2010‐2013 Catholic School Learning Plan for St. Francis of Assisi Elementary School 2010‐2011 (Year 1) Progress Report Pillar Catholic Community, Culture, and Caring •
SMART Goals By the end of June 2013, the percentage of students Kindergarten to Grade 8 feeling a sense of belonging, inclusion, connectedness, and safety will increase compared to baseline data to be collected using the Catholic community, Culture and Caring Survey in 2010‐2011 (Year 1 of the CSLP). •
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Action Plans to Support SMART Goal(s) CCCCAT (Catholic Community, Culture
and Caring Action Team) implemented
Youth
Faith
Ambassador
Program
continued
Offer a variety of activities to keep students
engaged
(i.e.
musical
production,
houseleague sports, etc)
Develop and provide opportunities for
community participation in school activities
(Family Masses, Sacramental Preparation,
Virtues Assemblies, etc)
Regular school visits from our parish priest
and classes attend morning masses at the
church on a weekly basis.
(Our parish priest meets regularly with
classes after morning masses at the church.
Our parish priest regularly takes part in
school events including the community
BBQ, School Council meetings, staff
liturgies, sacramental preparation, etc.)
Parish planning meetings are scheduled
with administration.
School Trustee invitation to Community
Open House, BBQ, school events and
Council meetings.
St. Francis of Assisi engages in a variety of
activities that model good stewardship of
resources, including:
Junior Green Team
Recycling program
Communication in newsletter
Green Apple grant (outdoor beautification)
School environmental assemblies
Continue to develop student and staff
servant leadership and outreach
opportunities: i.e ShareLife, United Way,
Food Bank Toonie Tuesday, Thanksgiving
food Drive, Christmas Charity Gift Drive
for needy families, visits to home for the
Completed In Progress •
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X Comments The sense of belonging, inclusion, connetedness and safety continues to improve at St. Francis of Assisis, as the number of engaging activities provided to students continues to increase as well. The CCCC Survey results will be available in 2013. •
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Literacy •
By the end of June
2011, student
performance at St.
Francis of Assisi
School will increase by
5% on each EQAO
assessment of Literacy •
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elderly, support for Dr. Simone, Good
Shepherd Pan-drive, PALS, all with the
ultimate view to promoting authentic
staff/student leadership (Refer to Pastoral
Plan)
Sacramental preparation
Virtues T-Shirt Program
Faith-based Literacy resources provided for
primary classes
Virtues Bracelet Program
School Liturgies
Pastoral Plan
Virtues Assemblies continue on a monthly
basis
Opening Prayers on announcements (daily)
Newsletter
Bullying Prevention Programs
Gospel beliefs are an integral part of the
daily life of the school
Code of Behaviour based on Gospel values
Religion program
Guided Reading / Guided Practice as a
school focus
Success Criteria as a school focus
Continued to deepen our understanding of,
critical thinking and metacognition skills, as
described in The Ontario Curriculum –
Language Reading expectations 1.4 to 1.9
Continued school –based support, Stream
(Junior Literacy) support and SAT teacher
support in the area of Primary Literacy
(TLCP focus – Summary / Main Idea /
Making Connections / Point of View)
Purchased ‘Moving Up’ resources for
grades 4-6
Viewed LNS Literacy / TLCP / Critical
Literacy webcasts
Purchased Faith Based Levelled Literacy
Resources for Primary Students through
innovative grants
After School Tutoring program to support
preparation for EQAO for grades 3 and 6
Continued to integrate High Yield strategies
The 2011 EQAO data is not yet available, however, CASI and PM Benchmark scores do indicate an increase in student achievement in the area of literacy. X •
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Numeracy •
By the end of June
2011, student
performance at St.
