School Plan for Continuous Growth 2018-2021 Information Package - Act justly, love tenderly, walk humbly with your God. (Micah 6:8)

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School Plan for Continuous Growth
           2018-2021 Information Package

Act justly, love tenderly, walk humbly with your God. (Micah 6:8)
Guidelines for School Plan for Continuous Growth

Edmonton Catholic School District Foundation Statements

Each year school communities set targets for student achievement and for other areas
that are germane to that community, and are linked to the District’s Goals and Priorities.
This is done within the context of a three-year plan for continuous growth. After a review
of their plan for continuous growth from the previous year, schools determine the
direction of the school for the next three years. It is also recommended that you look at
your goals through the lens of the Alberta Education documents Inspiring Education and
the Ministerial Order on Student Learning. The School Plan for Continuous Growth is a
required public accountability document that is governed by District Administrative Procedure,
which is flows from Alberta Education legislation and regulation.

Administrative Procedure 102 School Accountability (revised April 25,
Principals are accountable for the preparation of an annual three-year school plan and a
subsequent annual report.

1.Schools in the District, under the direction of the Principal, implement a three-year
   School Plan for Continuous Growth consistent with provincial requirements, District
   requirements and local needs.

2. The School Plans for Continuous Growth are to be updated annually following the
format prescribed by the Superintendent. The plan shall address:

       2.1. The District goal one (Catholicity) and the remaining District goals which
       align with            those from Alberta Education.
       2.2. Relevant local strategies outlined in the District Plan for Continuous Growth.
       2.3 Performance measures:
              2.3.1. Multi-year report of provincial     achievement test and/or diploma
                             examination results;
              2.3.2. Regression analysis information;
              2.3.3. Accountability Pillar; and
              2.3.4. Our School Survey; and
              2.3.5. School Satisfaction Survey.
2.4. Additional goals, strategies, results and performance measures to reflect local
needs and the advice of the School Council.

2.5. Targets for achievement tests and/or diploma exams.

3. The updated School Plan for Continuous Growth is to be posted annually by
November 30 for   review by the Superintendent.

4. Principals will report to the School Council the following information relative to their
school,                on or before November 30 of each school year:
       4.1. Multi-year report of provincial achievement test and/or diploma examination
       4.2. Regression Analysis Report;
       4.3. Accountability Pillar;
       4.4. Our School Survey;
       4.5. The school budget; and
       4.6 School Satisfaction Survey.

5. Principals are responsible for keeping a hard copy of their School Plan for
Continuous Growth for a period of five (5) years

Choose a Catholic Education goal that is correlated to the District Catholicity Goal and
three or four of the five other goals identified in the Edmonton Catholic Schools’
District Plan for Continuous Growth for 2018-2021 to focus on in your school
community. Determine goals that will facilitate growth in your school community. As
each District goal has numerous key strategies, school strategies need to be linked to
one of the key strategies. The strategies and actions that you list should be
descriptions of new things that you are doing to promote growth in that area as opposed
to reiterations of things that are already a routine part of your programming/operations.
Please remember that the intention of a School Plan for Continuous Growth is that it be
a three-year working plan that you will monitor and adjust as your year progresses. You
may choose to extend previous goals as part of this process if they still require further
action and are clearly linked to the District goals.
*Your final product should be a very concise, easily-readable living document. It is
suggested that you review your progress throughout the year so that you can monitor
and adjust.

Catholic Identity Goal: Each school is asked to have a goal that corresponds to the
Edmonton Catholic School District Goal: Live and Enhance the Distinctiveness of
Catholic Education. Please complete the Five Marks of Catholic School Identity
Assessment Tool and review the document Developing Alberta’s Cross Curricular
Competencies From A Catholic Worldview and Learner Competencies Formed through
Catholic Education. Based on your findings, please choose the particular benchmarks
of one or more marks that your school will focus on exploring more deeply. When
planning your goal, strategies, and actions, articulate the new or modified steps which
you will take over the course of the year.

You are asked to create a school plan for continuous growth that is built on Outcomes
based SMART (specific, measurable, achievable, relevant, time-bound) goals. Goals
are intended to be decided upon with input from the staff and parent community (school
council) and should respond to needs identified in the community by data analysis.

Please use the template that is provided.

Elements for Inclusion:
Please include the following elements in your plan. As your plan will be posted on your
public website, please do not include any information that could potentially identify
students, staff, or stakeholders:

   School Name, Mission, Vision, and Charism- Each school should have a
   mission and vision. Schools should review their mission and vision each year to
   ensure that they remain current and relevant to the context of the community.
   Planning for the school’s growth should flow from the mission and vision. Resources
   on Mission and Vision. Please include your Charism in your plan as it is an
   important part of your school identity.

