2009 - 2010 · 2011. 10. 25. · 2009 - 2010 improvement plan school learning k - 8 toronto...

Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Thomson, Carolyn

TRUSTEE: Barbara Poplawski

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Holy Family Catholic School

Jim Saraco

141 Close Ave Toronto ON M6K 2V6

333STUDENT ENROLMENT:

www.tcdsb.org

Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8

Curriculum and Accountability Team

Josie Di GiovanniSuperintendent of Education,

Angela GauthierAssociate Director, Academic Services

Angela KennedyChair of the Board

Director of Education

2009 - 2010

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Holy Family Catholic School20092010

School

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

SMART Goal :


Focus : Literacy / K-6

20092010School year:

Attainable

LITERACY LEARNING BLOCK WITH AN EMPHASIS ON GUIDED READING SHARED READING ON BI WEEKLY BASIS READERS THEATRE TO BE IMPLEMENTED FROM K - GR 3 DRAMA AND ART TO SUPPORT DIFFERENTIATED INSTRUCTION 45-60 MINUTES IN KINDERGARTEN 120 MINUTES IN PRIMARY GRADES 90-100 MINUTES IN JUNIOR GRADES COMPREHENSIVE LITERACY ASSESSMENTS ( GR K - 3 ) RUNNING RECORDS / WRITING ASSESSMENTS / ORAL LANGUAGE / PHONOLOGICAL AWARENESS INTERVENTION PROGRAMS: FIFTH BLOCK FOR GRADE 1 AND 3 SPECIAL EDUCATION TEACHER TO SUPPORT STUDENTS AT RISK IN GRADES 2 AND 3 TEACHER LEARNING NETWORKS HUBS FOCUS ON NETWORKING AND SHARING OF ARTIFACTS TEACHERS AT PRIMARY LEVEL TO BE INSERVICED ON COMPREHENSIVE LITERACY DOCUMENT FIFTH BLOCK TEACHER TO PROVIDE PROFESSIONAL DEVELOPMENT TO STAFF AT PRIMARY LEVEL

Specific

EQAO Grades 3 and 6 and CAT 3 Grades 2. 5, and 7 results from May 2009 indicate the achievements of students and provide data for Areas targeted for improvement: *identified area of concern has been determined based on the analysis of the item information report 2008-09 ( EQAO ) *student open responses which target implicit understanding and making connections

Measurable

Data examined: EQAO AND CAT 3 2008-09 MID POINT ASSESSMENTS: RUNNING RECORDS WHICH ARE COMPLETED EVERY 6-8 WEEKS BY CLASSROOM TEACHERS RUNNING RECORDS ASSESSED BY THE FIFTH BLOCK TEACHER BI-WEEKLY QCA TEACHING LEARNING CYCLES PRE AND POST ASSESSMENTS TO BE COMPLETED AND MODERATED MARKING DATA TO BE SHARED EACH TERM SUCCESS IS MEASURED BY DEMONSTRATED IMPROVEMENT IN THE AREAS TARGETED AS SEEN IN THE EQAO AND CAT 3 RESULTS 2010

TO INCREASE THE NUMBER OF STUDENTS ACHIEVING LEVEL 3 AND 4 IN READING BY 5 % AS MEASURED BY EQAO AND CAT 3 ASSESSMENTS MAY / JUNE 2010.

WE WILL EXAMINE OUR INDICATORS OF SUCCESS ON AN ONGOING BASIS FORMALLY IN JANUARY AND IN JUNE 2010 TO DETERMINE IF WE ARE MAKING OUR INTENDED PROGRESS OR NEED TO FURTHER DEVELOP AND REFINE OUR SMART GOAL.

