Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Thomson, Marguerite

TRUSTEE: Angela Kennedy

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. John Catholic School

Bernice Brand

780 Kingston Rd Toronto ON M4E 1R7

521STUDENT ENROLMENT:

www.tcdsb.org

Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8

Curriculum and Accountability Team

Josie Di GiovanniSuperintendent of Education,

Angela GauthierAssociate Director, Academic Services

Angela KennedyChair of the Board

Director of Education

2009 - 2010

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

St. John Catholic School20092010

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : Literacy / K-6

20092010School year:

Specific

Our EQAO results in the grade 3 and 6 assessments for Literacy from May 2009 indicate the following achievements: Reading: 60% in Primary achieved level 3 or 4 and 71% in Junior achieved level 3 or 4 Writing: 71% in Primary achieved level 3 or 4 and 71% in Junior achieved level 3 or 4 Through the use of our Item Information Report(IIR) and the Profile of Strengths and Areas for Improvement (PSAI )from 2008-2009 we determined that open response answers to fiction and non fiction texts was a challenge for our students. In examining our CAT/3 results we have been able to highlight students achieving levels 1 to 6 on the Cat/3 assessment and are giving them extra targeted support within their classrooms. Teachers are supporting these students through differentiating curriculum, assessments and materials.

Measurable

We are using the following data: · PSAI (Profile of Strengths and Areas for Improvement) from the EQAO · EQAO released IIR for 2009 to determine our goal · Running Records (Sept./Jan./and April) and Quick Comprehensive Assessment (QCA) (September and January) classroom assessments to determine student needs · CAT-3 data to identify specific students of concern The mid-point assessment tools/data sources used are: Teaching Learning Critical Pathway: pre and post assessment progress Running Record Data – collected three times a year Quick Comprehensive Assessment (QCA) Data – to be collected twice a year EQAO 2010 student achievement in reading, specifically Reading for Meaning (expectation 1.4) as measured through the Primary and Junior EQAO assessments will be compared to the 2009 EQAO results.

To increase the number of students achieving level 3 and 4 in open response answers to fiction and non fiction texts by 8% as measured through the Primary EQAO assessment in May 2010. To increase the number of students achieving level 3 and 4 in open response answers to fiction and non fiction texts by 5% as measured through the Junior EQAO assessment in May 2010.

Results- Oriented

Resources - Professional Learning and Discussions at Divisional and Staff Meetings will focus on the following: Comprehensive Literacy Handbook Literacy in the Middle Grades Quick Comprehensive Assessment (QCA) Nelson Literacy Program Premier Assessment Technology

Attainable

Key Strategy: Assessment for learning as it relates to the Teaching-Learning Critical Pathway; all strategies listed below support this core strategy. Teaching Learning Critical Pathway · focus on assessment for learning· teacher moderation · pre and post assessment data · focused literacy instruction, differentiated instruction, critical literacy Emphasis will be placed on decoding the language of questions (e.g. explain) Modelling/practice use of details from the text Explicit information on number of details required for Levels 1-4 answers Modelling/practice of making connections from text to self Explicit information on number of connections required for Levels 1-4 Explicit teaching/modelling/practice on quality of connections made Literacy Learning Block-daily - 120 minutes Grades 1-3 - 90-100 minutes Grades 4-6 Comprehensive Literacy Assessments (K-Gr. 3) · revised, system wide assessment tools · aligned with Comprehensive Literacy framework · includes revised running records, writing assessments, oral language, phonological awareness - in-service for all K-Grade 3 teachers attended in Term 1 Teaching Learning Networks - focus on networking, student work, Teaching-Learning Critical Pathway and Differentiated Instruction

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

Evaluation:

Timeline

Monitoring and Responsibility The following data will be used and analyzed: Running Record Data collected three times a year. Quick Comprehensive Assessment (QCA) data collected twice a year. Teaching Learning Critical Pathway (TLCP) Pre/Post Assessments three times a year. The following will monitor the School Learning and Improvement Plan: Principals, Vice-Principals - Facilitate work of professional learning community focusing on student work, teacher moderation and TLCP - Use the School Effectiveness Framework to guide school learning plans - Monitor implementation and progress - Facilitate and participate in Teaching Learning Networks/Hubs - Monitor implementation of TCDSB framework for instruction: Comprehensive Literacy & Literacy in the Middle Grades Classroom Teachers - Administer and program considering the results of the Running Records, QCA and TLCP Pre/Post Assessment Results - Attend professional learning sessions - Support the work of the networks/hubs and Professional Learning Communities - Participate in the TLCP and teacher moderation sessions, - Administer TCDSB Comprehensive Literacy Assessments, implement the revised Kindergarten and/or Language Arts Curriculum, Comprehensive Literacy, Literacy in the Middle Grades, The Guides to Effective Literacy Instruction and the gradual release of responsibility in their daily teaching

