St. Thomas More School Plan for Continuous Growth 2018-2021 Information Package - Act justly, love tenderly, walk humbly with your God. (Micah 6:8)
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
St. Thomas More School Plan for Continuous Growth
2018-2021 Information Package
Act justly, love tenderly, walk humbly with your God. (Micah 6:8)
November 2018 Page 1St. Thomas More Catholic Jr. High School Plan for Continuous Growth
2018-2021
School Mission:
To provide every student with a Catholic education in a supportive and caring environment
based on the Catholic principles of justice, truth, hospitality, community and sacramentality.
Students are given opportunities to live their faith, to develop compassion and empathy for
others, and to treat others with dignity and respect. In addition, students are encouraged to
strive for excellence in academics and athletics and to develop a love of learning that will stay
with them throughout their lives.
School International Baccalaureate Mission:
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural
understanding and respect. To this end the organization works with schools, governments and
international organizations to develop challenging programs of international education and
rigorous assessment. These programmes encourage students across the world to become
active, compassionate and lifelong learners who understand that other people, with their
differences, can also be right.
School Vision:
In keeping with the example of the life of St. Thomas More and our Catholic Faith, we
encourage our students to be globally minded citizens who use their knowledge of the IB
philosophy and of academics to create a more peaceful, caring world through intercultural
understanding and respect.
School Charism:
Service to God and our community with courage and integrity.
School Context:
St. Thomas More is a Catholic International Baccalaureate Jr. High School in West Edmonton
offering the Middle Years Programme. St. Thomas More offers IBXtreme days IB subject area
plans cross curricular projects or extensions of the material being taught. All students have an
Approaches to Learning block in their schedule every Thursday which enhances their learning
every week. This is inquiry/project based IB learning for all students regardless of which
program they are enrolled. It is the intent of this initiative to fully integrate the IB vertically and
horizontally across grade levels and subject areas.
November 2018 Page 2We are a multi-faceted school offering a variety of programs of choice. Our Soccer, Hockey,
Elite and Baseball academies enrollments will be listed below. Our school offers the Nehiyaw
Pimatisiwin Cree Culture and Language Program which is in its third year of implementation
currently serving 56 students in our community. Our number of English Language Learners is
continuing to increase following the trend we have seen over the past number of years. There
are currently 76 students in our ELL programming making up approximately 18% of our school
population. St. Thomas More is now also a district site for W.I.N. Jr. which is a program that
supports the diverse learning needs of students with mild to moderate cognitive delays.
Review of Previous Year’s Goals:
Goal Achieved/continue Evidence/data used
Modify
Goal 1: As a school St. Thomas More is first and When reviewing the 5
community we will grow in foremost a Catholic School. We Marks of Catholic education
our understanding of our will continue to pursue ways to diagnostic tool it was
Catholic Identity as expressed for our staff and develop our evident that although we
in mark four of “the Five
students as we continue our were doing well with
Marks of Catholic School
journey of faith. imbedding Catholic values
Identity” and “Learner
Competencies Formed We are going to expand our focus across all marks, I was
Through Catholic Education”. from Mark 4 to various elements decided that we needed to
from each of the 5 marks. To establish a broader
help with the focus we will be foundation for religious
establishing a new school development.
Charism.
Goal 2: Educational We will continue with this goal as Areas of growth as outlined
experiences that are provided our Accountability Pillar, PAT in the Accountability Pillar,
to students, will meet the results and Regression Analysis PAT results and Regression
diverse learner needs of our indicate that we could be doing Analysis indicate that we
school community.
more to meet the growing needs are progressing but still
of our school population. As a need to place a major
staff, we are focusing on emphasis on this goal.
improving both our skills at item
analysis as well as developing
student centered pedagogically
sound instruction.
As our ELL and FNMI populations
increase, we are going to be
looking into diversifying the ways
November 2018 Page 3in which we deliver curricular
content.
Goal 3: All students will be We will be adjusting this goal this Student and Parent
welcomed and included. year to read, “All students will satisfaction surveys have
feel welcomed, supported and indicated a desire for an
safe in our school”. increased sense of safety in
the building. Our Tell Them
From Me survey also
indicated a need for Mental
Health supports. As a
result, we are augmenting/
refocusing this goal.
