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May 2017

St. Edmund Elementary & JH School/St. Edmund Annex Catholic School

School Plan for Continuous Growth

2017-2020 Information Package

Christ has no body but yours, no hands, no feet on Earth but yours. (St. Teresa of Avila)

May 2017

School Mission: Enlightened by Christ, the mission of St. Edmund School is to inspire lifelong learning, embrace global citizenship and celebrate individual gifts. School Vision: St. Edmund is a Christ-centered community that encourages students to believe, to dream, to create and to empower. The staff and students at St. Edmund are dedicated to creating an environment in which, as believers, they have faith and trust in God and in the teachings of the Catholic Church; as dreamers, they explore big ideas and possibilities while working to become their best selves; and as creative persons, they cultivate imagination, open-mindedness and the skills needed to be successful in the 21st century. St. Edmund fosters a climate that empowers all persons to reach their full potential as caring, thoughtful and reflective global citizens. International Baccalaureate Mission The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. School Charism: A community of disciples in formation, extending the hospitality of Christ and serving those in search of hope and mercy. School Context: St. Edmund Elementary/Junior High School is located in the community of Calder. We are the north Edmonton site for the International Baccalaureate Primary and Middle Years Programmes within our school district. We are excited to offer the 100 Voices program, which makes us the first school in Edmonton to offer IB programming for 3 and 4 year old. We also offer Soccer, Hockey and Recreation Sports Academies. As a Catholic school, we are very proud of our Catholic traditions and values. At St. Edmund, our faith informs our actions and we work to establish a strong connection with our school and parish communities. As a fully accredited International Baccalaureate World School, we strive to ensure that the IB mission and Learner Profile are lived realities within our school community: “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared

May 2017

guardianship of the planet, help to create a better and more peaceful world.” In keeping with the IB Learner Profile, our students are: inquirers, thinkers, communicators, and risk-takers who are knowledgeable, principled, open-minded, caring, balanced and reflective. In our Catholic inclusive community, we will continue to focus on literacy and numeracy. We have several supports in place to facilitate the inclusion of these students in our daily programming. We currently have 747 students enrolled at St. Edmund in 100 Voices through Grade Nine. There are 312 students in our elementary this year (120 students at our Annex site) and there are 435 students in our junior high. We celebrate the diversity of our student population, which is made up of students from a wide variety of ethnicities and socio-economic backgrounds:

• 76 English Language Learners at St. Edmund (10% of our student population) • 53 students of First Nations, Metis or Inuit heritage (7% of our student population) • 5 International students in JH • 28 students in K-9 that have severe behaviors • 15 with medical diagnoses such as autism or hearing or sight impairments.

Major Modernization During the 2017-18 school year, St. Edmund Elementary/JH School will be going through a major school renovation. 100 Voices to Grade Two have been placed at our St. Edmund Annex Catholic School (13410-119St – Kensington School). We have had agencies and architect representatives measuring and preparing our school for the modernization. Below is an outline of what has occurred thus far: PLANNING MEETING September 2016- Design Planning Meeting January 2016 - Team meeting March 2017- Parent Information Meeting PHASE 1 of RENO - PREPARING ST. EDMUND ANNEX at KENSIGNTON SCHOOL July 2017 – (100 Voices -Gr. 2 classrooms moved to St. Edmund Annex) August 2017 - Renovations, Preparations, Infrastructure at St. Edmund Annex September 5, 2017 - St. Edmund Annex Opens with Shuttle Service Completion of St. Edmund Annex Catholic School - September - October 2017 PHASE 2 of RENO - PREPARING ST. EDMUND ELEMENTARY/JH October - November 2017

May 2017

Review of Previous Year’s Goals: Goal Achieved/continue

modify Evidence/data used

School Goal 1: Live and enhance the distinctiveness of Catholic Education

Continue to communicate with St. Edmund Parish as there is a new parish priest – Father McGee Continue to put parish news in our monthly newsletters Continue daily prayer Celebrations throughout year at parish and in school gym (whole school) JH students participating in Religious Retreats Invite Religious consultant and parish members for classroom visits Continue to encourage students to undertake sacramental preparation through class discussion Chaplain (Elementary/JH) to foster spirituality through school led events St. Edmund Feast Day Celebration Father Catfish Day for gr. 8 students We will continue to promote cultural and global diversity

Demonstrated throughout the day (prayer -- morning and lunch) Compile a list of students who received sacraments Check week at a glance for upcoming celebrations, sacramental celebrations Use SharePoint calendar to document church visits Students attending a retreat at Providence Renewal Centre for Advent Meal time prayers, prayers before games, student led celebrations/assemblies Student Faith Development Day Attend morning Mass at St. Edmund Parish Attend Retreats and participate in social justice initiatives Encourage more parents to attend celebrations/Mass

May 2017

throughout our school community.

