School Learning Improvement Plan (SLIP)
School: St. Elsewhere
School Year:
2009-2010
Focus: K-6 Literacy
SMART Goal: To increase the number of students achieving level 3 and 4 in reading by ____ as measured through
both the primary and junior EQAO assessments in May 2010.
Needs Assessment: Which specific area have you targeted for improvement?
Specific
*All assessment results can be imported from DIP
EQAO results on the grade 3 and 6 Reading assessments from May 2009 indicate the following trend over time:
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
Grade 3
58%
52%
55%
51%
61%
Grade 6
53%
44%
54%
48%
52%
The cohort data between primary 52% in 2005-2006 and junior 52% was the same
EQAO results on the grade 3 and 6 Reading assessments from May 2009 indicate the following gender gap overtime:
2004-2005
2005-2006
females
males
2006-2007
females
males
2007-2008
females
males
2008-2009
females
males
females
males
Grade 3
79%
44% 64%
40% 69%
45% 75%
31% 67%
54%
Grade 6
50%
58% 50%
38% 62%
48% 52%
44% 59%
45%
Profile of Strengths and Areas for Improvement (PSAI) indicates the following specific areas need to be targeted:
Grade 3
Skill: Making Connections, grade 3 - 64% demonstrated strength
Overall Expectation: Reading for Meaning (Expectations 1.0), grade 3 – 57% demonstrated strength
Grade 6
Skill: Making Connections grade 6 – 58% demonstrated strength
Overall Expectation: Reading for Meaning (Expectations 1.0), grade 6 – 56% demonstrated strength
CAT-3, grade 2 National Stanine Reading results:
58% of students achieved National Stanine 6,7,8,9
CAT-3, grade 5 National Stanine Reading results:
55% of students achieved National Stanine 6,7,8,9
CAT-3 can be a highly predictive indicator for success in EQAO
Measurable
Measures of Success: How are you measuring success in your area of concern?
Which data are you examining?
 Detailed School Report (DSR)
 Profile of Strengths and Areas of Improvement (PSAI)
 Item Information Reports (IIR)
 Running Record and QCA Classroom Assessments
 CAT-3 Data
 3rd term report card marks for Reading
What are the mid-point assessment tools/data sources?
 Teaching Learning Critical Pathway Data
 Running Record Data
 QCA Data
 Report Card Data
 Classroom Assessments
How are you measuring success in your area of concern?
 EQAO 2010 student achievement in reading as measured through the primary and junior EQAO assessments
based on DSR, PSAI, and IIR
 Comparison between CAT-3 and EQAO scores
Attainable
Targeted Evidence-Based Strategies/Actions:
What strategies/actions will help to attain your goal?
Literacy Learning Block- Daily
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120 min. of uninterrupted time in primary grades (grades 1-3)
90-100 min. in Junior (grades 4-6)
45-60 min. literacy-related activity in kindergarten
TCDSB Literacy Assessments to inform and differentiate instruction
 revised Comprehensive Literacy Assessments and junior diagnostic assessments found in Literacy in the Middle Grades

QCA Assessments for grades 3 to 6
Gradual Release of Responsibility in the classroom


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focus on guided reading on a regular basis in all classrooms
daily independent reading for all students ensuring the use of a wide range of materials (literary, graphic, and informational)
integration of technology/assistive technology, drama and the arts to differentiate instruction
Differentiated Instruction

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full range of accommodations in place for students with special needs including use of scribes and assistive technology (Premier)
use Premier assistive technology with grade 3 and 6 students
Teaching Learning Critical Pathway (TLCP)
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ensure the implementation of TLCP
focus on assessment for learning
pre and post assessment data, teacher moderation
focused literacy instruction
differentiated instruction
critical literacy
Professional Learning:
What professional learning opportunities are planned to help attain your goals?
Learning Networks (Hubs/Triads)

partnership with local superintendents, Student Achievement Officers, TCDSB Literacy Team to support job embedded professional
learning; focus on TLCP, DI and focused literacy instruction
Participate in Literacy Reps meetings
Professional Development opportunities provided by TCDSB Literacy Team
Technology In-services provided by TCDSB, AICT

using Premier for instruction
Participate in Literacy Coaching provided by Literacy Resource Team, and 5th Block Coaches
Results-
Resources:
Oriented
What resources have you identified that can aid you in achieving desired results?
Human Resources
 K to 6 Literacy Resource Teacher
 School Improvement Team
 5th Block Teacher
 School Literacy Rep
 Principal and Vice-Principal
 Student Achievement Officer
Financial Resources
 release days for job embedded professional learning (TBD)
 school budget to update guided reading materials and materials for independent reading
 Ministry of Education Library investment funds to be used to update library text
TCDSB Resources
 Comprehensive Literacy Handbook and Assessments
 Literacy in the Middle Grades and Assessments
 Kindergarten Guide to Timetabling
 Quick Comprehension Assessment (QCA), grades 3-6
 C/A Portal: On the Same Page (e-newsletter to all teachers)
 Premier Assistive Technology
Ministry Resources
 Documents (Guides to Effective Instruction), webcasts, monographs
 websites – www.eworkshop.on.ca, www.curriculum.org
School Resources
 centrally purchased texts and professional resources as listed on the C/A Portal
(Moving-up Strategy Units, grades 4/5 and Reaching Readers for grade 5)
 levelled texts for Guided Reading
 texts for independent reading (using funds from the MOE Library Investment Project)
Timeline
Monitoring and Responsibility
Data to be collected and identified
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EQAO and CAT-3 analysis, September 2009, September 2010
SLIP October 2009
Term Report Cards – December 2009, March 2010, June 2010
Running Record Data – to be collected in October, January, and April (available on DIP)
QCA Data- to be collected September and February (available on DIP)
TLCP pre/post assessment- every 6-8 weeks; shared at network meetings
classroom assessments
Identify who is responsible for monitoring each part of the SLIP:
Principal and Vice-Principal
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facilitates work of professional learning community focusing on student work, teacher moderation and TLCP
establishes and work with a School Improvement Team
informs and work with the school CSAC
uses the School Effectiveness Framework to guide/inform the plan
monitors progress
facilitates and participate in Teaching Learning Networks/Hubs within the family of schools
monitors and supports implementation of: Comprehensive Literacy and Literacy in the Middle Grades
Classroom teachers and Special Education teachers
 implement: Comprehensive Literacy or Literacy in the Middle Grades, revised Kindergarten and/or Language Arts Curriculum, the
Guides to Effective Instruction, and the gradual release of responsibility in their daily teaching
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administrator TCDSB Literacy Assessments
use assessment for learning to guide practice and differentiate instruction
participate in TLCP and teacher moderation sessions
support the work of Networks, Hubs, and PLCs
attend professional learning in-services
collect and share student artefacts for discussion
School Improvement Team
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
gathers and analyzes data to develop School Learning Plan
uses DIP to monitor school data on an ongoing basis
5th Block Teacher

provides in-school support to classroom teachers using a coaching model
School Literacy Reps

share information and resources provided at regional meetings
Evaluation: We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop
and refine our SMART goals.