Evaluation:

Results- Oriented

RESOURCES IDENTIFIED TO ASSIST IN ACHIEVING THE RESULT OF 5% IMPROVEMENT IN EQAO AND CAT 3 SCORES. COMPREHENSIVE LITERACY HANDBOOK COMPREHENSIVE LITERACY ASSESSMENT( 2009 ) LITERACY IN MIDDLE GRADES K INDERGARTEN GUIDE TO TIMETABLING 5HT BLOCK PROGRAM AND MATERIALS CENTRALLY PURCHASED DOCS REACHING READERS QCA ASSESSMENTS ( GR 3-6 ) MINISTRY FUNDING PURCHASE OF FICTION AND NON FICTION TEXTS FOR JUNIOR GRADES 2009- 10 E-NEWSLETTER TO ALL TEACHERS PREMIER ASSISTIVE TECHNOLOGY FOR SPECIAL ED STUDENTS

Timeline

RUNNING RECORDS 3 X PER YR ( NOV 30TH FIRST TERM ) QCA DATA COLLECTED TWICE PER YEAR ( SEPT AND FEB ) TEACHING LEARNING CYCLE ONE PER TERM DATA TO BE SHARED AT HUB MEETINGS BY STAFF ( ONCE PER TERM ) MODERATED MARKING SESSIONS PRE AND POST ASSESSMENTS ( ONCE PER TERM ) DATA TO BE SHARED AND TRACKED SCHOOL IMPROVEMENT TEAM TO MEET ONCE PER TERM TO REVIEW PLAN , DISCUSS THE DATA RE THE PRE AND POST ASSESSMENTS AND SUPPORT TEACHERS AS REQUIRED SUPPORT STAFF TO BE INCLUDED IN THE PLAN TO IMPROVE STUDENT ACHIEVEMENT LITERACY REP TO SHARE INFORMATION GATHERED AT REGIONAL MEETINGS FIFTH BLOCK TEACHER TO PROVIDE SUPPORT AND COACHING TO DIVISIONAL TEAMS ( ONGOING SCHOOL YEAR ) SPECIAL ED AND CLASSROOM TEACHERS TO ATTEND PROFESSIONAL DEVELOPMENT OPPORTUNITIES ( ONGOING ) ASSESSMENT AND PROGRAMMING TEACHER TO SUPPORT STAFF IN PREPARING IEPS ( ONGOING )

School


SMART Goal :


Focus : Numeracy / K-6


Specific

Five year trend for EQAO results indicate inconsistencies for gr 3 and gr 6 Grade 3 Cohort achieved 69% in Math in level 3 and 4 Grade 6 cohort achieved 73% in Math in level 3 and 4 Current Grade 6 cohort achieved 82% in Grade 3 in Math Deconstructing the data in the Item Information report revealed about 25% of students in the current grade 6 cohort were not present at the school in Grade 3. Cat -3 Trends Grade 2 Math subtest revealed low achievement ( around 39% ) and higher in the computation and numerical estimation ( around 52% ) Grade 5: Math subtest revealed current Grade 6 students scored ( around 59% ) and around 51% in the computation subtest Based on EQAO and CAT - 3 trends moderate gains are predicted

There will be an overall improvement of 5% in levels 3 and 4 in the 2009-10 Holy Family Grade 3 EQAO assessment of Mathematics from 69% 2008-09 to 74% in 2009-10 and in the Grade 6 EQAO assessment of 73% in the 08-09 to 78% in 2009-10. There will be an improvement of 5% in levels 3 and 4 in the mathematical process of problem solving as measured through the average of all the open response questions in the 2009-10 grade 3 adn 6 EQAO assessment of Math.

Measurable

Data to be examined : Report card data Grade 2 and 5 Cat -3 scores Students overall achievement on EQAO assessment of math 07-08 08-09 EQAO open response scores for the item information report 07-08 08-09 Success in problem solving as measured in all Open response questions in the EQAO assessment of Math Student questionnaire tracking of cohort achievement IIR and detailed school report Profile of strength and areas for improvement Numeracy assessment for Learning Cycle ( NAfLC ) artefacts Mid Point assessments: Ontario Numeracy Assessment package ( ONAP ) Collection and comparison of pre and post assessment data using ONAP focusing on student achievement in problem solving artefacts from NAfLC inservices to commence late November / December ) student samples of pre and post assessment Chapter tests and marks from Nelson Math program Report card marks Year End Assessments: Students overall achievement on EQAO math EQAO open response scores from item information report and PSAI Students ability to problem solve as demonstrated in open response questions questions in the EQAO assessment of Math Comparison btwn Cat 3 Gr 2 and 5 scores and Gr 3 and 6 EQAO scores Numeracy assessment for learning artefacts

