School Plan for Continuous Growth

Transcription

1 School Plan for Continuous Growth School: St. Edmund Date: 11/23/2015 This is the day the LORD has made; let us rejoice and be glad in it. Psalm 118:24 November 2015 Page 1

2 Contents Edmonton Catholic School District Foundation Statements... 3 District Mission Statement... 3 District Vision... 3 St. Edmund School s Foundation Statements... 3 School Mission Statement... 3 School Vision... 4 International Baccalaureate Mission... 4 School Plan for Continuous Growth... 4 School Context... 4 Philosophical Focus... 4 Student Population... 4 Focus Programs... 5 Review of the School s Three year Plan First Goal and Sub-goal:... 5 Second Goal and Sub-goals:... 5 Third Goal and Sub-goal:... 6 Data Review... 6 PAT and Diploma Exam Results Regression Analysis... 7 Tell Them from Me Surveys... 8 Accountability Pillar Enrolment data School/site technology plan School Details and Demographics St. Edmund Goals for November 2015 Page 2

3 Edmonton Catholic School District Foundation Statements District Mission Statement Inspired by Love of the Father Faith in Jesus Christ Hope from the Holy Spirit We believe in God and we believe that each person is created in the image and likeness of God that each child is a precious gift and sacred responsibility in the goodness, dignity and worth of each person that Christ is our model and our teacher in celebrating and witnessing our faith in transforming the world through Catholic education that Catholic education includes spiritual growth and fulfillment that learning is a lifelong journey that all can learn and develop their gifts in building Christ-centred communities for service to one another that all have rights, roles and responsibilities for which they are accountable that Catholic education is a shared responsibility in which parents have a primary role The mission of Edmonton Catholic Schools is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another. District Vision Our students will learn together, work together and pray together in answering the call to a faithfilled life of service. St. Edmund School s Foundation Statements School Mission Statement Enlightened by Christ, the mission of St. Edmund School is to inspire lifelong learning, embrace global citizenship and celebrate individual gifts. November 2015 Page 3

4 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 Plan for Continuous Growth School Context 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. Philosophical Focus 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 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. Student Population We currently have 751 students enrolled at St. Edmund in 100 Voices through grade nine. There are 280 students in our elementary this year, which has grown by two classes in addition to our 100 Voices program. There are 471 students in our junior high, an increase of one additional November 2015 Page 4

5 class. We celebrate the diversity of our student population, which is made up of students from a wide variety of ethnicities and socio-economic backgrounds. There are currently 76 English Language Learners at St. Edmund, along with 47 students of First Nations, Metis or Inuit heritage. 13 students in K-9 (1.5% of our student population) have severe behaviors. We have 10 students (1.3% of our student population) with medical diagnoses such as autism or hearing or sight impairments. Focus Programs 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 be offering the 100 Voices program, which means that will be the first school in Edmonton to offer IB programming for 3 and 4 year olds. We also offer Soccer, Hockey and Recreation Sports Academies as well as an Alternative Athletics Academy for Elite Athletes. Last year, we expanded our Soccer Academy programming to include a fundamentals class for beginning students. It has been very successful. Review of the School s Three year Plan. First Goal and Sub-goal: To create a school climate that celebrates our St. Edmund mission and vision and the International Baccalaureate mission as lived realities in our school. To eliminate divisions that exist between programs and grade divisions at St. Edmund. Although our work in terms of making the mission and vision of both St. Edmund and the IB lived realities in our school is ongoing, our goal of eliminating the divisions that exist between programs and grades has largely been met. Second Goal and Sub-goals: To create a 21st century learning environment in which students have the tools and strategies needed to celebrate learning as engaged global citizens. To improve current levels of grade nine students achieving the acceptable standard on Provincial Achievement Tests, while significantly increasing the number of students achieving the Standard of Excellence. This sub-goal has partially been met. The number of grade nine students achieving the acceptable standard in all subject areas on PATs has increased significantly. We still have some work to do in terms of helping students to achieve the Standard of Excellence on PATs. November 2015 Page 5