School Goal 2: To promote attitudes and actions that contribute to the continued development of an inclusive school community in which diversity and the gifts that each person brings are celebrated and valued

Varied data presents that students feel comfortable with how everyone learns Students understand that there are different modes to learning We will continue to refine and coordinate the methods of support for all learners in our inclusive school setting. We will focus on curricular areas at each division level that have been identified for improved achievement. Flex time and cross-graded groupings have provided good opportunities for students to connect with one another in different settings. Create a GSA at the request of students facilitated by a Assistant Principal, Lead Teacher, Teacher, Emotional Behaviorist

Consistent progress has been made at both the Elementary and JH levels in your Regression Results. Our Gr. 6 and Gr. 9 students are now meeting or exceeding their potential in all areas. Student open-mindedness will be evident in hallways, recess, and in class We will foster alignment with our process work with the Alberta Education’s - 8 Competencies, District Plan for Continuous Growth, and School Growth Plan to promote foundation that embeds literacy and numeracy, IB philosophies with Primary Years Program and Middle Years Program, and intentional Catholic faith-based teachings

School Goal 3: To improve academic achievement levels in all grades and subject areas.

Renewed literacy and numeracy focus

LC Role focusing on intervention

for struggling students Identify ELL/International Students/FNMI Students and offer supports through Inclusive Learning Coach, IB coordinators, LLI Teachers, and FNMI Lead Teacher

Accountability Pillar Results PAT Results Regression Analysis Meeting with our inclusive parental community and honor cultural differences PAT Results in all 4 core subject areas shows that St.

May 2017

Flex sessions to focus on skills building for PATs (literacy, numeracy related) There are many students from K-9 that are reading/ comprehending and mathematical reasoning/numerical skills below grade level which is impacting all subject areas. We will restructure this support with having an Inclusive Learning Coach, Literacy & Numeracy Learning Coach, IB coordinators, lead teachers to provide our inclusive learners and Numeracy and Literacy Support model in addressing all learners and needs. We will focus on curricular areas at each division level that have been identified for improved achievement.

Edmund students (gr. 6 & gr. 9) are above the Province in the Acceptable Standard. However, per the Standard of Excellence, St. Edmund Students are below the District and Province. We will continue to work on further challenging these students to reach their potential. Regression Analysis, Gr. 6 students are = in all 4 core subjects. Gr. 9 students are = in Math, Science, Social and + in LA Accountability Pillar Results Report Student achievement on Power Teacher Pro and Eluminate Mathletics Raz Kids Daily 5/Daily 3 Literacy Stations Guided Reading Empower Reading Agile Leadership Team LLI (Language Literacy Intervention) Support

May 2017

Report Progress on PLP/IPP and Pyramid of Intervention Plans Informal Assessments Fountas & Pinnell Reading Results MIPI Results (Mathematics Diagnostic) Referrals to our FSLW/EBS/STAY support families as a whole

School Goal 4: To revitalize our IB programmes and improve student achievement by embracing 21st century strategies that promote critical thinking, inquiry and concept-based learning.

IB Evaluation - PYP/MYP (Oct.2017) Students have been provided with opportunities to take part in inquiry-based projects and to exert choice over their learning in flex blocks. Many teachers have embraced strategies such as concept-based learning and Google Classroom We will continue with this goal as an area of growth. There are 10 new teachers (including 3 administrators) new to IB. With PYP and MYP evaluations that took place in October 2017, as a school community, we have accomplished our Self Study, Program of Inquiry’s and Global Concept Planners. There are still areas for growth with our new PYP and MYP teams. We will continue to refine and reflect from our IB evaluation (PYP & MYP) upon our programmes and strategies

Provide time within the instructional day for teachers to meet with IB Coordinators at both school sites Dedicate time on Thursday afternoons for staff to meet on IB planners, assessments, and learner profiles LSI support/PD on Google Classroom Create new Essential Agreements for staff and students Prepare for our major modernization and the relation to learning in both PYP and MYP Programs IB Yearly Action Plan (coordinators plan focus)

May 2017

Data Analysis: Areas to celebrate

Accountability Pillar

Measure Category

Measure Achievement

Measure Improvement

Measure Overall

Safe and Caring Schools

VERY HIGH IMPROVED EXCELLENT (Safe & Caring)

Student Learning

Achievement HIGH IMPROVED GOOD (PAT:

Acceptable)

Preparation for Lifelong Learning,

World of Work, Citizenship

VERY HIGH IMPROVED EXCELLENT (Work Preparation) EXCELLENT

(Citizenship)

District Satisfaction Survey

Staff #2. (100%) Our school focuses on leaning and teaching within a Catholic context (1.40 #3. (100%) Catholic teachings and traditions are important at our school/site. (1.2) #4. (100%) Our school is involved in social justice, service ,and charitable activities. (0.9) #7. (100%) Our students are taught to use the skills of critical thinking and inquiry in their approach to learning. ( 1.8) #21. (100%) Formative and Summative Assessment practices are improving student learning at our school. (1.8) #26. (100%) Our school is safe environment for students to learn. (2.4) 4-6 Students #5. (99%) I am happy with my school activities. (1.1) #7. (99%) I am challenged to do my best. (1.5) #10. (100%) I show respect for others in my school. (0.6) #11. (100%) My school teaches me to show respect for other cultures and religions. (1.3) #23. (100%) My school teaches me to take care of the environment. (2.0) 7-9 Students #2. (96.6%) My school offers opportunities for me to participate in prayer during the school day. (1.3) #5. (89.5%) I have opportunity to participate in Social Justice activities. (0.6) #21. (85.1%) I know what I need to do to receive a senior high school diploma (3.7) #26. (92%) Critical thinking and inquiry are taught at my school. (1.7) Parents #13. (98.6%) Ongoing professional development of staff is a priority in my child’s school.(0.4) #14. (98.7) My child’s school demonstrates care for the environment. (0.1) #15. (99.4) My child’s school teaches respect for different cultures and religions (1.0)