Data Analysis:
Areas to celebrate
Accountability Pillar Measure Category:
Good: Safe and Caring Schools – Safe and Caring
Excellent: Student Learning Opportunities - Education Quality
Excellent: Student Learning Opportunities –Drop Out Rate
Excellent: Preparation for Lifelong Learning, World of Work, Citizenship –
Work Preparation
Excellent: Preparation for Lifelong Learning, World of Work, Citizenship –
Citizenship
Excellent: Parental Involvement – Parental Involvement
Excellent: Continuous Improvement - School Improvement
Achievement Measure:
High: Safe and Caring Schools – Safe and Caring
High: Student Learning Opportunities - Program of Studies
Very High: Student Learning Opportunities – Education Quality
Very High: Student Learning Opportunities – Drop Out Rate
Very High: Preparation for Lifelong Learning, World of Work, Citizenship –
Work Preparation
Very High: Preparation for Lifelong Learning, World of Work, Citizenship –
Citizenship
Very High: Parental Involvement – Parental Involvement
Very High: Continuous Improvement - School Improvement
Improved Measure:
Improved: Preparation for Lifelong Learning, World of Work, Citizenship –
Work Preparation – From Very High to Excellent
Improved: Parental Involvement - School Improvement - Very High to
Excellent
November 2018 Page 4Overall Measure Evaluation:
Good: Safe and Caring Schools – Safe and Caring
Excellent: Student Learning Opportunities - Education Quality
Excellent: Student Learning Opportunities –Drop Out Rate
Excellent: Preparation for Lifelong Learning, World of Work, Citizenship –
Work Preparation
Excellent: Preparation for Lifelong Learning, World of Work, Citizenship –
Citizenship
Excellent: Parental Involvement – Parental Involvement
Excellent: Continuous Improvement - School Improvement
District Satisfaction Students Grade 7-9:
Survey (8) I am satisfied with the variety of extra-curricular activities available.
(9) I am satisfied with the variety of complementary courses (options) that
are offered.
(10) I have opportunities to make decisions about my learning.
(21) I know what I need to do to receive a senior high school diploma.
(24) I am satisfied with my access to computer technology at school.
PARENTS:
(12) My child’s school helps my child learn to the best of his/her ability.
(20) My child is developing math and number skills that will prepare them
for the future.
(23) At school my child is developing technology skills that enhance his or
her learning.
(26) My input is considered and valued by my child’s school.
(29) My role as the primary educator of my child is respected by the school.
STAFF:
(10) I am satisfied with the way student discipline is handled in our school.
(19) Our school is providing the necessary supports for children with special
needs.
(30) I have appropriate opportunity for input into school/site level decisions
that affect my job.
(39) I am satisfied with the communication from my school/department.
(40) I have appropriate opportunity for input into decisions that affect my
job.
Regression Analysis Social Studies (=) This has remained unchanged from the previous year.
Science (=) This has changed from the previous year (-).
PAT/Diploma analysis Social Studies
• Acceptable Standard 75.5% compared to 74.2%
• Standard of Excellence 24.5% compared to 24.3%).
Our School Survey Tell them from Me/OurSCHOOL: St. Thomas More Compared to the District
November 2018 Page 5Student Participation in School Sports – Students play sports with an
instructor at school, other than in a gym class. School 68% - District 46%
Students that Value Schooling Outcomes – Students believe that education
will benefit them personally and economically, and will have a strong
bearing on their future: School 78% - District 73%
Students planning to finish high school, and afterwards pursue a trade or
apprenticeship program: School 34%- District 25%
5 Marks of Catholic Mark One: Grounded in a Christian Anthropology
School Identity • Our mission Statement is imbedded with Catholic our values
Assessment • Student conduct policy is rooted by the guiding principles of our
school mission statement
Mark Two: Imbued with a Catholic Worldview
• crosses hang in every room in our school as a reminder of our
constant an active connection to our faith
• our school Chapel is used by religion classes as well as by our
student support services team as a place for prayer and reflection
• We have a strong connection to the Annunciation parish community
both attending mass at the parish as well as having father and his
sacramental support worker come into the school on a regular basis.
