St. Justin. School Plan for Continuous Growth Information Package

Transcription

1 St. Justin School Plan for Continuous Growth Information Package As God s chosen ones, holy and beloved, clothe yourselves with compassion, kindness, humility, meekness, and patience (Colossians 3:12) May 2016 Page 1

2 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 inclusive 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 faith-filled life of service. May 2016 Page 2

3 St Justin School Plan for Continuous Growth School Mission: To bring Christ s message into our students everyday lives through modeling our teaching and our daily contact with them while developing their unique individual capabilities to live and learn in a responsible manner according to Christ s principles. School Vision: In a Christ-centered supportive environment we will strive to inspire our students to reach their potential while celebrating their unique gifts and talents and preparing them to be environmental stewards and successful 21 st century learners. School Context: St Justin School Population: 306 (320 last year) Number of students in each grade (one more homeroom this year): 68 students in Voices (74 last year) 39 students in 2 Full Day Kindergarten classes (50 last year) 109 students in Division I- 1A, 1B, 2A, 2/3A, 3A (103 last year) 90 Students in Division II- 4A, 4B, 5A, 6A (94 last year) Review of Previous Year s Goals: Goal Achieved/continue modify Evidence/data used Goal #1: Live the Distinctiveness of Catholic Education Goal #2: Every Student is successful Continue (ongoing - building on this goal with a focus on The 5 Marks of Catholic Education) Modify (ongoing) District Goal based on staff feedback and support of our school s charism PAT Results & Accountability Pillar Results Goal #3: First Nations, Metis and Inuit students are successful Continue & Modify District Goal #6: The school is continuing to help FNMI students embrace a positive relationship with both home, school, and promote better mental health and successful educational outcomes. May 2016 Page 3

4 Data Analysis: Areas to celebrate Accountability Pillar Safe & Caring: St. Justin School s 2016 Education Quality: St. Justin School s 2016 Citizenship: St. Justin School s 2016 District Satisfaction Survey Staff Results: #40. The Board of Trustees provides effective leadership for the district. #34. Feedback that I hear from the greater community reflects a favorable opinion of our school district. Parent Results: #33B. How satisfied are you with the yellow bus transportation service #34A. Please indicate your level of satisfaction with the Trustees' leadership of the district. #37. Inclusive Education - Overall, how satisfied are you with the programming and progress of your child with special educational needs? Grades 4-6 Student Results: #20. I learn better by using technology in my school. I know what I need to do to improve in my schoolwork. Regression Analysis English Language Arts = Social Studies = As PAT scores are below provincial standards, all core subjects remain an area of concern and focus. PAT/Diploma analysis Unfortunately, we did not achieve above the provincial average in any subject for the last school year. All subjects declined with the exception of English Language Arts. All core subjects remain an area of concern and focus. Tell Them From Me Our students were above the District average in eleven of the following categories: Student participation in school sports Students with a positive sense of belonging Students that value schooling outcomes Hours per day spent doing homework Students who are interested and motivated Students with moderate or high levels of anxiety (lower than the District average reflecting a positive result) Students meeting and nearly meeting Canada's Food Guide May 2016 Page 4

5 5 Marks of Catholic School Identity Assessment Hours per day spent doing moderate physical activity Bullying (with the exception of Grade 5 which was slightly lower than the District average) Feel safe attending this school Positive teacher-student relations Positive learning climate Our teachers and administration are strong in Mark Two: Imbued with a Catholic Worldview; Mark Four: Sustained by Gospel Witness; and in Mark Five: Shaped by a Spirituality of Communion. We bear witness to the following: St. Justin School has a Catholic worldview that is evident in our art, main entrance, exterior signage, including our newly installed Rosary Garden. St. Justin students have an opportunity to pray every day in school and at various times during the day. All classrooms have a Cross or Crucifix, Candle, and Bible, but many are missing Liturgical Cloths after much movement during renovations. The St. Justin community gathers every 4-6 weeks for a liturgical celebration on site, and twice during the year at Good Shepherd Parish. The school works with the parish staff from Good Shepherd Parish to support the immediate preparation for the sacraments of Eucharist, Reconciliation, and Confirmation. Our administrators and many staff are active members of the parish to which they belong. Our teachers and administrators witness their life in Christ through their relationships with parents, students, and each other. St. Justin School has a deep value and appreciation for faith formation in conjunction with our Edmonton Catholic School District s mission and vision. Our administrators are guided by hiring practices that place the faith life and the willingness to grow in faith of the prospective candidate as a priority. The school and Good Shepherd Parish work together to create evangelization teams, including our parish priest, Father Carlos, and welcoming our in-house seminarian, Sedney Polinar, who are committed to nurturing the faith life of families who send their children to St Justin School. St Justin School frequently invites our parish priest, Father Carlos, as well as weekly visits from our in-house seminarian to May 2016 Page 5

