Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Kathryn Kubota-Zarivnij

TRUSTEE: John Del Grande

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Epiphany of Our Lord Catholic Academy

Anthony Petitti

3150 Pharmacy Ave Toronto ON M1W 3J5

180STUDENT 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 Epiphany of Our Lord Catholic AcademyAnn 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 :

Epiphany of Our Lord Catholic Academy

Focus : Literacy / K-8

20102011School year:

Specific

86% of grade 3 students, 77% of grade 6 students,, and 78% of grade 8 students will achieve levels 3 and 4 reading (with a focus on reading with fluency, developing and explaining interpretations of texts using stated and implied ideas to support their interpretation, and demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details) Classroom Assessment (as of November 16, 2010): Language: (students achieving levels 2, 2/3, 3, 3/4, and 4) Grade 3 - 12/14 (86%); Grade 6 - 17/22 (77%); Grade 8 - 18/23 (78%) Grade 3 EQAO: 2009 - 2010 --> Reading - 93%, Writing - 93% (1 exempt) 2008 - 2009 --> Reading - 86%, Writing - 91% 2007 - 2008 --> Reading - 75%, Writing - 88% 2006 - 2007 --> Reading - 65%, Writing - 75% 2005 - 2006 --> Reading - 78%, Writing - 78% Grade 6 EQAO: 2009 - 2010 --> Reading - 83%, Writing - 100% 2008 - 2009 --> Reading - 68%, Writing - 86% (2 exempt) 2007 - 2008 --> Reading - 80%, Writing - 90% 2006 - 2007 --> Reading - 79%, Writing - 84% 2005 - 2006 --> Reading - 72%, Writing - 78% From EQAO Junior Assessment 2009-2010:

86% of grade 3 students, 77% of grade 6 students,, and 78% of grade 8 students will achieve levels 3 and 4 reading (with a focus on reading with fluency, developing and explaining interpretations of texts using stated and implied ideas to support their interpretation, and demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details)

78% - understanding implicitly stated infformation and ideas (making inferences) 74% - making connections 74% - recognizing a variety of text forms, text features and stylistic elements and demonstrate understanding of how they help communicate meaning 57% - reading with fluency From CAT4 (2009-2010) - Areas of Concern - grade 5 - media text, stated/implied ideas, critical thinking - grade 7 - meda text, conventions, general vocabulary QCA and OCA (2010) - Areas of Concern - grade 4 - making inferences, determining important ideas and synthesizing - grade 5 - making inferences and making connections (to personal knowledge, experiences, and text information), providing evidence and explanations to support ideas - grade 6 - making inferences, making connections - grade 7 - making inferences and showing logical reasoning; making connections to support a conclusion or judgement, using metacognition, explaining how reading strategies help them to comprehend - grade 8 - identifying the main idea and supporting details; expanding ideas with supporting details; understanding implicit details

Measurable

Data Sources: - EQAO 2009-2010 Data - Trends data, Profile of Strengths and Areas for Improvement (PSAI), Detailed School Report (DSR), Item Infomration Report (IIR), Student Questionnaire, Tracking of Cohort Achievement) - Junior EQAO assessments (May 2011) - grade 6 - CAT4 2011 assessments - grades 5 and 7 - QCA and OCA data - grades 4 to 8 student report cards (Term 1 - midpoint) - classroom student work samples (monthly discussion and tracking) - teacher observation, interview, and anecdotal notes - list of students (achieving level 1 and 2) to note progress over time Data Analysis: - noting achievement in different components of the EQAO, CAT4 assessments, QCA, and OCA (e.g., making inferences - stated and implied details) - comparing CAT4 and EQAO data, in terms of similarities and differences in achievement for individual students and groups of students (achieving level 1 and 2) - use of DIP data in terms of trends of achievement (especially for students achieving level 1 and 2) across different assessment data sources (EQAO, CAT4, running records, QCA, OCA) Measuring Success: - % of students achieving level 3 and level 4 in reading, especially in terms of making inferences using stated and implied details - % of students improving from levels 1 and 2 towards level 3 in reading during the year, in terms of analysis of student work samples, report card grades and comments, and teacher observations, interviews, and anecodal notes