• All students have an opportunity to participate in a teaching mass as
well as tour of Annunciation parish
Mark Three: Animated by a Faith Infused Curriculum
• Staff actively and intentionally permeate the classes with gospel
readings and church teachings
• all classrooms have created a religion space Based on the district
theme and anchored in Catholic teaching
Mark Four: Sustained by Gospel Witness
• Students are called to act out of their faith through our Knight’s
Justice social justice team which holds multiple events throughout
the year covering various forms of social justice
• Our community is given the opportunity to experience other faith
cultures through the indigenous elders that come into the building
as well as participation in multiple smudging ceremonies as well as a
pipe ceremony
Mark Five: Shaped by a Spirituality of Communion
• School staff members attend meetings hosted by the parish that
opens communication Between Annunciation parish and Community
Schools
• Our school has an active parent council community who invited role
models the Catholic spirit of social justice in the lending of their gifts
and talents as a volunteer core and advisory body for the school
November 2018 Page 6Areas to target for growth
Data Source Measures Goals in response to data
Accountability Measure Category: • We are looking at improving
Pillar Acceptable – Student Learning Achievement – student communication and
Program of Studies - Declined from 87.4% to curricular awareness in our
78.5% classrooms to address this
decline in Student Learning
Acceptable - Student Learning Achievement - Achievement – Program of
PAT: Acceptable - has dropped 73.6% to 71.1%. Studies.
• Through our analysis we
Achievement Measure Evaluation: believe that a focus this year on
providing earlier supports,
Intermediate – Student Learning Achievement -
increased psychoeducational
PAT: Acceptable
assessments and the
development of Personalized
Low – Student Learning Achievement - PAT:
Learning Plans will see an
Excellence improvement in our school
provincial achievement results.
Intermediate – Continuous Improvement -
School Improvement
Improvement Measure:
We have declined significantly in the measure of
Student Learning Achievement - Program of
Studies.
Overall Measure Evaluation:
The areas of decline from the previous year are
Student Learning Opportunities- Program of
Studies.
District Students: Student Response Goals:
Satisfaction (18) My school teaches me the value of healthy • We are increasing signage
Survey food choices and active living. indicating healthy choices and
(25) In my school, I am given the opportunity to have introduced a new
communicate my learning through a variety of intramural program to
media. encourage active living
(27) I feel safe in my school building. • Students have a variety of
(28) I feel safe on my school grounds during opportunities to present their
school hours. information and we believe
(29) My school teaches me to be that we need to further explain
environmentally responsible. this question to them in the
future.
• Through the building of student
and staff relationships,
consistent and predictable
consequences, as well as open
November 2018 Page 7discussion and presentation of
our student conduct policy, we
hope to reinforce students’
sense of safety.
• We are focusing on visible staff
supervision as well as informing
students as to the variety of
student support services
available.
• We have developed several
environmental initiatives to
address this concern through
our Knight’s Justice group, for
example, our Environmental
Club as well as the recycling
raffle.
Parent Response Goals:
Parents: • We have been attending events
(4) My child’s school has a positive reputation in and promoting school functions
the community. through the newsletter and
(8) I am satisfied that my child’s school provides social media usage to better
a safe environment. disseminate information on the
(9) I am satisfied that my child’s schools provide good works that are happening
a caring environment. at STM.
(10) Students in my child’s school receive • We have established STM Mental
additional services and support when they need Health Days to help foster a safe
it. environment and are hosting
(27) I feel welcome in my child’s school. STAY engagement evenings for
parents to attend.
• Our focus is on establishing
effective communication
between staff and parents, this
builds relationships and fosters
the development of a caring
environment.
• This year we have brought on a
full time Clinical Social Worker, a
part time Mental Health
Therapist and expanded on the
learning coach time to ensure
that students receive services
and support when needed.
• We will be expanding and
differentiating the ways we
communicate with parents, and
commit to being in the areas
where parents are present
November 2018 Page 8during the beginning and end of
the school day.
Staff: Staff Response Goals:
All results were positive • The staff responses were all
positive and we have discussed
how we can maintain this
response.
• We have dedicated new time to
the establishment of
Community of Practice groups
within the school in order to
help every staff member
activate their voice and share
their knowledge.
Regression Regression Analysis: • These goals will be addressed
Analysis Results (-): English Language Arts and in Goal 2 below where we
Mathematics. outline the strategies, we are
Results (=): Social Studies and Science taking to improve these
results.