6 To increase student achievement by working to revitalize our IB programmes and by embracing 21st century strategies that promote critical thinking, inquiry and concept-based learning. Although a great deal of progress has been made, this sub-goal is ongoing. Third Goal and Sub-goal: To enhance the Catholic ethos in our school by offering meaningful opportunities for students and staff to learn about and practice our faith. To build each student s capacity to be an agent of change by encouraging participation in action projects and social justice initiatives. We continue to work on encouraging students to initiate their own action and social justice initiatives, with a high level of success. Data Review PAT and Diploma Exam Results 2015 Percentage of Students Achieving Acceptable Standard Percentage of Students Achieving Standard of Excellence Subject School District Province School District Province Grade 6 Language Arts Grade 6 Mathematics Grade 6 Science Grade 6 Social Studies Grade 9 Language Arts Grade 9 Mathematics Grade 9 Science Grade 9 Social Studies *Results Based on Number Writing Yellow = scores above province and district Purple = scores above province Blue = scores below province and district November 2015 Page 6

7 Scores from our PAT results for June 2015, are above provincial and district averages for the acceptable standard in six of eight subject areas - Grade 6 Language Arts, Science and Social Studies and Grade Nine Language Arts and Science. This is an increase of 50 percent over the previous year. Scores are above the provincial average, but below the district average in Grade 9 social studies. Only one subject area, grade nine mathematics, is slightly below both the province and the district for the acceptable standard. For the Standard of Excellence, scores are above both provincial and district averages in Grade 6 mathematics and science and in grade 9 science. Scores are above the provincial average and on par with the district average in grade 9 language arts. This is again an improvement over the year prior. Regression Analysis November 2015 Page 7

8 The Regression Analysis for the 2015 school year indicates that students in Students in grade six performed above predicted expectations in math, science and social studies and performed at predicted expectations in language arts. Students in grade nine performed above predicted expectations in language arts and science, and were approaching performance at expected levels in math and social studies. This is a significant improvement over the past several years and can perhaps be attributed to a renewed emphasis on teaching within the concept-based framework expected within the International Baccalaureate programmes. Tell Them from Me Surveys Results from student Tell Them from Me Surveys indicated that students in both elementary and junior high were on par with Canadian norms in most areas. In terms of Social-Emotional Outcomes, students at St. Edmund scored higher than the Canadian norm in participation in school sports, but lower than the Canadian norm in participation in school clubs. This result is not surprising given the high numbers of students enrolled in sports academy programming at St. Edmund. November 2015 Page 8

9 Students in both elementary and junior high scored slightly higher than the Canadian norm in terms of having a positive sense of belonging and having positive relationships at school. Students in both elementary and junior high were below the Canadian norm in terms of the number of hours spent watching television and the number of hours spent reading for fun each day. Students in elementary grades were above and students in junior high were on par with Canadian norms in the area of hours spent per day on computers and video games. Students in elementary grades were below and students in junior high were above Canadian norms with regard to the number of hours spent per day using the phone. Students in both elementary and junior high grades were above Canadian norms in terms of valuing schooling and demonstrating positive homework behavior. Students in both elementary and junior high grades were above Canadian norms in terms of demonstrating positive behavior at school, being interested and motivated in their learning, and putting forth a good effort in their learning. Students in middle grades (grades 5 and 8) reported higher levels of anxiety than the Canadian norm. Students in other grades were below or at Canadian norms with regard to anxiety. Students in junior high grades were above the Canadian norm for having positive self-esteem. This was not measured for elementary grades. With regard to Physical Health Outcomes, students in both elementary and junior high were above the Canadian norms for meeting and nearly meeting recommendations in Canada s Food Guide. Students in elementary grades consumed more sweet or fatty foods per day than the Canadian norm. Students in junior high consumed slightly less sweet or fatty foods per day than the Canadian norm. Students in both elementary and junior high grades reported fewer hours doing moderate physical activities than the Canadian norm and more hours than the Canadian norm doing intense physical activities. Academic outcomes were measured for secondary students in the areas of language arts, math and science. Junior high students were at the Canadian norm in each subject. In terms of the Drivers of Student Outcomes, elementary students were at, while junior high students were slightly above, Canadian norms for a positive learning climate and expectations for success. In terms of bullying and exclusion measures, elementary students were above, while junior high students were slightly below the Canadian norm in terms of incidents reported. Conversely, elementary students were above the Canadian norms in terms of feeling safe at school and going to and from school, while junior high students were slightly below November 2015 Page 9