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : Numeracy / K-6

20092010School year:

Specific

Our EQAO results in the grade 3 and 6 assessments for Numeracy from May 2009 indicate the following achievements: Primary: 73% achieved level 3 or 4 in Mathematics Junior: 76% achieved level 3 or 4 in Mathematics Through the use of our Item Information Report from 2008-2009 we determined that application of knowledge (students are required to select the appropriate "tool" to get the necessary information and apply it to effectively solve the problem) in Primary (70% of the students were at level 3 or 4) and Junior (74% of the students were at level 3 or 4) requires support and is an area of concern. In examining our CAT/3 results we have been able to highlight students achieving levels 1 to 6 on the Cat/3 assessment and are giving them extra targeted support and differentiation within their classrooms.

Measurable

Measures of Success: Data to be Examined: · Grade 2 and Grade 5 CAT-3 scores · Students’ overall achievement on EQAO Assessment of Mathematics: 2008-2009 · EQAO Open Response scores from the Item Information Report (IIRs): 2007-2008 and 2008-2009 · Success in Problem Solving as measured in all Open Response questions in the EQAO Assessment of Mathematics · Numeracy Assessment for Learning Cycle (NAfLC) Artefacts How are you measuring success in your area of concern? Midpoint Assessments: * Use of Numeracy Assessment for Learning Cycle (NAfLC) Artefacts completed in the second term. Year End Assessments: · Students’ overall achievement on EQAO Assessment of Mathematics · EQAO Open Response scores from the Item Information Report (IIRs) · Students’ ability to problem solve as demonstrated in the Open Response questions in the EQAO

There will be an improvement of 3% in levels 3 and 4 in the Mathematical Process of Problem Solving, as measured through the average of all Open Response questions in the 2009 -2010 TCDSB Grade 3 and Grade 6 EQAO Assessment of Mathematics.

Evaluation:

Results- Oriented

Resources - Professional Learning and Discussions at Divisional and Staff Meetings will focus on the following: Math Resource Teachers will be working with us in the following way: 4 K-6 teachers two per division, will take part in 4 half day sessions to work on NAfLC with a focus on evidence based strategies and data-driven content. Math Resource Teacher will lead our Family Math Night Calculators for the primary classrooms have been purchased An inventory of Math manipulatives was completed at the beginning of the year.

Timeline

Timelines: · Numeracy Assessment for Learning Cycle (NAfLC) - Second term - They will be sustained throughout the school year. - Family Math Night to be scheduled for Second term. Monitoring and Responsibility: Classroom Teachers will attend workshops, incorporate what they have learned in their lesson plans and practice and monitor the progress of their students. Math Resource Teacher will lead workshops, facilitate co-teaching experience for those interested in the activity and lead Family Math Night Principal and Vice Principal will monitor progress using persisting question, support and encourage staff involvement. Principal and Vice Principal will provide opportunities for teachers to practice moderated marking and reflective dialogue through meetings, both divisional and grade level.

Attainable

Targeted Evidence-Based Strategies/Actions Key Strategy: use of the Numeracy Assessment for Learning Cycle (NAfLC) to concentrate on Application throughout the second term. Focused on: · The collection and analysis of student achievement data (e.g., Data Integration Platform (DIP), pre- and post assessment data) · Evidence-Based Strategies (e.g., Bansho, Gallery Walk, Congress) · Teacher Moderation/Moderated Marking - Math Information Family night at the school to support parents Support for Grades 3, 6, and Special Education Teachers for EQAO within Hubs of other schools · 4 half-day in-services focusing on the analysis of EQAO IIR results and Evidence-Based Strategies · shared logistics and tips for administering EQAO, as well as teaching and assessing Mathematics.

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

Evaluation:

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : Pathways / K-6

20092010School year:

Results- Oriented

Resources and Professional Development: The classroom teachers will receive support from the Guidance counsellor. The computer teacher will be given support to learn the software.

Timeline

This is the first time that we are trying this. It will be measured as to student engagement and teacher feedback. Staff Responsibility: Classroom teachers will be deliberate about incorporating Pathway discussions within their classrooms Principal and Vice Principal will support and encourage time for divisional dialogue and monitor progress with persisting questions.

Attainable

Key Strategy is the Emphasis on Building Pathways awareness within the school community Teachers who will be using "Career Cruising" will be in-serviced on how to use it. Teachers will be given an opportunity to participate in Junior Achievement presentations and activities.