   School Context-describe your school community and demographics in 2
   paragraphs or less. Only use information that has the greatest impact on your
   programming. This may include
      oSpecial philosophical focus/Focus Programs/District Programs
      oLiteracy/numeracy focus
       oSchool demographic details that impact programming. Please do not include
   coding information or demographics correlated to grades or classes. Demographic
   statements should be general.

      oAny other factors that are relevant to programming

   Review of the school’s three-year plan- Brief is better. Are goals completed,
   modified, or continuing? What data was reviewed and analyzed?
Data Analysis-You have been provided with a Data Analysis Matrix for you to
   complete in order to inform your goals. Other data that you may choose to use

         oEnrolment data

         oTeacher and Classroom assessments (Struggling readers, EYE)

   Goals, Strategies, and Actions-Please focus on a Catholic identity goal and 3 or
   4 other goals in your School Plan for Continuous Growth so that it is manageable.
   Your data analysis from above will indicate which areas your goals need to focus on.
   You may choose to write individual goals for each of them, or to have overarching
   goals with each area addressed as a sub-goal. All goals should have a positive
   impact on student learning. Please use outcomes based SMART goals. Each action
   statement should have a verb in it. Actions should not be taken down to the micro
   level, nor should they be managerial or organizational in nature. Be sure to include
   the data measures that you will use to indicate success. (links for resources on goal
   setting are found below)

Please upload your School Plan for Continuous Growth 2018-2021 to the portal under
the Office of the Superintendent and to your public website by November 30,

                         Alberta Education Resources
The following documents from Alberta Education provide an excellent background to
measuring performance in school plans and setting targets:

                  Performance Measurement in Education
Performance measures in school authority and school plans and results reports provide
information on achievement of outcomes on key aspects of the education system. This
information is an essential part of accountability that enables the organization to:

• Assess and report on progress, what is working well and what needs improvement.
• Determine priorities for improvement and set improvement targets.
• Make program and budget decisions to maintain good performance and improve
      performance in areas requiring improvement.

Measures typically provide quantifiable information on key aspects of education. This
information is generated quantitatively through tests, surveys, and data analysis or
through qualitative means, such as observation, interviews and portfolio reviews.
Whether quantitative or qualitative, measures demonstrate observable change. To be
meaningful, measures information is obtained regularly (e.g. annually) and is normally
expressed in percentages, ratios or numbers in relation to a total.
Types of Performance Measures

• Outcome measures: These provide information on progress toward desired results in
key   areas – effectiveness of programs, impacts on clients.

• Intermediate outcome measures: For some desired outcomes, results may not be
known for    several years. In such instances, it is useful to measure intermediate steps
– milestones or landmarks – toward the desired outcome.
The measures in school authority and school plans and in results reports focus on
outcomes and constitute the core set of measures for assessing and reporting on
progress and achievement.
Other types of measures, listed below, are important for managing resources, providing
programs and services, and reporting contextual information:

• Output measures: Information on number of clients served and types of services
• Process measures: Information on activity and efficiency. These measures indicate
demand      for services and cost per unit of providing service.
• Input measures: Information on resources allocated to programs, such as funding,
personnel, and equipment. These measures provide information on cost or numbers
of staff    involved in providing programs and services.

Characteristics of Good Performance Measures
Good performance measures provide information that is:

• Understandable – clear and sufficient to provide an understanding of the organization
or      system to staff, community and government
• Valid – meaningful and credible (sound, defensible)
• Relevant and appropriate – timely, related to important aspects
• Reliable – unbiased, error-free and verifiable
• Comparable – show change over time and/or among similar organizations
• Discrete – provides information in distinct, non-overlapping categories
• Empowering – useful for decision making, promote improvement
• Practical – can be reliable assessed with reasonable effort

Alberta Treasury, Measuring Performance: A Reference Guide,
       September 1996. On the internet at and select
       “Other Alberta performance measurement documents.”

Alberta Auditor General, Government Accountability, February 1997.
       On the internet at and select “The Reading Room.”
           Setting Targets for Education Performance Measures
Targets are relevant for measuring performance of Alberta’s education system,
including school, jurisdiction and provincial levels of performance. However, caution is
advised when there is considerable variability in results from year to year due to small
numbers (small schools, classes, even jurisdictions). The information provided below
relates specifically to jurisdiction target-setting.

