Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Martha Fitzpatrick

TRUSTEE: Mary Ann Robillard

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Prince of Peace Catholic School

Anthony Petitti

255 Alton Towers Cir Toronto ON M1V 4E7

335STUDENT ENROLMENT:

www.tcdsb.org

Catholic Education Centre80 Sheppard Avenue East Toronto ON M2N 6E8

Superintendent of Education, Curriculum and Accountability Team

Josie Di Giovanni

Angela GauthierAssociate Director, Academic Services

Ann AndrachukChair of the Board

Director of Education

2010 - 2011

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Chair of the BoardAnn AndrachukDirector of Education Prince of Peace Catholic SchoolAnn Perron

20102011

Natalie Rizzo, Student Trustee12. Nancy Crawford11. Angela Kennedy10. Barbara Poplawski9. Jo-Ann Davis, Vice-Chair8. Tobias Enverga7. John Del Grande6. Frank D'Amico5. Maria Rizzo4. Patrizia Bottoni3. Sal Piccininni2. Ann Andrachuk, Chair1. Peter Jakovcic

Wards

2010 - 2011

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Prince of Peace Catholic School

Focus : Literacy / K-8

20102011School year:

Specific

Needs Assessment: - EQAO results on Reading assessment from May 2010 - CAT4 results from May 2010 for Grades 2, 5 and 7 - EQAO Cohort report for Reading assessment - EQAO Profile of Strengths and Areas for Improvement from May 2010 - 5 Year Trends - Student work Areas targeted for improvement: - Primary Junior and Intermediate Reading - Making Connections with focus on Open Responses and Inferencing - Sub group focus - "Students to Watch" - students with special needs and ESL needs. Rationale: - While 94% of our students are at Level 3 and 4 in Reading, as measured on the EQAO Primary assessment in May 2010, which is considerably higher than board and province, the area identified on the Item Information Report that would benefit from reinforcement is Making Connections with Open Responses. Based on on-going classroom assessment, teachers across divisions identify inferencing as an area of focus. - While 95% of our students are at Level 3 and 4 in Reading, as measured on the EQAO Junior Assessment in May 2010, which is considerably higher than board and province, the area identified on the Item Information Report that would benefit from reinforcement is Making Connections with Open Responses. Based on on-going classroom assessment, teachers across divisions identify inferencing as an area of focus.

To maintain the percentage of students achieving Level 3 and 4 in Reading as measured by both the Primary and Junior EQAO assessments in May 2011 (94% in Primary and 95% in Junior). To increase the percentage of students achieving Level 4 in both Primary and Junior Reading (Primary from 29% to 31% and Junior from 25% to 27%).

Attainable

Targeted Evidence-Based Strategies/ Actions: - creating a rich language environment - structuring our literacy learning blocks providing for focused instruction using the gradual release of responsibility - - using read alouds with explicit modeling/teaching of reading strategies that target comprehension, help the students make connections and improve inferencing skills. - emphasis on tasks that require open, written responses and higher order thinking - integration of technology, assistive technology, drama and the arts to differentiate and support all learners. - shared reading on a regular basis - explicit and targeted instruction using guided reading on a regular basis - continue the effective use of high yield strategies such as word walls, graphic organizers, literature circles, book buddies, think-pair-share, go charts, Daily Five - student evidence of the use of exemplars, rubrics, peer and self assessment - intensive support for students to watch - ESL and Special Education needs - assistance from Special Education teacher working in classroom with teacher; use of volunteers; close communication with parents; more frequent guided reading lessons and student teacher conferences - team planning and teaching, teacher moderation - Teaching Learning Critical Pathways - focus on assessment for learning - professional learning focused on evidence based strategies - inservices and workshops

