Annunciation Catholic Elementary IB World School 2016-2019 School Plan for Continuous Growth Principal Jennifer De Stefanis-Dimas Assistant Principal Joe Estephan School Mission: Guided by the Gospel, Catholic tradition and International Baccalaureate philosophy, Annunciation Catholic Elementary IB World School empowers all students to become internationally-minded, life-long learners and contributing world citizens who are stewards of the Earth. (Revised: September, 2016) In addition to the eight Characters of Catholic Education and the Core Values of our district, at Annunciation Catholic Elementary IB World School, we also emphasize the IB learner profile. IB learners strive to be: inquirers knowledgeable thinkers communicators principled open-minded caring risk-takers balanced reflective School Vision: Inspired by the Catholic faith, students will learn, work together and make informed choices as internationally-minded citizens. (Revised: October, 2016) School Context: Over the past year, our site has been participating in a self-study of our International Baccalaureate Primary Years Programme in preparation for our Evaluation Visit which is scheduled to take place at the end of May, 2017. Evaluation Visits are conducted by IB every 5 years in order to ensure that authorized IB sites are adhering to the program standards and practices. Our main goal, through continued professional development in best practices, reflecting on how well we are adhering to the IB PYP standards and practices, November 2016 Page 1
and the setting of and working towards the successful achievement of goals that adhere to our provincial, District and school goals, is to have a very positive and successful Evaluation Visit and subsequent Evaluation Report. Enrolment Data This year, 328 students are registered at the school (the school population has had a steady increase every year). All special needs students are integrated into the regular classroom setting from Kindergarten to Grade 6. Support is inclusive. 40 FNMI students are registered from within the catchment area which includes Enoch and the Winterburn area. 114 ELL students are registered. There are 11 Special Needs Code 40 students (4 - Code 42, 7 - Code 44). Two students have been accepted into the GIST Program. There are multiple high needs students in our two grade one classes. Two have been diagnosed with Autism, two with severe behavior disorders and many with severe delays in the various domains. Attendance Most students at Annunciation School attend school regularly. The very few attendance issues are monitored closely with phone calls, meetings, letters and Alberta Child and Family Services intervention when needed. We are trying to work with families and communicate effectively with them in order to ensure that their children attend consistently. In the last school year, there were two Attendance Board referrals and three Attendance Board hearings held at the school. Data on the Number of Discipline Referrals, Suspensions, Expulsions On the whole, students at Annunciation School are extremely well-behaved and are noticeably respectful and considerate of one another. Last year, very few suspensions were served. Annunciation students make a concerted effort to abide by the essential agreements established in each classroom and to internalize the attributes of the IB learner profile as well as District Core Values. Students and parents frequently comment on the positive and welcoming atmosphere in our school. The number of discipline referrals are strictly monitored with open communication between home and school. Annunciation strives to build relationships with our struggling families so we can assist them in becoming stronger family units. Staff has a good working relationship with the school s behavioral specialist, family school liaison worker, and inclusive education team (which includes the Multi-Disciplinary Team). November 2016 Page 2
Informal Staff and Parent Feedback Informal feedback from all staff is positive. They seem happy to come to Annunciation School and they are comfortable to speak to the administration team if they have concerns or successes to share. We strive for open communication and a positive outlook towards each day. Feedback from parents is very positive. Parents feel very comfortable and safe to discuss concerns and achievements with all staff members. Many parents and visitors to the school have mentioned that there is a feeling of welcome when they enter Annunciation Catholic School. This is what we strive to be, an excellent IB Catholic School that is welcoming and radiates love and caring to all who enter. Our School Council works extremely effectively with staff. There is open communication and School Council is supportive of all school initiatives. In examining our strengths and challenges, it was noted that: o Strengths High staff/parent/student satisfaction rates in all surveys Very good Accountability Pillar results, with a number of excellent ratings Strong IB Programme Principled, caring and positive students and positive Wide community support (Edmonton Public Library Reading Rockstars Program, YMCA After-School Program, Save-On-Foods, APPLE Schools, St. Francis Xavier High School partnerships, Edmonton Catholic Schools Foundation support) Excellent relationship and strong partnership with Annunciation Parish and Father John Strong District support (LSE and LSI Consultants, Inclusive Education Team) Strong School Council relationship and support. A wide variety of extra-curricular and co-curricular for students A welcoming, clean, organized, visually appealing and upgraded school facility. o Challenges High ELL and FNMI populations Over 50% of our student population are struggling readers Many high needs students, especially in Grade 1 November 2016 Page 3