Attainable

Strategies / Actions Data gathering and Analysis School Improvement team gather and analyze data and set Primary and Junior SMART goal targets in consultation with school staff Professional Learning Numeracy Assessment for Learning Cycle: Primary and Junior staff complete a NAfLC topic to be determined through analysis of PSAI and IIR ( cycle to be completed in term 2 ) Rich Math Environment : math classes to be 60 minutes per day ( 75 minutes combined classes ) manipulatives and technology to be in place ( smart board / calculators ) displays of student generated work on walls and in halls math word walls posted 4 step problem solving model to be implemented in all classrooms math talk to be encouraged evidence based strategies to be implemented ( think pair share , gallery walk , Bansho ) students engaged in assessment for as and of learning on an ongoing basis to differentiate instruction Home Connection: parent letters sent home by staff from Nelson program to inform and connect with parents Professional Learning TEAMS MINI MATH CONFERENCE OAME leadership and Provincial conferences Feb- May 2010 staff and divisional meetings to incorporate math focused professional learning shared planning time and job embedded professional learning as provided by math resource team to all staff Primary and Junior

Evaluation:

Results- Oriented

Results Oriented Resources K- 8 math resource teacher School improvement team School math rep Admin Student Achievement Office from LNS Code days for professional learning for Hub A School budget to provide andy required texts manipulatives resources picture books Numeracy Reources Nelson Math program ONAP gr 5 and 6 Ministry Resources : guides to effective instruction in math websites parent handouts monographs manipulatives Smart Board calculators and math software

Timeline

EQAO and CAT-3 analysis Sept 09 and Sept 10 SLIP Oct 09 Term Report Cards Dec 09 Mar 10 June 10 NAfLC Term 2 area of interest to be determined at HUB Monitoring: Teacher: assessment tools used to monitor student progress report card review collect and share student artefacts for discussion moderated marking sessions with colleagues ongoing basis School Improvement Team: gathers and analyzes data develops SLIP uses DIP to monitor school data ongoing basis Administration monitors progrss based on Indicators of Effective math program SIT team reviews multiple data sources ongoing basis

School


SMART Goal :


Focus : Pathways / K-6


Attainable

-Strategies and Actions to assist in attaining goals: Priamry / Junior Resource document with grade specific career exploration lessons/ activities will be made available to classroom teachers within the professional development framework by February 2010 ( Explore and Discover Pathways Curriculum Resource ) -to promote gr 5 and 6 students to participate in Junior Achievement presentations and activities -elementary counsellors to disseminate to principals and teachers information about pathways related activiites through The Learning Partnership Professional Learning Opportunites to asssit in attaining goals: -Central Student Success Team will support elementary principals in creating Pathways SMART goals for their schools -All gudiance counsellorst to attend the Secondary counsellors conference in November -co teaching opportunities between elementary teachers and counsellors -a half day in service for primary and junior teachers to introduce lessons created for each gradeto highlight other curriculare supports available to teachers in the area.e. career cuising etc.

Specific

- provide scaffolded opportunities to help students grow in their ability to know and appreciate their own skills and aptitueds, to apply their knowledge of their own personal interests, strengths, abilities, and accomplishments to planning and decision making to be able to identify jobs and occupations in the community related to school subjects and to learn and apply decision making problem solving skills in different aspects of their lives. -these opportunities to grow in self knowledge present cross curricular in primary and junior grades -students in primary & junior grades will have access to authentic pathways experiences and when selecting secondary school programs will do with a sufficient understanding of opportunities available -by increasing the number of presentations and visits for students and job embedded professional development for teachers, students will therefore make better informed decisions when making pathways choices

Measurable

-survey of primary/junior teachers early in the school year will inventory pathway experiences and resources now available -second survey to be conducted at the end of the school year to detemine the extent to which the programs promoted by the Pathways team have been implemented at the classroom level - grade 6 students will complete a survey about their participation in pathways experiences

students from grades 1-6 will participate in at least 2 authentic age appropriate experiences focused on pathways exploration from the Explore and Discover pathways curriculum Resource as measured by the completion of the activity specified.

