Mathematics which was within expectations (=).

PAT/Diploma Analysis The Provincial Achievement Test Results indicate that our Grade 6 students scored well above the District & the Province in all core subject areas and at all performance levels.

Of notable mention, is an increase of 10 % in the ‘Standard of Excellence’ in Language Arts as compared to our previous year’s results. As well, we have fewer students performing at the ‘Below Acceptable Standard’. We attribute this improvement in the area of Language Arts to regular and ongoing staff collaboration over the past 2 years to building school-wide continuity of best practices in the areas of Written Literacy, Leveled Literacy Intervention as well as, skill building in the 8 Competencies; which impacts all academic disciplines.

Our School Survey Listed below are categories within the Our School Survey where St. John Bosco School performed better than the District average: Measures higher than the District Average:

• Students agreed that religious celebrations and prayer are important at their school. • Students with Positive Behaviour at School- Students at school for disruptive or inappropriate behaviour. • Students with Positive Relations, Students have friend at school they can trust and who encourage them

to make positive choices. • Student Participation in School Sports – Students play sports with an instructor at school, other than in a

gym class. • Student Participation in School Clubs – Students take part in art, drama, or music groups; school clubs; or

a school committee. • Students that Value Schooling Outcomes – Students believe education benefits them & for future. • Students agreed attending a Catholic school helped them explore love of God & service to community.


5 Marks of Catholic School Identity Assessment

Our school’s strengths are in : Mark One: Grounded in a Christian Anthropology Standard One: An excellent Catholic school is driven by a mission which views all men and women with an inherent dignity as sons and daughters of God.

• Our school’s mission statement connects to Gospel teachings and Jesus Christ. It is frequently referenced to staff, student and parents; school policies and discipline are grounded in the statement.

• The mission statement is displayed in prominent areas of our school and is reviewed regularly. • The mission statement is communicated frequently to the community in various forms. • All school policies, and especially the discipline policy, are grounded in our mission statement. Mark Two: Imbued with a Catholic Worldview Standard Two: An excellent Catholic School has a visible and tangible Catholic vision evident in its physical space, liturgical celebrations and prayer life.

• Our school’s Catholic worldview is evident in the art of our school’s exterior and signage as well as in hallways, classrooms, offices, and general spaces in the school building.

• Every classroom has a prayer center with standard items to convey Catholic faith presence. • Our school has as a chapel for the purpose of prayer and worship. • Students have opportunities to pray every day in school, and at numerous times. • Our school community gathers for liturgical celebrations at least once a month. • Our school works with the local parish to support students and their families in the preparation for

the sacraments of Eucharist, Reconciliation, and Confirmation. • All students and staff have opportunities for a variety of faith experiences, such as retreats, living

rosary, stations of the cross walk.

Mark Three: Animated by a Faith-Infused Curriculum Standard Three: An excellent Catholic school has an academic curriculum that integrates a vision of faith within the learner outcomes and teaching strategies.

• Our religious education is a core subject area with the same rigor as in all core subjects. • Our school offers a Catholic faith-infused curriculum

• When relevant, the curriculum reflects the social teachings of the Catholic Church. Mark Four: Sustained by the Gospel Witness Standard Four: An excellent Catholic school hires and nurtures teachers that are living witnesses to the Gospel, and intentional disciples of Jesus Christ and his Church.

• Our staff are active members of their parishes • Our staff witness their life in Jesus Christ through their relationships • Our staff are actively involved in Our school’s Catholic culture • Our staff form proper and prudent bonds with their students Mark Five: Shaped by Spirituality of Communion Standard Five: An excellent Catholic school recognizes that each and every stakeholder is responsible for the common good.

• Our roles/responsibilities in the Catholic school are articulated in approved documents. • Our school has an active and vibrant parent advisory council working with a shared purpose. • Our school has policies in place to resolve conflict in a manner consistent with the Gospel values. • Our school recognizes the role of the local bishop in ensuring that the education and formation of

his jurisdiction are based on principles of the Catholic doctrine. • Our school and the local parish work together to nurture the faith life of families who send their

children to the Catholic school. • Our school frequently invites the local parish priest to school functions and encourages him to be

an active member of our school community through scheduled visits and regular participation at all celebrations.