Class sizes of 28 in Grade 1 Staff medical leaves over the last two years Overall, a decline in Acceptable Standard in Grade 6 PAT results (June, 2016) Overall, very low Standard of Excellence results in Grade 6 PAT results (June, 2016). Review of Previous Year s Goals: Goal Each learning space has evidence of the ten pedagogical shifts and student development in the 21st century learning skills and fluencies. Each learning space is a collaborative environment where learning engagements and assessment are Achieved/continue modify This goal has been achieved to the degree that we wanted to achieve it. We will, of course, continue to focus on supporting the development of 21 st century skills and fluencies in our students. This goal has been partially achieved. Students and teachers are focused on collaborative learning and students and teachers are continually using technology as a learning/teaching tool on an authentic and Evidence/data used As a staff, this goal, including all of the strategies and actions connected to it, were revisited in May by staff. Specific feedback was given, and it was decided that staff was successful in achieving this goal as was evidenced in accomplishment of all of the outlined actions/evidence connected to the achievement of this goal such as: The 10 Pedagogical Shifts are focused upon in each and every learning engagement. Teacher collaboration is consistent, engaging and goal-oriented. Increased student engagement is evident. Much of our PD focuses on inquiry-based instruction directly or indirectly. There is a strong awareness of inquiry-based learning throughout all grades. Students and teachers are focused on collaborative learning. November 2016 Page 4
embedded in an authentic and meaningful manner. meaningful way. It is embedded in learning experiences. Some of the strategies/actions outlined in this goal will be used in goal setting for this school year because assessment is one area that staff would like to work on. The strategy of developing students as active and responsible participants in their own learning will be included in this year s plan. In addition, a renewed focus on assessment for, of and as learning will be included. Students and teachers use technology as a learning/teaching tool in an authentic and meaningful way. It is embedded in learning experiences. Tables and desks are set up in very collaborative arrangements. Students work collaboratively in classrooms, in the hallways, staffroom, library, etc. A lot of group work is embedded in daily instruction. Student work is prominently displayed with student reflections attached and learner outcomes clearly stated. All students have portfolios; however, they all look different (i.e.: hard copies, digital, photographs, projects, visual journals, writing samples, etc.). Students are reflecting on the work that is included in their portfolios. This is an ongoing challenge for staff to keep it up to date and authentic. As a whole we feel that students have been more active in reflecting on their work (e.g. Three Stars and a Wish) throughout units. Professional development has enhanced how teachers implement the use of student portfolios and ensure that it is a student-led initiative. In higher grades, students are more independent and can mindfully select work to include. In lower grades, students have been offered choices between work. For various tasks, students are involved in developing success criteria that is used to assess their work. Self- November 2016 Page 5
Students demonstrate their deep faith and understanding of discipleship and service through student-led actions. This goal has been partially achieved, not in terms of the amount of service and action that our students are involved in, but rather having more students being involved in student-led actions that are not only Stage 1 or 2; we would like to see more Stage 3, 4 and 5 action. Our We Act Committee has been extremely successful at our site. This is a full year obligation that students take on. These students are involved in a multitude of action at our site and in the community. One being that they Assessment/Reflection is also a major component in our Units of Inquiry. Teachers have been working towards having all unit of inquiry learning engagements linked to quality formative assessments that further guide the unit. However, the work could not be done in one year. Included in this year s plan is the goal to readdress the pre, formative and summative assessments in every single unit of inquiry. Student-led conferences have been more successful each year. The process of student-led conferences are explained to parents in a manner that communicates that the process is for students to share their learning experiences with their parents and if parents have individual questions or concerns they are to meet with the teacher thereafter. Students take pride in their work during student-led conferences and portfolios help guide the discussion. Students participate and initiate social justice at many different levels. Students have a deep understanding of Catholic values through the lens of the District s core values and are intrinsically motivated to serve and show discipleship. Evidence that students have an understanding of the 5 various levels of social justice is evident. The action bulletin board has been transformed into a social justice board that focuses on student action, but also November 2016 Page 6