Evaluation:

Results- Oriented

Resources: - a support document fr gr 1-6 will be distributed to help infuse pathways experiences within the Language Social Studies and Family Life curriculum -a program pathway planner will be distributed to gr 6 students -PAWS in Job - Land The Real Game Career Cruising World of Work reading program Code days to be provided for pathways lessons inservices ( 1/2 day for 2 teachers ) 1 from primary and 1 from junior grades

Timeline

Mid Year Review of School Learning Improvement Plan Principal to assess progress in achieving school's pathways goal Principals to share best practices at K-8 mtg in Jan /Feb ( framed by the BLIP pathways goal ) Teacher survey inventory results will be compiled and reviewed by Central Pathways team with support from Research Dept Feedback from survey will serve as possible indicator of change necessary in teacher delivery of classroom experiences Year end survey results to be compiled and reviewed by Central Pathways team -strategies for implementation include a shared ownership of progrma delivery betweem teachers administrators and central staff.

School


SMART Goal :


Focus : CCCC / K-6


Attainable

Evidence Based Strategies / Actions Professional Learning: Implement the 3 year faith development program of Word Worship Witness with activities and reflections designed to help students grow in faith and responsible behaviour Holy Family staff to access related PD opportunities offered through CCCC staff Safe Schools Dept to facilitate presentations to teachers and support staff of exceptional students on de-escalating difficult behaviour Health Action Team to be created including staff and students and community members Continued implementation of Catholic monthly virtues intended to support Character education and aimed at concentrating school wide focus on one virtue per month Student of the month awards to be integrated with the virtues each month together with a recognition board in the main hall We team comprised of Intermediate students and staff who develop and deliver information regarding school wide initiative with respect to the WE program ( ongoing support from the Free the Children Foundation )

Specific

Professional development and capacity building of educators and support staff as caring adults -Holy Family staff will need to develop an increased awareness and understanding of students'behaviour, and the underlying developmental cognitive and social emotional issues in order to recognize and address the problems incuding mental health issues. This will assist in supporting students who are struggling with behaviour concerns. -staff will participate in various workshops offered by the Board and outside agencies to become educated around dealing in a positive manner with students who present with challenges -guidance counsellor and school social worker to work with staff and provide support for classroom teachers and for support workers when dealing with social / emotional issues presented by students(counsellor bi-weekly basis and social worker weekly basis )

Measurable

Measures of Success: -fewer students sent to office for disciplinary concerns -a decrease in progressive incident forms being filled out -a decrease in the number of suspensions related to conduct injurious to the moral tone of the school -an increase in positive interactions between students and peers -staff participate in PD activities which highlight their role in the school as a caring adult ( ex. When Faith Meets Pedagogy )

To increase the strong sense of a Caring Catholic Community for all students from Grades K-6 as evidenced by feedback from students in surveys created at the school level and from selected student focus groups who will be interviewed by our safe school team members.

Evaluation:

Results- Oriented

Resources: Curriculum and human resources from Student Success, Phys Ed and Health , Religion , Safe Schools , Special Services, Staff Development and Guidance Depts. Outside agencies : Community police liasion officer CCAS Bloorview MacMillan Geneva Centre Surrey Place CCAC (Occupational Therapists and Speech Pathologists ) Blind and Low Vision support staff

Timeline

Monitoring and Responsibility: Student Success and Safe Schools teams to deliver local regional and centrally offered PD opportunities which staff from all divisions will have an opportunity to attend Resources available for staff on Student Success website ongoing throughout the year Guidance Social Work to deliver programs ongoing throughout the year Safe school team and School learning improvement team to meet in January/ February to discuss and determine the success of the initiative based on surveys completed by students and staff Teams to meet in June to discuss the surveys which the guidance / social worker have gathered to determine direction for 10-11 school year for both staff and students