PAT/Diploma We achieved below the province in the following • Administration has met with
analysis subject areas: subject area teachers to
-English Language Arts review results and help
• Acceptable Standard 80.5% compared to breakdown the data.
85.6% • All our departments have
• Standard of Excellence 11.9% compared to examined the PAT results
16.5% during Community of Practice
-Mathematics
discussions and utilized the
• Acceptable Standard 58.9% compared to
PAT analysis data sheets and
65.8%
are addressing concerns in
• Standard of Excellence 8% compared to
their subject area sub goals.
16.4%
- Science
• Acceptable Standard 76.7% compared to
84.1%
• Standard of Excellence 24.5% compared to
27.4%
Our School Tell Them from Me/OurSCHOOL • This year we have implemented
Survey Students with Positive Relationships - Students many supports that focus on
have friends at school they can trust and who the areas of building positive
encourage them to make positive choices: relationships, exhibiting
72% compared to district 78%. positive behavior, building
positive self-esteem, coping
Students do homework for their classes with a strategies and dealing with
positive attitude and in a timely manner: issues such as bullying,
November 2018 Page 974% compared to district 79%. exclusion and harassment. We
now have a full time Clinical
Effort- Students try hard to succeed in their Social Worker, a part time
learning: 68% compared to the district 71%. Mental Health Therapist and a
STAY officer on staff at STM.
Students with a Positive Self-Esteem - Students
like and accept themselves and are proud of • A portion of professional
their accomplishments: development time this year has
71% compared to district 74%. been devoted to discussion and
Bullying, Exclusion, and Harassment - Students development of relational
are subjected to physical, social or verbal leadership skills in staff.
bullying, or are bullied over the Internet: School
28% - District 17%
Students planning to finish high school:
76% compared to the district 80%.
5 Marks of Mark One: Grounded in a Christian • These areas of our 5 marks of
Catholic Anthropology Catholic school identity are being
School • The mission statement can be recited or address in our first goal.
Identity paraphrased by all stakeholders of the
Assessment Catholic school community.
• The mission statement is frequently
communicated to the community in
newsletters, reports and official
correspondence.
Mark Two: Imbued with a Catholic Worldview
• Students have opportunities to pray at
numerous times during the day
Mark Three: Animated by a Faith Infused
Curriculum
• Teachers are knowledgeable on Church
teaching as it applies to the subject
areas in which they teach
Mark Four: Sustained by Gospel Witness
• Teachers and administrators are
supported in their ongoing faith
formation through the allocation of time
and resources.
Mark Five: Shaped by a Spirituality of
Communion
• The Catholic school has a plan to
increase involvement of parents in the
life of the school and parish.
Goals:
November 2018 Page 10Goal 1: As a school community, we will grow in our understanding of our Catholic Identity as
expressed in “the Five Marks of Catholic School Identity” and “Learner Competencies Formed
Through Catholic Education”.
District Correlation:
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 relationships.
b) Cultivate and support a Catholic ethos/environment within each site.
c) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and
service.
d) Ensure that permeation of faith remains central in all our day to day practices
Sub Goal a: St. Thomas More will build a school community with a visible and tangible
Catholic vision evident in its physical space, liturgical celebrations, and prayer life.
Strategy 1: All students and staff will be able to articulate the Catholic centre of our school
mission statement.
Actions Measures/ Evidence of
• The school mission statement will be posted in all effectiveness
classrooms.
• Our mission at St. Thomas More Catholic School will • Mission statements
be presented numerous times a year to our parent are visible in every
and surrounding community through social media and classroom.
through our monthly newsletters. • Parents are able to
paraphrase our school
mission statement
when asked.
Strategy 2: Students will be given multiple opportunities to pray and reflect throughout the
school day.
Actions Measures/ Evidence of
• Through staff discussion, we will develop a school effectiveness
prayer that is posted in all classrooms and recited at • St. Thomas More
the beginning of everyday. School prayer is
• All classrooms will receive a list of prayers from which posted in every
they can select a class opening prayer. classroom and is
• A whole school prayer will be shared over the recited by our
announcements to begin lunch time. students
• Student surveys will
reflect that religious
education is an
important part of
their school day
November 2018 Page 11Strategy 3: We will develop social justice and service projects that are informed by our
Catholic teaching and the spirit of charity.