started the Recycling Club which takes care of all of the recycling in the school and then the students, themselves, decide what the funds will be allocated towards. One area that we will really want to focus on is working with the Annunciation Parish and the Archdiocese in supporting families and students to receive the various sacraments. We have already begun very positive/creative steps in this process and have created an action plan in order to achieve success in this area. focuses on the 5 levels of social justice. --> This is a goal for our staff and students to work on for this year. The bulletin board in the school remains incomplete. IB action cycle (choose-act-reflect) is evident in every homeroom. However, it is inconsistent across classrooms...some have it well-displayed and explained, other teachers are unclear as to ways to incorporate the Action Cycle in their teaching. The school, home and parish are connected to prepare students for the sacraments. There has been growth in this area but we need to continue to work on this so that it becomes the established way of doing things (role of chaplain to liase with parents and parish). The Catfish Club (student club) supports monthly masses and celebrations. Students are excited to be part of the mass. There have been an increased amount of inquiries from students about the sacraments. Data Analysis: November 2016 Page 7
Areas to Celebrate Accountability Pillar Measure Category Measure Category Evaluation Measure Current Result Annunciation Prev Year Result Prev 3 Year Average Measure Evaluation Achievement Improvement Overall Safe and Caring Schools Excellent Safe and Caring 91.6 91.1 92.5 Very High Maintained Excellent Student Learning Opportunities Program of Studies 93.7 88.6 90.7 Very High Maintained Excellent Education Quality 97.3 93.6 94.8 Very High Maintained Excellent Preparation for Lifelong Learning, World of Work, Citizenship Work Preparation 100.0 100.0 91.6 Very High Improved Excellent Citizenship 87.8 88.0 89.3 Very High Maintained Excellent Parental Involvement Excellent Parental Involvement 93.3 83.3 84.3 Very High Improved Excellent Continuous Improvement Excellent School Improvement 83.8 82.1 87.1 Very High Maintained Excellent District Satisfaction Survey Students: Difference Annunciation District Item 1.2 99.0 97.8 11. My school teaches me to show respect for other cultures and religions. 1.6 96.8 95.2 12. The school rules are fair. 3.3 99.0 95.7 15. My school teaches me to make healthy food choices and to be active. 3.0 100.0 97.0 19. My school gives me the opportunity to use a variety of technology tools. 2.1 100.0 97.9 23. My school teaches me to take care of the environment. 1.1 98.1 97.0 25. Overall, I am happy with my school. November 2016 Page 8
Parents: The wonderful news is that our response rate was 99! 99 of our families (out of about 260 families, responded to the District Satisfaction Survey last year) Difference Annunciation District Item 4.5 99.0 94.5 11. I am satisfied that my child's school uses a variety of methods to help him/her learn. 5.3 98.9 93.6 12. My child's school helps my child learn to the best of his/her ability. 5.1 100.0 94.9 19. My child is developing reading and writing skills that will prepare them for the future. 4.9 97.8 92.9 26. My input is considered and valued by my child's school. 11.3 100.0 88.7 33B. How satisfied are you with the yellow bus transportation service? 10.4 97.4 87.0 34A. Please indicate your level of satisfaction with the Trustees' leadership of the district. 7.2 97.4 90.2 34B. Please indicate your level of satisfaction with the Superintendent's leadership in the district. 5.8 100.0 94.2 35. Overall, how satisfied are you with the quality of education that your child is receiving in school? 4.9 97.8 92.9 36. Overall, how satisfied are you with the quality of education in Alberta? Staff: Difference Annunciation District Item 10.4 100.0 89.6 10. I am satisfied with the way student discipline is handled in our school. 8.0 100.0 92.0 11. The approach to conflict management with adults in our school/site is reflective of our core values. 9.6 100.0 90.4 17. District professional development provides me with an opportunity to improve my work skills. 7.3 100.0 92.7 18. School professional development provides me with an opportunity to improve my work skills. November 2016 Page 9
