SCHOOL NAME: St. Martin de Porres Catholic School PRINCIPAL: Gretchen Schuler SUPERINTENDENT: Gary Poole TRUSTEE: Paul John Crawford SCHOOL ADDRESS:

Transcription

1 SCHOOL NAME: PRINCIPAL: Gretchen Schuler SUPERINTENDENT: Gary Poole TRUSTEE: Paul John Crawford SCHOOL ADDRESS: 230 Morningside Ave, Toronto ON, M1E 3E1 STUDENT ENROLMENT: 359

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3 Nurturing Our Catholic Community Faith Development To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience. Division Primary (JK - 3) Prayer Table Each classroom would have a prayer table incorporating the primary symbol of each Religious Education Program Academic Year Teacher School Prayer Table will contain: Cloth(green, purple,white), Bible,Cross and appropriate symbol for grade level: Gr 1: Story Shawl Gr 2: Table Gr 3:Tent Page 3 of 20

4 Nurturing Our Catholic Community Faith Development To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience. Division Junior (4-6) Each classroom would have a Prayer table incorporating the primary symbol of each religious Education Program Academic Year Teacher School Prayer table contains Cloth (green,purple,white),bible, Cross, and appropriate symbol for that grade level; G4 4 : Tree Stump Gr 5: Rock Gr 6: Lamp Page 4 of 20

5 Nurturing Our Catholic Community Faith Development To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience. Division Intermediate (7-8) Each classroom would have a Prayer table incorporating the primary symbol of each Religious Education Program Academic Year Teacher School Each classroom will have a Prayer Table containing the symbol for each Reliogious Education Program : Cloth (green, purple, white,), Bible, Cross and appropriate symbol for the grade: Gr 7 & 8 : Creed Page 5 of 20

6 Nurturing Our Catholic Community Faith Development To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience. Division JK - 8 Student swill participate in rosary sessions monthly. Classes will visit the Church on a more regular basis to familarize the students with an understanding of the Liturgical process and respectful Church behavior. Invite Father to visit classes to speak to specific topic that have been identified by teacher/class. Students will be provided opportunities to participate in Food and Toy drives. The concept of giving to others who are lost fortunate will be developed. Provide the necessary for Religion/Family Life Programs: Born of the Spirit, We are Strong Together programs and Fully Alive program. Deliver daily Religious Education instruction in the classroom. Academic Year Teacher Community Resources In progress Students knowledge and recall of prayers will increase. Academic Year Teacher Community Resources In progress Students will demonstrate appropriate reverence and respect for the Church. Academic Year Teacher Community Resources The relationship between Church and School will be supported and enhanced. Academic Year Teacher Community Resources In progress Students will develop an understanding of why we donate and how we benefits others and ourselfs by doing so. Term 1 Principal Board-wide Texts, CD's and supporting materials will be purchased for each classroom and used daily. Academic Year Teacher Classroom / school Our students will experience personally the way the life and teachings of Christ are integrated into their lives. Students will demonstrate greater understanding of Scripture Page 6 of 20

7 Nurturing Our Catholic Community Faith Development To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience. Division JK - 8 Prepare students for Sacraments in partnership with Parish. Celebrate various liturgical seasons and occasions; start of the school year, thanksgiving, remembrance day, advent, Christmas, winter, lent, Easter, end of the school year. Involve students in social awareness issues. Academic Year Teacher, Principal The school, parish and family are all involved in preparing the students for the sacraments. Academic Year Teacher, Principal Classroom / school Students preparing for Reconciliation will understand the consequences of the choices they make. Students preparing for the Eucharist will understand the significance of feasting at the Eucharistic table. Students preparing for Confirmation will identify the ways the sacraments of initiation connect them to the Christian community. Active and meaningful participation for all students and staff will take place. There will be prayerful participation and faith reflection from students and staff. Academic Year Teacher, Principal School Students will participate in special charitable and environmental projects e.g. food and clothing drives, relief efforts and Earth Day and environmental activities Page 7 of 20

8 Division JK - 8 Nurturing Our Catholic Community Increasing Enrolment and Retention in Grades JK-12 To support and implement a variety of local and system initiatives that actively enhance the school profile and promote the benefits of Catholic education. Identify and promote a variety of quality programs offered by our school. Highlighting the strengths and talents of the students. Academic Year Teacher, Principal Board-wide Successful recruitment of students from neighbouring schools to our Middle French Immersion Programme. Kindergarten Language Program continues to thrive. Academic Year Teacher, Principal School Continued enrolment of our students in the Gifted Program. Involvement of our students in the vocal music festivals. Choir performances at community events. Well-attended school concerts, performances and "Open House" initiatives Page 8 of 20