A target is a desired level of performance to be attained by a specified time. Targets are
a commitment to improvement.

Targets support continuous improvement and are used to assess and report
achievement in relation to the desired level of performance. Targets indicate the extent
of improvement the organization is striving to achieve by a point in time (e.g. by a
certain year), and provide a focus of efforts to achieve improvement, including resource
allocation, staffing and strategy development and implementation.

1. Targets for performance measures are a valuable part of planning, assessment and
2. Targets should be meaningful, achievable and challenging.
3. Targets should benefit students and help improve student learning.
4. Target setting should be an interactive process that takes a variety of qualitative
and quantitative information into account. Jurisdiction targets,       along with other
components of the jurisdiction plan, provide a frame of         reference for school
5. Targets should be communicated to parents and the public so that Albertans are
part of the system-wide efforts to improve education for students.

Guidelines for Setting Targets
1. Consider a wide variety of information in setting targets: past performance, including the
       Accountability Pillar evaluation for the measure and trends over time, as well as related
              measures (e.g. using prior years’ Grade 3 SLA results to set Grade 6
achievement test results),     student or school characteristics, resources, both financial and
human, that can be applied to           achieve improvement, etc.
2. Target setting should be consistent with data collection methods. Data reliability and
variability     should be considered in target setting.
3. Involve stakeholders in setting targets at each level. Schools and jurisdiction staff and
community       representatives should have input to jurisdiction targets. Parents and school staff
should have input into school targets.
4. When setting targets, prioritize to focus on areas needing improvement, and ensure
organizational capacity and resources are in place, including budget, staff and concrete actions
of benefit to           student learning that will be taken to improve results and achieve the
5. Visual displays, such as trend-line graphs and projections, aid in illustrating results and in
setting targets. Trend lines based on at least five years of historical data or rolling three-year
averages        to smooth out year-to-year variability (particularly evident in smaller jurisdictions),
shift the       focus from smaller, year-to-year changes to providing information about the
longer term direction of the data, including estimates of future results.
6. Professional judgment that takes the local context, as well as results, measure evaluations
and             additional data analysis into account is needed for setting targets. In other words,
trend data,             graphs, projections and measure evaluations are an aid in target-setting –
they do not in themselves determine the targets.
St. Philip School Plan for Continuous Growth

          St. Philip Plan for Continuous Growth 2018-2021
School Mission: St. Philip is an inclusive and collaborate learning
community where the light of the Gospel permeates our learning and faith.
We encourage every individual to be the best they can be and celebrate
their achievements. We promote vibrant growth of the Italian Language and
Culture within the Greater Italian Canadian Community.

School Vision: We cultivate an inclusive and positive faith-based learning
atmosphere where children feel valued and welcome. We provide
academic, physical, social and competence through engaged student-
centered learning. student -centered learning.

School Charism: Hospitality, Trust, Faithful, Loyalty

School Context: St. Philp School is a kindergarten to grade six school. Our
school population has increased gradually over the last three years. Our
kindergarten has a morning and an afternoon program. We do not have a
100 Voices Program. Our population represents a diverse population, with
33% being ELL students. A good portion of our ELL students speak
Tigrinya. Our ELL numbers have been steadily increasing over the last
several years. The population of struggling readers is high. We have a
committed learning coach who is receiving training in Empower Reading to
assist severe struggling readers and we also utilize LLI and ELL strategies
to ensure that all our students have access to literacy supports.
      St. Philip also has an Italian and Culture Program. In the past this has
attracted families from beyond our catchment area, but interest has been
declining in recent years due to a quickly changing demographic in the
school neighborhood. Steps have been taken to reverse this trend including
a more student centered and oral approach which focuses on both
language and culture. Unfortunately, more strategies are needed to bolster
our numbers in the Italian Program.
Review of Previous Year’s Goals:
 Goal                   Achieved/continue                       Evidence/data used

 Foster and promote a        This goal is continuing. We will   Our SAC does not have the
                                                                support that is needed, and it is
 reputation of commitment    continue to work on this as we     the same few parents that
 to nurturing ethical,       need to engage our parent          continue to do all the work for the
 engaged and                 community further as they          benefit of the school.
 entrepreneurial students    need more support.                 More parent participation in all
 shaped by spirituality of                                      school functions is required
 communion with parents,     The Goal has been reworded
                                                                Lower than expected turn out at
 students, and staff.        for clarity sake                   Meet the Staff Night