10 these norms. Students in both elementary and junior high were above Canadian norms in terms of having positive teacher-student relations. Junior high students had additional drivers which included plans to finish high school, where students in grades seven and nine were at Canadian norms, while students in grade eight were significantly below. Junior high students at St. Edmund were also slightly above Canadian norms in terms of students planning to pursue a trade or planning to go to college or university. With regard to demographic factors, 87% of elementary students and 82% of junior high students were born in Canada. 13% of students in elementary and 9.1% of junior high are aboriginal. 68% of students in junior high and 89% of students in elementary agreed or strongly agreed that religious celebrations and prayer are important at school. 73% of students in junior high and 85% of students in elementary agreed or strongly agreed that attending a Catholic school helps them to explore their love of God and service to the community. Tell Them From Me Surveys included a separate report on Bullying. The report indicated that bullying at St. Edmund is slightly higher than the Canadian average, in terms of boys bullying others and slightly lower than the Canadian average with regard to females bullying others. Most bullying behaviors take place outside of the school (56%) or in the hallways (12%). Bullying tends to take place during unstructured activities such as recess (47%) or after school (24%) when the ratio of teacher to student is lower. Students who were bullied were more likely to tell their parents (69%), their friends (48%), or try to deal with the situation themselves (54%) than they were to tell a teacher (42%). Students who saw or heard someone being bullied were generally kind in response, in ways such as making an effort to include the victim (85%), comforting the victim (84%), encouraging the victim to ignore the bullying behavior (70%), or standing up for the victim (68%). Students reported that there are safe ways to report bullying (84%), adults at school that victims can talk to (83%), teachers help students to understand bullying (81%) and that teachers step in quickly when bullying behaviors occur (81%). 90% of students at St. Edmund felt safe going to school, while 87% felt safe at school and on the way home. Circumstances that make students feel unsafe include witnessing fights, having something stolen, or hearing students make threats. November 2015 Page 10

11 Accountability Pillar Accountability Pillar measures were high or very high in all areas except parental involvement, which continues to be an issue. St. Edmund improved significantly over the previous year in the areas of Safe and Caring Schools and Student Learning Achievement, with high ratings in these areas (as opposed to intermediate ratings in the previous school year). Enrolment data Enrolment has increased again this year in both elementary and junior high, with one 100 Voices class, two classes in each of grades 1, 2, 3, 4 and 6 and three classes in grade 5. There are six classes in grade seven and eight and four classes in grade nine. In junior high, three classes in grades seven and eight and two classes in grade nine are designated Sports Academy classes. School/site technology plan Although great strides have been made over the past two years with regard to the purchase of new technologies at St. Edmund, additional technology is still required in order to provide access to students on a more regular basis. This will be purchased as funds allow. School Details and Demographics School population o There are currently 750 students enrolled at St. Edmund, with 435 students in junior high and 315 enrolled in elementary. Focus programs o International Baccalaureate Primary and Middle Years Programmes o Sports Academies in Hockey, Soccer, Recreation, Alternative Athletics ELL and FNMI statistics o 76 ELL students in K-9 o 52 FNMI students in K-9 Number and severity of special needs students o 23 students with severe special needs in grades 1-9 November 2015 Page 11