May 2017

Regression Analysis

There has been an improvement in all areas for both Grade 6 and Grade 9 PATs in all core subjects

2015-16 Regression

Analysis

Result 2016-17 Regression

Analysis

Result Increase/ Decrease/ Remained

Gr. 6 LA - Gr. 6 LA = increase Gr. 6 Math - Gr. 6 Math = increase Gr. 6 Social = Gr. 6 Social = remained Gr. 6 Science - Gr. 6 Science = increase

2015-16

Regression Analysis

Result 2016-17 Regression

Analysis

Result Increase/ Decrease/ Remained

Gr. 9 LA - Gr. 9 LA + increase Gr. 9 Math - Gr. 9 Math = increase Gr. 9 Social - Gr. 9 Social = increase Gr. 9 Science - Gr. 9 Science = increase

PAT/Diploma analysis

We achieved above the province in the following areas:

Gr. 6 Gr. 9 English Language Arts 6 Acceptable Standard – 91.5 % (same)

English Language Arts 9 Acceptable Standard – 93.9 % (above)

Mathematics 6 Acceptable Standard – 77.5% (above)

Mathematics 9 Acceptable Standard – 74.1%

Science 6 Acceptable Standard – 87.3% (above) Standard of Excellence – 38.0 (above)

Science 9 Acceptable Standard – 83.7% (above)

Social Studies 6 Total Test Acceptable Standard- 85.9% (above)

Social Studies 9 Total Test Acceptable Standard-78.5% (above)

Our School Survey

School vs District

Elementary Survey Students participate in school sports – Students play sports with an instructor at school, other than a gym class (9%) Hours per day student spent watching TV during a typical week day (-0.1 hours) Hours per day spent doing homework during a typical week (0.1 hours)

May 2017

Students with Moderate or High Levels of Anxiety – Students have intense feelings of fear, intense anxiety, or worry about particular events in social situations (-3%) Students meeting and nearly meeting Canada’s Food Guide (2%) Hours per day students spent doing intense physical activity during a typical week day (0.2 hours) Students agreed that religious celebrations and prayer are important at their school (1%) Secondary Survey Students Participation in School Sports- Students play sports with an instructor at school, other than in a gym class (17%) Students with a Positive Sense of Belonging- Students feel accepted and valued by their peers and by others at their school (3%) Students with Positive relationships -Students have friends at school they can trust and who encourage time to make positive choices. (2%) Students that value Schooling Outcomes – Students believe that education will benefit them personally, economically, and will have a strong bearing on their future. (1%) Students with Moderate or High Levels of Anxiety – Students have intense feelings of fear, intense anxiety or worry about particular events or social situations (-6%) Students with Positive Self Esteem- students like and accept themselves and are proud of their accomplishments (4%) Students meeting and nearly meeting Canada’s Food Guide (11%) Students’ average percentage in LA (1%) Students’ average percentage in Math (4%) Students’ average percentage in Science (1%) Students planning to finish high school (1%) Students planning to finish high school, and afterwards purse a trade or apprenticeship program (9%) Students planning to pursue post-secondary education (3%) Students agreed that religious celebrations and prayer are important at their school (1%)

May 2017

Students agreed that attending a Catholic School helped them to explore their love of God and service to community (3%)

5 Marks of Catholic School Identity Assessment

The areas where we grew were: MARK TWO: Imbued with a Catholic Worldview: At St. Edmund, our faith informs our actions and we work to establish a strong connection with our school and parish communities. Students and staff have had expanded opportunities to pray during the school day, including meal-time prayers, prayers before games, student-led celebrations, Students have also taken part in activities such as a junior high student faith development day, attending morning mass at St. Edmund Parish, various student retreats, and opportunities to take part in volunteer and social justice initiatives. Daily prayers written and read by students on school announcements. MARK FIVE: Shaped by a Spirituality of Communion At St. Edmund’s, we improve communication both internally and with those beyond our school to build our faith community. A scripture reading is shared over announcements every morning and we acknowledge and celebrate our students that receive the sacraments of Communion and Confirmation. Our close relationship with Mauri Maynard (St. Edmund Parish), school chaplains (Kerry Carr-Jeschke and Christine Bowers), Father Mark and Father Dean ensure that we continue to celebrate our faith in the school and the church.