IDENTIFIED AREAS FOR GROWTH Data Source Process Accountability Pillar Schools are measured in a total of six different categories.

Pillar results are strong and reflect no areas of concern or decline. This year’s results indicate growth in the area of Continuous Improvement and PAT Results.

District Satisfaction Survey Based on feedback from our students and parents, listed below are the scores showing a differential of -5.0 > as compared with those of the District for each survey group:

Students (4-6): • I enjoy learning about the Catholic faith. • My faith inspires me to help others. Staff: • Care & concern for others is evident in day to day interactions at our school/site. • I am treated with dignity and respect by my co-workers. • The approach to conflict management with adults is reflective of our core values. Parents: No scores with a differential of -5.0 >

Regression Analysis The Regression Analysis -Provincial Achievement Test Expectations for 2018-19 indicate that St. John Bosco Grade Six Students were statistically above expectations in 3 of the 4 core subject areas. Mathematics, although at (=) was within expectations.

PAT/Diploma analysis Our scores continue to be very high when compared to both the District and Province. As can be seen in the ‘PAT Summary of Results Chart’ below, when we compare our own previous year’s results with that of the current year, we can see improvements in our PAT scores. The green shades reflect an increase, while red represents a decline.

When comparing our school’s previous year’s results with the most recent results, we see the same trend of increases in each of the subjects with the exception of a minimal decline in the Science standard of excellence and Social standard of excellence.

We attribute increases in performance to regular and ongoing staff collaboration towards a school-wide focus. Over the past 2 years our focus on Written Literacy, Leveled Literacy Intervention and 8 Competencies skill building has had a positive impact on all academic disciplines. Furthermore, the ‘acceptable standard’ has also increased, which reflects the reduction of students achieving at ‘below standard’ level of performance.

Our School Survey Listed below are categories within the Our School Survey where St. John Bosco School was below the District average: • Students meeting and nearly meeting Canada’s Food Guide • Students do homework for their classes with a positive attitude and in a timely manner.


GOALS:

ECSD GOAL ONE: LIVE AND ENHANCE THE DISTINCTIVENESS OF CATHOLIC EDUCATION District Correlation: 1.1 Demonstrate the distinctiveness and advantages of Catholic education. 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. e) Provide opportunities for relevant and authentic student engagement.

1.3 Demonstrate commitment to and excellence in Catholic education. g) Continue to enhance and strengthen our Catholic identity through the Five Marks of Catholic School and continue teacher faith formation through the Excellent Catholic Teacher. SJB Goal 1: St. John Bosco School will demonstrate its distinctiveness as a Catholic school by ensuring alignment of our faith with our daily practices. Strategy 1: We will demonstrate our commitment to excellence in Catholic education by enhancing and strengthening our Catholic identity utilizing the ‘Five Marks of Catholic Education’ and the ‘Excellent Catholic Teacher’ documents as key resources for increased staff, students and parent knowledge and engagement. Actions Share and review regularly with students, staff and parent community two key documents as a resource, towards ensuring the distinctiveness of Catholic Education remains strong.

We will ensure that physical and tangible signs are visible throughout school events that link us to faith-based instruction.

Parents will be invited to join us for our teaching masses and liturgical celebrations. Information will be shared in our newsletters, on our website, and though Swift K-12.

Create opportunities to enhance the relationship between home, school, and parish.

Measures/ Evidence of effectiveness -review pre and post inventory results to determine if notable changes in markers of Catholic Education and characteristics of a Catholic Teacher are occurring. -Have physical and tangible signs such as prayer tables with liturgical year tablecloths, rosary, common language, common practice. -Catholic virtues highlighted each month and term assemblies with Terrific Kids with GIFTS -Increase in parent attendance in both teaching masses and our liturgical celebrations by hosting our school gatherings at convenient, accessible times for parents. Ex: start/end of the day. - increased parish presence with regular scheduled visits from the priest during class time and in school events. -Sacramental tracking sheet was created to monitor the various sacraments received by the students -Acknowledging and celebrating students who have received sacraments throughout the year at our year end recognition assembly

5 Marks of Catholic School Identity Assessment

Using the benchmarks within the 5 Marks of Catholic Education Tool, the areas identified as requiring growth are: MARK ONE: • Mission statement can be recited by all stakeholder


Actively encourage all parents and members of our extended community to engage in the use of Social Media platforms such as Twitter at @StJohnBoscoYEG & @EdmCathSchools as a means of honoring the good work and long-standing history of Catholic Education here in Alberta.

