school name: st. josaphat catholic school lucy … · school name: st. josaphat catholic school ......

SCHOOL NAME: St. Josaphat Catholic School PRINCIPAL: Lucy Dyczkowsky

SUPERINTENDENT: Paul Crawford TRUSTEE: Barbara Poplawski

SCHOOL ADDRESS: 55 Pelham Ave , Toronto ON , M6N 1A5

STUDENT ENROLMENT: 161

School Learning PlanSt. Josaphat Catholic School

2008 - 2009

2009-06-01 of 20


2008 - 2009

2009-06-01 of 20

Regular classroom visits by the clergy to help weave the school community with the parish.

All grades. Ongoing Chaplaincy Community Resources

In progress Students and staff are comfortable to seek assistance from the clergy.

Develop a deeper awareness of the Eastern Rite Theology and Christian teachings in general.

All grades. Academic Year -chapliancy -Ukrainian Catholic Women's League of Ontario (St. Josaphat Branch)

Board-wide resources Ongoing -students will be able to identify significant historical individuals within the Eastern Rite; -students will become more aware of the traditions within the church that are practiced during different times of the year; -specific church responses will be learned; -clergy will visit the students regularly; -students will participate in Christmas and Easter parochial events; -more ulter servers to participate in the masses; -church choir to participate in regular church masses; -students will demonstrate greater understanding of scripture and how the teachings of Christ are integrated into their lives; -will participate in saying the Rosary monthly;

Involve students in social justice and community issues.

All grades to be involved. Academic Year Teacher, Principal Community Resources

Ongoing -students will participate in special charitable projects, e.g. Cancer Society, Jump Rope for Heart, Juvenile Diabetes Research Foundation, The Daily Food Bank, Sick Children's Hospital.

Character development and good citizenship.

All students. Ongoing Teacher, Principal Classroom / school resources

Ongoing Students will show random acts of kindness. The "Gotcha" tree will be filled with names of students who have expressed through their actions, the virtues celebrated in the school.

Intermediate graduating students are to help out in the church as part of their "Graduation Expectations".

Grade 8 students. Term 3 Teacher, Principal Community Resources

Action to be taken Intermediate students to help in the church after Sunday mass as responsible citizens.

Promote students and families to attend mass regularly and to become involved in parish events

All grades involved. Ongoing Chaplaincy Community Resources

Ongoing Monthly children's masses dedicated to specific grades, each month. Students from different divisions are involved in church events based on themes (ie. paska making during Lent).

Division JK - 8

Strategy Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Faith Development

To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience.

Priority Nurturing Our Catholic Community


2008 - 2009

2009-06-01 of 20

To establish a "Health Action Team" plan focusing on comprehensive school health and safety.

Ongoing Teacher -Board wide resources; -school resources; -community resources;

In progress -provide leadership opportunities for older students; -provide recess and lunch hour activities to increase student engagement;

School community engaging in healthy active living. Suggestions of healthy eating is translated into Ukrainian so that all parents can be included.

All parents and students. Ongoing Nurse, Principal Community Resources

Ongoing Students eating healthy snacks and parents reading the suggestions on the back of the monthly calendar. Public health nurse visiting to monitor the tuck shop snacks.

Ongoing Teacher, Principal Board-wide resources Ongoing Identify the different types of bullying and victims become advocates for themselves.

Continue to reinforce the understanding of the different forms of bullying, especially teasing and name calling. Continiue to empower students to be proactive in eliminating bullying situations.

All students from each division. Ongoing -student council president; -teachers; -principal;

Board-wide resources Ongoing -students will begin to use the appropriate vocabulary to prevent and eliminate bullying behaviours; -less bullying during assigned and unassigned school time; -fewer incident reports; -students will no longer be spectators to bullying incidents; -students become empowered by the knowledge taught; -students will take on leadership roles to promote school safety and school spirit; -staff will continue to promote the School Code of Conduct Policy;

To develop and establish a unified school wide approach with regards to progressive discipline.

Academic Year -principal; -teachers; -parents; -parish priest;

Board-wide resources In progress -develop school handbook with regards to progressive discp;line involving all stakeholders in the school

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Safe, Inclusive and Healthy Learning Environment

To enhance the quality of the working and learning experience through improving schools and workplaces so that they contribute to positive healthy and respectful relationships.



2008 - 2009

2009-06-01 of 20

Refine and continue the "Student of the Month" program to promote and celebrate positive student behaviour in the school.