                                                                A varied and increased
                                                                celebration of students learning
                                                                needs to continue
Increase Literacy            This goal is continuing. We      Still have a significant number of
                                                              struggling readers, increasing in
Learning by better           have an increased ELL            numbers
meeting individual           population and our struggling
student needs                readers still require supports   Teachers require continued
                                                              training in LLI and Guided
                                                              Reading/Balanced Literacy

                                                              The above is still not happening in
                                                              every classroom by every teacher

                                                              Home reading programs have not
                                                              been as successful as hoped

                                                              Teacher feedback
                                                              suggests they are not feeling
                                                              supported enough with ELL

                                                              Math PAT results are low
                                                              therefore we need to address
                                                              doing basic math skills without the
                                                              use of a calculator

Ensure the educational
experiences meet the
diverse needs of our
learners and are
available to all students.
Purposeful mental health   This goal is continuing   Mental Health break and discussion at
                                                             monthly staff meetings has not
awareness and              and reworded for                  happened. As well, sharing at staff
engagement for             simplicity and clarity            meetings has been inconsistent.
students, staff and                                          The health days and wellness PD
                                                             have not happened yet either
parents/local community
                                                     Staff indicate that they would like more staff
                                                     team-building opportunities

                                                     More mental health videos need to be
                                                     presented to students

                                                     School Wide PATHS programming and
                                                     implementation is an ongoing process

                                                     School playground issues/incidents are still

                                                     We need to bring in anti-bullying

                                                     Staff indicated they would like to have
                                                     learning coach meetings with teachers so
                                                     that they can share student concerns
Data Analysis: Complete the matrix using your school’s data.
Delete the green explanation text and insert your data.
Areas to celebrate
 Accountability Pillar   Measure Category:
                         Excellent: Student Learning- Program of studies
                         Excellent: Continuous Improvement-Parental involvement

                         Achievement Measures
                         Very High-Parental involvement-parental involvement
                         Very High-Program of Studies

                         Improved Measure

                         Overall Measure Evaluation
                         Excellent: Student Learning- Program of studies
                         Excellent: Continuous Improvement-Parental involvement
District Satisfaction   Staff
                        2. Our school site focuses on learning and teaching within a Catholic
                        3. Catholic teachings and tradition are important at our school site
                        4. Our school site is involved in social justice, service, and charitable
                        12. Our school focuses on continuous improvement through data

                        Students Grade 4-6

                        1.   Prayer is important at my School
                        2.   I show respect for others in my school
                        3.   My teacher helps me learn
                        4.   Our religious celebrations at school are important
                        5.   I know what I need to do the improvements in my schoolwork


                        5. My child has the opportunity participate in social justice activities at
                        7. Daily prayer and religious celebrations are important of my child's
                        15. My child's school teaches respect for different cultures and
                        27. I feel welcomed in my child’s school
                        28. I am treated with dignity and respect at my child’s school
Regression Analysis   ELA            =
                      Mathematics =
                      Science        +
                      Social Studies =

PAT/Diploma           Science:

                      27.7 vs 21.0
Our School Survey     Students consuming less than five sweets or fatty foods per day 61%
                      as compared to 60%

                      Students agreed that religious celebrations and prayer are important
                      at their school 97% as compared to 95%

                      Students agreed that attending a Catholic school helped them explore
                      their love of God and service to community 94% as compared to 92%

5 Marks of Catholic   We are strong in following marks:
School Identity
Assessment            Mark Two: Imbued with a Catholic world view, Standard Two: An
                      excellent Catholic school has a visible intangible Catholic vision
                      evident in its physical space, liturgical celebrations, and prayer life

                      Mark Three: Animated by faith infused curriculum, Standard Three:
                      An excellent Catholic school has an academic curriculum that
                      integrates a vision of faith within the learner outcomes in teaching

                      Mark Four: Sustained by Gospel Witness, Standard Four: Excellent
                      Catholic school hires in nurtures teachers that are living witnesses to
                      the gospel and intentional disciples of Jesus Christ and his Church

                      We are doing satisfactorily in some areas of Mark Five: Shaped by a
                      Spirituality of Communion, Standard Five: Excellent Catholic school
                      recognizes that each stakeholder is responsible for the common good
Areas to target for growth

 Data Source      Measures                                      Goals in response to data
 Accountability   Student Learning Achievement: PAT                Learning achievement PAT
 Pillar           Acceptable                                       levels of acceptable
                                                                   standards are well below
                  PAT acceptable and excellence                    provincial and district
                                                                   percentages. Despite this,
                  Preparation for lifelong learning, world of      our regression analysis is
                  work. Citizenship                                equal in the areas of social
                                                                   studies, math, and language
                                                                   arts, but above in science.
                                                                   The same pattern is also
                                                                   repeated in the levels of
                                                                   acceptable and excellence.
                                                                   However, we are much
                                                                   closer to the province in
                                                                   these areas.