Areas to target for growth Data Source Measures Goals in response to data Account-ability Pillar

Measure Category

Measure Achieve-

ment

Measure Improve-

ment

Measure Overall

Student Learning

Opportuni-ties

HIGH DECLINED ACCEPT-ABLE

(Education Quality)

Continuous

Improve-ment

HIGH DECLINED ACCEPT-ABLE

(School Improvement)

Education Quality Clearer expectations/ communication (parents on virtual classroom/Google classroom) High achievement groups during Flex Thursdays More academic focus on extracurricular

May 2017

Education Quality • Learning expectations of students (parent point of

view) • Enrichment for high achieving students needs

support (teacher point of view) • School work is not interesting (student point of

view) School Improvement

• Declining quality of education (parent point of view)

• Students can access counselling resources (parent/ teacher / student points of view)

• Students can access career counselling (parent point of view)

• Students can access library and technology (parent point of view)

• Student access to literacy resources (parent/ teacher / student points of view)

• Students with special needs support (parent/ teacher / student points of view)

Students educated to value education Student involvement in education through IB lens/framework(Flex, projects...) School Improvement PAT and regression analysis states that quality of education has increased Library / LRC available at lunch for students to work Purchase resources for literacy Additional staffing for literacy More EA staff for student support

District Satisfaction Survey

Staff: #10. (66.7%) I am satisfied with the way student discipline is handled in our school (-21.2) #18. (72.2%) School professional development provides me with an opportunity to improve my work skills. (-18.0) #19. (51.4%) Our school is providing the necessary supports for children with special needs. (-36.0) #30. (73.3%) I am satisfied with the decision-making processes that take place at our school site (-13.9)

FNMI results were very low.

We could acknowledge the traditional land and treaty upon which we stand at any public or school assembly.

We need to bring in blanket exercise for our staff - an exceptional, paradigm shifting initiative offered for $100.00 by our Provincial ATA.

May 2017

Grade 4-6: #3. (87.7%) What I learn in religion class helps make me a better person (-8.1) #4. (86.5%) I enjoy learning about my Catholic faith (-8.5) #9. (86.1%) I can make choices about my learning (-5.5) #15. (88.8) I My school teaches me to make healthy food choices and to be active. (-6.7) #16 (85.9%) I know how well I am doing in my school work (-5.6) Grades 7-9: #9. (80.7) I am satisfied with the variety of complementary courses (options) that are offered (-6.0) #11. (66.6%) I have opportunities to express my opinions about school issues (-8.4) #16. (90.3%) Expectations for student behavior are clear (-4.1) #17. (72.6%) Student discipline is handled fairly (-7.6) #24. (80.3%) I am satisfies with my access to computer technology at the school (-7.8) Parents: #16. (92.8%) My child is learning the attitudes and behaviors that twill make him/her successful in the world of work (-3.8) #17. (89.7%) I am satisfied with the way that student discipline is handled in my child’s school. (-3.9) #19. (89.4%) My child is developing reading and writing skills that will prepare them for the future (-5.0) #23. (92.8%) At school my child is developing technology skills that enhance his or her learning (-3.7)

The Provincial ATA has a myriad of exercises, lessons and products that would serve our staff, across the disciplines, which could be incorporated into our staff meetings/Thursday PD opportunities.

St. Edmund to review Indigenous Education in keeping with the 91 recommendations put forth by the Truth and Reconciliation Commission.

May 2017

#26. (90.7%) My input is considered and valued by child’s school (-3.7)

Regression Analysis

There has been an increase in the scores for all core subjects in Gr. 6 and Gr. 9. Our Social Studies PAT for gr. 6 is our lowest area, although it is =.

Gr. 6 Gr. 9 English Language Arts 6 Acceptable Standard – 91.5 % (same)

English Language Arts 9 Acceptable Standard – 93.9 % (above)

Mathematics 6 Acceptable Standard – 77.5% (above)

Mathematics 9 Acceptable Standard – 74.1%

Science 6 Acceptable Standard – 87.3% (above) Standard of Excellence – 38.0 (above)

Science 9 Acceptable Standard – 83.7% (above)

Social Studies 6 Total Test Acceptable Standard- 85.9% (above)

Social Studies 9 Total Test Acceptable Standard-78.5% (above)

In looking at our data over the course of previous years, we will be embedding numeracy and literacy through supports such as Empower, MIPI, Reading Readiness, Raz Kids, Reading A-Z, LC supports. Typically, students read 2 grade levels behind in non-narrative as compared to narrative text (note that this can vary between boys and girls).

A possible focus on non-narrative/non-fiction text to increase the reading comprehension on PAT results. This will be addressed in our School Goals. Our analysis shows us that we need to focus on Literacy and Numeracy. This will be addressed in our School Goals: Literacy Reading – intentional guided reading with all ages with both narrative and expository texts Home reading and sight programs Numeracy Implement Mandatory Math Flex for all students

PAT/Diploma analysis

We achieved below the province for Standard of Excellence in the following subject areas:

Gr. 6 Gr. 9 English Language Arts 6 Standard of Excellence– 16.9 % (school) compared to 20.9% (province)

English Language Arts 9 Standard of Excellence– 12.2 % (school) compared to 16.8% (province)

Mathematics 6 Standard of Excellence – 9.9% (school) compared to 13.7% (province)

Mathematics 9 Standard of Excellence– 12.9 % (school) compared to 21.1% (province)

Science 9 Standard of Excellence– 18.4 % (school) compared to 24.0% (province)

May 2017

Social Studies 6 Total Test Standard of Excellence- 14.1% (school) compared to 25.1% (province)

Social Studies 9 Total Test Standard of Excellence– 17.4 % (school) compared to 22.7% (province)

Complete PAT analysis booklets for Grade 6 & 9 to assist our school team in reviewing our results for forward planning in respected areas.