9 Division Primary (JK - 3) Improving Student Learning and Achievement Literacy To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach. Increased awareness of proper Assessment for Learning practices, Including: - proper use of diagnostic, formative and summative assessment practices - focused professional dialogue about proper assessment practices - attendance at board / secreatariat sponsored workshops Teachers use guided practice of reading strategies after modeling, then gradually give increased responsibility for reading to their students and to improve comprehension skills. Each teacher will use rubrics that describe the knowledge and skills that students need to demonstrate in their writing. Balanced Literacy Program will be fully implemented. Teacher, Principal Language Arts Coordinator and resource staff Assessment for Learning Coordinator ERS Expert Panel Report and binder Assessment, Evaluation and Reporting in Kindergarten, TCDSB 2000 Balanced Literacy, Student Measures JK to Grade 3, Teachers Package, TCDSB 2000 Teacher Board-wide All students will effectively use strategies that good readers use when reading a variety of materials. Teacher Board-wide Improvement will be seen in the increased length and quality of writing assignments. Students' writing will be showcased throughout the school. A Young Authors' Conference will be planned for Education Week. Academic Year Teacher, Principal Classroom / school Increase in assessments used strictly to inform instruction rather than evaluation. The four blocks of Balanced Literacy will be reflected in the teachers' timetables Page 9 of 20

10 Division Primary (JK - 3) Improving Student Learning and Achievement Literacy To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach. Focused professional development on guided reading via: - divisional meetings;- in-class coaching and modeling by peers; - attendance at board/ secretariat sponsored inservices. Visit other classrooms to observe effective literacy instruction and assessment practices. Academic Year Teacher Language Arts Coordinator and resource staff Various Balanced Literacy documents Early Reading Strategies Binder, Ministry of Education 2003 Early Reading Strategy, the Report of the Expert Panel on Early Reading in Ontario, Ministry of Education, 2003 Balanced Literacy: A Principal s Handbook, TCDSB 2000 Professional reading in central storage (provided by Language Arts Dept.) Terms 2 and 3 Teacher, Principal Classroom / school Action to be taken Increased use of guided reading in classrooms; increased familiarity and comfort level amongst teachers as to how to structure their classrooms to effectively facilitate guided reading. Regular classroom practices will align with effective literacy practices Page 10 of 20

11 Division Junior (4-6) Improving Student Learning and Achievement Literacy To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach. Increase listening comprehension of students by engaging in focused listening exercises, e.g. -listening to CFRB 1010 followed by a discussion of community issues and search for solutions. Have students read aloud every day using 'fantasy, newspaper, comics, different genres, possibly Reading Theatre to instill the love of reading and increase fluency. Focus on Boys Literacy: - Purchase more materials aimed at boys, namely graphic novels, non-fiction, magazines, etc., - increasing opportunities for authentic reading and writing - increase exposure to computer technology to supplement reading and writing instruction - infuse more opportunities for the arts to be incorporated into daily instruction. Increase the availability and the variety of reading materials in all classrooms. Academic Year Teacher Community Resources Students will have improved listening skills and an increased awareness of their community and environment. Academic Year Teacher Classroom / school Academic Year Teacher, Principal Language Arts Coordinator and resource staff Various publishers willing to share boy-friendly materials Professional reading located in school central storage Action to be taken Action to be taken Students interest in reading will increase as reflected on surveys and fluency rate will increase. Improved scores for boys on standardized measures, namely EQAO grade 6 and CAT 3 in grade 7 Teacher, Principal Community Resources In progress Improved collections of different genre of reading materials in all classrooms. Increased interest and enjoyment of reading throughout the division Page 11 of 20