9.2 100.0 90.8 29. I have appropriate opportunity for input into school/site level decisions that affect my job. 10.9 100.0 89.1 30. I am satisfied with the decision-making processes that take place at our school/site. 13.2 95.5 82.3 31. I am satisfied with the decision-making processes that take place at the district level. 10.3 100.0 89.7 38. I have appropriate opportunity for input into decisions that affect my job. 11.2 100.0 88.8 39. The Superintendent of Schools provides effective leadership in the district. 11.1 71.4 60.3 40. The Board of Trustees provides effective leadership for the district. Regression Analysis Subject Number of Students Actual Score (%) Predicted Score (%) Difference Lower Limit Upper Limit Result* English Language Arts 31 61.90 64.58-2.68-5.36 0.00 = Mathematics 31 60.58 59.84 0.74-4.83 6.31 = Science 31 64.26 64.29-0.03-4.30 4.25 = Social Studies 30 62.60 64.71-2.11-5.54 1.31 = November 2016 Page 10
November 2016 Page 11
PAT/Diploma Analysis Although, on average, our students met their potential on the Provincial Achievement Test (PAT) as predicted from their Canadian Cognitive Abilities Test (CCAT) results, our PAT results were lower than the province in all areas. Tell Them From Me Survey Measure 2015-2016 Annunciation District Difference Student Participation in School Clubs Students take part in art, drama, or music groups; school clubs; or a school committee. 56% 54% +2% Students with a Positive Sense of Belonging Students feel accepted and valued by their peers and by others at their school. 85% 83% +2% Hours per day students spent reading books for fun during a typical week day. 1 hr 0.9 hrs +0.1 hrs Students do homework for their classes with a positive attitude and in a timely manner. 80% 76% +4% Hours per day students spent doing homework during a typical week day. 1.1 hrs 0.9 hrs +0.2 hrs Students with Positive Behaviour at School Students that do not get in trouble at school for disruptive or inappropriate behaviour. 95% 93% +2% Students who are interested and motivated in their learning. 92% 90% +2% Students with Moderate or High Levels of Anxiety Students have intense feelings of fear, intense anxiety, or worry about particular events or social 17% 20% -3% situations. Students meeting and nearly meeting Canada s Food Guide. 52% 51% +1% Bullying and Exclusion Students are subjected to physical, social, or verbal bullying, or are bullied over the Internet. 18% 24% -6% Feel Safe Attending this School Students feel safe at school as well as going to and from school. 79% 76% +3% Positive Teacher-Student Relations Students feel teachers are responsive to their needs, and encourage independence with a democratic approach. 8.9/10 8.6/10 +0.3/10 Positive Learning Climate There are clear rules and expectations for classroom behaviour. Students understand these and teachers maintain high expectations that they be followed. 7.6/10 7.5/10 +0.1/10 November 2016 Page 12
5 Marks of Catholic School Identity Assessment After completing the 5 Marks of Catholic School Identity assessment as a staff it was clear that Mark Three and Mark Four are areas of strength at Annunciation Catholic IB World School. For Mark Three, benchmarks three, six, seven and nine are consistently a strong point for Annunciation. In Mark Four, nearly all two of the benchmarks were assessed as strengths while the other two were assessed as getting there. Areas to Target for Growth Data Source Process Goals in Response to Data Accountability Pillar Measure Category Measure Categor y Evaluati on Measure Current Result Annunciation Prev Year Result Measure Evaluation Prev 3 Year Average Achievement Improvement Overall Addressed in Goal 1. Student Learning Achievement (Grades K-9) Issue PAT: Excellence 9.3 19.2 15.4 Very Low Maintained Concern District Satisfaction Survey Students: Addressed in Goals 1 and 2. Differen Annunciation District Item ce -1.1 96.9 98.0 6. I am happy with how much I am learning. -2.4 94.7 97.1 8. My classroom learning activities are meaningful. -9.9 83.1 93.0 9. I can make choices about my learning. -1.1 94.4 95.5 16. I know how well I am doing in my school work. -2.8 91.3 94.1 22. I feel safe on the playground during school hours. November 2016 Page 13
Parents: Difference Annunciation District Item -0.2 94.5 94.7 32D. Please indicate your level of satisfaction with your opportunity to access information about your child's educational progress and achievement. -5.8 25.0 30.8 33A. Does your child use yellow bus transportation to and from school? Staff: Difference Annunciation District Item -2.4 94.4 96.8 28. Parents/guardians are involved in the decisions about their child's education. -5.7 82.4 88.1 34. Feedback that I hear from the greater community reflects a favorable opinion of our school district. November 2016 Page 14
Regression Analysis November 2016 Page 15
Subject Number of Students Actual Score (%) Predicted Score (%) Difference Lower Limit Upper Limit Result* English Language Arts 31 61.90 64.58-2.68-5.36 0.00 = Mathematics 31 60.58 59.84 0.74-4.83 6.31 = Science 31 64.26 64.29-0.03-4.30 4.25 = Social Studies 30 62.60 64.71-2.11-5.54 1.31 = PAT/Diploma Analysis English Language Arts 6 2015/2016* Sch N % AB N % Addressed in Goals 1, 2 and 3. Results Based on Number Writing Total Test Acceptable Standard Standard of Excellence Below Acceptable Standard 28 2 5 84.8 6.1 15.2 39443 9726 3679 91.5 22.6 8.5 Reading Acceptable Standard 28 84.8 38805 90.0 Standard of Excellence 10 30.3 18854 43.7 Writing Acceptable Standard Standard of Excellence 25 0 75.8 0.0 38615 5914 89.5 13.7 November 2016 Page 16