Measurable

Data Examined: - EQAO data for 200-2010 and past years to examine trends. - Profile of Strengths and Areas for Improvement (PSAI), Detailed School Report, Item Information Report, Tracking of Cohort Data, specific questions from EQAO assessment from May 2010 - CAT4 - Grade 2, 5 and 7 data - Students to Watch List (Level 2 in Reading, ESL or Special Ed needs) Midpoint Assessment Tools/ Data Sources: - Observation, Interview, Anecdotal Notes, Comprehensive Literacy Assessments (K-3) - Teaching Learning Critical Pathway: pre and post assessment progress - QCA Data (Grades 3 to 6) - Report card marks Year End Assessments: - Comprehensive Literacy Assessments - Report card marks - EQAO 2011 student achievement as measured through the primary and junior reading assessments - Comparison between EQAO and CAT4 scores

Evaluation:

Results- Oriented

- K-6 Literacy Resource Teacher - School Improvement Team - Administration - Running Records/ Comprehensive assessment measures - Classroom assessments (on-going) - School Literacy rep to share information and resources provided at regional meetings - Reaching Readers, QCA Assessments for Grades 3 to 6 - Code days for professional learning opportunities - School budget to purchase appropriate materials to enhance reading comprehension/ guided reading

Timeline

- EQAO and CAT4 analysis - September 2010, September 2011 - SLIP October 2010, March 2011, June 2011 - Term Report Cards - February and June 2011 - Running Record Data - collected three times per year and available on DIP - QCA data - collected twice per year and available on DIP - Collect and share student artifacts, exemplars, rubrics for discussion at divisional meetings - School Improvement Team to use information from DIP to monitor school plan on an on-going basis - Administration to monitor progress based on Indicators of an Effective Language Arts program. - Administration to review multiple data sources on on-going basis.

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Prince of Peace Catholic School

Focus : Numeracy / K-8

20102011School year:

Specific

Needs Assessment: - EQAO results on Math assessment, Individual Item Reports, Profile of Strengths and Areas for Improvement from May 2010, 5 Year Trends - CAT4 results from May 2010 (Grades 2, 5 and 7) - EQAO cohort report for Math Areas targeted for improvement: - We will be focusing on Patterning and Algebra in Primary and on Data Management and Number Sense in Junior. - We will be focusing on Geometry and Spatial Sense in the Intermediate Division. - Across the grades our sub group focus will be the "Students to Watch" - Special Needs and ESL. Rationale: - Based on EQAO data over the past 3 years the scores on the Primary Math have been solid and consistent going from 98 to 97 to 97. This is considerably higher than the board and province. With closer examination of the EQAO Item Information Report and CAT4 Grade 2 data, students are experiencing some difficulty with specific questions within Patterning and Algebra strand. - In the Junior Division the EQAO data is considerably higher than board and province and the trend shows a consistent increase over the past 4 years (74%, 81%, 81%, 95%). With closer examination of the EQAO Item Information Report and CAT4 Grade 5 and 7 data, students are experiencing some difficulty with specific questions within Data Management and Probability and Number Sense. - On the Grade 7 CAT 4 assessment Geometry and Spatial Sense was the area with the greater number of students Below and the least number of students Above. As well the Grade 6 EQAO showed the same area with the lower scores.

To maintain the percentage of students achieving Level 3 and 4 in Math as measured by both the Primary and Junior EQAO assessments in May 2011 (97% in Primary and 95% in Junior). To increase the percentage of students achieving Level 4 in both Primary and Junior Math (Primary from 29% to 31% and Junior from 38% to 40%).

Attainable

Classrooms being Math rich environments with: - Math word walls and math strategy walls, strategies charts, and four step problem solving charts posted. - Having a block for Math on a daily basis. - Students will use the four step problem solving model to solve Math problems with a focus on "Looking Back". - Planning for more lessons that allow for group work where discussion and problem solving occur - Bansho, gallery walk, think-pair-share. These type of lessons also support the learning of the special needs students and the ELL/ESL students. - Student generated work samples/artefacts will continue to be displayed in classes and hallways. - Manipulatives, calculators and technology to be used in all grades - supports needs of special needs and ELL/ESL learners. - Prince of Peace will hold its first Family Math Night January 27th. - Students will be provided with opportunities to engage in assessment for, as and of learning on an ongoing basis to enable teacher to differentiate instruction. Professional Learning - Teachers new to Grades 3 and 6 will attend workshops for Math in October. - Staff rep will share information and ideas from Math reps' meetings.