6 school functions and encourages them to be active members of the St Justin School community. Our working relationship with our seminarian, Sedney Polinar, includes a weekly schedule for him to visit classrooms and preplanning of specific religious topics and outcomes teachers want addressed to support the curriculum. Areas to target for growth Data Source Process Goals in response to data Accountability Pillar District Satisfaction Survey The levels that have declined are as follows: Our PAT scores remain our main area of focus and concern. Our Program of Study Score declined marginally. Our Parent Involvement Score declined marginally. Staff Results: We are above district averages in all results within this category. Parent Results: #33A. Does your child use yellow bus transportation to and from school? #30. I am involved in my child's education. Goal 1 will address our PAT results as follows: Goal #1 will be the driving force behind all that we do regarding improvement to bringing our PAT results up to the Provincial Average. A strong emphasis will be placed on literacy and numeracy. Professional Development for teachers will target best practices in numeracy and literacy. Parents will be invited in partnership with our school in support of their children s education. Opportunities for parents to learn more about how to support their children s growth in the areas of literacy and numeracy. There are no significant differences in the results from this survey that require the school s individualized attention. All results from this survey, with the exception of six scores in total (five scores are noted), are above district standards. May 2016 Page 6

7 Regression Analysis PAT/Diploma analysis #4. My child's school has a positive reputation in the community. #32D. Please indicate your level of satisfaction with your opportunity to access information about your child's educational progress and achievement. Grades 4-6 Student Results: #8. My classroom learning activities are meaningful. English Language Arts = Mathematics - Science - Social Studies = As PAT scores are below provincial standards, all core subjects remain an area of concern and focus. With the exception of English Language Arts, all subjects continue to decline. As PAT scores are below provincial standards, all core subjects remain an area of concern and focus. All subjects declined with the exception of English Language Arts. Our literacy and numeracy goals have been the main area of focus to assist us in best practices in support of improved student learning. Steps are being taken to assist teachers in developing, supporting, and extending numeracy and literacy within our school. Mathletics has been targeted to support student understanding of computational fluency as well as guided math sessions within various Grades (Two, Five and Six) Struggling readers have also been identified and teachers are working with the guided reading, increased opportunity to read daily to an adult at school, encouraging and celebrating our Read at Home May 2016 Page 7

8 Tell Them From Me 5 Marks of Catholic School Identity Assessment Our school was not equal to or exceeding the district average in the following categories: Student participation in school clubs; Student with positive relationships; Bullying and exclusion (Grade 5 score only); Our main area of focus involves making enhanced improvements to Mark Four: Sustained by Gospel Witness, and to Mark Five: Shaped by a Spirituality of Communion. participation, additional support through RazKids program and guided reading groups as well as providing Leveled Literacy Intervention. Our scores that are below district average will be addressed through our overarching goals. Steps have been taken to address the bullying anomaly with our current Grade Six students (Grade 5 results from last year). All other results indicated positive anti-bullying indicators for Grades 4 and 6. A 10 Week Girl Power program was presented in the fall to address behaviors and proactive solutions to behavior challenges. This will be followed up by a Boy s Club program offered to the Grade 1-3 boys, as well as the Grade 3-6 boys. (Including grade 3 boys in both age grouping is intentional.) Mark Four: Sustained by Gospel Witness. Staff indicated that they would like more opportunities to become discerning believers based on our Faith Formation Day survey results. Mark Five: Shaped by a Spirituality of Communion. Staff are invited to partake in celebrations and make personal connections with May 2016 Page 8