Mathematics 6 2015/2016* All Students Writing Sch N % AB N % Results Based on Number Writing Total Test Acceptable Standard 26 76.5 34281 79.3 Standard of Excellence Below Acceptable Standard 2 8 5.9 23.5 6650 8929 15.4 20.7 Science 6 2015/2016* All Students Writing Sch N % AB N % November 2016 Page 17
Results Based on Number Writing Total Test Acceptable Standard 28 82.4 37084 86.1 Standard of Excellence Below Acceptable Standard 7 6 20.6 17.6 12880 6006 29.9 13.9 Knowledge Acceptable Standard Standard of Excellence 30 5 88.2 14.7 39338 17200 91.3 39.9 Skills Acceptable Standard Standard of Excellence 26 6 76.5 17.6 34817 12318 80.8 28.6 Social Studies 6 2015/2016* All Students Writing Sch N % AB N % Results Based on Number Writing Total Test Acceptable Standard 22 66.7 33943 79.2 Standard of Excellence Below Acceptable Standard 2 11 6.1 33.3 10457 8933 24.4 20.8 November 2016 Page 18
Tell Them From Me Survey Measure 2015-2016 Annunciation District Difference Student Participation in School Sports Students play sports with an instructor at school, other than in a gym class. 71% 73% -2% Students with Positive Relationships Students have friends at school they can trust and who encourage them to make 81% 85% -4% positive choices. Hours per day students spent on computers and video games during a typical week day. 1.5 hrs 1.4 hrs +0.1 hrs Effort Students try hard to succeed in their learning. 93% 95% -2% Students with Moderate or High Levels of Anxiety Students have intense feelings of fear, intense anxiety, or worry about 17% 20% -3% particular events or social situations. Students meeting and nearly meeting Canada s Food Guide. 52% 51% +1% Students consuming less than 5 sweet or fatty foods per day. 51% 58% -7% Hours per day students spent doing moderate physical activity during a typical week day. 0.9 hrs 1 hr -0.1 hrs Hours per day students spent doing intense physical activity during a typical week day. 0.8 hrs 1.3 hrs -0.5 hrs Expectations for Success The school staff emphasizes academic skills and hold high expectations for all students to 8.9/10 9/10-0.1/10 succeed. Students agreed that religious celebrations and prayer are important at their school. 89% 96% -7% Students agreed that attending a Catholic school helped them to explore their love of God and service to community. 89% 93% -4% 5 Marks of Catholic School Identity Assessment Mark two had several areas of growth highlighted during the assessment and Mark Two is a main focus for goal #4. The principal along with the lay chaplain are consciously aware of the new Sacramental Preparation Initiative. Strategies are in place to increase the awareness of and the participation in sacramental education in conjunction with the local parish. Addressed in Goal 4. November 2016 Page 19
Goals: Goal 1: Students at Annunciation Catholic School will demonstrate consistent growth in their reading fluency and comprehension which will result in students exceeding their predicted levels of achievement on Provincial Achievement Tests (improved Acceptable Standard and Standard of Excellence results). District Correlation District Goal Two: Every student is successful 2.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students. a) Continue to research and consider programs of choice that are aligned with the Ministerial Order on Student Learning. b) Continue to facilitate transitions for all students among home, school and community, between grade levels and into post-secondary institutions, the workforce, and the world beyond school. c) Continue to implement financial literacy programs in collaboration with community organizations. 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 Four: Quality teaching and school leadership 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. a) Engage in professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply which focusses on the Ministerial Order on Student Learning (May 6. 2013) and enhances the conversation, creativity, collaboration, and capacity of our learning community. 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 area allocated to support departments. November 2016 Page 20
Strategy Actions Measures/ Evidence of effectiveness Access consultant/expert support All staff will focus on implementing best practices that will improve student literacy skills. Teachers create and keep an up-to-date classroom profile of their students as a community of readers. Have consultants come in and conduct PD with staff for guided reading strategies, literacy centers, writing and assessment. Support and encourage teachers to make individual contact with consultants. Consultants to work with staff (and students) in planning and in the classroom. Organize literacy centers to be authentic, engaging, and reflect key learner outcomes. Learning coach to work closely with each homeroom teachers so that a guided reading action plan is created and teachers feel supported in implementing the plan. Provide digital literacy access to all students (at school and at home) such