Measurable

Data Examined: - EQAO scores from the Item Information Reports (IIR) 2009-2010; Profile of Strengths and Areas of Improvement (PSAI); Cohort Report 2007-2010 - CAT4 scores for Grades 2, 5 and 7 Mid-point Assessments: - Report Card Marks for Term 1 - Unit Tests and Formative assessments - Observations and anecdotal comments - Ontario Numeracy Assessment Program (ONAP), Grades 4, 5 and 6 Year-end Assessments: - Report Card marks for Term 2 - EQAO 2011 student achievement as measured through the primary and junior math assessments - CAT4 results for Grades 2 and 5, May 2011 - Comparison between EQAO and CAT4 scores - NAfLC (Numberacy Assessment for Learning Cycle) artefacts

Evaluation:

Results- Oriented

Human Resources: - Math Resource Teacher (Planning of Family Math Night) - School Math Representative - School Improvement Team - Administration Numeracy Resources: - Nelson Math Program - ONAP 4, 5 and 6 - Ministry Resources - Guides to Effective Instruction in Math - Manipulatives, SMART board, calculators, Math software

Timeline

- EQAO and CAT4 analysis - Fall 2010 and Fall 2011 - School Learning and Improvement Team October 2010, March 2011, June 2011 - Term Report Cards - February and June 2011 - Collect and share student artefacts from Bansho and Gallery Walk at Divisional meetings Monitoring: Teacher: - Uses assessment tools to monitor student progress. - Reviews report card data to monitor student progress. - Identifies "Students to Watch" and tracks more frequently. - Collects and shares artefacts for discussion. School Improvement Team: - gathers and analyzes data. - uses DIP to monitor school data on an ongoing basis Administration: - monitors progress based on Indicators of an Effective Mathematics Program - in divisional meetings determines what resources need to be purchased to support goals.

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Prince of Peace Catholic School

Focus : Pathways / K-8

20102011School year:

Specific

Data: - Pathways priorities are on providing scaffolded opportunities to help students grow in their ability to know and appreciate their own skills and aptitudes, to apply their knowledge of their 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 and problem-solving skills in different aspects of their lives. - Opportunities to grow in self knowledge present themselves across several curriculum areas in various learning opportunities. - Students will have access to authentic pathways experiences and therefore, eventually be able to choose appropriate secondary schools and choose post-secondary pathways between workplace, college and university destinations with sufficient understanding of the opportunities available. - Honoring all pathways to work enables us to fully serve all of 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 each student will use their gifts to follow their own pathway and recognize the irreplaceable role that human work has in God's plan for creation. - By increasing the number of presentations, visits and hands-on activities to students, and job-embedded professional development for teachers, students will be better informed when making pathways choices.

Measurable

- Teachers will keep track of all pathways opportunities implemented in their classrooms. - Grade 6 students will complete a survey about their participation in pathways experiences. - The SLIP team will review participation numbers after each event to evaluate progress toward the overall goal.

Students from grades 1- 6 will participate in at least 2 authentic age-appropriate experiences focused on pathways explorations from the Explore and Discover Pathways Curriculum Resource as measured by the completion of the activity specified. To increase by 1, the number of opportunities available for students in Grades 7 and 8 to access age-appropriate, authentic Pathways experiences as measured by the completed of specified activities.

Evaluation:

Results- Oriented

Resources identified that can aid in achieving desired results: - A support document for Grades 1 - 6 to help infuse pathway experiences within Language Arts, Social Studies, and the Family Life curriculum to be implemented. - Utilitize other availabe resources such as: Paws in Job-Land, The World of Work, Career Cruising, My Blueprint.