Attainable

Target Evidence-Based Strategies: • use of OCA and QCA data to focus improvement in instruction; • exposure to different genres, vocabulary, exposure to different types of questions; • EQAO questions in May, as they are summative questions; • daily read alouds with explicit discussion of comprehension strategies; • use of variety of texts that require inference of implied and stated derails and development of reading fluency • implementation of literacy block focused on curriculum expectations and intentional teaching/learning strategies based on identified student learning needs; • use of reading tasks that are open that elicit written responses that require explanation, supporting evidence, and reasoning (critical thinking); • identify and track “students to watch” – analyse and discuss student work samples weekly; • implementation of Empower program for identified students; • daily independent reading and writing by identified students provided with feedback; • reference to students’ IEP for program accommodations and modification; • ongoing consultation with SBST teacher and principal for program monitoring and accommodations for students Professional Learning: - TLCLP within area 7 - C&A literacy inservices - SBSLT meetings - 3X per year - staff moderated marking of student work samples (bi-monthly) - staff newsletters - summarized excerpts from literacy instruction and ELL readings included weekly - staff discussions about literacy instruction strategies using staff classroom experiences, professional readings, such as LNS Capacity Building monographs and LNS webcasts - collaborative inquiry and implementation of literacy and ELL strategies in classrooms

Evaluation:

Results- Oriented

Human Resources: - K-6 Literacy Resource Teacher - SBSLT team (APT, psychologist, speech and language, social worker) - educational assistants - school improvement team - principal - school literacy rep. to share information and resources provided at regional meetings - classroom teachers and special education teachers Material Resources: - Nelson Literacy program - classroom reading materials and library reading materials - computer lab and reading software Financial Resources: - Code days for professional learning opportunities - school budget to purchase grade 2, grade 5, and grade 8 Nelson Literacy program materials - school budget to purchase classroom "reading materials" - school book fair to purchase classroom and library reading materials

Timeline

- EQAO and CAT4 Analysis September 2011 - SIT team - Progress Report - November 2010, Term 1 Report - February 2011; Term 2 Reort - June 2011 - weekly monitoring of "Students to Watch" oral and written responses to reading by classroom teacher - monthly collection and analysis of student reading responses (2 low, 2 medium, 2 high, and students to watch) - classroom teachers and/or principal - moderated marking - monthly - classroom teachers, SPED teacher, and/or principal

School

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

SMART Goal :

Epiphany of Our Lord Catholic Academy

Focus : Numeracy / K-8

20102011School year:

86% of Grade 3 students, 77% of grade 6 students, and 74% of grade 8 students will achieve levels 3 and 4 of student achievement in all strands of mathematics, with particular attention to number sense and numeration, patterning and algebra, and data management and probability within a problem solving framework.

Specific

86% of Grade 3 students, 77% of grade 6 students, and 74% of grade 8 students will achieve levels 3 and 4 of student achievement in all strands of mathematics, with particular attention to number sense and numeration, patterning and algebra, and data management and probability within a problem solving framework. Classroom Assessment (as of November 16, 2010): Mathematics: (students achieving levels 2, 2/3, 3, 3/4, and 4) Grade 3 - 12/14 (86%); Grade 6 - 17/22 (77%); Grade 8 - 17/23 (74%) Grade 3 EQAO 2009 - 2010 --> Mathematics - 93% (1 exempt) 2008 - 2009 --> Mathematics - 91% 2007 - 2008 --> Mathematics - 88% 2006 - 2007 --> Mathematics - 88% 2005 - 2006 --> Mathematics - 78% Grade 6 EQAO 2009 - 2010 --> Mathematics - 74% 2008 - 2009 --> Mathematics - 59% (2 exempt) 2007 - 2008 --> Mathematics - 85% 2006 - 2007 --> Mathematics - 89% 2005 - 2006 --> Mathematics - 83% Grade 6 EQAO (2009-2010) Areas of Concern: - 48% - number sense and numeration - 70% - patterning and algebra - 70% - data management and probability - 61% - knowledge and understanding of content

- 70% - problem solving CAT4 (2009-2010) - Areas of Concern: - grade 5 - decimals, number operations - grade 7 - whole number operations, decimal operations, number operations, data management, patterning and algebra

Measurable

Data Sources: - EQAO 2009-2010 Data - Trends data, Profile of Strengths and Areas for Improvement (PSAI), Detailed School Report (DSR), Item Infomration Report (IIR), Student Questionnaire, Tracking of Cohort Achievement) - Junior EQAO assessments (May 2011) - grade 6 - CAT4 2011 assessments - grades 5 and 7 - Nelson Mathematics key assessment questions, chapter tasks, chapter tests, cumulative review - grades 4 to 8 student report cards (Term 1 - midpoint) - classroom student work samples for monthly discussion and tracking - teacher observation, interview, and anecodtal notes - list of students (achieving level 1 and 2) to note progress over time Data Analysis: - noting achievement in different components of the EQAO and CAT4 assessments (e.g., making inferences - stated and implied details) - comparing CAT4 and EQAO data, in terms of similarities and differences in achievement for individual students and groups of students (achieving level 1 and 2) - use of DIP data in terms of trends of achievement (especially for students achieving level 1 and 2) across different assessment data sources - analysis of problem solving and understanding of concepts in daily student work, chapter tasks, chapter tests Measuring Success: - % of students achieving level 3 and level 4 in mathematics especially in terms of number sense and numeration, patterning and algebra, data management and probability - % of students improving from levels 1 and 2 towards level 3 during the year, in terms of analysis of student work samples (key assessment questions, chapter tasks, chapter tests, report card grades and comments, and teacher observations, interviews, and anecodal notes for problem solving and conceptual understanding