as BrainPop/RazKids/Imagine Learning. Lead teachers participate in COP for literacy and will share information from sessions with the rest of the staff. Team teaching with grade partners and learning coach/ell designate to happen consistently. Staff will be risk-takers and try out strategies that they learn about with their class and seek support to make things happen. All teachers intentionally observe reading behaviors of students in class. Teachers consistently assess reading, using multiple sources of combined data such as anecdotal notes, Literacy centers are effectively organized/implemented in the classrooms. Guided reading time is very organized and part of the daily routine. Students are independent during this time. Guided reading time is happening consistently in all homeroom classrooms. Students are actively engaged and on task during guided reading time and are held accountable for work produced. Increase in student literacy levels. Student use of online programs shows an increase in levels and usage. Homeroom classrooms show evidence of the literacy program that is being focused on. Students are well aware of the literacy program in their classroom. Improved Acceptable Standard and Standard of Excellence results on PATs. School documentation (both quantitative and qualitative) of reading levels, behaviors, accuracy, fluency and comprehension is up-to-date. November 2016 Page 21
conversations with past teachers, F&P diagnostic data, review of existing files, PAT data, IPP/PLP, etc. Teachers establish a baseline reading level and behaviors for each student. Assessment data is comprehensive. There are no gaps in terms of available assessment regarding student progress and timelines. Teachers identify recurring themes from student profiles. Consistent implementation of a guided reading program in classrooms. Social Studies and Science curriculum to be taught through a Language Arts lens. Teachers are provided with a literacy level binder and they continually reassess students throughout the year, keeping reading levels up to date. If student progress is not consistent, the teacher and learning coach meet to discuss possible intervention strategies. Provide immediate additional support for ELL and FNMI students. Provide teachers with support and resources. Commitment by staff to honor guided reading time. Effective literacy stations implemented in classrooms. Collaboration will occur at every staff meeting (COP time). Use of Science and Social Studies resources to achieve Language Arts outcomes. Collection of resources, that are available for everyone to contribute to and use (in portal). Looking at the curriculum in terms of concepts instead of specific topics. Revising our Units of Inquiry to reflect this practice. Sharing resources that we have on site. At risk students are quickly identified. Supports are implemented on an individual basis. A consistent increase in reading levels for all students will be documented. Improved Acceptable Standard and Standard of Excellence results on PATs. Documentation in the units of inquiry show evidence of revisions to the curriculum and how it is taught and learned. Improved Acceptable Standard and Standard of Excellence results on PATs. November 2016 Page 22
Review Date 1: Review Date 2: Goal 2: The assessment of the development and learning of students will be an essential component of the curriculum, as it informs continued development, learning and teaching. District Correlation District Goal Two: Every student is successful 2.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students. b) Continue to research and consider programs of choice that are aligned with the Ministerial Order on Student Learning. c) Continue to facilitate transitions for all students among home, school and community, between grade levels and into post-secondary institutions, the workforce, and the world beyond school. d) Continue to implement financial literacy programs in collaboration with community organizations. e) 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. f) Continue to develop and support the Learning Coach role in our schools. District Goal Four: Quality teaching and school leadership 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. a) Engage in professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply which focusses on the Ministerial Order on Student Learning (May 6. 2013) and enhances the conversation, creativity, collaboration, and capacity of our learning community. 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 area allocated to support departments. November 2016 Page 23