-Information is shared in our newsletters, on our website, and though Swift K-12. -staff highlight school events through ECSD Spotlight, twitter and website.

Strategy 2: Develop an understanding of and create opportunities for social justice service-learning projects through education and participation for all staff, students and parents. Actions Staff will increase student knowledge and awareness of social justice issues and commit to one community service project with their class and one with their grade level partners.

Staff will foster opportunities with students as witnesses through cross-curricular projects that highlight Catholic social teaching, citizenship, and the foundations of faith.

Using an inquiry-based model for learning, students will engage in service projects by considering, researching, planning collaboratively service activities as a class.

Public support and education of social justice causes will occur using social platforms such as twitter, website and newsletter information being shared with greater public.

Measures/ Evidence of effectiveness -students will understand and articulate rationale & need for their social justice service. -staff and students will have a common language and understanding of 5 stages of social justice. - Students will be able to articulate the rationale for their social justice choices and will plan for and demonstrate a commitment to their causes. -staff and students will raise awareness of their cause by sharing publicly with the greater school community -articulation of their choice of social justice projects will demonstrate commitment to and give students voice and choice -students and parents will see the staff as models of service. -satisfaction survey results in area of social justice service will be positive. -Increase in social justice causes and projects on school’s Twitter feed.

SJB CATHOLIC SCHOOL IDENTITY GOAL: DEVELOP A PLAN TO UNDERSTAND, ARTICULATE AND LIVE OUR CATHOLIC IDENTITY AS MEMBERS OF THE BODY OF CHRIST. SJB Goal 1 : St. John Bosco School has a charism where our gifts are shared. District Correlation: 1.3 Demonstrate commitment to and excellence in Catholic education.

b) Provide faith formation opportunities for all staff that further their personal and communal growth as participants in a Catholic educational community. c) Identify and celebrate how our District Foundation Statement is lived out daily at each site.

Strategy 1: Ensure that every member of the community has a way to express and share their gifts from God.


Actions Administration will continue to use a model of shared leadership towards encouraging all to share their God-given gifts in service to our one another and God. Staff students will continue to share and celebrate our school’s charism that reflects being contributing members for the common good. Students, parents and visitors will recognize school culture of sharing one’s gifts and collaboration in service to others through continued invitation to participate in sharing their God-given gifts in service to one another and God.

Measures/ Evidence of effectiveness -Staff and students develop a school charism that reflects what St. John Bosco School is known for. -Students and staff live out the mission of St. John Bosco School through steadfast and ongoing collaboration towards sharing of ones God-given gifts in service to one another and God. -Visible and ongoing participation and sharing of God-given gifts by students, parents and special visitors for the common good.

Review Date 1: March 2019 Review Date 2: June 2019 ECSD GOAL TWO: ECSD STUDENTS ARE SUCCESSFUL District Correlation: Objective: To develop student to their fullest potential through multiple pathways so that they can nurture their fits and talents in service to other and pursue their passions and interests as contributing member of community… academically, spiritually, physically, mentally and socially. 1.2 Identify and implement best practices that align with excellent early learning pedagogy and learning environments while developing a strong foundation in literacy and numeracy. A strong start to leaning necessitates a focus upon developing competencies, i.e. communication, growth and well-being, creativity and innovation, critical thinking, problem solving and management of information. 1.3 Ensure that flexible and responsive programming meets the diverse needs of all learners. SJB School Goal 2: St. John Bosco School is committed to focused and strategic professional development towards inquiry-based learning, the 8 competencies, literacy and numeracy skills and knowledge in all students. Strategy 1: Incorporating a communities of practice model for staff professional development, the staff of St. John Bosco School will utilize on site expertise towards staff professional development in the areas of inquiry-based learning and the integration of the 8 competencies. Actions Staff participation in collaborative planning, professional development, retreats and communities of practice setting in the area of the eight competencies for the strategic planning and incorporation of competencies in daily classroom practices. Increase parent knowledge and awareness of the 8 competencies towards a more comprehensive understanding of the various skill development strategies used by teachers in their child’s classroom. Collaborative planning time on Thursday afternoons to focus on improving student achievement in