Our School Survey

School vs District Elementary Survey: Student Participation in School Clubs- Students take part in art, drama, or music; school clubs; or a school committee (-39%) Students with a Positive Sense of Belonging – Students accepted and valued by their peers and by others at their school. (-3%) Students with Positive Relationships – Students have friends at school they can trust and who encourage them to make positive choices (-3%) Students do homework for their classes with a positive attitude and in a timely manner (-8%) Students do homework for their classes with a positive attitude and in a timely manner. (-8%) Secondary Survey: Student Participation in School clubs – Students take part in art, drama, or music groups; school clubs; or a school committee (-7%) Students who are interested and motivated in their learning (-3%) Students consuming less than 5 sweet or fatty foods per day (-6%) Bullying, Exclusion, and Harassment – Students are subjected to physical, social, or verbal bullying, or are bullied over the internet (-8%) Feel Safe Attending this School- Students feel safe at school as well as going to and from school (-6%)

Elementary Develop an Annex Leadership Club (100 Voices – Gr. 2) Develop an Elementary Leadership Club (Gr. 3-6) Bring Elementary Leadership Students to Edmonton Catholic Leadership Symposium in October Start a Music Club for Elementary that will participate in celebrations/Mass St. Edmund Feast Day – organize all Division 1, 2, and 3 students in Family Teams to celebrate our namesake and engage in multi-graded activities to strengthen relationships and foster inclusion/belonging for all – November 2017 Elementary Leadership Students will host Monthly Assemblies to celebrate our Catholic Faith and Social Justice activities JH Leadership becomes an option course and

May 2017

open opportunity for Gr. 8 and Gr. 9 students Invite U of A Nutrition Practicum students to teach nutrition and healthy living to JH Incorporate Student Code of Conduct Policy and consistent communication with parents New team and approach to supporting students (STAY Advisor, Social Worker, Emotional Behaviorist, and Therapeutic Behavior Assistant) Create Technology User Agreement. New cell phone policy should alleviate opportunities to target peers on social media Encourage attention to morning announcements & thus increasing student participation Increased diligence to hallway supervision and teacher vigilance between classes Educate students on bullying and the fact that it is repetitive and targeted

May 2017

5 Marks of Catholic School Identity Assessment

MARK TWO: IMBUED WITH A CATHOLIC WORLDVIEW Standard Four: Every classroom has a prayer center with the following standard items: Cross or Crucifix, Candle, Bible, Cloth with appropriate liturgical color.

Make classroom kits with all the necessary items for a prayer corner All classrooms will have all necessary prayer center items such as colored cloths in keeping with the liturgical season.

Goals:

St. Edmund’s School Goal #1: Achieved through the intentional creation and affirmation of our Catholic community, by June 2018, students at St. Edmund’s will show a greater sense of ownership of and responsibility to the school community and greater understanding of what it means to be a follower of Christ, as evidenced through improved results on the safety component of Satisfaction Surveys and Our School Surveys. District Correlation: District Goal One: Live the distinctiveness of Catholic education 1.1 Demonstrate the distinctiveness and advantages of Catholic education.

a) Cultivate and support a Catholic ethos/environment within each site. b) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and service. c) Ensure that permeation of faith remains central in all our day to day practices.

1.3 Demonstrate commitment to and excellence in Catholic Education h) Continue to enhance and strengthen our Catholic identity through the Five Marks of Catholic School Identity Implementation Plan (2015-2018) (Five Marks of Catholic Education) and continue teacher faith formation through the Five Marks of Catholic School Identity and the Excellent Catholic Teacher (The Excellent Catholic Teacher). Sub Goal a) Each student will participate in minimally one social justice activity by the end of the school year which will be grounded in and provide the opportunity to articulate the Catholic teaching on social justice and charity. Strategy Students will choose social justice activities for their classes/grade level/division based on Catholic social teaching through the lens of IB Learner Profiles/Attitudes in PYP and MYP (i.e. International-mindedness, Action in PYP and Community in Service in MYP).

Actions Staff will review and reflect on the connection between the Five Stages of Social Justice/Action/Design Cycle Each division partners will carry out a social justice project to learn and plan social justice and action initiatives

Measures/evidence of effectiveness Five Marks of Catholic School Identity Assessment Making the PYP Happen: Action Principles to Practice: Design Cycle

May 2017

Classes will research various social justice projects and collaboratively decide on their social justice project Through student reflection, an IB component of the monthly newsletter will embed Catholic Social Justice

Each class will receive a presentation on the five stages of social justice with the following goals: Annex – focusing on stage one Elementary – focusing on stage two JH – focusing on stage three Once the classes have received some information, each division will bring forward a social justice activity or idea to work on, with completion at the end of June 2018 in building community Flex Thursday mid-level groupings bi-monthly in focusing on one action to build community After each activity students, will provide a written/verbal/pictorial reflection about the experience. Project plan for each class articulates the Catholic social teaching principles that it engenders Newsletter edition on Public Website under “Faith” Increase perception of Catholicity as identified in Satisfaction Survey Library “Action and Community Service” board tracking for each term (visuals and student reflections)

Sub Goal b) Continue with the goal of strengthening and refining efforts to collaborate with the parish in preparing children for the sacraments of initiation. Strategy Work with parish to develop a process for disseminating

