2010-2013 Catholic School Learning Plan for St. Teresa of Avila 2010-2011 (Year 1) Progress Report Pillar Catholic Community, Culture, and Caring SMART Goals By the end of 2013, the students at St. Teresa of Avila Catholic School will identify an increase in their sense of belonging, inclusion, connectedness and safety will increase compared to baseline data collected using the Catholic Community, Culture and Caring Survey in the spring of 2011. Action Plans to Support SMART Goal(s) Completed In Progress School Effectiveness Framework Foci: 2.5: Staff, students and school community support well-being in a socially responsible and caring school culture. 3.4: Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as leadership, teamwork and advocacy. Action Plans: Fall 2011: Communicate and review behaviour expectations with staff, students and parents through newsletter and web site. Gather and analyze the Catholic Community of Culture and Caring Team survey data and determine areas of success and areas in need of attention. Comments This is a continuous and on-going focus. X X Continue to integrate the Virtues program Continue to embrace social justice projects throughout the year. X Maintain our positive school-parish relationships X Positive School Climate Survey data has been collected from grades 4 -8 students through Dufferin-Peel’s on-line data collection survey. The Catholic Community, Culture, and Caring school team will review the results and will address concerns. We will continue to implement current practices and programs within our faith based culture: Our Monthly Virtue Celebrations to promote an understanding of virtuous behaviour We will continue to maintain positive school –community engagement and culture with newsletters to parents/guardians, phone calls and parent conferences. X St. Teresa of Avila will continue to support a variety of local and international charities. Literacy By the end of June 2013, student performance at St. Teresa of Avila will increase by 5% on each EQAO assessment of reading and writing By the end of June 2013, all literacy instruction will be delivered through guided practice and guided reading as appropriate to the grade level or subject being taught. School Effectiveness Framework Foci: 1.1: Students and teachers share a common understanding of the learning goals and related success criteria 1.2: During learning, students receive on-going, descriptive feedback based on the success criteria , from the teachers and from peers This is a continuous and on-going focus. Student reading levels, strengths and areas of need are regularly assessed throughout the year. Teachers have been and will continue to be given professional development opportunities to learn about supporting student goal setting through the use of rich assessment tools and descriptive feedback. Action Plans: Have teacher/students routinely co-construct the success criteria X Regularly ask students to describe what they are learning X Resources to support literacy have been added to the Primary and Junior Literacy rooms. Continue to encourage and provide opportunities for collaborative teaching X Continue to provide opportunities for teachers to co-plan/moderate by facilitating common planning time. Fully implement the Moving Up to Literacy Place Resource in the Junior Grades X Feedback should be descriptive rather than evaluative Provide opportunities for teachers to network and learn from each other’s best practices by providing opportunities for classroom visits. X Encourage accountable talk X Continue providing professional development opportunities for staff to enhance teaching and learning experiences. Encourage grade level planning and moderation X Continue to build teacher capacity to work and plan cyclically in response to student data (Teacher Learning Cycles) with Program support at key times in the year. Encourage teachers to take the initiative to research and implement effective practices such as descriptive feedback and accountable talk. Provide opportunities for teachers to develop a school-wide yearlong curriculum map spanning all grades X Numeracy By the end of June 2013, student performance at St. Teresa of Avila will increase by 5% on the EQAO assessment of numeracy School Effectiveness Framework Foci: 1.1: Students and teachers share a common understanding of the learning goals and related success criteria 1.2: During learning, students receive on-going, descriptive feedback based on the success criteria , from the teachers and from peers Action Plans: Have teacher/students routinely co-construct the success criteria Regularly ask students to describe what they are learning Continue to encourage and provide opportunities for collaborative teaching Help teachers link instructional practice to the School Effectiveness Framework. Provide full staff training on the 3 Part Lesson: co-plan, co-teach in-service model Ensure that teachers clearly link instructional practice to the Ontario curriculum expectations. This is a continuous and on-going focus. X X X X X X Staff are developing the use of the 3-part lesson format. The following activities have supported this initiative: o Guided practice, accountable talk, gradual release of responsibility as appropriate in all grade levels o Descriptive feedback with a focus on student communication of learning. o The encouragement of co-planning and co-teaching. o The use of manipulatives to support mathematics. o The use of a variety of strategies to encourage diverse learning and methods of problem solving. o Continue to support the on-line Homework Help Program Pathways and Transitions By the end of June 2013, all students requiring transition support will be provided seamless and appropriate supports as indicated by personalized assessment and evaluation information. School Effectiveness Framework Foci: 4.1: A culture of high expectations supports the belief that all students can learn, progress and achieve. 4.7: Timely and tiered interventions, supported by a team approach, respond to individual student learning needs Action Plans: Develop a clear process for referring at risk learners and for the identification of exceptional students. Clear and consistent process for IEP development and management Special Education staff have the educational assessment tools and know how to measure student ability and progress and to resource those students who have an Individual Education Plan Ensure that the language of high expectations for students is part of the school culture. This is a continuous and on-going focus supported by the following activities: o Clearly defined transition planning for all students transitioning from grade to grade and especially for our graduates going to grade nine. o Monthly TEAM meetings with Special Services Staff including the Child Youth Worker, Social Worker, Speech Language Pathologist, Educational Psychologist, and outside agencies to plan and support student needs. o The use of assistive technology to support a variety of learning needs. o Fostering Community Partnerships including; Peel Police and Fire Departments, Peel Health, Junior Achievement, Artists in the School and St. John of the Cross Parish. o Continue to encourage differentiated instruction in all areas of the curriculum. X X X X Employee Support and Training By the end of June 2013, staff will demonstrate an ongoing commitment to attend ministry and system-wide training with a focus on professional learning. Expanded Accountability and Transparency By the end of June 2013, the school will report balanced budgets on an annual basis. By June 2013, the School Councils will adhere to the collection, recording and reporting processes for funds that are generated through their activities. Staff to access PD place professional development and training database system Evidence of staff attendance at and completion of mandatory in-services and training sessions Evidence of compliance with Emergency Procedures Training for all staff (e.g., Lockdown Procedures, Fire Drills) Selected staff to receive training and certification in Crisis Prevention and Intervention, First Aid, etc. Staff participation in job-embedded professional learning Staff to access PD place professional development for training opportunities on budgeting process and procedures Staff will continue to use the Financial Support Tool provided through the Finance Department School Council chairs will yearly receive the DP Catholic School Council Resource Handbook outlining processes in handling funds School Council members will be encouraged to attend Board and Family level in-services and training sessions including Board-wide training every October for the specific roles of the Council This is a continuous and on-going focus. Fire drills and lockdowns are practiced on a regular basis. Appropriate staff are encouraged to attend training sessions to promote Safe Schools. School staff meet the standards for First Aid Training Students are given the opportunity to take First Aid and Red Cross Babysitting courses. X This is a continuous and on-going focus. X School and School Advisory Council are compliant with all financial reporting protocols. Training is provided to School Advisory Council members who may be new to their positions.