Strategy Actions Measures/ Evidence of effectiveness Staff will review the essential components of assessment. Utilize the student role as a stakeholder in the learning process to gain feedback on ways teachers can improve their teaching practice. Portfolios show evidence of student learning and understanding, as well as voice and choice. Assess students understanding of each line of inquiry Staff who attended International Baccalaurete Teacher Training Workshop on assessment will conduct a multi-part PD session with staff. Consistent staff sharing of assessment strategies during staff meetings and PD sessions. Students complete the Student District Satisfaction Survey. Conference with students (individual or group) to learn/discuss about their school and learning experiences. Reading All-Stars lunch meetings are used as information gathering opportunities between students and the leadership team. Student feedback is collected and reported back to staff. Students will have a choice in incorporating, both their successes and challenges within their portfolio. Students will incorporate self and/or peer assessment in their portfolio. A variety of formative and summative assessments are made available to students - voice and choice. Teaching and planning (units of inquiry) will clearly demonstrate (through color coding) the connection between the lines of inquiry, the learning engagements and corresponding formative assessments. An increase in Quality Unit of Inquiry Planning (QUIP) time and collaboration time will be dedicated to addressing assessment in the units of inquiry. A variety of assessment strategies are included in student portfolios and documented in the units of inquiry. An analysis of the results from the Student District Satisfaction Survey will show that students are involved stakeholders in their learning and in the activities at the school. Student suggestions and feedback are taken into consideration, just as staff and parent feedback is, in planning school activities and events. Student portfolios/reflections provide evidence of growth as a learner. A variety of assessments are included in portfolios. Ownership of the portfolios will be with the students. Planners will exemplify the link between concepts, lines of inquiry, learning engagements and formative assessments. Summative assessments are true indicators of student understanding of the central idea. Improved Acceptable Standard and Standard of Excellence results on PATs. November 2016 Page 24
Goal 3: To ensure that the learning engagements in the units of inquiry support students in developing and applying competencies. District Goal Two: Every student is successful 2.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students. c) Continue to research and consider programs of choice that are aligned with the Ministerial Order on Student Learning. d) Continue to facilitate transitions for all students among home, school and community, between grade levels and into post-secondary institutions, the workforce, and the world beyond school. e) Continue to implement financial literacy programs in collaboration with community organizations. f) 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. g) Continue to develop and support the Learning Coach role in our schools. District Goal Four: Quality teaching and school leadership 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. a) Engage in professional learning aligned with our district plan, Literacy and Numeracy: Learning Deeply which focusses on the Ministerial Order on Student Learning (May 6. 2013) and enhances the conversation, creativity, collaboration, and capacity of our learning community. 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 area allocated to support departments. Strategy Actions Measures/ Evidence of effectiveness Develop the competencies through learning engagements in the units of inquiry. Use the 8 key concepts to guide students in their questioning. Teaching and learning is transdisciplinary in nature. Students will not relate their daily agendas to subjects, but to concepts. November 2016 Page 25
Agendas on the board are listed as concepts being taught. Modelling questioning for students. Revisiting student questions throughout daily teaching and learning (vs. at the end of a unit of inquiry). Regular self and peer reflection, not just during summative assessments. Have student questions guide all the inquiry in the classroom. Learning engagements in the units of inquiry are not sequential in nature. Teachers attend professional development about transdisciplinary learning. Student questions are posted in and around classrooms, with evidence of questions being inquired into. Student self-reflections on their abilities to question (per the key concepts) are evident in portfolios and in student work. Concepts taught integrated across disciplines. Differentiated learning engagements documented in the units of inquiry that meet the needs of all students. Improved Acceptable Standard and Standard of Excellence results on PATs. Students to have voice and choice in their learning engagements. Transdisciplinary stations for concepts being covered in units of inquiry, as well as standalone units. Formative assessments connect with learning engagements. Teachers present learned strategies to the staff during professional development afternoons. November 2016 Page 26