Measures/ Evidence of effectiveness -Staff strategic use of concrete 8 competencies tools provided (posters, key ring cards) as tangibles for ongoing growth and awareness of the 8 competencies. -Staff school wide intentional focus on 2 competencies per academic school year. -Increase in student knowledge, vocabulary and understanding of 8 competencies using regular and ongoing processes that incorporate the use of the 8 competencies skills. -startup of student chosen flex time sessions based on student interest towards increased use of competencies.


mathematics and literacy and 8 learner competencies. Collaboration amongst grade level teachers to determine the best use of the learning tools at their disposal in the Learning Commons to target specific POS learning outcomes in a setting that provides increased engaging hands on opportunities. Support Staff is encouraged to attend a variety of Professional Development opportunities offered by the District on selected Thursdays to help support their personal target goals as well as our school’s goals.

-increase in project-based learning -increase in collaboration to assist with cross curricular integration. -PAT results increase in area of math. -Improved Accountability Pillar results. -increase used of ABLLS program, diversity of repertoire of strategies used by EA and MDT staff towards student supports.

Strategy 2: With an ongoing commitment to staff professional development, staff will share their expertise and skills in a shared model of leadership towards collaborating, planning and embedding common practices, language, processes and assessment in both, reading and written literacy to ensure optimal growth and continuity from grade to grade. Actions Actively target and track struggling readers to increase reading strategies and level through a School-wide LLI Program.

Implement annually school wide ‘Write On’ assessments to collect and track student development growth in written literacy. School-wide PD, CPT & COP on written literacy (Narrative Writing & Functional Writing) with common guidelines, standards, language, strategies & assessment.

Measures/ Evidence of effectiveness -Tracking student LLI (using tracking sheets) achievement and revisit progress multiple times throughout the year in determining next steps -increased weekly intervention time to ensure all student literacy needs are met; small groups and one-to-one LLI sessions. -three school-wide “Write-Ons" with common rubrics and exemplars to determine baseline, acceptable and excellence standards per grade level. -” Write-on" spreadsheet used to track student results per grade to monitor growth and direct teacher planning -common language, graphic organizers, assessment & anchor charts, resources per grade level -Increased use of google read and write, speech to text and other assistive technologies to meet all student needs. -an increase in overall Improvement in student writing

Strategy 3: Through our continued community of practice and model of shared leadership and using data to help inform instruction, we will work towards common practices and skill building strategies in the area of numeracy. Actions: Collaborative planning time on Thursday afternoons to focus on improving student achievement in mathematics. Use the MIPI assessment to identify and target areas where students struggle. As well as use MIPI as a post assessment to document and compare individual student growth.

Measures/ Evidence of effectiveness -Increased and consistent common language and processes used as well as assessment strategies to build student engagement. -In collaborative teams, establish & implement school-wide guided math strategies to target areas for growth.


Meet with grade level teams to review data of the MIPI and SLA in Numeracy for grade and determine areas for growth. Compare and contrast areas of needed growth between grade levels and individual classes. Attend PD – Marion Small – targeted assessment and feedback Whole-school Mathletics for increased student engagement at school and home, as well as to target specific student math needs. Use of Guided Math Strategies, to target and build independence as well as increase differentiated instruction based on SLA numeracy results in addition to MIPI results. Partnership with ATB for the continued use of Jr. ATB Program towards building financial literacy. Financial Literacy newspaper to be used in accordance with Math lessons, LA Scaffolding, or guided Math groups.