All students; Ongoing -student council; -teacher;

Classroom / school resources

Ongoing -two students from each class to be selected each month that exhibit a positive behaviour(s)and academic success; -students will be presented with a certificate by the student council at our monthly pep rallies; -"Star Students" will have their pictures taken and posted in recognition of their success;

Check list used to make sure all students board their buses. Bus monitors used help to make sure that there is order and proper behaviour on the bus ride going to and from school.Discipline model translated into Ukrainian for parents to feel included and so that they support our cause.

All students Ongoing Teacher, Principal School resources Ongoing Buses leaving on time with the proper number of students. Proper behaviour on the bus and students feel safe.

Note: The principal will report to the school community on the effectiveness of each strategy at the end of the year how the plan worked based on the evidence of improvements.

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Safe, Inclusive and Healthy Learning Environment

To enhance the quality of the working and learning experience through improving schools and workplaces so that they contribute to positive healthy and respectful relationships.



2008 - 2009

2009-06-01 of 20

To increase student enrollment from the local areas and daycares through diverse genre and venues (church bulletins, shopping centres, Ukrainian Credit Unions and daycares, real estate agencies, Ukrainian radio and T.V. stations). Flyers to be distributed in strategic areas of the city and in the Canadian Embassy in Ukraine.

Staff, community and all children from each division.

Academic Year Teacher, Principal -CSAC involvement; -church community; -media; -board; -trustees;

Ongoing -increased enrollement; -relocation of school; -to support the growth of student population; -youth to be more involved in the planned activities for our younger population;

Division JK - 8


Goal Increasing Enrolment and Retention in Grades JK-12

To support and implement a variety of local and system initiatives that actively enhance the school profile and promote the benefits of Catholic education.



2008 - 2009

2009-06-01 of 20

Division JK - 8

Charts

CAT3-National Stanine 4 & Above-20072008-Grade 2

Gap Analysis:

Reading comprehension needs attention since vocabulary development is weak.

Running Records-Number of Students-20072008-Term 1 (Up to Nov. 30)

Gap Analysis:

The area of greatest need is to develop stronger phonetic awareness and reading comprehension skills from Junior Kindergarten to grade 2.

Goal Literacy

To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach.

Priority Improving Student Learning and Achievement


2008 - 2009

2009-06-01 of 20

Charts

EQAO-Reading-20072008-Grade 3-All Students

Gap Analysis:

65% of our grade 3 students scored at or above the provincial standards (levels 3 and 4). The area of greatest need, related to ministry expectations, is: 1.4 (Demonstrating Understanding); 1.5 (Making Inferences/Interpreting Text); and 1.6 (Extending Understanding). The target level is one and two.


Gap Analysis:

After years of being exposed to language and new vocabulary, scores are a reflection of developing comprehension. In Language Arts, vocabulary is an area of weakness due to many E.S.L. factors.


Gap Analysis:

Language vocabulary continues to influence reading fluency and comprehension. English language development is a struggle since many students are new Canadians and beginning to learn new vocabulary.


2008 - 2009

2009-06-01 of 20

Charts EQAO-Writing-20072008-Grade 3-All Students

Gap Analysis:

70% of our grade 3 students scored at or above Provincial Standards (level 3 and 4. Students are able to clearly express their thoughts using their own vocabulary. Vocabulary that is unfamiliar to them is not easily applied and therefore the students written work can be limited in terms of expression. Target level is 2.

EQAO-Writing-20072008-Grade 6-All Students

Gap Analysis:

80% of the students scored at or above the Provincial Standards (level 3 and 4). Similar to the grade 3 cohort, when writing using one's own vocabulary, thoughts are written clearly. But translating and using new vocabulary is still a concern for the 20% who are in level 2.

EQAO-Reading-20072008-Grade 6-All Students

Gap Analysis:

65% of the grade 6 population scored at or above Provincial Standards (Level 3 and 4). The targeted area of greatest need is level 2 since students scored 35%. The Ministry Expectations that need attention are: 1.4(Demonstrating Understanding): 1.5(Making Inferences/Interpresting Text); 1.6 (Extending Understanding).


2008 - 2009

2009-06-01 of 20

In order to support student learning of specific expectation 1.6 (Extending Understanding), staff will be supporting this focus through expectation 1.4 (Demonstrating Understanding) and 1.5(Making Inferences/Interpreting Texts). Students will use a variety of texts, as specified in specific expectation 1.1 and will explore a variety of forms, features and eliments of style (overall expectation #2).

Junior and Intermediate Division of focus

Ongoing Teacher Professional Development

In progress -Pre and Post assessments to be administered every 6 weeks. -students will compare, contrast and connect as well as analyse ideas; -students will extend understanding of oral texts by connecting, comparing and contrasting the ideas and information to their own knowledge, experience insights to other texts including print and visual text, and to the world around them

Use graphic organizers to develop specific expectation 1.4 (Classifying Ideas).