9 our parish priest and our inhouse seminarian. We are also planning on deepening our connection with Good Shepherd Parish. In support of Benchmark 2, administration and School Council are working in collaboration with Alberta School Board Association. Goals: Goal 1: Achieved through the intentional establishment of a Literacy Community of Practice, by June 2017, students of St. Justin Catholic School will demonstrate growth of at least one letter grade per reporting period in their reading fluency and comprehension as demonstrated by Fontas & Pinell. District Correlation: District Goal Two: Every student is successful 2.1 Identify and implement best practices that align with excellent early learning pedagogy and learning environments to realize transformed education as described in the May 6, Ministerial Order of Student Learning. An excellent start to learning necessitates a focus upon developing competencies and, in particular, the foundational competencies of literacy and numeracy. 2.2 Ensure the educational experiences meet the diverse needs of our learners are available to all students. d) Continue to implement strategies related to the success of our English Language Learners, which includes identifying and exploring strategies to ensure the success of our refugee students. e) Continue to develop and support the Learning Coach role in our schools. District Goal Three: The Edmonton Catholic School District is inclusive 3.4 Ensure the educational experiences meet the diverse needs of our learners and are available to all students. a) Continue to research, examine and implement strategies and programming pathways to realize our defining statement of inclusive education Katholos: Education for Life for All. District Goal Four: Quality teaching and school leadership. May 2016 Page 9

10 4.1 Provide professional learning opportunities that build the capacity and leadership of all staff to improve learner success. a) Engage in professional learning that ensures we live the distinctiveness of Catholic education and that every student is successful. b) Increase academic achievements by promoting successful practices in teaching to support all students. 4.3 Ensure that every school and department creates the conditions to improve student learning and achievement within the context of a Catholic learning community. Strategy a) Engage in professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply, which focuses on the Ministerial Order on Student Learning (May 6, 2013) and enhances the conversation, creativity, collaboration, and capacity of our learning community. (Reference District Goal One: 2.3). b) Ensure that assessment practices are aligned with Alberta Education competencies and that schools consider multiple sources of assessment data, including formative and summative, standardized and provincial assessment and test results such as District exams, to inform instruction for improvement in identified areas. Assessment data, gathered into a student profile, leads the learning team to a deeper understanding of the student and greater ability to target teaching to improve learning. c) Ensure that appropriate and approved resources are used to support learning in the classrooms and that appropriate resources are allocated to support departments. Administration, with Learning Coach, creates a school-wide Literacy Community of Practice (COP) whose function is to promote the development of reading for all students across all subjects. Actions Learning team will support staff dialogue and research into how COPs are effectively established and used as a form of professional support and growth. Learning team works collaboratively to provide monthly opportunities for discussion, professional reading and sharing of best practices in communities of practice. Measures/ Evidence of effectiveness Teachers will identify with key terminology associated with COP. Teachers will meet monthly with colleagues during dedicated collaboration time to engage in literacy COP(s). Teachers will participate in a COP with colleagues from various schools to engage in engage in professional growth/conversation. With the assistance of the Learning Coach, teachers will create and update a classroom profile of their All teachers intentionally observe reading behaviors of students in class. Regular 1-1 reading done in all classrooms (running records, conversations, small May 2016 Page 10

11 students as a community of readers. Teachers create specific literacy COP(s) under the domain of reading. Teachers and learning team use data to identify recurring themes from student profiles. Teachers assess reading, using multiple sources of data including running records, F&P Benchmark assessments, and review student file contents, IPP/PLPs, ELL Benchmarks, as well as anecdotal notes to better understand the needs of the learners they are planning for. Teachers choose their literacy COP focus and engage in dialogue to determine what areas they would like to pursue for professional growth (i.e. guided reading, using SIOP to set Language Goals/Content Goals for lessons) Teachers meet to identify recurring themes of students need (i.e. vocabulary, inferring, creating a common language based on the Program of Studies) and use this information to further decide focus for discussion at COP(s), staff professional development individual and whole group learning. Professional development for staff: Alannah Muirhead Language Arts consultant (Program of Studies, Scope group dialogue) and data used (formative assessment). F&P data from June will be used for baseline reading assessment. Profile updates at each reporting period will be done as documentation of reading levels. Learning Coach to regularly do baseline reading assessment on new students and enter date into classroom profile. Teachers share with administration which COP they have joined. Specific themes for further reading and focus are identified by teachers. Teachers attend group professional development and seek out opportunities to May 2016 Page 11