                                                                   In terms of preparation for
                                                                   lifelong learning, world of
                                                                   work, citizenship, our parent
                                                                   population (survey size) was
                                                                   very small that responded to
                                                                   the survey. We had 37% of
                                                                   the respondents respond with
                                                                   an answer of do not know
                                                                   which greatly affected our
                                                                   overall scoring negatively.
                                                                   Similarly, the staff response
                                                                   also had a high number of do
                                                                   not know which greatly
                                                                   affected our negative score
District       Staff
Survey         19. Our school is providing the necessary
               supports for children with special needs
               40. I have appropriate opportunity for input
               into decisions that affect my job
               20. Non-academic needs of students are
               met in our school through a variety of
               supports and services

               31. I'm satisfied with the decision-making
               process is that take place at our school
               31. I'm satisfied with the decision-making
               process that takes place at our school
               10. I'm satisfied with the way student
               discipline is handled in our school

               37. Inclusive education–overall, how
               satisfied are you with the programming and
               progress of your child the special
               educational needs?
               21. critical thinking skills are taught at my
               child's school
               12. My child's school helps my child learns
               to the best of his or her ability
               10. Students in my child's school receive
               additional services and support when they
               need it
               17. I am satisfied with how discipline is
               handled at my child’s school

PAT/Diploma   Acceptable
analysis       ELA 89.1 vs 91.9                                   We have completed the PAT
               Math 72.3 vs 78.3                                  Analysis booklets in each
               Science 83.0 vs 84.7                               subject and will address
               Social studies 76.6 vs 82.8                        achievement in our goals


               ELA 10.9 vs 19.2
               Math 6.4 vs 11.2
               Science 27.7 vs 28.3
               Social Studies

                Despite being below on the above areas our
                regression analysis was equal in Math, ELA,
                and social studies while being above in
Our School    Bullying and exclusion-students are subjected    We will address these in our
Survey        to physical, social, or verbal bullying or are   mental health goal
              bullied over the internet 34% vs 23%

              Feel safe attending this school-school-
              students feels safe at school as well as going
              to and from school 54% vs 71%

5 Marks of    Our mission and vision statement need to be      We will do a better job of
Catholic      more prominent and reviewed regularly. It is     displaying and reviewing our
School        doubtful that any staff could recite it by       Vision and Mission Statement
Identity      memory. It needs to be printed and posted in
Assessment    our school in a very prominent area.

              Our school signage is not very legible, and
              our message board is very small, messages
              must be kept to 36 characters in total.
              Overall, we do pray regularly, and we could
              do a better job at praying before each subject
              We have a very good relationship with our
              school parish and the parish priest.

              One area of concern is increasing the parent
              advisory council as it seems the support has
              been declining in past years. The same
              parents continue to do all the work.

Goal 1:

To create a place of mercy freely given, where everyone can feel welcomed,
loved, forgiven and encouraged to live the good life of the Gospel

District Correlation: Edmonton Catholic School District Goal: Live and enhance the
distinctiveness of Catholic Education
District Goal One: ECSD Students are successful

Edmonton Catholic school district goal: Live and enhance the distinctiveness of Catholic education
1.1 Demonstrate the distinctiveness and advantages of Catholic education a) continue to enhance the
    home-school-parish relationship

1.2 b: Create opportunities to be a visible presence in the broader community including evangelization of
our families

1.1 Promote and foster the presence of Edmonton Catholic Schools in education, Church, civic, business
    and government communities.

1.2e provide opportunities for relevant and authentic student engagement

Sub Goal a: Improved community involvement in the school.