12 St. Edmund Goals for District Goal: Goal One: Live the distinctiveness of Catholic education Sub-Goal: 1.1 Demonstrate the distinctiveness and advantages of Catholic education. Related School Goal: To enhance and develop Mark Two: Standard Two of the Five Marks of Catholic School Identity: An excellent Catholic school has a visible and tangible Catholic vision evident in its physical space, liturgical celebrations and prayer life. Strategy: Expand opportunities for students to pray during the school day. Actions: Continue to provide students with opportunities to write and read prayers, aligned with the IB Learner Profile, at morning announcements. Encourage staff to expand upon liturgical themes and readings from morning prayer in religion classes. Engage students in meal-time prayer before lunch. Begin each class with prayer, particularly at the junior high level. End each day with class. Engage school teams in prayer before games. Strategy: Create opportunities for students to have a lived faith experience Actions: Organize a student Faith Development Day at both the elementary and the junior high levels as a means of encouraging students to reflect upon and build their personal faith commitment. Offer thematic retreat days for elementary and junior high students that can be expanded further within the classroom. Provide opportunities for elementary and junior high students to take part in liturgical celebrations at the same time. Continue to work toward increasing the authenticity and quality of school celebrations. Provide opportunities for students to take part in activities and retreats organized by the school chaplain. Provide opportunities for students to engage in and initiate social justice and action projects. Use WE Day as a springboard for student-initiated social justice projects. Support important Catholic charities such as the Sign of Hope, the ECSD Foundation, November 2015 Page 12

13 Development and Peace and/or Holy Childhood and ensure that students understand why taking action to support such organizations is important and necessary. Ensure that information and reflection about the actions students are taking is visible throughout the school on dedicated hallway bulletin boards. Provide students with opportunities to take part in Action projects in the community, along with opportunities to reflect upon their action and the difference it makes for others. Make a conscious effort to provide cross-curricular lessons that make faith connections with different subject areas. Encourage students to develop a sense of international-mindedness and take action both locally and globally Strategy: Strengthen ties with St. Edmund Parish. Actions: Provide opportunities for individual classes to attend morning mass at St. Edmund Parish on a weekly basis. Invite Fr. Patrick to visit classrooms and to take part in school-based liturgical celebrations whenever possible. Invite Fr. Patrick and the parish team to school and staff events such as Meet the Staff or staff luncheons. Work with St. Edmund parish to support preparation of students for the sacraments of Eucharist, Reconciliation and Confirmation District Goal: Goal Two: Every student is successful. Sub-Goal: 2.8 Implement strategies to ensure that schools focus on the creation of safe, healthy and caring environments for all students Related School Goal: 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. Strategy: Use the language of the IB Learner Profile to establish a common vocabulary throughout the school that can be used to discuss inclusivity. November 2015 Page 13

14 Actions: Teach the profile attributes and examine conflicts or potential divisive issues in light of them. Strategy: Establish a protocol that students can use in order to report conflicts or incidents of bullying. Actions: Review definitions of bullying so that students understand what bullying is and how to report it. Review student conduct policies and ensure that they provide students with clear-cut directions as to steps to take when reporting conflicts or bullying. Teach students self-regulation skills so that they can control impulses. Staff members model positive behavior and attitudes (respect, inclusion, positivity) Review School Conduct Policies, explaining consequences for bullying behavior annually, with reminders as needed throughout the school year. Teach students to respect and accept others as individuals and to appreciate and celebrate differences in order to create a safe learning environment for everyone. Strategy: Provide opportunities for students to mix with one another in positive, collaborative settings. Actions: Offer cross-grade flex sessions for junior high students. Plan celebrations that involve groupings of both elementary and junior high students. Plan for activity days that offer team-building activities and opportunities for students to develop new friendships. Arrange for peer-tutoring sessions that allow students to help one another. Offer activities such as band, teams and clubs that provide students with opportunities to interact with one another outside of the classroom. Give all students the opportunity to visually identify as a member of St. Edmund School on special days by wearing school colours or apparel. Allow for cross-divisional collaboration on units and projects when opportunities arise. Promote international-mindedness by planning activities such as a Taste of St. Edmund day that would celebrate the diversity of our student population. November 2015 Page 14