12 Teachers engage in ongoing reflective practice/assessment of student progress. Learning Team, administration, and teachers work to create inviting reading and learning spaces in our school. and Sequence, and Illustrative Examples). Paula Bourges Couture English as a Second Language Consultant developing vocabulary in content areas, and using SIOP strategies (Language Objectives and Content Objectives for all lessons across the curriculum) Daily classroom teaching and assessment based on best practices and demonstrates attention to meeting the need of struggling readers. Take first steps to create a Learning Commons at St. Justin School (begin with creating new work/learning spaces). Purchase and display high interest reading materials to ignite interest in reading in students. Administration to apply for grants to support purchases of resources. collaborate, plan, and implement best practices Visible growth in the amount of content vocabulary made available to students on classroom and hallway walls. Use of content vocabulary dictionaries in division two. Evidence of formative and summative student assessment in reading. Progression of reading levels will be noted as at least one level per reporting period. For Grade 6s, student achievement will reflect an increase in the number of students achieving the acceptable standard. Regression analysis for those years will reflect + or = in subject areas. Visible evidence through student behavior in our Learning Commons of increased engagement in reading/learning/investigating. New resources being read and talked about by students, staff and community. (Young Reader s Choice books, high interest low vocabulary chapter books, graphic novels) May 2016 Page 12

13 Administration and staff will work with the parent community to promote the importance of developing strong reading and literacy skills as a pathway for successful learning. Staff recommendations for books posted visibly throughout the Learning Commons to further spark interest and promote reading. Further support the accessibility of books to students in their classrooms. Administration to work closely with the School Council in sharing School Growth Plan in developing literacy skills throughout all areas of the curriculum. Monthly newsletters to address and celebrate focus on learning in the areas of literacy and numeracy. Read at Home programs to be offered in every classroom at St. Justin School, with monthly draws (pizza with the principal) to further create incentive for participation). Learning Coach to support new teachers in the use of Daily 5 Increased demand for accessing reading/learning materials. High student interest in reading material promoted and on display. Additional leveled reading materials provided for daily reading at school as well as for Read at Home programs (Grades 1-4) Additional books made available for grades 4-6 classroom libraries and signing out privileges through school library. Invite parents into a partnership in supporting the development of strong literacy skills. (participate and support in Read at Home program, assist in further developing our reading collection with supplemental resources) Parents will attend an evening session on how to assist with supporting literacy/numeracy development at home. Monthly increase in the number of participants entering their names into the draw. May 2016 Page 13

14 Sub Goal 1 a) By the end of 2017, 75% of students will meet or exceed their predicted levels of achievement on government administered tests (literacy and numeracy). Strategy Students will experience a variety of instructional supports to promote the development of reading skills from grades 1-6. Actions All members of staff will contribute their positive influence to encourage and support struggling readers daily (custodial staff, office staff, administrative staff, MDT team). Continue to refine and coordinate a variety of methods of support for all learners in our inclusive school setting. Measures/evidence of effectiveness Visible evidence of 1-1 support of literacy development by all members of staff. Staff participation in promoting reading material through personal recommendations on display in the library. Learning Coach to provide literacy supports through Leveled Literacy Intervention Administration to participate in providing support (either 1-1 or small group) and in celebrating successes with students and staff. Purchase of additional materials at various reading levels to support curriculum Purchase, in partnership with School Council, STEM books, to increase interest in reading areas of mathematics and science Encourage and celebrate the Read at Home program, by having monthly draws to have a student from each class to have pizza with the principal. Classes to extend Reading Challenges to other classes to meet or exceed their reading goals. Visible interest from students in the new reading material. - May 2016 Page 14