Actions Measures/ Evidence of
• Social Justice will undergo a rebranding at STM with a effectiveness
name change and new initiatives • Stakeholders can
• Hold weekly meetings for students to gather and recognize the efforts
discuss new ways in which they can spread the Good that our “Knight’s
News through Catholic social action Justice” team is
making in the
community
• Knight’s Justice will
have set meeting
times
Strategy 4: All students and staff have opportunities for age-appropriate faith experiences,
such as retreats, at least once during the school year.
Actions Measures/ Evidence of
• Individual retreats will be developed for each grade to effectiveness
participate • Each grade has a
• Every staff member is assigned a celebration to in retreat this year
which they will assist in developing whether it is in house
• School professional development days and general or external to the
staff meetings will have an element of faith formation building
• Increased staff and
student participation
in celebrations and
masses
• The 5 Marks analysis
indicates that time
was allocated for staff
faith formation and
spiritual development
Sub Goal b: St. Thomas More will recognize that each stakeholder is responsible for the
common good.
Strategy 1: We will develop policies to resolve conflict in a manner consistent with the Gospel
values.
Actions Measures/ Evidence of
effectiveness
November 2018 Page 12• The Student Conduct Policy will be reviewed by all • Future student and
staff through the lens of our Catholic Mission parent satisfaction
Statement. surveys indicate that
• Grade level assemblies will be held to explain the they feel safe in our
Student Code of conduct to our students and its building.
connection to our faith. • Grade level
assemblies are held
multiple times
throughout the year.
Strategy 2: Establish a plan to increase involvement of parents in the life of the school and
parish.
Actions Measures/ Evidence of
• Contact Annunciation parish and have them submit effectiveness
messages for our school newsletters. • A new “News from
• Advertise on our announcements the new Youth Annunciation” section
Group that is starting up at the parish. appears in our
newsletters.
• Increased
participation in the
spiritual life of our
building as indicated
in the student parent
satisfaction surveys.
Strategy 3: St. Thomas More will invite the local parish priest to school functions and
encourage him to be an active member of the school community.
Actions Measures/ Evidence of
• Meetings between administration, the school effectiveness
chaplain and our parish priest will be held throughout • Students develop a
the year to coordinate times in which he can attend relationship with our
our classes. priest as he is
physically present in
the building on a
monthly basis.
Review Date 1: March 2019
Review Date 2: June 2019
Goal 2: Indigenous student supports will be in place to ensure student success.
November 2018 Page 13District Correlation:
ECSD Goal Two: ECSD supports First Nations, Métis and Inuit students’ success
1.1 Increase academic success and cultural knowledge by promoting successful practices to
support First Nations, Métis and Inuit students.
a) Continue programs and enhanced academic and cultural supports for all students
that lead to successful transitions between all levels, increased high school
completion rates, improved successful transitioning to post-secondary, career
development and encourage life-long learning.
Strategy 1: Utilize cultural connections to ensure that the diverse learning needs of our
students are being met.
Actions Measures/ Evidence of
• Time is given to our Cree Language Instructor to build effectiveness
relationships and open communication with our • Cree Language and
Indigenous students through designated support Culture
blocks. teacher/counsellor has
• Create a relationship with Indigenous Learning made connections with
all FNMI students.
Services and Enoch Students Services to have support
• Improved results on the
workers come into the school to support our
Regression Analysis for
students.
our First Nation Metis
Inuit.
Strategy 2: Provide targeted academic supports for our indigenous students.
Actions Measures/ Evidence of
• We will work with Indigenous Learning Services to effectiveness
provide small ratio tutoring services in the area of • PAT results/
Mathematics. Regression Analysis in
• Learning Literacy Interventions strategies will be used Mathematics will be
to help develop reading comprehension using increased in the areas
culturally targeted resources. of Acceptable
Standard and
Standard of
Excellence.
• PAT English Language
Arts/ Regression
Analysis results will
increase in the areas
of Acceptable
Standard and
Standard of
Excellence.
Strategy 3: Work with various stakeholders toward the goals of the Truth and Reconciliation
district initiatives.
