St. Patrick SCHOOL IMPROVEMENT PLAN (SIP) *revised as of Nov. 27 th

Transcription

1 St. Patrick SCHOOL IMPROVEMENT PLAN (SIP) *revised as of Nov. 27 th

2 BELIEVING 1. DEFINE Although students can list many virtues, the problem is that students still need to practice them daily in order for them to become intrinsic daily habits. 2. VISION We want to empower our students to make positive social changes by living as Jesus did. 3. THEORY OF ACTION If educators create an environment that explicitly connects Catholic Social teachings, specifically the virtues, with curriculum and learning skills, then students will transfer these virtues into their everyday interactions with others. 4. SUCCESS CRITERIA Measurable outcomes -Eco Gold certification -Visual throughout school bulletin boards -Movement up in level of achievement of Learning skills on Report cards -students returning to volunteer in the community (i.e. in the evening for Family Science Night) -Christian service hours -student of the month award for living the virtues measured by footprints on the bulletin board which symbolize our path to renew the promise -students are including two reflections per year (December & March) in their personal Pathway portfolios which include a section with a Learning school to focus on by setting a short term goal 5. PLAN -Continue to provide faith based activity programming (e.g, monthly liturgies, Lenten service, stations of the cross, Christian mediation, etc.). -visible connection and presence of the Church family i.e. Father Jay classroom visits -co-create bulletin boards -conference with students about self-reflection and goal setting -explicitly teach cross curricular lessons embedded in resources like Nelson Language, Many Gifts, Learning through faith religion program, Little Stars physical education lessons (noted in lesson plans)

3 -student planned and led liturgies -School Improvement Team will create a Pathway Reflection Template -In our efforts to renew the promise, Student Council will survey the students, community and alumni, research school history, symbols, & icons, etc and create a video to be broadcast during the Feast of St. Patrick 6. REFLECTION Integrate virtues across the curriculum where possible. Promote school/community events focused on living the virtues. Roots of Empathy How are we explicitly teaching the Catholic Graduate Expectations? Visiting nursing home Giving back with funds raised from Teacher vs student basketball game at Christmas Include in closing thoughts and actions to try at the end of the liturgy ACHIEVING 1. DEFINE Understanding Math terminology. 2. VISION Ensuring that students are able to identify and understand important words in each math problem. 3. THEORY OF ACTION If we educators provide timely descriptive feedback, then students will be able to apply their pets next steps.

4 4. SUCCESS CRITERIA Measurable outcomes Success Criteria: After their learning needs are met, students will be able to... * understand math terminology * use math terminology to communicate their findings * understand that mistakes and misconceptions are an opportunity to re-think as errors are an important step in the learning process Success Criteria: After our learning needs are met, we will be able to... * see improved success on ability to solve math problems in our identified marker students, especially application and thinking questions. 5. PLAN Student Need Students need timely descriptive feedback with the opportunity to implement that feedback. Educator Need Educators need to continue explicitly teaching math language and to provide open ended questions for number talks. Educators also need to provide timely and ongoing descriptive feedback as well as an opportunity for students to re-visit math questions. What will be the first educator action our team will take in order to impact the student learning need? Educators will moderate work from marker students, establish goals, co-create success criteria, and will develop common descriptive feedback assessment tools. Student Monitoring- What student observations, conversations, and/or products will our school team collect and analyze in order to monitor evidence of impact of this action? Students will complete a knowledge and understanding question, an application question, as well as a thinking question in each unit of study in math. Students will also engage in number talks that can be audio recorded or posted on chart paper or in OneNote as evidence of impact. Educator Monitoring (including Principal and other staff)- What educator observations, conversations, and/or products will our school team collect and analyze in order to monitor the change in the educator learning need? Educators will collect samplings of a knowledge and understanding question, an application question, as well as a thinking question in each unit of study in math for two marker students, using Nelson Text and EQAO questions as key resources.

5 These student work products will be analyzed during divisional CPLC meetings, during the 5 sessions of grade 3-6 mathematics professional learning series under the guidance of the math consultant, and in professional development with the MSAT. Develop Math vocabulary walls Create guided Math groups Increase consolidation time after each lesson 6. REFLECTION SERVING 1. DEFINE Our students often lack resiliency. 2. VISION Provide students with more tools for their mental health toolbox. 3. THEORY OF ACTION If we provide students with strategies, experiences, and opportunities to foster greater resiliency, then students will adopt one strategy that best suits their needs. 4. SUCCESS CRITERIA Measurable outcomes Students can develop a toolbox of coping strategies Students can better communicate their own feelings Students can solve conflicts more easily Students can choose and implement a coping strategy (ie Christian Meditation)

6 5. PLAN Continue to expose students to strategies that will promote Mental Wellness. Continued use of Christian Meditation; HAT and Mental Wellness strategies, and participating on Cathedral Outreach Wellness program. Continue using "Tools for Life". Continue to provide out-of-school learning experiences. Collaboration between HAT, Mental Health Team, Catholic School Council, and Student Council to create Bullying Prevention Plan. 6. REFLECTION The support is for the students, however we also need to strategize around need to increase support for parents and/or parental engagement. We will identify marker students by asking staff to place a checkmark beside the names of students with which they have a relationship. Students without checkmarks will be paired with staff that do not teach them directly. We will re-do the checklist in the spring to measure if less students are missing checkmarks. Think sheets used to measure reduction in discipline. Teachers noting that marker students signing up for more clubs. Can also measure with MDI (grade 4 and grade 7). Colate data from Exit slips from Mental Well Being Fair. Adapted from Sagor, R. (2005). The action research guidebook. Thousand Oaks: Corwin Press.