Actions Measures/evidence of effectiveness

May 2017

information and collecting forms Invite members of the parish team and Religious consultants to visit classes and speak to students about preparing for the sacraments Celebrate students receiving the sacraments

Ask the parish for dates to be included in newsletters and in email messages to parents. Establish lines of communication with neighboring parishes in order to ensure that all students have access to information about sacramental preparation Coordinate presentations with teachers and parish staff regarding the sacraments during Flex days School representative(s) attend masses when students are to receive the sacraments Congratulate students who have received the sacraments in the school newsletter and on announcements

Increase in number of children who are receiving the sacraments Increase in positive feedback received from parents and students regarding the sacramental preparation program Increase in student knowledge and understanding of the sacraments as measured by classroom discussions and assignments

Review Date 1: March 15, 2018 Review Date 2: May 31, 2018 Goals:

St. Edmund’s School Goal #2: Achieved through the intentional establishment of a Literacy Community of Practice, by June 2018, students at St. Edmund’s will demonstrate at least one year’s growth in their reading fluency and comprehension for the Primary and Middle Years Programmes. District Correlation:

District Goal One: ECSD students are successful 1.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students.

May 2017

District Goal Four: ECSD has excellent teachers, school, and school district leaders. 4.1 Provide professional learning opportunities that build the capacity and leadership of all staff to improve learner success. 4.7 Ensure that every school and department creates the conditions to improve student learning and achievement within the context of a Catholic learning community. a) Engage in professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply which focuses on the Ministerial Order on Student Learning (May 6. 2013) and enhances the conversation, creativity, collaboration, and capacity of our learning community. b) Ensure that assessment practices focus on improved student learning. Assessment data, gathered into a student profile, leads the learning team to a deeper understanding of the student and greater ability to target teaching to improve learning. Multiple sources of assessment data including district and provincial exam results inform instruction for school improvement in identified areas. c) Ensure that schools and departments are given flexibility in allocating resources to meet their unique needs. Sub Goal a) Students will have increased opportunities for personalized learning experiences that meet their specific learning needs in literacy. Strategy

Administration, with school learning team, creates a school-wide literacy community of practice (COP) whose domain centers on reading for all students across all subjects.

Actions

Invest in EMPOWER reading program (program, training, and resources)

Literacy Progressions Agile Sprints team is developed (Principal, Inclusive Learning Coach, Literacy & Numeracy Learning Coach, Gr. 6 LA teacher, and Gr.9 LA teacher

Engage the learning team and staff via dialogue, meeting, discussion, and research into how COP(s) are established and implemented (LLI and Guided Reading)

Admin work with Learning Coaches and IB coordinators to review F&P data to make

Measures/ Evidence of effectiveness

Literacy & Numeracy Coach meets regularly with students that are significantly below their reading level in regimented EMPOWER program program- this includes 4-1 hr lessons each week for the full year. 110 lesson program Division 1&2- Resources purchased to implement multi-level guided reading groups in each division that provide 3- 30 minute targeted literacy lessons per week per student

Agile Team attends 3 full day in-servicing with Simon Breakspear (September 2017, November 2017, April 2018)

May 2017

LLI groups in September/October

Analyze LLI groups for PYP (Transdisciplinary Themes) and MYP (Areas of Interaction) in Content Literacy

Purchase High Interest Low Vocabulary Books that are age respectful for students Purchase books for home reading program and comprehension questions Provide sample lesson plans that target behavior readings ELL/International students are being planned for or targeted currently

Develop literacy progressions for teachers to meet with grade level/department teams during 5 Thursday afternoon staff meetings

Teachers and EAs meet with Inclusive Learning Coach and administration to review new 8 Competencies from AB Education in September 2016

Teachers will utilize key terms and common language associated with Literacy COP

JH- Push in support of classes where ELL/FNMI population is higher in the core subject areas, small group mini lesson pull out when necessary for the student

Flex Literacy in Action (ELL) blocks weekly to focus on oral language, reading and writing

Elementary- Push in/ Pull out when essential to the student of level 1 & 2 ELL students

Div 1- Oral language game time with learning coaches and admin weekly to further increase oral language and vocabulary knowledge.

Grade One using Reading Readiness Screening Tool

May 2017

Use of F&P assessment to focus on strands form reading and comprehension

PYP: Transdisciplinary Skills (Thinking Skills, Self-Management Skills, Communication Skills, Research Skills, and Social Skills)

MYP: Approaches to Learning

Use of content vocabulary integration as well as teachers will work together to create consistent visual word walls of tier 2 words that will support all learners in all subject areas

Learning Coaches and Mrs. Lundgren (teacher) meet with LA consultants Tracee Laba (Literacy Consultant) and Tannis Niziol (JH Language Arts Consultant) in October 2017 to discuss LLI plan for St. Edmund

Incorporate mandatory reading time during 40 min homeroom blocks on Flex Thursday

Use Flex Thursdays to work with LLI groups

Teachers create a classroom profile of their students as a community of readers.