12 Division Junior (4-6) Improving Student Learning and Achievement Literacy To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach. Use assessment tools to determine students' reading needs - for example: exemplars, EQAO, CAT/3, teacher assessment instruments, observations and anecdotal notes. Group student of like ability for direct instruction. Academic Year Teacher Classroom / school Increased ability levels and grades in reading and writing. Students performing at level 2 in reading and writing will be identified by referring to existing assessment data, in an effort to determine strategies that will raise their standardized testing scores. Academic Year Teacher Classroom / school Increased number of students in levels 3 and 4. Use writing folders. Showcase student writing throughout the school and during planned Community gatherings - e.g. Education Week. Academic Year Teacher Classroom / school In progress Writing folders will highlight the development of students' writing skills. Quality student work will be displayed throughout the school and at the Conference Page 12 of 20

13 Division Intermediate (7-8) Increase the availability and the variety of reading materials in all classrooms through increased visits to the public library. Provide continued in-service of teachers to the Reading/Writing Workshop. Model strategies that good readers use using tools including guided reading, recorders to listen for pace/clarity/tone and instruments that allow the reader to hear his/her own voice. Teach students to identify their strengths and areas requiring improvement. Teach students to set realistic and achievable goals through math journals and the annual education plan. Use Level 4 exemplars, graphic organizers, and 'smart ideas' software to allow students to improve the length and quality of their writing. Improving Student Learning and Achievement Literacy To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach. Teacher, Principal Community Resources In progress Improved collections of different genre of reading materials in all classrooms. Increased interest and enjoyment of reading throughout the division. Academic Year Principal, Coordinator Board-wide In progress Timetables will reflect the use of Reading/ Writing Workshop approach. Academic Year Teacher Classroom / school Showcase student writing. Academic Year Teacher Classroom / school Academic Year Teacher Teacher Action to be taken Students will become more self aware and responsible for their own learning and be increasingly comfortable with goal-setting to improve their academic achievements. Academic Year Teacher Classroom / school In progress In progress Students will successfully articulate the strategies that they have used when they are reading. There will be evidence of improvement in the length and quality of writing submissions. Student writing will be displayed throughout the school and at the Young Authors' Conference in the spring (Education Week). Student writing products will more frequently mirror level 3, 4 writing exemplars Page 13 of 20

14 Improving Student Learning and Achievement Numeracy To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics. Division Primary (JK - 3) Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue To assist students, the use of the posting of charts, a Math Word Wall, problem solving posters and other visual aids is encouraged. Ensure that a variety of instructional approaches are being used in conjunction with appropriate such as manipulatives and technology Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented Academic Year Teacher Mathematics: The Ontario Curriculum Grades 1-8 (2005) pp Early Math Strategy pp Academic Year Teacher Classroom / school Teacher, Principal Early Math Strategy pp Manipulatives Kits provided by the CEC Math Department and In-Services Action to be taken - in-school assessment practices are clearly linked to the curriculum expectations and the new Achievement Chart - all seven mathematical processes are assessed in a balanced way - assessment is used to inform instruction - assessment tasks accommodate students learning styles and ability levels There will be a visible display of math charts, problem solving posters and other visual aids in all classrooms. Teachers are knowledgeable and articulate about the benefits of using manipulatives and technology to teach Math. Teacher, Principal Board-wide Consistent implementation of the new expectations by all teachers across the division Page 14 of 20

15 Improving Student Learning and Achievement Numeracy To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics. Division Junior (4-6) Ensure that variety of instructional approaches are being used in conjunction with appropriate such as manipulatives and technology Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue Teachers will gather, study and discuss readings related to best practices in mathematics. Academic Year Teacher, Principal Board-wide Teachers know when it is appropriate to use manipulatives and can use them effectively. Academic Year Teacher, Principal Board-wide - in-school assessment practices are clearly linked to the curriculum expectations and the new Achievement Chart - all seven mathematical processes are assessed in a balanced way - assessment is used to inform instruction - assessment tasks accommodate students learning styles and ability levels Academic Year Teacher, Principal Board-wide In progress A broader range of observable instructional and assessment strategies will be used by teachers in the classroom. As well, there will be increased discussions among teachers about mathematics Page 15 of 20

16 Improving Student Learning and Achievement Numeracy To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics. Division Junior (4-6) Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented Review the time line of instruction for the Measurement Strand, especially in grade 6 prior to the EQAO Assessment. Review concepts and skills prior to the provincial assessment as necessary. Academic Year Teacher Mathematics: The Ontario Curriculum Grades 1-8 (2005) Teaching and Learning Mathematics (2004) Junior Math Strategy (JMS) Checklist: Principal Look Fors in the Mathematics Classroom Checklist: Supporting the Six Math Principles Curriculum Side-by-Side Comparisons at: es/#compare CEC Math Resource Department Academic Year Junior learning team Classroom / school Implement and share best practices Consistent implementation of the new expectations by all teachers across the division. The students understanding of the concepts and skills taught in the measurement strand will be evident in formative and summative assessment tools Page 16 of 20