15 Grades 4-6 students participate in the Young Reader Choice Awards program through the City of Edmonton Library Presentation, purchasing of books, checking in with students to see how many books they have read. Continue to support staff in their understanding and use of data collection through administering the Fontas & Pinell Benchmark assessments Learning coach to support students using Leveled Literacy Intervention. Learning Coach supporting various LLI groups. Teachers supported by the Learning Team and provided with appropriate Professional Development Regular collaboration with the Learning Team PAT results Sub Goal 1b) Students will demonstrate improved understanding of math vocabulary at and below their grade level in order to enhance their foundational competencies in numeracy. Strategy Staff will engage in a variety of professional learning Actions Staff will share their learning from professional development sessions during Staff Professional Development on site (incorporating math games and implementing Guided Math). Staff to regularly encourage and model appropriate use of math vocabulary. Sharing of best practices. Measures/ Evidence of effectiveness Learning Coach to organize materials into Teacher Share to allow access to all staff. Learning team to organize and ensure that numeracy bins are in all classrooms. Additional numeracy resources purchased as needed. May 2016 Page 15

16 Numeracy bins will be provided for each grade with materials to support learning. Numeracy resources and materials to be organized under the lead of the Learning Team. Variety of appropriate materials used regularly in classrooms. Interschool/intraschool visitations promoted. Effective use of Mathletics as a tool to support skill development in numeracy Teacher training and support for staff from Sam Moore (Mathletics Corporate Liaison Coordinator to assist teachers in personalizing student dashboards to meet their individual needs in grades 1-6 District math consultants to assess and address areas of weakness evidenced through our PAT results Utilize supports of Learning Coach and Learning team to assist in offering Guided Math in various grades, including grades 5-6. Promote math content vocabulary to be displayed in classrooms ATA Intervisitation Grants accessed and Learning Team helps facilitate. Students using Mathletics program regularly to support learning. Mathletics profiles created to support a wide variety of learner needs (IPPs, PLPs and extension of learning). Learning Team present weekly in classes. Visible evidence of content vocabulary throughout the school. Sub Goal 1c) Students will have increased opportunities for personalized learning experiences that meet their specific learning needs. Strategy Students will experience a broad spectrum of teaching and learning experiences. Actions Students will participate in lessons designed using the SIOP model. Measures/ Evidence of effectiveness PAT results Regression analysis F & P data Satisfaction Survey Accountability Pillar May 2016 Page 16

17 Students will participate in one cross-curricular project between January and June. Learning Coach will provide sessions once monthly on common theme identified through classroom profiles. Educational assistants will be provided opportunities to develop knowledge of math vocabulary. Learning Coach and assistant principal to provide additional support with Guided Math and Leveled Literacy Intervention EAs will have monthly meeting with the Learning team (Administration and Learning Coach) with one item on the agenda to target relevant job embedded PD) Technology coach will provide monthly meeting on a targeted topic to promote understanding and skill development for staff. Students will experience a variety of environments for learning. Learning Coach and assistant principal is in class on a regular basis weekly. EAs have knowledge of professional development opportunities available through ECSD and are supported in registering EAs have opportunity to briefly share their learning at monthly meeting. Technology coach promote skill development and effective use of technology to support and enhance curriculum learning. Technology coach is in class on a weekly basis. Teachers will use the outdoor classroom and Rosary Garden at St. Justin school as alternate learning spaces. Grade 2 will experience Fort Edmonton and Grade 6 will experience Terwilliger Recreation Center as part of the Active Living School May 2016 Page 17

18 ELL students will be supported through small class sizes and additional supports with reading and guided math. Students will utilize the Learning Commons regularly. ELL goals on PLP or IPPs met ELL Benchmark Assessment Levels used to guide teaching and set goals Interpreters used as needed for communication with families Review Date 1: Review Date 2: Goal 2: By the end of 2017, St. Justin School community will grow in their understanding of our Catholic identity as expressed in mark Five of the Five Marks of Catholic School Identity and Learner Competencies Formed Through Catholic Education, and call for an invitation from students and staff to put our gifts at the service of the common good. District Correlation: District Goal One: Live and enhance the distinctiveness of Catholic Education 1.1 Demonstrate the distinctiveness and advantages of Catholic education. a) Cultivate and support a Catholic ethos/environment within each site. b) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and service. c) Ensure that permeation of faith remains central in all our day to day practices. 1.3 Demonstrate commitment to and excellence in Catholic education. a) Deliver our Religious Education programs to all students as a spirit-filled lived experience. d) Continue to develop the role of the school based chaplain to support the faith formation of students and staff. 1.7 Continue to enhance and strengthen our Catholic identity through the Five Marks of Catholic School Identity Implementation Plan ( ) (Five Marks of Catholic Education) and continue teacher faith formation through the Five Marks of Catholic School Identity and the Excellent Catholic Teacher (The Excellent Catholic Teacher). Strategy Staff will encourage participation of students to become involved as leaders of social justice initiatives. Actions Invite students to participate in WE Day for the first time, and represent St. Justin School as leaders at the ECSD Wellness Symposium Encourage students to use Measures/ Evidence of effectiveness Participation in Spirit and Wellness Team and Welcome Team grow Students and staff work together in the spirit of respect and cooperation to offer a variety of activities May 2016 Page 18