School


SMART Goal :


Focus : Literacy / 7-12


Attainable

NELSON LITERACY PURCHASED FOR THE ENTIRE INTERMEDIATE DIVISION PROFESSIONAL DEVELOPMENT PROVIDED TO STAFF BY NELSON AND RESOURCE STAFF AT WORKSHOPS LITERATURE CIRCLES TO BE IMPLEMENTED EACH TERM WITH TEXTS SELECTED TO MEET STUDENT NEEDS NELSON GEOGRAPHY TEXTS PURCHASED FOR GRADE 8 THIS YEAR TO COMPLETE THE SET OF TEXTS FR THE ENTIRE DIVISION. STUDENT SUCCESS LEARNING NETWORK TEAM ESTABLISHED WITH BISHOP MARROCCO AND HUB MEETINGS ARE ATTENDED BY ALL INTERMEDIATE STAFF ONCE PER TERM TO SHARE ARTIFACTS BEST PRACTICES SHARED AT HUB MEETINGS SPECIAL ED AND ESL TEACHER TO BE INCLUDED IN INTERMEDIATE MEETINGS AND WORK CLOSELY IN DEVELOPING PROGRAMS TO MEET INDIVIDUAL STUDENT NEEDS THROUGH DIFFERENTIATED INSTRUCTION. CLASSROOM ASSESSMENTS TO BE ADMINISTERED ON REGULAR BASIS AND INTERMEDIATE STAFF TO SHARE INFORMATION AT DIVISIONAL MEETINGS

Specific

EQAO Grade 6 and CAT 3 grade 7 results from May 2009 indicate the achievements of students and provide data fro: Areas targeted for improvement: *identified area of concern has been determined based on the analysis of the item information report 2008-09 ( EQAO ) *student open responses which target implicit understanding and making connections

Measurable

Data examined: EQAO AND CAT 3 2008-09 REPORT CARD MARKS MID POINT ASSESSMENTS: ONTARIO COMPREHENSIVE ASSESSMENTS ( SEPTEMBER AND FEBRUARY ) WRITING ASSESSMENT ( OWA ) TEACHING LEARNING CYCLES PRE AND POST ASSESSMENTS TO BE COMPLETED AND MODERATED MARKING DATA TO BE SHARED EACH TERM DATA COLLECTED FROM THE TEACHING LEARNING CYCLES TO BE TRACKED AND SHARED BY INTERMEDIATE STAFF AND SPECIAL ED AND ESL TEACHER SUCCESS IS MEASURED BY DEMONSTRATED IMPROVEMENT IN THE AREAS TARGETED AS SEEN IN THE EQAO AND CAT 3 RESULTS 2010

TO INCREASE THE NUMBER OF STUDENTS ACHIEVING LEVEL 3 AND 4 IN READING BY 5 % AS MEASURED BY EQAO AND CAT 3 ASSESSMENTS MAY / JUNE 2010.

Evaluation:

Results- Oriented

RESOURCES IDENTIFIED TO ASSIST IN ACHIEVING THE RESULT OF 5% IMPROVEMENT IN EQAO AND CAT 3 SCORES. ONTARIO COMPREHENSIVE ASSESSMENT TOOL PURCHASE OF NELSON LITERACY TEXTS AND RESOURCES FOR ENTIRE INTERMEDIATE DIVISION E-NEWSLETTER TO ALL TEACHERS PREMIER ASSISTIVE TECHNOLOGY FOR SPECIAL ED STUDENTS ASSISTIVE TECHNOLOGY FOR ESL STUDENTS AND RESOURCE TEACHER SUPPORT FOR ESL TEACHER

