Holy Family Elementary Junior High School Plan for Continuous Growth 2016-2019 As God s chosen ones, holy and beloved, clothe yourselves with compassion, kindness, humility, meekness, and patience (Colossians 3:12) May 2016 Page 1
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
A Statement of 21 st Century Learning in Edmonton Catholic Schools Preparing our students for a world not yet realized In keeping with our Foundation Statement, the students and staff of Edmonton Catholic Schools commit to 21 st century learning. In support of hopeful Christ-centred living, in a society transformed by globalization, technological innovation and human ingenuity, 21 st century learning complements our commitment as a Catholic community of learners, leaders and educators. Edmonton Catholic Schools fosters faith-based learning that deeply engages all staff and students in 21 st century learning opportunities. All facets of the learning system curriculum, instruction, assessment, professional learning, accountability and resource allocation are in support of 21 st century learning. Students will be creative, digitally aware, critical-thinking global citizens, analysts, communicators and producers engaged in learning that is conceptual and authentic within a faith-based environment. Guided by our moral compass and focused on the common good, students and staff will be self-directed, adaptable, discerning and curious, as they engage individually and collaboratively in 21 st century learning. Defining Statement of Inclusive Education for ECSD: Katholos-Education for Life for All In accordance with our District Foundation Statement, all resident* students and their parents/caregivers are welcomed into our schools. The Learning Team is committed to collaborating, identifying, applying and monitoring practices enabling all students to reach their potential, spiritually, socially, emotionally, physically and academically within the Programs of Study alongside their peers. (*as defined by the School Act). May 2016 Page 3
Holy Family Elementary Junior High School Vision Holy Family will provide a learning environment that maximizes the opportunity for each person to be recognized as a unique and worthwhile human being. Holy Family Elementary Junior High School Mission Statement: We, at Holy Family School, provide a learning environment that maximizes the opportunity for each person to be recognized as a unique and worthwhile human being. Students will have the opportunity to learn and develop in a positive and creative family environment, allowing them to discover their own gifts and uniqueness and to show an appreciation of others. The dignity of self-worth of each individual will be manifested during curricular and extracurricular activities, thus enhancing the student s self-esteem. Our model in daily living will continue to be our savior, Jesus Christ. May 2016 Page 4
Holy Family School Details and Demographics 2016-2017 Total Population: Total # of students: 608 100 Voices & Kindergarten: 76 Elementary: 284 Junior High: 248 English Language Learners Total 179 29% of total population is ESL 100 Voices & Kindergarten: 34 19% of ESL pop Elementary: 91 50% of ESL pop Junior High 54 30% of ESL pop FNMI statistics Number and severity of special needs students Total 30 5% of total population Kindergarten: 3 Elementary: 13 Junior High 14 Total Elementary: 7 (Code 42) 4 (Code 44) Junior High 3 (Code 42) 3 (Code 44) May 2016 Page 5
Review of School Goals for 2015-2016 Goal Goal 1 To improve our standing in Mark 3, Standard 3 of Catholic Education by assisting our teachers in creating an academic curriculum that integrates a vision of faith within the learner outcomes and teaching strategies. Goal 2 Focus on meeting the needs of our diverse population. We will work to improve the reading and writing and numeracy competencies of all students paying particular attention to our English Language Learners. Goal 3 Continue our commitment to our LIFT initiative: Thursday morning Project Based Learning. This will be accomplished by involving our students in meaningful projects that connect to the curriculum and target competencies set out in the Ministerial Order on Learning. Achieved/continue modify Not yet met Not yet met Not yet met Evidence/data used It is evident that our teachers are still working on integrating the Catholic vision of faith into our curriculum. Our Grade 6 PAT results have improved in all subjects except Science; we believe that our commitment to Daily 5, Daily 3 and Empowered Writing over the past years has assisted in this improvement. Our Grade 9 results show that we are still below the Province and the district in the areas of Language Arts and Grade 6 Science. Our strategy to develop a rubric to assess the competencies has not been met. Some work has been done, but we do not have a way of reporting student achievement on the competencies. We want to get better at developing our projects so that they are more in line with the program of studies. May 2016 Page 6