17 Improving Student Learning and Achievement Numeracy To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics. Division Intermediate (7-8) Grade 8 students will be encouraged to visit a secondary school for a day. They will pair up with an older student for the day. Ensure that variety of instructional approaches are being used in conjunction with appropriate such as manipulatives and technology Intermediate teachers will participate in mathematics related in-services. Term 2 and 3 Teacher Board-wide Action to be taken Students will have an improved understanding of the learning expectations for students at the secondary level. Teacher Leading Math Success: Mathematical Literacy Grades 7-12 p.31; pp.47-50; and pp Targeted Implementation and Planning Supports TIPS (2003) Manipulatives Kits provided by the CEC Math Department and In-Services Teachers know when it is appropriate to use manipulatives and technology and use them effectively; particularly with students at risk Teacher, Principal Board-wide A broader range of observable instructional and assessment strategies will be used by the teacher Page 17 of 20

18 Improving Student Learning and Achievement Success for All To improve opportunities for all our students to achieve their desired destinations through a variety of programs, supports, assessment strategies and pathways (apprenticeship, college, community living, university and the workplace). Division Intermediate (7-8) Principal and grade 6 and 7 teachers encourage grade 6 7 students and their parents to attend the Parent Information Nights on Program Pathways at a local Catholic high school in April to May Academic Year Teacher, Principal Flyers and both Board and individual school program pathways Brochures. Action to be taken Increased attendance at Parent Information Nights Increased awareness of Program Pathways in catholic high schools More appropriate course selections by at-risk students Page 18 of 20

19 Building Capacity to Lead and Learn Professional Development To provide job-embedded professional development that focuses on broadening the range of skills, practices and attitudes needed to create sustainable improvement and better results. Division JK - 8 Teachers will seek out and access professional development opportunities that focus on improving student achievement in reading and mathematics. This could include face-toface workshops, video, and print. Teachers will participate in professional development opportunities offered by TCDSB and other institutesto increase their professional knowledge and skills. Identified teachers will attend the following professional development workshops; Junior Lead Teacher Training, Early Reading Strategies Lead Teacher Training, Early Math Strategies Lead Teacher Training, Daily Physical Activities Training, etc. Use all allocated supply teacher days for professional development to increase the number of teachers who can participate in job-embedded PD opportunities. Encourage teachers to visit Professional Learning Networks. Academic Year Teacher, Principal Board and Ministry Teacher will increase the amount of time they spend on focused, effective professional practices. Academic Year Teacher, Principal Board-wide Increase in the number of teachers attending workshops. Broader range of observable effective instructional and assessment strategies. Academic Year Teacher Board-wide In progress Presentations to staff, by Lead teachers, of strategies learned at each of the various workshops. All students of the school participate in daily physical activities. Academic Year Teacher Board-wide Increase in the number of teachers attending inservices. Academic Year Teacher Board-wide A broader range of observable instructional and assessment strategies will be used by teachers in the classroom Page 19 of 20

20 Building Capacity to Lead and Learn Professional Development To provide job-embedded professional development that focuses on broadening the range of skills, practices and attitudes needed to create sustainable improvement and better results. Division JK - 8 Encourage teachers to meet, review and discuss the effective use of the grade 1 to 8 Mathematics Exemplars. Gather, study and report on readings related to best practices in Numeracy and Literacy. For example, readings found in the binders titled Guide to Effective Instruction In Math, Literacy in the Middle Grades, Assessment of Student Achievement, Guide to Effective Instruction in Reading and The Report of Expert Panel on Literacy and Numeracy. Identify teachers who demonstrate leadership potential and encourage them to reflect upon this and plan for a leadership career path. Academic Year Teacher Classroom In progress Broader assessment strategies will used to incorporate the four categories of the achievement chart. Academic Year Teacher Board-wide In progress Increased subject related dialogue among teachers resulting in a broader range of observable instructional assessment strategies to be used by teachers in the classroom.teachers will keep in classroom for ease of access. Academic Year Principal School Teachers taking on a more active leadership and visionbuilding role within the school and the Catholic community Page 20 of 20