19 Work in cooperation with Good Shepherd parish to contribute in meaningful ways to strengthen our relationship through service. Continue to foster positive interpersonal relationships among all students, but particularly with new students and families with their leadership at school in a variety of ways: i.e. St. Justin Spirit and Wellness Team St. Justin School to participate in one Sunday mass at Good Shepherd offering services and talents from staff and students. Embrace all students and families into the St. Justin inclusive environment. throughout the year that embrace and enhance our all members in our inclusive environment. High level of involvement from School community (staff, students and parents) at mass. Positive and timely interactions. staff. Sub Goal 2a) Students and staff will have the opportunity to participate in at least 2 social justice activities between February and June which will commit to create a more just society through works of charity or acts of social justice. Strategy Student leadership team will choose social justice activities for the school based on Catholic social teaching. Actions The chaplain in cooperation with teaching staff will present age appropriate lessons to all classes on the five stages of social justice. Measures/ Evidence of effectiveness Five Marks of Catholic School Identity Assessment Students will have the opportunity to reflect upon social justice projects in an age appropriate manner to articulate their understanding of Catholic One school wide social justice projects (determined by staff) and one student led social justice project will be carried out. Individual classes, grades or divisions are encouraged to pursue smaller scale social justice projects. Explanation and articulation of this experience to be shared with parents, community, as well as other students and staff. Project plan for each project to be publicly displayed in school which articulates the Catholic social teaching principle it exemplifies. Student presentation and sharing during school wide assembly of their journey. Addition of this information into school newsletter Faith section of our St. Justin webpage. May 2016 Page 19

20 Social teaching achieved through the projects. Reflective writing through language arts and religion will incorporate opportunities to strengthen the understanding and impact of personal actions on the greater community. Student sharing with parents at Demonstration of Learning in March and in writing sent home. Student sharing with members of our Good Shepherd parish team, as well as our in house seminarian. Student sharing with School Council. Sub Goal 2b) Staff will have the opportunity to join three times per month as a community of discerning believers of our Catholic faith on Monday morning before school to deepen and strengthen our faith within the St. Justin Community. Strategy To provide regular opportunity to gather staff together as a community of faith. Actions All staff will be invited to join for Monday Morning Prayer at 8:00 a.m.in the library. Offer intentions Share 3-Minute Retreats Measures/ Evidence of effectiveness Attendance Sense of community and increased awareness of needs within our community (loss of parent, prayers of the sick etc.) Goal 3 By the end of 2017, the staff and students of St. Justin School will provide ongoing support within the school, with particular focus on the pillars of Teaching and Learning, and Partnership and Services under the Comprehensive School Health Framework to promote positive mental health by providing safe, caring and nurturing learning environments. District Correlation: District Goal Two: Every student is successful 2.3 Implement strategies to ensure that school focus on the creation of inclusive, safe, healthy and caring environments for all students and staff. District Goal Three: the Edmonton Catholic School District is inclusive 3.5 Continue to provide and develop services and model initiatives that promote student health, using the Mental Health Strategic Plan. a) Seek practices and build staff capacity to enhance delivery of mental health supports that are both proactive and preventative in nature. b) Engage students in learning that fosters physical, emotional social, mental, nutritional and spiritual wellness. c) Encourage and support partnerships that promote student health. Strategy Actions Measures/ Evidence of effectiveness May 2016 Page 20