Data Analysis: Areas to celebrate Accountability Pillar Excellent: Safe and Caring; Program of Studies; Education Quality; Drop out Rate; Work Preparation; Citizenship; Parental Involvement; School Improvement Achievement Measure evaluation that is very high is the PAT Acceptable standard Improved: Program of Studies; Work preparation; Parental involvement Overall Measure evaluation that is excellent: Safe and Caring District Satisfaction Survey Schools; Parental Involvement; Continuous Improvement 5 scores that are highest above the District average: #27-2.7 Our community is the team of the school, home, and parish working together. #8-2.2 Our school provides differentiated learning experiences for all students #25-2.1 In our school technology, is meaningfully integrated into instruction #26-1.9 Our school is a safe environment for children to learn #21-1.8 Formative and summative assessment practices are improving student learning at our school. Regression Analysis PAT/Diploma analysis Tell Them From Me Regression Table = Areas on Provincial Achievement Tests: Grade 6: Language Arts; Mathematics; Science Grade 9: Mathematics; Science + Areas on Provincial Achievement Tests: Grade 9 Social Studies Regression Table Five Year Multi Year Report Above the provincial average 2015-2016 Grade 6 LA Acceptable Standard and Standard of Excellence Grade 6 Math Acceptable Standard and Standard of Excellence Above the District: (Elementary and Junior High) 3% and 6% - Students have a Positive Sense of Belonging: Junior High and Elementary feel this way. 3% and 11% Students do homework for their classes with a positive attitude and in a timely manner. 3% and 2% Students with positive Behavior at School 5% and Equal to: Feel Safe Attending this school Students feel safe at school as well as going to and from school. 3% Students agreed that attending a Catholic school helped them to explore their love of God and service to the community. Elementary reported lower percentage of students who feel bullied or excluded. May 2016 Page 7
5 Marks of Catholic School Identity Assessment Mark Two: An excellent Catholic School has a visible and tangible Catholic vision evident in its physical space, liturgical celebrations and prayer life. Mark Four: An excellent Catholic School hires and nurtures teachers that are living witnesses to the Gospel, and intentional disciples of Jesus Christ and his Church. Some examples of this are: Our morning broadcast; we have a morning prayer with the gospel reading and reflection for the day. Our broadcast team selects pictures that connect with the reading to help our students understand its meaning. We reflect on one aspect of the gospel each day. Monthly liturgical celebrations that are prepared by staff and involve our students to a high degree. Our physical space has many Christian symbols and sayings that help to reflect who we are. Our staff and students interact each day with care and consideration for each other. Our school has three Chalice foster children that are supported by our staff and students. Various fundraising activities are completed to support these students. In addition, the biography of each of these students is compiled and placed in classroom so that students can get to know them, pray for them and help support them. Students are involved in many social justice projects; this was particularly evident during several of our LIFT projects where students were involved in activities to help them understand the importance of social justice and developed social justice actions that raised money for a variety of charities. May 2016 Page 8
Areas to target for growth Data Source Process Goals in response to data Accountability Pillar District Satisfaction Survey Measure Category that is an Issue: Provincial Achievement Test Acceptable Standard and Standard of Excellence English Language Arts: Acceptable Standard - Low English Language Arts: Standard of Excellence - Very Low 5 Scores below District Average- Parents: -1.7 #6 My child has the opportunity to participate in Social Justice activities at school Students: -1.2 #8 I am satisfied with the variety of extra-curricular activities available. Goal 2: Focus on meeting the needs of our diverse population. We will work to improve the reading and writing and numeracy competencies of all students paying attention to our English Language Learners. Parents; #6 Parents feel that their children do not have enough opportunities to work on social justice issues. This was discussed at our parent council meeting and the parents there felt that we involve our students in a number of social justice projects, but perhaps we need to educate parents about what social