November 2018 Page 14Actions Measures/ Evidence of
• Staff will attend a variety of sessions in order to effectiveness
develop their understanding of Treaty 6 and the • We acknowledge that
Indigenous peoples of Alberta. we are on Treaty 6 land
• St. Thomas More will publicly recognize the important at all school events,
cultural heritage of the Metis people by displaying staff meetings, and
school council
their flag during Metis Week.
meetings, and student
• Requisition the creation of regalia for our Pow Wow broadcast.
royalty. • We celebrate Metis
• Celebrate as a whole school a variety of Indigenous week as an entire
cultural activities. school population every
day of the week on the
morning broadcast
announcements and
the flag is present in the
front hallway.
• St. Thomas More
students wear their
new regalia to the Pow
Wow in the spring time.
• We participate as a
school in Pipe
ceremonies and
smudging that gives an
opportunity for First
Nations, local
governments, schools
and communities to
come together in the
spirit of reconciliation
and hope for
generations of children
to come.
Review Date 1: March 2019
Review Date 2: June 2019
Goal 3: Students will have increased opportunities for personalized learning experiences that
meet the specific educational needs of the International Baccalaureate Programme.
District Correlation:
ECSD Goal One: ECSD students are successful
November 2018 Page 151.3 Ensure that flexible and responsive programming meets the diverse needs of all learners.
1.5 Develop a plan to increase participation in the Advanced Placement and International
Baccalaureate high school programs.
Strategy 1: As a school community, we will develop the IB programme within the context of a
Catholic Worldview.
Actions Measures/ Evidence of
• Time is set aside every Thursday for the whole school to effectiveness
address the IB Learner Profiles. • The established time
• The IB coordinator is given more time than allocated by table reflects that
the district to focus on ensuring that all assessments are there is designated
being completed and interdisciplinary projects. interdisciplinary time
• Staff will meet one on one with our IB coordinator to
asset aside every
discuss their progress and further their understanding of IB
Thursday.
curriculum.
• Timetable reflects an
increase of IB
coordinator time.
• One on one time is
created, and staff can
meet with the IB
coordinator.
• IB documentation and
rubrics are completed
correctly and
efficiently.
Strategy 2: Work collaboratively with other staff to maintain and develop sound International
Baccalaureate teaching practices.
Actions Measures/ Evidence of
• Continue implementation of IBXtreme as Flex Thursday to effectiveness
build collaborative communities of practice across the • Students demonstrate
eight IB MYP subject groups with a focus on through their work,
interdisciplinary units. an understanding of
• The school will purchase and provide to teachers new interdisciplinary ties
Approaches to Learning Resources to help address in our subject areas.
and develop student skills. • Regression analysis
will fall into the
equals category
across all subject
areas.
Review Date 1: March 2019
November 2018 Page 16Review Date 2: June 2019
Goal 4: Educational experiences that are provided to students, will meet the diverse learner needs
of our school community.
District Correlation:
ECSD Goal One: ECSD students are successful
1.1 Focus on strategies to support seamless transitions from K to 1, grades 6 to 7, grades 9 to 10,
and 12 and beyond.
1.3 Ensure that flexible and responsive programming meets the diverse needs of all learners.
Sub Goal a: Math: Create an environment where all students are challenged and meet
success on a daily basis.
Strategy 1: Continuous and frequent support of all students.
Actions Measures/ Evidence of
• Learning coach and student advisor monitor and effectiveness
guide students. • Mathematics Regression
• Math manipulatives and devices will be in all classrooms to Analysis improves to an
enhance understanding of various concepts – having them equals or positive result
readily available in each Math class. next year.
• The PAT results indicate
an increase number in the
acceptable standard
category.
Strategy 2: Use a common assessment for all students to identify levels of achievements.
Actions Measures/ Evidence of
• All students will receive a MIPI assessment to effectiveness
determine their current proficiency in Math. • MIPI and Common
Assessment Results.
Strategy 3: Develop a common assessment for Integers.
Actions Measures/ Evidence of
• Use Community of Practice time to develop common effectiveness
assessments to focus on student understanding of • Improved results on the
integers. Mathematics PAT and
Regression Analysis.
Sub Goal b: Science: Identify struggling learners, provide support to meet student needs.
November 2018 Page 17Strategy 1: Each teacher identifies struggling learners, differentiate and accommodate within
our classes.
Actions Measures/ Evidence of
• Provide differentiated assessments and share new effectiveness
assessments with others in the department • Improved staff collaboration
and students results through
the use of peer reviewed
differentiated assessments.