-Strategic review of pre and post data using a variety of assessments (MIPI, SLA, Mathletics, class formative and summative assignments) both independently and collaboratively in grade level teams, to inform instruction, establish targets and guide planning towards those targets. -Cross reference PATs math results of past year with original MIPI assessment done early in the year. -Review Mathletics analytics to track usage, areas of strength and areas for growth by homeroom. -Teachers use of Daily 3 or other forms of guided math stations for differentiation and skill building. -Establish & implement school-wide guided math strategies to build continuity of math practices. -Improvement in student problem solving skills, independence and reasoning -Improvement in the ability to explain and reason one’s way through solving math questions and problems using familiar math language. -Teacher increases opportunities for students to integrate math cross curricular through intentional teacher led student exposure and sharing of connections to “real-world” logic and experiences. -strategic knowledge sharing about the Jr. ATB Program with students and our parents. -Parent Numeracy evenings for increased knowledge of at home strategies.

Review Date 1: March 2019 Review Date 2: June 2019 ECSD GOAL THREE: ECSD RESPECTS DIVERSITY AND PROMOTES INCLUSION District Correlation: Objective: Establishing inclusive learning environments where diversity is embraced, so that all students and staff within ECSD are respected, supported and celebrated. 1.1 Implement the Inclusive Education Policy Framework by ensuring that school focus on the creation of welcoming,

inclusive, caring, respectful and safer learning environment for all students and staff. strategies to ensure that schools focus on the creation of inclusive, safe, healthy and caring environments for all students and staff.

3.3 Continue to develop partnerships supporting and advancing inclusive communities. 3.6 Continue to provide and develop service and model initiative that promote student health, using the Mental Health Strategic Plan.


SJB School Goal 3: St. John Bosco School staff ensures a school environment that is safe, inclusive, healthy and caring for all students and staff. Strategy 1: Using a model of shared leadership, we will increase knowledge and awareness of emotional and social intelligence for staff, students and parents. Actions Professional development in emotional and social intelligence, PATHS, Go To Educator Programs and Zones of Regulation.

Increase knowledge and awareness of emotional and social intelligence for parents through evenings offered on various emotional, social issues as well as academic subject strategies. SJB will host Student Health Conference for north end schools to promote mental health and awareness with keynote speaker for parents. Learning Coach Support to build teacher capacity in the implementation of flexibility and choice for diverse learning needs and styles within their classroom. LC will coordinate and strategize the use of MDT personnel as necessary towards efficient and timely responsiveness in dealing with students with severe, mild or moderate needs and to build knowledge and skills in the area of zones of regulation for optimal student mental and emotional health. Staff training and integration of Google Classroom as well as other technologies that help to facilitate differentiation for student needs and allow for greater student choice. Offer a variety of clubs/sports teams offered to meet diverse student needs: ex: Broadcast Team, Lunch Monitors, Running Club, Library Helpers, Recycle Club, Music Ministry, Handbell Choir, Art Club, Jr. ATB, Moo Club, Volleyball, Glee Club, Cheer Team, Floor Hockey, Knights of Columbus basketball, Intramurals, AMA School Patrols, soccer, Student Leadership Team and Mental Wellness Team. Creation of a student leadership team to promote positive student social, emotional health with opportunities for student engagement through service. l (i.e. school patrolling, Moo milk, recycling program).

Measures/ Evidence of effectiveness -staff use PATHS daily and a variety of ER strategies -E/S intelligence and ER strategies shared with parents as part of SC Parent education evenings hosted by MDT personnel. -host 1st SJB Student Health Conference in January 2019 -staff and student awareness of individual differences in emotional regulation as a life skill. -more student participation in a variety of activities for physical, mental and social health. -OurSchool results indicate less anxiety in students -higher levels of empathy and awareness amongst all stakeholders regarding diverse needs in students. -increased student engagement and service -Improved Accountability Pillar results. -more compassionate and responsiveness to inclusive needs and knowledge of differences. -increase in knowledge about strategies for effective interventions related to inclusive students. -Increase in student participation and school spirit -increase exposure to a variety of areas as a possible pathway to future career interests. -opportunities to practice voice and choice -opportunity to discover and use leadership skills -opportunity to practice using ones voice for self-advocacy.