justice projects are and identify better when our students are participating in them. Staff: -13.6 #10 I am satisfied with the way student discipline is handled at our school. -10.7 #32 Our staff works as a team in our school/department. -6.6 #41 Overall our school/department is a good place to work. Staff 13.6 is significantly below the district. This item will not be addressed in our growth plan, but was addressed by surveying the staff to see what it was about the way discipline is handled at our school. The issue appears to be that some staff feel that they are not informed about the actions taken with students. It was discussed with staff that at times, issues are kept low key to save the character of the student. Staff 10.7 is below the district, this too was addressed through a survey of staff; it was found that even though team work and collaboration are high as a result of our teachers creating joint projects for our LIFT mornings, they would appreciate more time to work with their grade partner on other items. This will be addressed by allowing more time for our grade partners to work as communities of practices. May 2016 Page 9
Regression Analysis PAT/Diploma analysis Tell Them From Me Below the District and Provincial Standards: Grade 9 English Language Arts Grade 6 Science Regression Table Five Year Multi Year Report Grade 6 Social Studies Acceptable Standard below the Province and our predicted score Grade 6 Social Studies Standard of Excellence below the province. Grade 9 English Language Arts Acceptable Standard below the province and our predicted score Grade 9 Math Below the Province but equal to our predicted score. Grade 9 Science Below the Province but equal to our predicted score. Grade 9 Social Studies below the Province but above our predicted score. Below the District: Elementary: 10% below - Student Participation in School Sports: Students play sports with an instructor at school other than in a gym class. 40% below Student Participation in School Clubs- Students take part in art, drama, or music groups, school clubs; or a school committee. 6% below Students agreed that religious celebrations and prayer are important at their school. 3% above (not good) - Students with moderate or High Levels of Anxiety Areas to Address: Grade 9 Language Arts: This will be addressed in Goal 2 Strategy 2 We will create a Community of Practice in our Junior High that will develop reading skills of our students in the content areas. This is true for the Elementary students but not true for our JH. Our elementary students have had the opportunity to be involved in running club and our Glee club. A dance club was offered but no one signed up. This is an interesting area considering the quality of our morning prayer/broadcast, our liturgical celebrations held at school, our attendance at Mass each year. The prayer actions in each classroom; and the regular visits from our parish priests. We will look at how we can further involve our students in prayer. We will consult with our FSLW regarding literature that can be provided to our students and parents on how to manage anxiety. May 2016 Page 10
5 Marks of Catholic School Identity Assessment 4% above the district Students report being subjected bullying and exclusion. Mark Three: An excellent Catholic school has an academic curriculum that integrates a vision of faith within the learner outcomes and teaching strategies. Although not significant; we will continue to work with our STAY officer to help with these issues in our school; through education and counseling Refer to Goal 1 for strategies and actions to improve. May 2016 Page 11
2016-2017 Goals: Goal One: To improve our standing in Mark 3, Standard 3 of Catholic Education by assisting our teachers in creating an academic curriculum that integrates a vision of faith within the learner outcomes and teaching strategies. District Correlation: District Goal One: Live and enhance the distinctiveness of Catholic education. 1.3 Demonstrate commitment to and excellence in Catholic education. Strategy One: To improve our teachers ability to develop lessons that meet benchmark 1; When relevant the curriculum reflects the social teachings of the Catholic Church. Strategy Two: To improve teachers understanding of and ability to create lessons that meet Benchmark 3 and 8 3)The school offers a Catholic faith infused curriculum (the lessons of which) that could not be duplicated in a non- Catholic school. 8) Teachers meet on a regular basis to discuss methods of infusing faith in their subject areas. Actions: To be completed by June of 2017: 1. Teachers will be supported through time with consultants, chaplain, parish priest, and Archdiocese staff to link curriculum with today s Catholic social teachings of the Catholic Church. 