Timeline

QCA DATA COLLECTED TWICE PER YEAR ( SEPT AND FEB ) TEACHING LEARNING CYCLE ONE PER TERM DATA TO BE SHARED AT HUB MEETINGS BY STAFF ( ONCE PER TERM ) MODERATED MARKING SESSIONS PRE AND POST ASSESSMENTS ( ONCE PER TERM ) DATA TO BE SHARED AND TRACKED SCHOOL IMPROVEMENT TEAM TO MEET ONCE PER TERM TO REVIEW PLAN , DISCUSS THE DATA RE THE PRE AND POST ASSESSMENTS AND SUPPORT TEACHERS AS REQUIRED SUPPORT STAFF TO BE INCLUDED IN THE PLAN TO IMPROVE STUDENT ACHIEVEMENT LITERACY REP TO SHARE INFORMATION GATHERED AT REGIONAL MEETINGS SPECIAL ED AND CLASSROOM TEACHERS TO ATTEND PROFESSIONAL DEVELOPMENT OPPORTUNITIES ( ONGOING ) ASSESSMENT AND PROGRAMMING TEACHER TO SUPPORT STAFF IN PREPARING IEPS ( ONGOING )

School


SMART Goal :


Focus : Numeracy / 7-12


Specific

Student Achievement Data EQAO assessment of Math overall results Grade 6 School TCDSB Ontario 08-09 73% 62% 63% 07-08 48% 59% 61% 06-07 71% 58 % 59% Cat - 3 Grade 5 results ( for current gr 7 students ) Math subtest generated a 55% and the computation subtest 53% Cat- 3 results for current gr 8 students generated the following results: math subtest 62% and computation subtest 48% -identified area of concern is student achievement in the Math processes of problem solving base on Gr 6 EQAO results in particular the Open response questions and the need to focus on improving basic computation skills 4 step problem solving model provides a framework for asssiting students to think about a question before during and after the problem solving experience 4 steps are: understand the problem, make a plan , carry out the plan and review the plan Problem solving is key to mathematical literacy. Students select and apply stategies they have learned to deepen their understanding of concepts.

Grade 7 : to increase the number of students achieving above 4th stanine in the CAT-3 Grade 7 assessment administered in May 2010 Grade 8: To increase the number of students achieving above 70% in all strands of the Nelson Math program

Attainable

Develop and implement NAfLC for gr 7 and 8 during term 2 mod marking to determine instructional strategies to target level 2 students to move to level 3 with precise instruction provided ONAP to be implemented TCDSB assessment tool CAT - 3 gr 7 Professional Learning: NAfLC family of school meetings develop mod marking/ teaching strategies continue to implement use of technology ( Smart Board ) and computer based programs to instruct students in math skills and concepts TCDSB numeracy based inservices encourage and support in class coaching Instructional Strategies: 4 step problem solving method ( understand the problem, make a plan, carry out plan , reflect on solution ) model appropriate problem solving strategies using numbers words diagrams charts use of manipulatives to aid in the understanding of complex problems involving multiple steps think pair share opportunities ongoing review and practice to promote understanding and consolidate learning

Measurable

Data Examined: EQAO data for 08-09 and past years to examine trends EQAO released IIR for 2009 Junior division Documents: EQAO profile of strengths and areas for improvement CAT-3 data: focus on Stanine 4 students in grades 5 and 7 Mid point assessment tools : NAfLC Numeracy assessment for learning cycle Key assessment questions to address problem solving ONAP chapter tasks and tests ( Nelson) Report cards Measure of Success: Report card data Cat -3 Assessment data May 2010 Daily Numeracy Blocks ( 60 min )

Evaluation:

Results- Oriented

Guide to effective instruction in Math - problem solving and communication Release days to permit mod marking / teaching in class coaching all classrooms equipped with sufficient manipulatives students have necessary calculators and all other math related resources

Timeline

NAfLC pre and post assessment to determine student performance and areas identified for improvement Key assessment questions to address problem solving ONAP Nelson chapter test ongoing assessment by classroom teacher to determine student performance Report card data December March June to determine student performance and identify areas of need / growth CAT - 3 Grade 7 data May 2010

School


SMART Goal :


Focus : Pathways / 7-12


Attainable

Stategies and Actions -elementary students will attend the Skills Canada seocndary competition -half day visits for gr 7 and 8 students to local secondary schools to learn about different programs -Experiences hosted by secondary schools for Gr 8 students within their SSLN Transition information evening for parents of students in gr 7 and 8 within the local elementary schools Professional Learning -Coordinate college visits for gr 7 & 8 teachers to inform them of opportunities available within the college system -participation at OSCA conference in November supported for each elementary counsellor

