TCDSB K to 12 Professional Learning Form 2015-2016
SCHOOL
NAME
St. Joachim
Sup.
Area
☐1 ☐ 2 ☐3 ☐4 ☐5 ☐6 ☐7 X☐8
☐ Monsignor Fraser
Principal Name: Nicole Peres
Based on analysis of the data, in collaboration with staff identify a critical need area or strategy that
addresses the learning of your school community (i.e., assessment, problem solving, inquiry learning,
learning skills, etc.)
BACKGROUND – DATA ANALYSIS
Student Achievement
Data (EQAO, CAT4,
etc.)
Demographic Data
Perceptual Data
(Survey data, School (N tiles, etc)
Climate, etc.)
Program Data
(Empower, 5th Block,
Taking Stock, etc.)
Other
(SSLN, SSI, EDI,etc.)
Area of Need: Cat4
30% speak another
36% low income
No Empower or 5th Block
Comprehension
language at home
36% second language
programs
Word Analysis
20% speak another
spoken at home
Computation
language as often as
15% parents have not
Trend in EQAO in
English
completed high school
reading shows a
62% parents born
diploma
decrease
outside Canada
6 N-tiles between 1-3
From the data, what key factors Target is reading comprehension and increasing vocabulary in junior grades
are identified for increasing
Student Achievement?
URGENT
CRITICAL
NEED
Explain … what are the student learning problems we need to solve? Professional learning focus for this year.
 Our focus will be on Literacy in the junior grades in the area of Making Inferences (1.5) and
Extending Understanding (1.6).
 We focused on primary Literacy last year and would like to continue the professional learning in the
junior grades in order to make it a school wide emphasis.
PROFESSIONAL LEARNING PLAN TO MEET URGENT CRITICAL NEED:
Collaborative Inquiry
Question (What is the
problem of practice?)
If… Then…
Statement:
Learning Goals
(related to urgent
critical need)
Actions/Interactions
(What will we do to
meet our goals?)
PD Required for Staff
Measures/Evidence
of Success
Resources Required (human,
material, code days)
Will small group instruction (groups based on instructional level of students) of reading comprehension
strategies and vocabulary increase the level of inferencing and extend understanding in our junior
students? If we target students in 2.5-3.1 range of achievement, will their achievement increase?
If we use high yield strategies such as guided reading so that students are receiving “just-right instruction,
just-in-time”, then student achievement will increase in reading comprehension.
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The teacher provides support as students learn the steps in shared and guided reading and then
gradually shift responsibility to the students
To provide timely descriptive feedback which is the ‘most powerful single innovation that enhances
achievement’
To engage in deep conversations around student work and thinking
At monthly divisional meetings, teachers will work collaboratively to create a structure for small
group instruction so that ‘just-right instruction’ is given to the small group and meaningful tasks are
given to the students working independently
Will work towards aligning assessment pieces across grades and divisions
Will combine resources to allow for all levels of readers in each of the junior grades
How to use the data to group students
How to implement guided reading groups, giving ‘just-right instruction’ to the small group, and
meaningful tasks to the students working independently
Invite Literary resource teachers to aid in increasing level of instructional practice
Documentation of progress using Running Records (where appropriate),QCA, OCA
Discussion at divisional meetings to help fine tune the guided reading conferences
Discussion of student progress looking at talk/discussion, observation of students, products
Evidence in performance tasks used for assessment
12 code days – ½ day in-service for primary; ½ day in-service for juniors and intermediates (twice during the year))
Guide to Effective Literacy instruction
One day to plan guided reading for a six-week cycle; to formulate assessment pieces; to create report card comments
that are aligned between grades
Please send the completed copy to your Area Superintendent with a copy to N. D’Avella (Secondary) D. Koenig (Elementary) by September 25, 2015.