All teachers intentionally observe reading behaviors of students in class and implement a collective morning schedule for the

School documentation (both quantitative and qualitative) of reading level, behaviors, accuracy, fluency, and comprehension. (September/ October)

May 2017

week to address literacy development

Teach students self-management skills when reading

Teachers assess reading, using multiple sources of combined data such as anecdotal notes, conversations with past teachers, F&P diagnostic data, review of existing files, PAT data and PLP

Teachers establish a baseline reading level and behaviors for each student

Teacher intentionally infuse higher level thinking (key concepts: form, function, causation, etc.) questioning and strategies in their instruction

F&P data from June 2017 is used as part of baseline reading assessment to make LLI groups in PYP and MYP

Classroom profiles at the end of the school year will be given to next teacher for transition

Reading comprehension (ELA) style of questioning improvements

Consistency throughout Div 1 Elementary Sight Words

Teachers identify recurring themes from student profiles.

Teachers meet to identify recurring themes of student need (such as accuracy, inferring or vocabulary) from which to self-organize into more specific literacy COP(s) under the domain of reading

Guided reading, daily reading, cross graded reading, and buddy reading will continue to drive literacy for PYP and MYP

Allotted Thursday afternoons are provided for teachers to connect with PYP & MYP Planners:

IB Collaboration Teacher Planning Time – 11 Thursdays

Divisional Meetings – 6 Thursdays

Staff Wellness – 3 Thursdays

DWPD-IB Focused – 4 Thursdays

May 2017

Literacy & Numeracy Community of Practice (Agile Sprints)- 5 Thursdays

Google PD – 1 Thursday Teachers create specific literacy COP(s) under the domain of reading.

Teachers choose their literacy COP focus and engage in dialogue to determine what areas of reading require more research and support (such as instructional strategies, collaborative structures, organizational groupings for flexibility and mini-lessons etc.)

Learning Coaches and IB coordinators work with Administration to establish Literacy COP allocation times for increased engagement and participation -5 dates scheduled throughout the year for intentional planning of the literacy progressions within core subject areas and FLEX

Increase in test scores

Reduction in anxiety and behavior

Each teacher will be given ½ day to further Professional Development in Literacy to foster deliberate practice among PYP and MYP language acquisition.

Given their focus on literacy Professional Development, teachers delve deeper into and apply high impact strategies and structures with their students in their classrooms that will support enhanced student achievement in reading. This will be achieved through classroom practice, interclass school visitations (PYP-concept-based/MYP-transdisciplinary based), staff meetings, dedicated collaborative time (grade partner, divisional, whole school), IB collaboration time, and dedicated Numeracy & Literacy Thursday afternoons

School schedule of staff meeting and dedication collaborative time to engage in literacy COP(s) on 5 Thursday afternoons

5 Thursday afternoons are dedicated for Staff Literacy & Numeracy Community of Practices (Agile Sprints)

Agile School Team meet with district school leads and Simon Breakspear

School Team uses the resource "Impact: Teaching Literacy in the Visible Learning Classroom" by Douglas Fisher, Nancy Frey, and John Hattie

May 2017

Teachers co-plan and co-teach with colleagues with support of $5000 for replacement teachers

Teachers engage LSI, LSE and district monitoring as required to support school driven literacy COP work

School Team uses the resource "Words Their Way: Vocabulary for Middle and Secondary Students" by Shane Templeton

Invite LA Consultants to visit teachers to support reading profiles and model literacy lessons targeting effective strategies for student growth

School Advisory Council support of purchasing $10,000 of new literature (fiction, expository, guided reading resources) for students

Purchase ‘Reading A-Z’ license to develop leveled reading resources for PYP and MYP students

Purchase French License for FSL instructions to reinforce literacy and fluency

Teachers engage in ongoing reflective practice / assessment of student progress.

Daily classroom teaching, scope & sequence, and assessment based on inquiry cycle; identify, learn, improve (Jim Knight) – IB Inquiry Cycle (Choose -> Act -> Reflect)

Regular review of PLPs/IPPS/Pyramid of Interventions

Evidence of formative and summative student assessment in reading via daily classwork, running records, teacher observation, snapshot/picture/video assessments, parent feedback, and ongoing, progress reports (Nov / March / June)

3 Thursdays afternoons are dedicated for parent/teacher review of PLPs

May 2017

PAT will reflect the number of students achieving the “acceptable” standard and “excellence” standard

Regression analysis for this year will reflect +or = in core subject areas

Review Date 1: March 15, 2018 Review Date 2: May 31, 2018

Goal 2: Achieved through the intentional establishment of Numeracy Community of Practice, by June 2018, students at St. Edmund’s will demonstrate at least one year’s growth in mathematical competencies. District Correlation:

District Goal One: ECSD students are successful 1.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students. District Goal Four: ECSD has excellent teachers, school, and school district leaders. 4.1 Provide professional learning opportunities that build the capacity and leadership of all staff to improve learner success. 4.7 Ensure that every school and department creates the conditions to improve student learning and achievement within the context of a Catholic learning community. a) Engage in professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply which focuses on the Ministerial Order on Student Learning (May 6. 2013) and enhances the conversation, creativity, collaboration, and capacity of our learning community. b) Ensure that assessment practices focus on improved student learning. Assessment data, gathered into a student profile, leads the learning team to a deeper understanding of the student and greater ability to target teaching to improve learning. Multiple sources of assessment data including district and provincial exam results inform instruction for school improvement in identified areas. c) Ensure that schools and departments are given flexibility in allocating resources to meet their unique needs. Sub Goal a) Students will have increased opportunities for personalized learning experiences that meet their specific learning needs in numeracy. Strategy