Strategy 1:

                   Increase parent involvement in school and improve
                      communication between school and parents


Improve how St. Philip hosts Meet the Staff Night to make it a more a casual setting at a
school council sponsored pizza night

Continue to provide and improve how information is delivered about the various roles of
SAC to encourage more volunteers

Provide more information and incentive to parents regarding the participation in School
Advisory Council

Continue to have regular communication: updates, reminders and recognition through
SWIFT (email) messages to parents, signage, and newsletters
Involve parents by helping them know how to register their child for flex sessions at

Provide information and assistance for parent’s basic computer usage for their child:
viewing progress reports, paying online fees, flex registration, google classroom

                                  Measures/ Evidence of effectiveness

    o    Increased turnout at Meet the Teacher Night

    o    Increased parental involvement in SAC roles

    o    Increased turnout at SAC meetings

    o    Increased level of participation at school functions

    o    Increased parental/guardian voice

    o    Increased levels of participation in school surveys and decision-making process

    o    Increased and improved communication between home and school

Strategy 2:

               Provide Opportunities for students to celebrate their success


Teachers will select monthly goals for their classrooms and each child will be celebrated
at least once throughout the year during SPA (St. Philip Assembly) in various areas of
academics, spirituality, arts and athletics

Parents will have the opportunity to see how their children are being celebrated by
having names displayed in school (computer info monitor) and a special recognition
award will be sent home with their child

Measures/ Evidence of effectiveness

Increase in the number of students who meet their monthly reading goals

Increased student self-efficacy
Strategy 3:

             Focus on improving student (and staff) Cross Curricular
           Competencies with a Catholic Worldview - Responsible Citizen
                               and Critical Thinker

Increase opportunities for student leadership and SPARK social justice activities

Invite Father Glenn, Father Paul and Sister Mara or other clergy to visit classrooms and
share scripture readings and stories to demonstrate the concept of servant leadership

Provide student and staff opportunities to practice servant leadership

Coordinate Food bank collections to support our families in need

Collect items to Support the Gianna Centre

Student will to visit extended care centers

Host at least one FLEX day based on faith element

Host St. Philip Day

Measures/ Evidence of effectiveness

   o   Increase in student-initiated acts of kindness and leadership

   o   Introduce buddy benches-monitor usage-create a chart of frequency of use

   o   Marked growth of Mark Two: Imbued with a Catholic World View-Service projects reflect and articulate
       Catholic teaching on social justice and charity

   o   Increased growth of Mark Three: Animated by a Faith Infused Curriculum-When relevant, the curriculum
       reflects the social teachings of the Catholic Church

Review Date 1:

Review Date 2:
Goal 2:

All students, in Kindergarten to Grade Six will show growth and development by
at least one grade level at their level of ability in the areas of Literacy by June

District Correlation: ECSD Goal 1: ECSD supports First Nations, Metis and Inuit students’
1.2 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, 2013, Ministerial Order on Student Learning. An excellent
start to learning necessitates a focus upon developing competencies and (in particular) the foundational
competencies of literacy and numeracy.

1.3 Ensure that flexible and responsive programming meets the diverse needs of all learners.

2.1 Increase academic success and cultural knowledge by promoting successful practices to support First Nations,
Metis and Inuit students

Strategy 1:

                          Implement dedicated LLI and guided reading


Guided reading will be implemented by every teacher

Extreme struggling readers will be selected and will have Empower Reading instruction
four to five days a week

Teachers will receive professional development on the F and P Continuum

One teacher will pilot the reading program Words Their Way with the intent of getting
more teachers on board to improve student literacy

Improve the use and deployment of educational assistants in the classrooms- as well as
create a bank of strategies to use with students that is co-created by the educational
assistants, teachers and administration

Ensure that every teacher is using a home reading program

Incorporate a school wide writing focus

Invite literacy consultants to do professional development with teachers on LLI and F
and P Literacy Continuum
Use of assistive technology to assist students with literacy

Measures/ Evidence of effectiveness

   o   Evidence of Guided reading in every class

   o   Improved literacy

   o   Lowered number of struggling readers

   o   Improved letter recognition and attainment of basic literacy skill by those students who require it

   o   Targeted support for struggling readers

   o   Consistent and timely improvement on F and P scores

   o   Reading behaviors as demonstrated on the F and P Literacy Continuum will improve corresponding increase
       in level

   o   corresponding observed behaviors that corelate with the F and P levels according the F and P Continuum

Strategy 2:

                       Improve and increase support for ELL students

Revised and improved delivery of ELL supports for students and teachers

Get training for and integrate SIOP model and strategies for ELL learners

ELL coordinator will perform monthly running records on ELL students to monitor
progress. This data will assist in determining what further actions and strategies need to
be taken.