15 District Goal: Goal 3: Quality teaching and school leadership Sub-Goals: 3.1 Provide professional learning opportunities that build the capacity of all staff. 3.2 Engage in good stewardship of all resources: human, financial and physical. a) Support, encourage and invest in the creative and innovative abilities of all staff. 3.3 Increase academic achievements by promoting successful practices in teaching to support all students in the 21 st century. a) Recruitment of staff to support all of our students needs. Related School Goal 1: To improve current levels of students in all grades and subjects, with emphasis on students in grades six and nine, achieving at acceptable standard levels, while significantly increasing the number of students achieving at the Standard of Excellence level. Strategy: Develop and maintain consistency in teaching strategies and language used across grades and subject areas in order to create conditions where achievement builds from one grade to the next. Actions: Use common vocabulary among all staff and students, such as the IB learner profile, Key and Related Concepts, Global Contexts, etc. to ensure that teaching is consistent across grade levels and subjects Emphasize the attainment of literacy and numeracy skills in all grades pre-k-9. Develop curriculum maps for both the PYP and MYP that details transdisciplinary (PYP) and interdisciplinary (MYP) units and the connections that can be made within them. Use backwards design as a strategy for developing units in all subjects and grades. Target efforts at improvement to high average students in order to improve Standard of Excellence scores. Review key elements of Assessment for Learning and incorporate these strategies into planning meaningful assessments Send samples of MYP assessments to the IB for external moderation. Set aside time on a weekly basis to engage in problem-solving activities at each grade level. Emphasize the importance of the process of student thinking, reflection and work in student learning Incorporate project-based learning into all grades and subjects. Offer flexible groupings in classroom instruction. November 2015 Page 15

16 Related School Goal 2: To revitalize our IB programmes and improve student achievement by embracing 21 st century strategies that promote critical thinking, inquiry and concept-based learning. Strategy: Provide innovative learning opportunities that engage students in learning. Actions: Allow students flexibility and choice in terms of how they demonstrate their learning. As technology becomes available, move toward digital portfolios for students. Develop concept-based, as opposed to topic/theme based projects for students. Emphasize various types of learning (activities, experiences that extend learning such as field trips). Review IB standards and practices for both the PYP and MYP to ensure that all teaching meets the requirements of the programmes. Review and revise all planners MYP and PYP to ensure that they are in keeping with a constructivist programme of inquiry and IB standards and practices. Require teachers to incorporate one or two 21 st century learning strategies, such as virtual classrooms or flipped instruction, into their teaching. Related School Goal 3: To provide professional learning opportunities that build the capacity of all staff. Strategy: Provide professional development opportunities for staff in the areas of IB training, faith formation and 21 st century learning strategies. Actions: Teachers continue to take part in school-based professional development related to our IB programmes. Teachers new to the PYP take part in IB-recognized Level 1 training at district sponsored teacher training workshops. Teachers who have completed online professional development related to IB programmes apply for additional training opportunities, including those requiring travel. Teachers who take part in off-site training related to IB programmes or 21 st century learning share what they have learned with colleagues during designated staff meeting times. Teachers take part in intervisitations with teachers from St. Edmund and other schools in order to learn from colleagues and develop their own professional practices. School chaplain and district chaplain leads professional development sessions related to staff faith formation in areas such as teachings of the Church, planning liturgies, etc. November 2015 Page 16

17 Technology coach provides whole group and one-on-one support related to implementing new technologies in teaching and learning. Arrange for support from EmTech in working with teachers to develop 21st century practices in classrooms. Teachers take part in District Professional Development Sessions as they are available. Work toward consistency in the delivery of IB planners within the classroom. Provide time for staff members to work with the IB coordinator in order to develop rich, inquiry-based planners. November 2015 Page 17