Strategy 2: Give students more opportunity for hands on learning and science labs.
Actions Measures/ Evidence of
• Purchase and create a variety of science instruments to effectiveness
facilitate hands on activities and experiments, giving • Development of new
the hands-on approach to learning science experiment kits
• Develop lab write up procedures to develop science skills for the classrooms
and understanding.
• This will be measured in our
student’s improvement on
Science Skill questions as
reviewed by the PAT
analysis.
Strategy 3: Develop test taking strategies with respect to traditional summative evaluations for
science
Actions Measures/ Evidence of
• Deliver a “How to pick the best response?” effectiveness
Distractors presentation to each of our classes • Evidence in students quiz
• Once a month spend a class practicing numerical response. and unit exams results.
Sub Goal c: English: Increase reading comprehension levels by implementing monthly reading
comprehension tests. Ensure exams are accommodated for student level considering ELL and
students with diverse learning needs.
Strategy 1: Use a variety targeted of strategies to address low indicators discovered by our
PAT analysis.
Actions Measures/ Evidence of
• Deliver monthly reading comprehension tests and effectiveness
review to grade 8 and 9 classes. • Increase in ELA PAT
results for Reading
Comprehension.
November 2018 Page 18• Continue to analyse Provincial results in Community • Analyse student results
of Practice meetings to determine outcomes on which and adapt to ensure
to focus. success.
• Differentiate for student needs based on reviewing • Ensure students are
student files and IPPs/PLPs on a regular basis. comprehending content
by completing a whole
class review.
Strategy 2: Silent reading accountability. Students write a summary of what they have been reading
monthly.
Actions Measures/ Evidence of
• Summary writing piece for formative assessment. effectiveness
• All students turn in a
summary of the novel they
are reading during daily
silent reading. Formative
assessment for student
accountability.
Strategy 3: Implement LLI for all students so they are more prepared for PAT's come grade nine.
Actions Measures/ Evidence of
• We will start focusing on reading comprehension with effectiveness
students operating at two levels below grade level and • Fountas and Pinnell testing
then expanding to our more severe students. to analyze the effectiveness
of the intervention system.
Department Goal d: Social Studies: Ensure that all students can achieve success by
increasing student support.
Strategy 1: Ensure that students who are struggling have supports in place.
Actions Measures/ Evidence of
• Ensure that all Social Studies teachers are identifying effectiveness
struggling students and registering them in IBXtreme • Attendance measures
sessions where supports are provided by that teacher. enrollment/ improved
• Ensure that all struggling students have identified achievement = evidence.
connections with academic supports. • They have identified times
and responsibilities to check
in with supports that meet
their needs.
Strategy 2: Support Social Studies curricular language development for our English Language
Learners.
November 2018 Page 19Actions Measures/ Evidence of
• Use image-based queuing to facilitate understanding effectiveness
of vocabulary unique to Social Studies. • Improved scores from
previous testing (ie;
Fountas and Pinnell).
Strategy 3: Provide differentiated learning strategies.
Actions Measures/ Evidence of
• Increase access to technology for English Language effectiveness
Learners. • Struggling learners should
• Enable students to represent their understanding in non- have consistent access to
traditional ways. devices that assist in
translating and provide
visual aids.
• Struggling learners will
experience increased
success.
Review Date 1: March 2019
Review Date 2: June 2019
Goal 5: All students will feel welcomed, supported and safe in our school.
District Correlation:
ECSD Goal Three: ECSD respects diversity and promotes inclusion
3.1 Implement the Inclusive Education Policy Framework by ensuring that schools focus on
the creation of welcoming, inclusive, caring, respectful and safe learning environments for all
students and staff.
3.6 Continue to provide and develop services and model initiatives that promote student
health, using the Mental Health Strategic Plan.
3.8 Further develop a Collaborative Response Model with school multi-disciplinary teams.
ECSD Goal Four: ECSD has excellent teachers, and school and school authority leaders
4.4 Promote excellent teaching practices consistent with the Teaching Quality Standard,
which guides student achievement.
Sub Goal a: Student needs will be addressed on an individual basis, with the inclusive model in
mind, including all types of learners.
Strategy 1: Provide mental health supports for all students.