Administration, with school learning team, creates a community of practice (COP)

Actions

Engage the learning team and staff via dialogue, meeting, discussion, and

Measures/evidence of effectiveness

Analyze data from Accountability Pillar,

May 2017

whose domain centers on numeracy for all students.

research into how COP(s) are established and implemented through the Literacy & Numeracy Learning Coach, Inclusive Learning Coach and IB coordinators

Regression Analysis, Satisfaction Survey Results, and PAT results

Launch MIPI diagnostic and analyze data to build numeracy strategies in defined areas

Teachers create a classroom environment for their students as a numeracy community of learners so that they teach concept-based inquiry to build upon individual skills.

Given their focus, teachers delve deeper into and apply high impact strategies and structures with their students in their classrooms that will support enhanced student achievement in numeracy

Increase use of grade level evidence collected for numeracy and collectively shared with all staff

During Thursday Staff Meetings, Admin team, IB coordinators, and Learning Coaches present data from previous years in defining a plan to review numeracy outcomes

This will include the refocus of teachers using their Program of Studies and the implementation of guided math groupings, math journals, exit passes, and anchor charts

Teachers will work with Literacy & Numeracy Learning Coach, Inclusive Learning Coach and IB coordinators in a deepening inquiry cycle of internal and external expertise, professional dialogue and deliberate practice.

Teachers co-plan and co-teach with colleagues with support of $5000 for replacement teachers

Learning Coaches met with Math Consultants at St. Edmund (Tammy Leslie and Carolyn Smith) to review numeracy plan and challenges in September 2017

Invite Math Consultants (Tammy Leslie and Carolyn Smith) visit St. Edmund’s teachers 4 X throughout the school year for numeracy progress (September, January, March, and May)

Each grade level will conduct the MIPI to explore areas of struggle with numeracy strands.

Admin work with math consultants to review and revise district MIPI with current KLOs and pedagogy for grade level distribution of assessment tool

Learning Coaches launch the diagnostic assessment of the MIPI

Analyzing the grade level results of the MIPI, teachers

May 2017

meet with their grade partners to identify strands for improvement

Admin team along with teachers compose a Numeracy Letter for parents to identify numeracy strands for improvement with the collaboration of parents as education partners

Use of Leaps & Bounds for students showing RED on MIPI

Administration, Literacy & Numeracy Learning Coach, Inclusive Learning Coach and IB coordinators will create a COP numeracy model for providing professional development and ongoing student support.

Teachers will schedule weekly visits from the Learning Coaches to support classroom instruction

Admin engage with LSI and district monitoring as required to support school driven numeracy COP work

Admin, IB coordinators and Learning Coaches meet throughout the year in monitoring progress

Principal and Inclusive Learning Coach will meet and provide opportunity for reflection, readings, sessions, etc. once a month with our EAs during their monthly meeting

Admin team work with Literacy & Numeracy Learning Coach to further analyze Regression Analysis and PAT results

Literacy & Numeracy Learning Coach, Inclusive Learning Coach and IB coordinators meets with all math teachers in providing ongoing support to build bridges for ongoing learning

Literacy & Numeracy Learning Coach, Inclusive Learning Coach and IB coordinators supports teachers and collaborates for capacity building amongst all teachers

School Team uses the resource "Impact: Teaching Literacy in the Visible Learning For Mathematics" by Douglas Fisher, Nancy Frey, and John Hattie

May 2017

Five COPS sessions created throughout the year to plan for intentional embedding of literacy and numeracy progressions across all content areas

Utilize Flex Thursdays to focus on numeracy in MYP based on identified areas of improvement through the MIPI and PAT analysis

Learning Coaches, Inclusive Learning Coach and IB coordinators are in classes on a bi-weekly basis Teachers will be providing ‘Professional Learning Carousels’ at 3 Thursdays Staff Meetings to present key learning ideals for capacity building. (December, February, and April)

Monthly meeting with EAs to engage in professional learning that builds their capacity to support their students’ diverse needs

Use manipulatives to further understanding

School to purchase Mathletics licenses to be used as a supplementary resource to build numeracy

Each class to have a Math Word Wall

May 2017

Div 1 - Picture Dictionary Teachers engage in ongoing reflective practice / assessment of student progress.

Daily classroom teaching and assessment based on inquiry cycle; identify, learn, and improve

Seek support and maintain dialogue with Math Consultants

Numeracy/Literacy Learning Coach, Inclusive Learning Coach and IB coordinators to provide coverage for teachers to conference with other teachers in cohorts

Purchase Resources as recommended by District Consultants: Making Math Meaningful by Mariam Small

Pilot a focus grade using the principles of mathematical mindsets by Jo Baoler as recommended by numeracy consultants

Evidence of formative and summative student assessment in reading via daily classwork, teacher observation, snapshot assessments, parent feedback, and ongoing, progress reports (Nov / March / June)

In PAT exam grade levels, student achievement will reflect success of one year growth for students to maintain the level of ‘acceptable standard’

Regression analysis for this year will reflect +or = in core subject areas

Review Date 1: March 15, 2018 Review Date 2: May 31, 2018

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