2. On the Week at a Glance we will provide teachers with information on the Catholic Social Teachings. Actions: To be completed by June of 2017: 1. Teachers will be provided exemplars of what a Catholic faith infused curriculum looks like through work with consultants. 2. PD from consultants to show literature connections to new curriculum. 3. Teachers of same grade and cross-curricular where Measures/ Evidence of effectiveness: 1. Teachers will feel more comfortable in their role as Religion teachers. 2. Teachers will have collaborated with other teachers and will have created one lesson that reflects the social teaching of the Catholic Church in the curriculum. Measures/evidence of effectiveness 1. Teachers will have developed lessons that are faith infused and enhance the curriculum in subject areas other than Religion. 2. Teachers will have chosen literature that will enhance the Religion curriculum. 3. Teachers will have concrete examples of how they have infused May 2016 Page 12
Strategy Three To improve our standing on benchmark 5 Teachers are knowledgeable on Church teaching as it applies to the subject areas in which they teach. This will be done by supporting our teachers with professional development opportunities. Review Date 1: Review Date 2: plausible/relevant, will be supported to have collaborative time and/or with resource persons to develop relevant lessons around the Catholic Faith to enhance their current units. Actions, to be completed by June of 2017: 1. The Chaplain will support teachers on Church teachings and teachers will be encouraged to attend PD to help them grow in their understandings of Church teachings. 2. The Religion consultant will conduct a professional development session on church teachings and how it can apply to different subject areas. the Catholic faith in their subject areas. Measure/Evidence of success: 1. Staff who have attended PD will share their learnings with the rest of the staff. 2. Teachers will be more knowledgeable on church teaching this will be evident in the lessons they create. May 2016 Page 13
Goal Two: Focus on meeting the needs of our diverse population. We will work to improve the reading; writing and numeracy competencies of all students paying particular attention to our English Language Learners. 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. Strategy One To continue to identify and support our English Language Learners and our struggling students. Actions: To be completed by June of 2017: 1. Our Level 1 and Level 2 English Language Learners will be supported by our Learning Coach in the Junior High with one on one support. Once their language skills improve, they will be integrated back into the classrooms, and receive support by adapting their programs to meet their needs. 2. Our Division 2 ELL Level 1 & 2 students will be supported by their classroom teacher with targeted support offered during their French block. They will use the strategy of independent conferencing in reading and writing to support their needs. Once they have reached a level 3 on the ELL Benchmark scale, they will be supported in the regular classroom with adaptations made to their program. 3. Level 1 and 2 ELL students from all grades will be supported with Imagine Learn. 4. Junior High and Elementary struggling students will be supported by adapting their program to the level of their ability. They will be placed on PLPs and IPPs where appropriate. Measures/ Evidence of effectiveness 1. Our ELL students progression will be measured by the ELL benchmarks. Teachers will be able to show improvement in students English Language ability as measured by the benchmarks. They will have recorded evidence of student s progression by ELL benchmarks. Struggling learners will meet their goals set out on the IPPs and PLPs. May 2016 Page 14
Strategy Two Change our teaching pedagogy to better meet the needs of our students and improve our Provincial Achievement Test scores, by improving the reading, writing and numeracy ability of all students. Strategy Three: To support all students in gaining a higher level of proficiency in numeracy skills. Actions: To be completed by June of 2017: 1. Use of Read Write Gold to support struggling students. 2. Improve teachers understanding and use of CAFÉ method of teaching through professional development and grade level collaboration. 3. Improve teachers understanding; Empowered writing strategies ensure these are being used in the classrooms. 4. A Junior High Community of Practice will be developed, with the Language Arts; Science and Social Studies teachers, to improve content literacy in these areas. 5. These teachers will work with the inclusive consultant for 3 PD sessions on before, during and after reading strategies. Actions to be completed by June of 2017: 1. We will develop a Numeracy Community of Practice involving all Elementary teachers and Junior High Math teachers, to identify areas that our students are weak in and then to develop strategies to help them improve. 