Attainable

Target Evidence-Based Strategies • different ways to solve problems, exposure to different types of questions; • EQAO questions in May, as they are summative questions; • use of EQAO and CAT4 data to focus improvement in instruction; • implementation of numeracy block (e.g., part problem solving lesson) focused on curriculum expectations and intentional teaching/learning strategies based on identified student learning needs; • use of mathematics learning tasks and problems that are open (e.g., open-routed) that elicit different methods and that require explanation, supporting evidence, reasoning and proving; • use of different models of representation (e.g., arrays, number lines, table of values, numeric, graphic, algebraic) manipulatives (e.g., two-colour base ten blocks) and technology (e.g., Geometer’s Sketchpad, spreadsheet) for understanding concepts; • coordinate whole class discussion and keep visual records of the class’ mathematical discussion to make explicit the particulars of the lesson learning goal, using bansho; • emphasize mathematics vocabulary and strategies by posting vocabulary lists and strategy anchor charts in the classroom; promote oral mathematical discussions using cooperative learning strategies (e.g., think pair share, turn and talk, one stray the rest stay); • display student work samples to show development of a mathematical concept and strategy in the hallway; • identify and track “Students to Watch” – analyse and discuss student work samples weekly; • implementation of After-School Grade 7 and 8 program for non-identified students achieving level 1 and 2 in the regular classroom programme; • reference to students’ IEP for program accommodations and modifications; • ongoing consultation with SBST teacher and principal for program monitoring and accommodations for students; OAME website with links to MOE clips • explaining how to solve a problem in language – reflect back on the math work Professional Learning: - C&A numeracy inservices - NAFLC and/or CIL-M within area 7 - SBSLT meetings - 3X per year - co-teaching processes and collaborative inquiry within the classrom - teacher moderation of teachers' and students' mathematical solutions to a problem to show mathematical development of a concept/strategy (bi-monthly) - staff newsletters - summarized excerpts from numeracy instruction and ELL mathematics readings included weekly - staff discussions about mathematics instruction strategies using staff classroom experiences, professional readings, such as LNS Capacity Building monographs and LNS webcasts

Evaluation:

Results- Oriented

Human Resources: - K to 8 and 7 to 8 mathematics resource teachers - school improvement team - school mathematics rep - classroom and special education teachers - educational assistants - principal - SBSLT team (APT, psychologist, speech and language, social worker) Material Resources: - Nelson Mathematics Program - ONAP 4, 5, 6, 7, 8 - Ministry Resources - Guides to Effective Instruction, websites, LNS monographs, LNS webcasts, parent handouts - Manipulatives - Computer Lab with mathematics software Financial Resources: - Code days for professional learning opportunities - School budget to top up manipulatives, Nelson Resources

Timeline

- EQAO and CAT4 Analysis September 2011 - SIT team - Progress Report - November 2010, Term 1 Report - February 2011; Term 2 Report - June 2011 - Weekly monitoring of "Students to Watch" oral and written responses to reading by classroom teacher - monthly collection and analysis of student reading responses (2 low, 2 medium, 2 high, and students to watch) - classroom teachers and/or principal - moderated marking - monthly - classroom teachers, SPED teacher, and/or principal

School

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

SMART Goal :

Epiphany of Our Lord Catholic Academy

Focus : Pathways / K-8

20102011School year:

Attainable

Targeted Evidence-Based Strategies/Actions - implement Explore and Discover curriculum program that provides ways for infusing pathways lessons and experiences within existing curriculum - provide Scientists in Schools presentations (2 sessions per class) - teachers liaisaon with guidance teacher to explore how Skills Canada can support students in grades 4 to 6 - increase reading of career materials - provide presentations to students, such as: Skills Canada, Junior Achievement - Career Corner bulletin board - students from different classes contribute descriptions about different careers Professional Learning - Explore and Discover workshops - staff newsletters - summarized excerpts about infusing pathways (career) education across the curriculum - staff discussions about strategies for using pathways (career) education across the curriculum using staff classroom experiences and professional readings

Specific

Implement two pathway activiites for JK to 6. For the intermediates, there will be an increased number of grade 8 students making appropriate pathway decisions.