Using allocated flex time, staff will plan for health and wellness instructional time to be done in collaborative cross graded groups. Review Date 1: March 2019 Review Date 2: June 2019 ECSD GOAL FOUR: ECSD HAS EXCELLENT TEACHERS, AND SCHOOL AND SCHOOL AUTHORITY LEADERS Objective: We will provide an optimal learning and working environment that fosters a culture of faith, trust, unity,

inclusivity, confidence, respect, value and appreciation for one another. District Correlation: Objective: Establishing inclusive learning environments where diversity is embraced, so that all students and staff within ECSD are respected, supported and celebrated. 4.1 Provide professional learning opportunities that build the capacity and leadership of all staff to improve learner

success. 4.2 Ensure that teachers, principals and other administrative leaders have the capacity to meet the new Quality

Standards, in collaboration with stakeholders and school authorities. 4.3 Continue to use the 8 Dimensions of Catholic Leadership to support, encourage and invest in the creative and

innovative abilities of all staff. 4.4 Promote excellent teaching practices consistent with the Teaching Quality Standard, which guides student

achievement. 4.5 Develop and oversee the application of standards that promote excellence for school and school authority leaders. 4.6 Ensure that every school and department create the conditions for optimal student learning and achievement

within the context of a Catholic learning community. a) Engage in professional learning aligned with the provincial focus on the learner competencies, literacy and

numeracy, conceptual and procedural knowledge as per the Ministerial Order on Student Learning (May 6, 2013) and continue to focus on the foundations of literacy and numeracy and Alberta Education’s key competencies.

b) Ensure that assessment practices focus on improved student learning. Assessment data gathered into a student profile leads the learning team, including the student, to a deeper understanding and greater ability to target teaching and improve learning. Multiple sources of assessment data, including district and provincial exam results, inform instruction for school improvement in identified areas.

c) Ensure that schools and departments are given flexibility in allocating resources to meet their unique needs. SJB School Goal 3: St. John Bosco School Administration will prioritize ongoing professional development and collaborative time for staff to come together using a community of practice and shared leadership model. Strategy 1: St. John Bosco School Administration will use collaborative time for staff to come together in a variety of areas based on school goals (Written Literacy, Numeracy and 8 Competencies best practices, New TQS, Inquiry Based Learning) Actions Devoted CPT and PLC time on second and third Thursday afternoons of each month. Communities of Practice in the following areas: Social/Emotional Learning, Literacy, Numeracy, LLI, Kagan, Google Classroom, Differentiated Instruction using a variety of technologies at our disposal. Reading and Written Literacy Professional Development led by onsite expertise and LSI personnel as is necessary with specific targeted PD for staff new to teaching.

Measures/ Evidence of effectiveness -Increased collaboration time towards planning for inclusive needs -great sharing of communities of practices and team approach towards instruction. -Continuity of practices in key areas, greater buy in by staff, increased staff morale due to sharing of workload using a model of collaboration. -Increased knowledge base and sharing of best practices in reading and written literacy for school wide continuity.


Professional Development opportunities for new teachers in variety of areas based on need to align with school goals and target specific learner outcomes. Staff continue to receive pd in 8 competencies delivered through the shared leadership model.

Staff will review of the new Teaching Quality Standards.

Staff will focus on and engage in professional learning of specific assessment tools (SLA, MIPI) inform instruction and improve student achievement.

PAT Analysis for Gr. 6 teachers with Consultants and Learning Coach

-reduction of new teacher stress through building of skills and knowledge; increased tool kit of strategies in targeted areas. -increased awareness and understanding of how to integrate intentionally skills in various competencies. -All teaching staff receive a copy of the new Teacher Quality Standards document along with a TQS Reflection Tool for ongoing reference, review and reflection. -ongoing review of the Teacher Quality Standards document through regular WAAG sharing. - Use the MIPI assessment to identify and target areas where students struggle - Use the SLA Tool as a formative assessment to identify and target areas where students struggle -Write-on as formative in October in order to track growth through the year with summative in May -F & P completed and tracked three times per year used for targeting struggling readers and improving student literacy skills. -Use the Early Years Evaluation Teacher Assessment for Kindergarten to identify student needs and to enhance programming focus. -Grade 5 & 6 teachers to analyze data and to coordinate and establish best practices for year-end PATS.

Review Date 1: March 2019 Review Date 2: June 2019

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