Primary and Junior Division Ongoing Teacher Classroom resources Ongoing Students will be able to identify main ideas through an open respose approach while supporting answers in a grouped format to develop a conclusive summary.

Division JK - 8


Goal Literacy




2008 - 2009

2009-06-01 of 20

Increased awareness of proper assessment to help with data collection in order to develop a useful data wall for future programing.

All divisional teachers and curriculum leaders.

Ongoing Teacher, Principal -Literacy in the Middle Grades Assessment Binder; -Balanced Literacy Assessment and Reading Materials; -Board Wide Materials; -Smart Board Technology;

Ongoing -by monthly resource staff to set goals with teachers in order to properly assess for the next skill that students must learn; -proper use of diagnostic formative and summative assessment practices; -teachers to review diagnostic assessments from Assessment Folders in order to deermine the needs of students and to infomr their practise; - attendance at board and in-house inservices; -information on the data wall to be moved regularly in conversation with divisional members, resource staff and principal; -increased understanding of the results of running records; -proper programming for individual students; -increased use of guided and shared reading materials in consultation with other divisional members; -centrally located materials for the Junior Literacy Program and for all grades;

Focus on professsional teacher development to increase student reading comprehension at all levels by incorporating guided reading, shared reading activities and other Language Arts Strategies.

All primary, junior and intermediate students will be involved in their own personal professional growth in consultation with the principal.

Academic Year Teacher, Principal -board wide resources; -resource teachers resources; -Balanced Literacy Resources; -Literacy in the Middle Grades program; -Junior Literacy Resources; -Words Their Way; -Words, Words, Words; -When Kids Can't Read, What Teachers Can Do -"The Family Literacy Program" Binder/CD for all grade 1 students;

Ongoing -teachers to attend board wide in-services pertaining to "Literacy in the Middle Grades"; -refresher workshops on "Balanced Literacy"; -Literacy Resource Staff to make by monthly visits while helping to set strategic goals with the divisional teachers; -attendance at board/secretariate sponsored in-services; -outside speakers and sponsors to facilitate professional teacher development; -teachers to attend other schools to observe their grade partner in teaching action (best practices shared and discussed);

Division JK - 8


Goal Literacy




2008 - 2009

2009-06-01 of 20

All students Ongoing Teacher, Principal Board-wide resources Ongoing - increased number of boys who are motivated to read; -reading buddies for grades JK-3; -"Snuggle Up & Read" book bag program for JK-3 (parent daily involvement to promote and encourage the reading program; -daily school vocabulary competition (office word wall); -new big books supported with individual reading materials for primary students to take home on a daily basis; -daily student reading activities for parents (leading questions parents can ask their children); -Young Authors Conference (works written and displayed by students); -Authors visits to promote reading and writing (some visits before and after the conference); -Book launch for "Books Around the World" program; -financial agencies to sponsor reading program (DVD's for each individual kindergarten child to promote letter/sound recognition; -purhcase of more fiction books for the library;

Increase student motivation to succeed academically through the development of reading skills and comprehension.

Primary Division Ongoing Teacher, Principal Board-wide resources Ongoing -improve student learning and achievement of specific expectation 1.6 (extended understanding), the staff will be supporting this focus through the progressive development of expectations 1.5 (making inferences), 1.4 (demonstrating understanding), 1.1 (variety of texts) and 2.3 (text features). -"Family Literacy Program" to focus on "Extended Understanding" (1.6) through the support of the family.

Division JK - 8


Goal Literacy




2008 - 2009

2009-06-01 of 20

Challenge students to develop higher order thinking skills, especially inferring and synthesizing using open response answers. ESL and Special Education teacher will continue to work with small groups of students in primary, junior and the intermediate grades to improve reading skills. -model and provide students with opportunities to demonstrate their understanding of a text by connecting ideas from their prior knowledge and experience to the ideas and information in a text; -read familiar text, print and visualize text, understanind the world around them (ie. compare, contrast, reading between the lines, etc.) and use of idioms. -continue to provide a variety of topics in different text types that are of interest to both genders;

Primary Grade Focus. Ongoing Teacher Professional Development

In progress -students will be able to answer questions that require them to make connections betweeen personal experiences, and an assortment of texts and global issues; -students will be able to express their opinions and provide evidence to support their argument; -decreased gaps between decoding and comprehension skills; -students will begin to use their reading skills in other areas of the curriculum, more independently; -implementation of skills to daily activities; -children will be able to retell and restate what they have read; -students will draw conclusions based on information that is provided in text;

Teachers will use the exemplars to show the differences between samples of writing that are leveled 1,2,3, and 4.