Goal 4: By the end of the 2016-2017 school year, our students will grow in their understanding of our Catholic identity as expressed in Mark 2 of The Five Marks of Catholic School Identity and Learner Competencies Formed Through Catholic Education. More specifically, the number of students participating in service projects that articulate Catholic teaching and social justice and charity will increase, and the number of students who receive the sacraments will increase as well. District Correlation District Goal One: Live and enhance the distinctiveness of Catholic education Continue to enhance and strengthen our Catholic identity through the Five Marks of Catholic School Identity Implementation Plan (2015-2018 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 Students participate and initiate social justice projects at many different levels. Teachers will grow in their understanding of the Five Marks of Catholic School Identity and the Excellent Catholic Teacher. Actions The IB Action cycle to be used in every classroom (referred to and used as an ongoing reflection tool). The action cycle is part of a student s daily routine and reflection, and not a separate entity. The lay chaplain, collaborating with the homeroom teacher, will organize age appropriate lessons to all homerooms on the five stages of social justice. Each homeroom will decide upon and carry out a social justice project in addition to whole school social justice projects (to be determined by staff, with input from students). Classes will research various social justice projects and collaboratively decide on their social justice project. Teachers will participate in professional development provided by the lay chaplain on the Five Marks of Catholic Education and the Excellent Catholic Teacher. Measures/ Evidence of effectiveness Evidence of student action (in all stages) on every action cycle board (in homerooms). Students reflect on actions taken and are able to document these actions within the appropriate stage of social justice (demonstrating understanding). These will be posted on the social justice bulletin board in the front school hallways and in homeroom classrooms. Service projects reflect and articulate Catholic teaching on social justice and charity. Teachers are able to identify the Five Marks of Catholic Education and the characteristics of an excellent Catholic teacher. Teachers will exhibit the characteristics of an excellent Catholic teacher in their daily attitudes and November 2016 Page 27
Increase the presence (and support of) of Archdiocesan members at our site. Increase the number of students receiving their sacraments. Lay chaplain will foster a strong relationship with Archdiocesan members and provide opportunities for collaboration. Archdiocesan members will be invited to the school for theological support, curriculum support, teaching and learning support, celebrations, masses, Christmas concert, school council meetings, Open House, Curriculum Evening, Exhibition evening, Student Faith Development Day and any other special event happening at our site or school event taking place at the parish. This currently does occur, but staff would like to extend invitations to more Archdiocesan members to participate. Annunciation School to work with Annunciation Parish to support the immediate preparation for the sacraments of Eucharist, Reconciliation and Confirmation. The school will collaborate with Annunciation Parish in preparing children who have not received the sacraments of initiation, including Baptism, First Communion and Confirmation, and the Sacrament of Reconciliation. The school will host evening information sessions for parents/families interested in receiving the sacraments. This will be done in partnership with Annunciation Parish. The school will work with the parish to hold sacramental preparation classes for students on-site on Thursday afternoons. Parents will be given the choice of having their child attend Saturday morning classes at the parish or Thursday afternoon classes at the school. behaviors, as well as in the learning engagements that they plan for students. District chaplains visit the school and students will know who they are. There is a consistent and notable presence of Archdiocesan members, including District chaplains, who participate in theological support, curriculum support, teaching and learning support, celebrations, masses, Christmas concert, school council meetings, Open House, Curriculum Evening, Exhibition evening, Student Faith Development Day and any other special event happening at our site or school event taking place at the parish. Students are familiar with Archdiocesan members of the community. Rather than being special guests, they are members of our school community. The number of students receiving the sacraments will increase from previous years. November 2016 Page 28
Students and staff will have opportunities for age appropriate faith experiences, such as retreats, at last once during the school year. This year, the Grade 5 classes will participate. Other grades will be added in subsequent years. The school will facilitate the distribution (through the school newsletter, the school website, through email, through the distribution of hard copies of information, etc.) sacramental registration documents and the purchase of resources needed by students for sacramental preparation classes. Students in Grade 5 will participate in a full-day retreat this year. This will be organized by the chaplain and Grade 5 teachers. The school chaplain will apply for a grant through the Edmonton Catholic Schools Foundation to help cover or subsidize part of the cost for the retreat. Grade 5 students will participate in a full-day retreat. November 2016 Page 29