Specific

Needs assessment: Specific areas targeted for improvement: the overall number of Pathways experiences to be increased by at least one Data: students will have access to authentic pathways experiences and therefore will make informed choices re workplace , college and university destinations with sufficient understanding of the opportunities available honoring all pathways work enables us to fully serve all our students and by so doing we recognize the value of all human work recognize that each student is an individual with unique gifts recognize that eache student will use their gifts to follow his/her own pathway and recognize the role that human work has in God's plan for creation by increasing the number of presentations, visits, and hands on activities available to students more of them will be better informed when making post secondary choices

Measurable

Measures of Success: -team will view participation numbers after each event to evaluate progress toward overall goal - school staff will keep evidence logs of activities and participation

To increase by at least 1the number of opportunities available for students in gr 7 and 8 to access age appropriate authentic Pathways experiences as measured by the completion of specified activities.

Evaluation:

Results- Oriented

Resources -identified resources that can aid in achieving desired results -over a 3 year period every elementary school will participate in at least one Pathways program -school to be funded based on participation

Timeline

Monitoring and Responsibility -review participation after each event to evaluate progress toward overall goal within 2 weeks of each event -participation and student responses to be examined -member of central team to take the lead on each activity / event report attendance /evaluation to the team

School


SMART Goal :


Focus : CCCC / 7-12


Attainable

Strategies and Actions Professional Learning: Staff will access realted PD opportunities through the themes of Word Worship Witness as delivered by the Catholic Teachers Centre Safe Schools and Special Services presentations to teachers and support staff who work with exceptional students on de-escalating difficult behaviour Guidance and Social work to deliver programs on bullying , positive peer relationships , media influence, problem solving , conflict resolution, Community Liasion Officer to deliver programs on internet cyberbullying , gangs . Peace program ( November ) Increased opportunities for leadership : Camp Olympia We program and student involvement Student council

Specific

Students to be involved in the creation and ownership of a safe positive environment for all students in the school Staff need to have an increased awareness and understanding of students' behaviour and underlying developmental, cognitive and social / emotional issues in order to recognize potential problems such as mental health or personal issues which can lead to inappropriate conduct. Positive, supportive relationship with a " caring adult " is important for all students but critical for students at risk in order to prevent school disengagement at an early age. increased awareness and sensitivity within the school staff of signs and symptoms of mental health and other issues will help to avoid misunderstanding of student behaviour which increases risk of disengagement. Staff alerted to the students at risk in the community through the school improvement team and the safe school team

Measurable

-opportunities for staff to participate in capacity building activities in order to assist them in cultivating their role as caring adult will be available throughout the year through Board sponsored PD increase in extra curricular engagement of students is evident: ( sports teams, clubs, chess teams,W5H team,student council,choir, We team, Health Action team, Safe School team , ) fewer students sent to office for discipline issues decrease in progressive incident forms being completed by admin and staff decrease in number of suspensions related to conduct injurious to the moral tone of the school an increase in positive interactions between students and peers

To increase by at least 5%the strong sense of a Caring Catholic community for students in Grade 7 and 8 as evidenced by the feedback received from students who have completed surveys created at the local and Board level dealing with the issues of bullying and safe schools. Students will have an opportunity to join focus groups conducted by staff to assist in developing plans to create a safer more inclusive environment.

Evaluation:

Results- Oriented

Resources: Curriculum and human resources from Phys Ed and Health Dept. Religion, Safe Schools, Special Services staff , Staff Development and Guidance depts Community Liasion police officer CCAS CCAC Kid Cops and Computers program

Timeline

Monitoring and Responsibility PD opportunities throughout the school year which staff are able to access ( ongoing ) Student Success website variety of resources to be posted ( ongoing ) surveys to be completed and data compiled by safe school team and the school improvement team in Jan/Feb and again in June to detemine course of action for year 2010 - 11. Results to be reported to staff at staff meetings in February and again in June.