All grades and divisions. Academic Year Teacher Board-wide resources Ongoing Students are able to distinguish between levels and will be able to go back and make the appropriate changes to improve their written work.

Division JK - 8


Goal Literacy




2008 - 2009

2009-06-01 of 20

Teachers will use the Professional Learning Cycle (PLC) to guide their focus in the direction that the class must go. Pre-and post assement team marking will take place approximately every 6 weeks.

All grades. Six week PLC Teacher Classroom / school resources

Ongoing Ministry expectations (1.4, 1.5 and 1.6) to show improvement after the post asssessment. Data walls show movement of improvement.

Division JK - 8


Goal Literacy




2008 - 2009

2009-06-01 of 20

Goal Numeracy

To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics.


2008 - 2009

2009-06-01 of 20

Division JK - 8


2008 - 2009

2009-06-01 of 20

Charts

EQAO-Mathematics-20072008-Grade 6-All Students

Gap Analysis:

85% of the grade 6 population scored at level 3 and 4 (at or above the Provincial Standards). The targeted area is level 2. More manipulatives will be required to address the concerns of this group.

EQAO-Mathematics-20072008-Grade 3-All Students

Gap Analysis:

70% of our students scored at the Provincial Standards. The targeted area requiring more attention are the ESL students and level 2 students. More specific mathematical vocabulary is needed in order to help students understand and answer the questions.


2008 - 2009

2009-06-01 of 20

Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue.

Ongoing Teacher, Principal Board-wide resources Ongoing -assessment is used to inform instruction;-assessment tasks accommodate students' learning styles and ability levels;-in-school assessments practices are clearly linked to the Ministry Curriculum expectations with the supporting Nelson program;-teachers have the opportunity to attend a PLC for support;-consistent practices are shared with division during common planning time;-resource teachers from the board to visit the school;

A variety of instructional approaches are being implemented to enhance the development of mathematical skills while addressing language concerns. Teachers will continue to use the exemplars to compare levelled work and to help students identify the different levels of their work for the purpose of understanding and improvement. Divisional meetings used for planning next step and strategies.Mathematics lead teacher will share information with divisions after workshops attended. Teachers will have opportunities to participate in board wide workshops and ministry in services.

Teachers Academic Year Teacher, Principal School resources In progress -improved EQAO and CAT/3 scores by 3% -teachers to attend in-house and board-wide mathematics inservices for the mathematics program; -centrally located supportive mathematics manipulatives to be made available to all grades; -improve scores on standardized measures; -vocabulary of mathematical terminology posted in the classrooms;



2008 - 2009

2009-06-01 of 20

Student Council continuously run to promote leadership experiences for the intermediate grades. Class representatives selected to give students from grades 2-8 the opportunity to develop their leadership skills.

Students from grade 2-8 Academic Year Teacher, Principal Classroom / school resources

In progress -students running school activities -students helping in the office and kindergarten rooms -student used as ambassadors when new students or guests arrive -student volleyball coaches -pep rallies run by student council that will involve other students

Continue to develop a school wide professional learning community based on cooperative sharing of resources, ideas and activities for the curriculum.

Ongoing Teacher Professional Development

In progress Teachers will continue to attend Board and Ministry Courses and will share the information with their collegues. There will be more divisional meetings for planning purposes facilitated by the teachers who attended the workshops. Students ultimately will benefit. More teachers will attend Ministry Qualification courses in the summer and/or evenings.

Division JK - 8


Goal Empowering Catholic Leadership

To develop and support Catholic Educational Leaders who are energizing, caring, visionary, student-focused and collaborative role models in building a Catholic professional learning community.

Priority Building Capacity to Lead and Learn


2008 - 2009

2009-06-01 of 20

Teachers will attend PLC and other supportive board-wide, Ministry and in-house workshops to develop their skills and enrich talents.

Academic Year Teacher Board-wide resources In progress -attending Ministry of Education courses; -attend professional development courses; -Masters of Education started/completed; -primary Additional Qualification Courses; -English as a Second Language Course; -application of newly learned knowledge and skills; -divisional/PLC workshops; -teacher representatives for all areas of the curriculum; -principal courses;


Division JK - 8

Goal Professional Development

To provide job-embedded professional development that focuses on broadening the range of skills, practices and attitudes needed to create sustainable improvement and better results.

Priority Building Capacity to Lead and Learn

school name: st. josaphat catholic school lucy … · school name: st. josaphat catholic school ......

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