21 Teachers will develop a common language through training in specific areas to support mental health of students Students leaders will have the opportunity to learn skills and strategies to support mental health and wellness to share with others. Students have the opportunity to participate in opportunities to enhance wellness. Parents and community members will have the opportunity to learn more about mental health and wellness. Grade 6 leadership teams create opportunities for other classes to be coached in healthy living skills. Review Date 1: Review Date 2: PATHs training - teachers Go To Educator training all staff Zones of Regulation training specific classroom teachers and educational assistants Physical Literacy training (Dr. Dean Kriellaars) specific members of Learning Team to be shared regularly with staff as professional development opportunity. Participation in WE Day Participation in Student Health Symposium Emotional behavioral therapist, theraputic assistant, and family school liaison worker to collaboratively offer noon hour programs to meet varying needs of our student population. Wellness Symposium offered to school community. In partnership with Alberta Health Services, parents will be invited to attend an evening session at St. Justin School on the topic of Teams of grade 6 students will be made to share knowledge and passion for healthy living (skills learned at Active Living School) Tell Them From Me Positive feedback from inclusive multi-disciplinary team. Witness to language being visible, heard, and celebrated throughout our school. Active participation will result in peer sharing and igniting interest and passion from others in the school. Tell Them From Me Interest and high level of participation in programs. Parent participation Teachers will utilize these leadership skills to complement learning of their Health and Physical Education curriculum outcomes for the various grades. May 2016 Page 21

22 Linked Resources Linked Foundation Statements: A Statement of 21st Century Learning in Edmonton Catholic Schools Preparing our students for a world not yet realized A Defining Statement of Inclusive Education in Our District Katholos: Education for Life for All Planning for School Improvement Links on how to develop Vision and Mission Statements: Vision and mission statements provide schools with an essential overview of where they want to go and what they want to be. Gabriel and Farmer (2009) Dufour and Eaker documents on mission and vision Compass.aspx Links on Goal Setting ert%20goals.pdf May 2016 Page 22

23 References Colorado Department of Education. (2009). Sample SMART Performance Goals for District Educational Improvement Plans. Crockett, Lee, Jukes, Ian, and Churches, Andrew (2011), Literacy in NOT Enough: 21st Century Fluencies for the Digital Age, 21st Century Fluency Project copublished with CORWIN, a Sage Company. Danielson, C. (2002) Enhancing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Deal, T., and Peterson, K. (1999). Shaping School Culture: The Heart of Leadership. San Francisco, CA: Wiley, John and Sons Inc. Dufour, R., and Eaker, R. (1998). Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement. Bloomington, Indiana: National Education Service. Eaker, R, Dufour, R. and Dufour, R. (2002). Getting Started: Reculturing Schools to become Professional Learning Communities. Bloomington, Indiana: National Educational Service. Edmonton Catholic Schools. (2015). Developing Alberta s Cross-Curricular Competencies from a Catholic Worldview. Edmonton, AB: Author. Edmonton Catholic Schools. (2015). Edmonton Catholic Schools District Plan for Continuous Growth Edmonton, AB: Author. Edmonton Catholic Schools. (2015). The Five Marks of Catholic School Identity (Assessment tool brochure). Edmonton, AB: Author. Edmonton Catholic Schools. (2015). The Five Marks of Catholic School Identity (poster). Edmonton, AB: Author. Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Bristol, PA: The Falmer Press. Gabriel, J., and Farmer, P. (2009). How to Help Your School Thrive Without Breaking the Bank. Alexandria, VA: Association for Supervision and Curriculum Development. Mooney, N., and Mausbach, A. (2008) Align the Design: A Blueprint for School Improvement. Alexandria, VA: Association for Supervision and Curriculum Development. National Association of Secondary School Principals. (2009). Breaking Ranks: A Field Guide for Leading Change. Reston, VA: Author. Reeves, D. (2002). The Daily Disciplines of Leadership. San Francisco, CA: Jossey-Bass. May 2016 Page 23

24 Reeves, D. (2009). Leading Change in Your School. Alexandria, VA: Association for Supervision and Curriculum Development. Robbins, P., and Alvy, H. (2004). The New Principal s Fieldbook: Strategies for Success. Alexandria, VA: Association for Supervision and Curriculum Development. Schmoker, M. (2001). An ASCD Study Guide for The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Alexandria, VA: Association for Supervision and Curriculum Development. May 2016 Page 24