Francis of Assisi
School will increase by
5% on each EQAO
assessment of
Numeracy. •
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and differentiated instruction based on the
strengths and needs of the students (literacy
walls, success criteria, conferencing, guided
reading, independent reading, shared
reading, descriptive feedback, teacher
moderation)
Intermediate focus on the Integrated Arts
initiatives (SMART Boards imbedded in all
areas of the curriculum)
Uninterrupted blocks of time for Literacy
instruction
Teaching/Learning Critical Pathways
Ensured staff have access to combined
grade resources provided by the Ministry of
Education and the program department
Identified learners who may be at risk to
determine appropriate support
Continued implementation of Assistive
Technology to support diverse learners
Monitored and reviewed progress of
identified students through Special
Education Resource team
Assessment For, As and Of Learning
Gradual Release of responsibility is used to
scaffold learning for students
TLCPs led by administration staff
Focused on Three Part Lesson (half day
workshop for staff on PA Day)
Viewed LNS webcast as a staff
Intermediate teachers attended a Later Math
full day inservice regarding Three-Part
Math Lesson
SMART Boards used consistently during
Math Classes for grade eight students
After SchoolTutoring program to support
preparation for EQAO for grades 3 and 6
Special Education Resource to support
numeracy learning and achievement for
students of diverse needs
Homework Help program (online) for
students in grades seven and eight
Supporting and tracking use of math
manipulatives •
X The 2011 EQAO data is not yet available, however, classroom summative assessment scores do indicate an increase in student achievement in the area of numeracy. Pathways and Transitions •
By June 2011, all students requiring transition support will be provided seamless and appropriate supports as indicated by personalized assessment and evaluation information. •
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Employee Support and Training •
By June 2011, the percentage of teachers participating in Program‐supported / school‐supported professional development opportunities will increase by at least 10%. •
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Cross-panel transition meetings as per the
board document, “Being, Becoming and
Belonging”.
Completion of Cross Panel elementary to
secondary transition forms
Grade eight teachers attended the full-day
Additional Cross Panel Transitions Meeting
in February
Transition meetings with secondary panel
for At-Risk students in May
Transition meetings for all ASD students
Transition plans on IEPs
Special Education and Support Services
programs to support students with diverse
learning needs (e.g., planned entry)
Transition kits, School visits, modified days
Welcome to Kindergarten evening
Junior Kindergarten interviews with parents
High needs secondary school program visits
for parents of students entering specialized
programs in Secondary School
Teaching/Learning Critical Pathways were
facilitated for all teachers in grades 3-6
(Special Education teachers included)
Growing Success Half Day inservice for
Staff
PD provided at ALL staff meetings (Phys.
Ed document, Guided Reading, Success
Criteria, Critical Literacy, etc.)
Focus on Five template used
School Evidence Portfolios
Teacher Performance Appraisal (pre / postobservation meetings)
Teacher networks (Junior Literacy)
Timely / productive courageous
conversations
Administrator participation in networks
Teacher / administrator participation in
Program workshops
Support Summer Institutes
After School sessions
Equity and Inclusivity PD encouraged
Crisis Prevention Intervention training
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Appropriate supports were in place to support all students requiring transitioning to a variety of placements (i.e. secondary school, Special Education placements, grade levels, etc.) •
Professional Development opportunities provided to staff on an ongoing basis (i.e. staff meetings, Teacher‐
Learning Critical Pathways, Family Literacy Networks, Divisional meetings, Teacher Performance Appraisal, etc.) •
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Expanded Accountability and Transparency •
By June 2011, the reconciled school budget will demonstrate an alignment of the school budget to SMART goals. PRIME training for SERT
Staff Updates relate information from
Program department and Professional
Learning articles Budget has been aligned to SMART goal
by:
 Purchase Moving Up for grades 4 & 5
 Supply days given to planning and
reviewing new Moving Up program
 Supply days used to participate in
TLCP cycles
 Resources recommended at Network
sessions were purchased for junior
division
 Lunch and Learn sessions
 School supported After School
Tutoring Program
 Support for all extracurricular/
intracurricular activities provided to
students (athletics, academic
competition, musical, liturgical
activities, Youth Faith Ambassador
initiatives, community events, etc.)
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X Completed ‐ School Budget closely aligned to School SMART goals