2. Our teachers will identify student deficiencies in Math by administering the MIPI to all students. The data will be interpreted and recorded to help us understand where we need to focus our attention. Measures/ Evidence of effectiveness The elementary teachers will have improved their understanding and use of the Daily 5 strategy in their classrooms. Our PAT scores in English Language Arts at both the Grade 6 and Grade 9 levels will have improved to meet District and provincial standards. Our achievement rates for acceptable standard and standard of excellence will be improved over the 2015-2016 levels. Measures/ Evidence of effectiveness 1. To re-administer the MIPI at the end of this school year to see if our students math ability has improved. 2. Our success on the Provincial Achievement tests, specifically in the area of Acceptable standard and standard of Excellence. May 2016 Page 15
3. Teachers will continue to develop understanding of Daily 3 and will implement it in their classrooms. 4. Teachers will continue to develop their understanding of Mathletics and will use it more extensively in their classrooms. 5. Continue professional development/ sharing in school activities, time for collaboration with grade partners/division. 6. Student basic facts will be improved using differentiated self-directed fact sheets. 3. Teachers will have implemented Daily 3 in their classrooms, their students will be knowledgeable about how to manage themselves in this setting. 4. Student progress in Mathletics will be recorded and monitored, we will share this information with students; parents; and administration. This will provide information for all stakeholders to understand and determine the next steps that are necessary to improve students achievement rates. 5. Students basic fact progress will be recorded and monitored by their teachers. These records will be available to parents and administration to show their success. May 2016 Page 16
Goal Three: Continue our commitment to our L.I.F.T (Learning Indepth For Tomorrow) initiative; Thursday morning Project Based Learning. This will be accomplished by involving our students in meaningful projects that connect to the curriculum and target competencies set out in the Ministerial Order on Learning. District Correlation: 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. 4.2 Ensure that flexible learning spaces and technologies for learning and innovation are embedded into the instructional design, with guidance from Alberta Infrastructure and Alberta Education s Learning and Technology Framework. Strategy One: To develop projects that meet the curricular outcomes for each grade; and ensure that they are teaching the 21 st century competencies; of critical thinking/problem solving, collaboration, communication and creativity and innovation. Actions: to be completed by June of 2017: 1. To work to provide our students with a variety of projects. Continue to develop projects that allow students more voice and choice. Measures/ Evidence of effectiveness 1. Students will be surveyed in the Tell Them From Me Survey to determine if the projects that were created throughout the year allowed them voice and choice. Strategy Two To begin to develop and use rubrics that will assess our students understanding of the 21 st century competencies; of critical thinking/problem solving; collaboration, communication, and creativity and innovation. Actions: To be completed by June of 2017 Teachers will continue the work that was started last year, to develop a rubric that will assess the competency of collaboration. The rubrics will be used to assess and report on students understanding of the competency of collaboration. Measures/ Evidence of effectiveness A rubric will have been developed and used, that will assess the competency of collaboration. May 2016 Page 17
Strategy three: To continue to ensure that students have the technology they need to be actively engaged in the projects on Thursday morning. Find a common way to show and assess for report cards. Make LIFT more academically rigorous by improving the marking and accountability of each project. This work will have been accomplished with the help of our assessment consultant; and our CTF consultant. Actions to be completed by June of 2017: 1. Upgrade technology to include more robust laptops for the Junior High projects. 2. Increase the number of devices to a ratio of one student to one device. The projects will have become more academically rigorous. This will be measured by the way in which we can assess projects on the March and June report cards. Measures/ Evidence of effectiveness 1. The appropriate devices will have been purchased. 2. An inventory of all devices will have been completed, and documented. May 2016 Page 18