Measurable

Measure of Success: In December/Jannuary, classroom teachers administer pre (before) and post (after) assignment to discern what students know about careers

Implement two pathway activiites for JK to 6. For the intermediates, there will be an increased number of grade 8 students making appropriate pathway decisions.

Evaluation:

Results- Oriented

Human Resources: - guidance teacher, social worker - school improvement team - principal - SBSLT team (APT, psychologist, speech and language, social worker) - CSAC members - parents, community members Material Resources: - Explore and Discover program - Ministry Resources - Pathways and other materials Financial Resources: - Code days for professional learning opportunities

Timeline

- ongoing throughout the year - collaboration between staff, CSAC, parent/school community - student awareness of career opportunities and its relationship to classroom learnning of subject content

School

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

SMART Goal :

Epiphany of Our Lord Catholic Academy

Focus : CCCC / K-8

20102011School year:

Specific

Implement two school-wide strategies support a safe, inclusive, and healthy learning environment, within a Catholic Faith development framework

Measurable

Data: - staff's observation and interview with students about the ways they contribute to their classroom and school's safe, inclusive, and healthy learning environment (e.g., putting into action virtues of the month, school code of conduct, incidences of student bullying) - reports of students' inappropriate behaviours (e.g., inappropriate language, bullying, physical alteractions) reduced - student self-reported awareness of appropriate language and unstructured time playing behaviours - student self-reported use of strategies in dealing with their own and other students' inappropriate behaviours - student participation in mass (e.g., oral responses, representation for readers, familiarity with the requirements of participating in mass) - parent observations of students' behaviours with one another (e.g., physical, language, bullying) Mid-Point Assessment Tools/Data Sources: - monthly school assemblies - weekly informal reports by staff about students' behaviours inside and outside of the classroom (e.g., physical, language, bullying) - student reports of behaviours of other students and their own behaviours Measuring Success in Area of Concern: - decrease in reported students' inappropriate behaviours (e.g., physical, language, bullying) by students, staff, and parents - increase in reported students' appropriate behaviours from students, staff, and parents - increase in student self-monitoring and support of other students in carrying out appropriate, safe, and helpful behaviours - identification and description of at least two school wide strategies that are implemented to improve the learning environment, in terms of being a safe, inclusive, and healthy, within a Catholic framework - increase of student participation and voice in the organization and presentation of school-wide activities

Implement two school-wide strategies support a safe, inclusive, and healthy learning envrionment, within a Catholic Faith development framework.

Evaluation:

Results- Oriented

Human Resources: - Food preparation/coordinator for running of Morning Nutrition program; principal and secretary to support in managing funds and implementation - guidance teacher, social worker to work with individual and groups of students in terms of social interaction/behaviour - police officer for school education on bullying - Learning for All special education model - 4 SBSLT meetings (APT, psychologist, speech and language, social worker) - CSAC members and parent volunteers - staff to organize classrom DPA daily - 20 minutes each day - staff and parent volunteers to organize/supervisor extracurricular activities (e.g., primary and junior soccer house leagues, drama club) Financial Resources: - Healthy Action team - submission for $2000 grant - Angel Foundation subsidy for Nutrition program

Timeline

- Monitoring - ongoing throughout the year - Monthly meetings to discuss observations and next step actions (e.g., monthly school assemblies, CSAC meetings, staff meetings) - Observation anecdotal data from students, staff, and parents throughout the year

Attainable

- inclusion of students as much as possible in all school-wide activities - monthly school-wide assemblies focusing on virtues of the month - story telling, classroom presentations, The Giving Tree (celebration) of students who put the virtues into action - safe schools committee meetings (3 X a year) - to discuss and monitor implementation of safe school plan - healthy action team meetings (3X year) and student-led activities throughout the year - monthly school masses - teacher/student collaboration - events-based school entry displays (e.g., prayer table and bible in front entry hall, peace cranes) - school-wide PA announcements to communicate expectations and provide feedback to students and staff - PALS student-leadership strategies during outside, unstructured time - student collaborations (e.g., reading buddies (primary and intermediate students); school mass buddies (kindergarten and intermediate students)) - Morning Snack program - weekly staff newsletter, monthly school wide newsletter, monthly staff meetings, and school website to communicate activities of school committees that promote safe, inclusive and healthy learning environments and virutes of the month activities - interactive presentations about bullying and social responsibiliity through Toronto police education program for every classroom in the winter and in the spring - school code of conduct - in grades 2 to 8 student agendas, in September newsletter, on school website