November 2018 Page 20Actions Measures/ Evidence of
• Student Services department will be established in effectiveness
the school defining roles for students (ie; Learning • Increased log entry notes
Coach, Student Advisor, Clinical Social Worker, Mental illustrate student contact
Health Therapist, Indigenous Liaison, etc.) and discussions have
• Allocate time in staff schedule for increased in class taken place.
supports. • The number of students
achieving below the
provincial acceptable
standard on our PATs will
decrease.
Strategy 2: Increase testing for students and adjust teaching practices to suit individual
learner needs.
Actions Measures/ Evidence of
• We will provide all students, the opportunity to have effectiveness
accommodations such as more time, reader, scribe, • Improved results on the
assistive technology, quiet space to work, and one on one Accountability Pillar in the
support by a Student Advisor or Learning Coach. area Student
• Students who could benefit from Knowledge and Achievement and
Employability programming will be identified early. Program of Studies as well
• Staff will be trained in Fountas and Pinnell diagnostic as improved PAT results.
testing. • We will have students
signed up for the grade 9
Knowledge and
Employability exams this
year.
• Students will improve
their reading
comprehension scores as
indicated through staff
assessments throughout
the year.
Strategy 3: Develop and implement a model to respectfully and efficiently discuss how to
best support students.
Actions Measures/ Evidence of
• Attend Collaborative Response Model meetings held effectiveness
by the District with my leadership team. • Development of a model
that we put into practice
at the school site.
November 2018 Page 21• Development of a Collaborative Response Model • Meetings will take place
when speaking about how to better support all and minutes distributed
students. with the resultant action
plan.
Sub Goal b: Develop and foster positive and supportive student/staff relationships.
Strategy 1: Increase opportunity for informal student and staff interactions.
Actions Measures/ Evidence of
• Increase staff presence in the hallways and at their effectiveness
classroom doors. • Student satisfaction
• Staff and students will engage in school activity days to Survey indicates that
celebrate the fact that we are all St. Thomas More they have a safe
Knights. school.
• Increased sense of
community as
indicated in the Tell
Them from Me and
Satisfaction Surveys.
Strategy 2: Set aside time to focus on fostering and developing strong, positive, student
mental health.
Actions Measures/ Evidence of
• Thursdays will be set aside for the development of effectiveness
Mental Health sessions as offered by school staff and • Student and Parent
presenters. Satisfaction Surveys
indicate that Mental Health
Supports are present and
important in the school.
Strategy 3: Ensure that all staff have access to a variety of professional development sessions
to build capacity in relational leadership.
Actions Measures/ Evidence of
• All new staff will attend Go To Educator Training effectiveness
• Professional Development sessions offered at the • Staff receive Go To
school will incorporate a Positive Behavior Supports Educator Certification
training session • Students positive
behavior is recognized
by staff member
November 2018 Page 22statements and
recognition awards.
Review Date 1: March 2019
Review Date 2: June 2019
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
http://centerforschoolchange.org/publications/minnesota-charter-school-
handbook/vision-and-mission/
http://www.ascd.org/publications/books/107042/chapters/Developing-a-Vision-
and-a-Mission.aspx
http://www.ascd.org/publications/books/103019/chapters/Vision-as-the-
Compass.aspx
http://www.uscsd.k12.pa.us/Page/33
Links on Goal Setting
http://www.schoolimprovementcoach.org/manual/11%20Helping%20Teams%20Conv
ert%20Goals.pdf
http://topachievement.com/smart.html
References
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.
November 2018 Page 23Deal, T., and Peterson, K. (1999). Shaping School Culture: The Heart of Leadership. San
Francisco, CA: Wiley, John and Sons Inc.
Dufour, R., and Eaker, R. (1998). Professional Learning Communities at Work, Best Practices for
Enhancing Student Achievement. Bloomington, Indiana: National Education Service.
Eaker, R, Dufour, R. and Dufour, R. (2002). Getting Started: Reculturing Schools to become
Professional Learning Communities. Bloomington, Indiana: National Educational
Service.
Edmonton Catholic Schools. (2015). Developing Alberta’s Cross-Curricular Competencies from a
Catholic Worldview. Edmonton, AB: Author.
Edmonton Catholic Schools. (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.
November 2018 Page 24You can also read