Timeline

Monitoring and Responsibility: - In a mid-year review of the SLIP, team assess progress made in achieving our Pathways goal. - In a year-end review of the SLIP, team to assess progress made in achieving our Pathways goal.

Attainable

Targeted Evidence-Based Strategies/Actions to help attain goals: - Lessons from the Primary/Junior resource document (Explore and Discover Pathways Curriculum Resource) with grade-specific career exploration lessons/activities will be taught in each primary and junior class. - Utilize any information disseminated by Elementary Guidance counsellors about pathways-related activities available. - Arrange Skills Canada presentation for Intermediate students. - Arrange Junior Achievement , Scientists in the School, Artists in the School presentations. - Use programs such as Career Cruising, Paws in Jobland, My Blueprint. - Participation in Cardboard Boat Races. - Encourage parents and students to attend Transition Information evenings for parents of students in Grades 7 and 8. Professional Learning: - Co-teaching opportunities between elementary counselors and classroom teachers. - One Junior teacher to attend a half-day in-service on the Explore and Discover Pathways Curriculum Resource to learn about the pathways lessons created for each grade. Subsequently with support of Elementary Guidance Counsellor assist classroom teachers in the implementation of this document.

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Prince of Peace Catholic School

Focus : CCCC / K-8

20102011School year:

Specific

Needs assessment: From discussions with staff and parish priest it has been determined that there is a need for the school to plan school masses rather than simply attending occasional regular daily masses at the church. We feel that a concerted concrete focus on the monthly virtues will help reduce the number of student infractions and help improve behaviour in general. This focus also serves to encourage our students to reflect on the gospel values in a meaningful way. Historically the school has been very involved in reaching out to help others - Build a Village, Food Drives. By having our We Team take the lead on outreach activities we will be fostering leadership, as well as promoting the Virtues of the Month. Rationale: Catholicity, Community, Culture and Caring has its roots firmly planted in building and improving relationships that foster the faith development of our students. CCCC provides opportunities for teachers and students to "foster excellence in Catholic education through a faith development model that supports a safe, healthy learning environment." Creating opportunities for students to become engaged, to support one another through leadership development and to build community and spirit within our school is foundational.

Measurable

Measures of Success: - School Liturgical team works with parish priest to plan masses - some at the school and some at the church. - SLIP team to track the various outreach activities in which we participate. - Virtue of the Month Assemblies are held, certificates are presented to students from each class nominated by the teachers from September to June 2010.

As a Catholic school community we will improve our relationship with the local parish and help foster the faith development of our students as measured by the completion of the activities specified.

Evaluation:

Results- Oriented

Resources: - Daily Mass missalette - Health Action Team school plan - Board Virtue of the Month resources

Timeline

Monitoring and Responsibility: - In a mid-year review by the SLIP team assess progress made in achieving our CCCC goal. - In our year-end SLIP team meeting assess progress made in achieving our CCCC goal.

Attainable

Targeted Evidence-Based Strategies/ Actions to help attain goals: - School Liturgical Team to plan liturgies following guidelines from parish. - School welcome visits from parish priests or other deacons/ priests visiting the parish. - Grade 2 and 8 teachers work with the parish to prepare students for sacramental preparation. - Promote virtues of the month through monthly assemblies, P.A. announcements, classroom activities, newsletter inserts, student written and artistic submissions, bulletin board displaying monthly themes and photos of nominated students. - A team of students attend National We Day and take the lead of promoting outreach activities - Terry Fox Run, Food Drives, Free the Children. - Junior students volunteer as student leaders to help improve social skills of students in ME class. - Intermediate students, as members of Health Action Team, teach co-operative games to younger students. - Plan annual Play Day with a focus on being more inclusive of our special needs students in the ME program.