Invite ELL consultant to work with teachers and ELL coordinator to ensure proper
strategies and supports are in place to assist ELL students

Use of assistive technology to assist students with literacy

Measures/ Evidence of effectiveness

   o   Students will demonstrate an improvement on their corresponding observed behaviors that corelate with the
       F and P levels according the F and P Continuum
   o   Monthly data collected
   o   Ability to “drill” down to specific struggling ELL readers and offer improved supports
   o   Students will demonstrate an improvement on their F & P levels and also demonstrate an improvement of
       their corresponding reading behaviors as described F and P Continuum Literacy Continuum
Review Date 1:

Review Date 2:

Goal 3:

To create an awareness for students and staff of the importance of student
mental health and well-being.

District Correlation:
District Goal Three: ECSD respects diversity and promotes inclusion
3.6 Continue to provide and develop services and model initiatives that promote student health, using the Mental
Health Strategic Plan

Strategy 1:

            Increase positive mental health awareness programming for staff

Provide professional development in the area of mental health

Include a Mental health break and discussion at monthly staff meetings

Provide supports for teachers to meet the holistic needs of their students i.e. MDT
teams, EA support, Volunteer support, LC, support by admin team

Improved deployment of educational assistants to support the students with exceptional
needs in their programming target the students that are “tip of the iceberg” on needs list
to further assist teachers in providing improved programming

Measures/ Evidence of effectiveness

    o    Improved awareness and delivery of mental health resources curriculum

    o    Reduce or increase the number of referrals to the MDT

    o    Improved support for the students in need and reduces instances of disruption in classroom learning-this will
         improve overall academic growth as demonstrated on PATs and other summative assessments
Strategy 2:

                         Meaningfully integrate PATHS programming

Increase and continue to promote the PATHS strategies as a school by recognizing
students who use this (celebrate students school wide, assemblies etc.)

Continue to encourage the routine use of, and reference to, these strategies by all staff,
posters around the schools, in the newsletter

Increase playground safety focus in some SPA (St Philip Assembly) mornings
anti-bullying presentations by City Police Programs

Read PATHS principal announcements on a regular basis to reinforce PATHS
classroom lessons

Play Kids Mental Health videos for students at SPA assemblies

Seek and book presenters carrying a positive message regarding social relationships,
self-regulation, anti-bullying, safe-schools, mental health and others

Increase the support our FSLW can offer to families in need

Increased vigilance on playground supervision

Bring back designated zones for grades to play in vs free range for all grades

Provide increase professional development for teacher so that they can better serve
their special needs students especially in areas of anxiety and defiance

Measures/ Evidence of effectiveness

   o   Less frequent conflict or conduct infractions; more respectful behavior as witness in reduced incident
       reporting to office and in PowerSchool

   o   Improved “feel safe at school and on school playground” data in TTFM survey-

   o   Reduction of instances of bullying and improved awareness

   o   Common language that students, staff and parents can use to deal with self-regulation

   o   Students will have an improved self-efficacy
o   Improved coping behavior and decreased effort will be sustained in the face of obstacles. As well, students
       will be better able to exert enough effort that, if well executed, leads to successful outcomes.

Sub Goal b:

        Positive mental health awareness programming for parents and

Strategy 1:

         Provide Mental Health information for parents

Plan and host a minimum of two sessions each year

Provide a venue for mental health awareness evening for parents

Measures/ Evidence of effectiveness

   o   Planning and hosting of two sessions with positive parental/guardian turnout
   o   Increased parental awareness and understanding of student mental health
   o   Increased parental acceptance of supports for students when they require them

Continue to include mental health tips or articles in school newsletter

Provide links for Mental Health Education and resources in new Mental Health section
on school website

Increase awareness by putting up posters in school, change them when possible

Measures/ Evidence of effectiveness

   o   Planning and hosting of two sessions with positive parental/guardian turnout

   o   Increased parental awareness and understanding of student mental health

   o   Increased parental acceptance of supports for students when they require them

   o   Increased amount of resources placed in newsletters

   o   Improved and increased parental feedback on surveys

   o   Improved scores on feel safe on school playground and feeling safe at school TTFM and Your School
o   Reduced conflict infractions by students and increase more respectful behavior

Strategy 3:

          Introduce a school wide collaborative model


Develop a four-tier intervention pyramid to provide a framework within which to
articulate interventions to respond to the needs of students beyond foundational
classroom instruction

Measures/ Evidence of effectiveness

   o   An established school-wide pyramid of interventions will assist in ensuring a collaborative response to
       support inclusive practices

   o   Maximization of professional capacity

   o   Understanding and respect of diverse perspectives and expertise

   o   Distributive Coaching through capacity building

   o   Improved detection of students for discussion

Review Date 1:

Review Date 2:

Goal Four:

          Grow the Italian and Cultural Oral Language Program

Sub Goal A: Improve the student and parental community awareness of the
benefits provided by the Italian Language and Culture Oral Language
Teachers and students will use more oral activities as assessment tools for Italian

Increase the amount of teacher lead oral language spoken

Provide more opportunities for students to use, as well as, hear the Italian Language
during the school day: announcements, celebrations, assemblies, newsletter

Assign and create high interest creative written activities such as skits, buddy letters
and prayers

Have at least one FLEX session that will have an Italian Language and Cultural Focus

Create opportunities to Italian language leadership opportunities with a buddy time with
other grades and CPLI students

Allow Italian Students to participate in more Italian Culture and Language Field Trips to
promote it

Work with other schools from Calgary to share resources and lesson plans

Invite Second Language Consultant out to meet with Italian teachers to improve

Measures/ Evidence of effectiveness

   o   Evidence of Guided reading in every class

   o   Improved literacy

   o   Lowered number of struggling readers

   o   Improved letter recognition and attainment of basic literacy skill by those students who require it

   o   Targeted support for struggling readers

   o   Consistent and timely improvement on F and P scores

   o   Reading behaviors demonstrate improvement/changes with corresponding increase in levels
   o   Increased levels of Italian Students’ oral language proficiency

   o   Increased enrolment/retention in Italian program in division II

   o   Increased exposure to Italian Language through morning announcements

   o   Older grades creating curriculum based resources for younger Italian grades

   o   Older grades being leaders and promoters of speaking the Italian Language with confidence when engaging
       in oral activities with themselves and younger grades

Review Date 1:
Review Date 2:

Goal Five:

              All students, included, in Kindergarten-Grade Six will show growth
              and development in the areas of Numeracy by June 2018.

District Correlation: ECSD Goal One: ECSD students are successful

1.2 Identify and implement best practices that align with excellent early learning pedagogy and learning environments
while developing a strong foundation in literacy and numeracy. A strong start to learning necessitates a focus upon
developing competencies, i.e. communication, growth and well-being, creativity and innovation, critical thinking,
problem solving and management of information.

1.3 Ensure that flexible and responsive programming meets the diverse needs of all learners.


Sub Goal a: Work on basic math skills to lay foundation for higher math skills

Practice/memorize basic facts on a regular basis in school and at home

Teachers will increase use of manipulatives and games

Math Games – flashcards, timed math facts, sum blox, bingo, tic tac toe, dice, playing
with cards, making up games

Students will use calendar to become familiar with ordinal numbers

Students will incorporate daily routines such as of counting days, correlation to money
and then skip counting

Teachers will incorporate coding to increase numeracy by taking part in school wide
Hour of Code activities and extending coding activities when possible

Teachers will introduce and incorporate math concepts with Literature –
Math and Literature by Marilyn Burns and Stefanie Sheffield Marian Small
Making Math Meaningful Jo Boaler –
Teachers will incorporate drills such as timed facts

Students will use technology and access math websites such as Mathletics and Prodigy

Teachers will agree on and use a common vocabulary among grades using operations:

For example:

What do we say when we say -? minus, subtraction, take away ?? we need common

Invite math consultant to do in-servicing on strategies

Measures/ Evidence of effectiveness

   o   Increased academic success in areas of math

   o   Increased recall of basic math facts/skills

   o   Improved mental recall of multiplication tables

   o   Improved ability to do mental math

   o   Improved scores on Math PAT-especially on the mental portion

   o   All students will have taken part in at least one hour of Hour of Code to increase their numeracy skills using

Review Date 1:

Review Date 2:

                                              Linked Resources
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

Links on Goal Setting


Colorado Department of Education. (2009). Sample SMART Performance Goals for District
          Educational Improvement Plans.

Cook, Timothy J. (2015). Charism and Culture: Cultivating Catholic Identity in Catholic
          Schools, Arlington, VA: National Catholic Educational Association.

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
           Enhancing Student Achievement. Bloomington, Indiana: National Education

Eaker, R, Dufour, R. and Dufour, R. (2002). Getting Started: Reculturing Schools to become
           Professional Learning Communities. Bloomington, Indiana: National Educational
Edmonton Catholic Schools. (2015). Developing Alberta’s Cross-Curricular Competencies from
         a Catholic Worldview. Edmonton, AB: Author.

Edmonton Catholic Schools. (2018). Edmonton Catholic Schools’ District Plan for Continuous
         Growth 2018-2021. 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.

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.
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