Specific

This is a new area of concentration for the school. We have no data to work with now. The 2 new activities we will do are: Introduction of students to "Career Cruising" using the initial interest survey. Grade 6 teachers will incorporate a Junior Achievement presentation into their school year activities in order to teach students about different pathways experiences.

Measurable

At the end of the school year we will measure the opportunities for students to be involved in learning about different pathways through an examination of the school calendar and a review of the opportunities given to our Primary and Junior students throughout the school year.

Students will participate in 2 new authentic age-appropriate experiences focused on pathways explorations.

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : CCCC / K-6

20092010School year:

Results- Oriented

There will be increased involvement and participation in all social justice initiatives in our school. Focus on the Gospel through Word, Worship and Witness, as well as awareness of monthly virtues and gospel connections will be evident through student participation, reflection and dialogue.

Attainable

Key Strategy: Increased student engagement through increased leadership opportunities Students, Community and Staff will: Participate in school Me To We activities and social justice initiatives e.g. Halloween to End Hunger Participate in monthly virtue activities and scripture Student preparation of monthly communal masses and celebrations Sacramental preparation - First communion, Reconciliation and Confirmation Food Drives Student Led Gospel and Prayer readings on the PA system Safe School Team Health Action Team Weekly and Monthly communications to the community reflect parish connections and news

Specific

We will continue to engage and develop our Virtues Education program through the Word, celebrating successes and acknowledging acts of faith in our school. We will embrace the Me To We philosophy through social justice initiatives in and outside of our school community. Daily readings by students of Gospel readings throughout the year.

Measurable

Staff to assess student success in each classroom. School community will gain increased awareness of social justice and global issues Increase involvement and attendance at Mass. Greater understanding and awareness of Gospel readings.

To fully engage in the TCDSB 3 year faith development of Word, Worship, Witness Initiative. To implement School and Parish connections through the Word, Worship and Witness initiative involving celebrations, sacraments, home and school involvement.

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

Evaluation:

Timeline

On-going review of staff and student involvement in our Catholic Community through school, parish and home connections. Social justice events will be on-going each term and throughout the school year. On-going communication to the community on all initiatives through the SCOOP and weekly initiatives. Staff Responsibilities: Principal - Help lead, model and celebrate the ministries of Word, Worship and Witness. - Provide support, encouragement and time for divisional dialogue and CCCC related activities. - Monitor progress with persisting questions Classroom Teachers: - Live out and celebrate the ministries of Word, Worship and Witness - Attend professional learning sessions, read professional literature to expand their own awareness of Mental Illness - Be attentive to modeling the attributes of a caring adult within their classes

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : Literacy / 7-12

20092010School year:

Specific

Our EQAO results in the Grade 6 assessments for Literacy from May 2009 indicate the following achievements: Reading: 71% of our students achieved level 3 and 4 in EQAO 2008-2009 Writing: 71% of our students achieved level 3 and 4 in EQAO 2008-2009 Through the use of our Item Information Report from 2008-2009 as well as 2007-2008 we determined that open response answers to fiction and non fiction texts was a challenge for our students. We are also seeing this as a concern in their day-to-day writing. In examining our CAT/3 results for grade 7 we have been able to highlight students who were having challenges in Reading and Writing through giving them extra targetted support within their classrooms.

Measurable

We are using the following data: · PSAI (Profile of Strengths and Areas for Improvement) · Junior EQAO released IIR for 2009 to determine goal and identify specific students with concerns · CAT-3 data to identify specific students of concern The mid-point assessment tools/data sources used are: Teaching Learning Critical Pathway: pre and post assessment progress Ontario Comprehension Assessment (OCA) Data – to be collected twice a year OCA Data will be used as cumulative information.

To increase the number of students achieving level 3 and 4 in open response answers to fiction and non fiction texts by 5% as measured through the OCA and TLCP assessments by May 2010.

Results- Oriented

Resources - Professional Learning and Discussions at Divisional and Staff Meetings will focus on the following: Literacy in the Middle Grades Ontario Comprehension Assessment (OCA) Assessment Nelson Literacy Program Premier/ Assessistive Technology Use of Computer Lab time to support increased understanding and skill level of students in technology

Attainable

Key Strategy: Assessment for learning as it relates to the Teaching-Learning Critical Pathway; all strategies listed below support this core strategy. Teaching Learning Critical Pathway · focus on assessment for learning· teacher moderation · pre and post assessment data · focused literacy instruction, differentiated instruction, critical literacy Emphasis will be placed on providing students with multiple opportunities to answer Open-ended questions in French and English classes across the curriculum. Modelling/practice of use of details from the text Explicit information on number of details required for Levels 1-4 answers Modelling/practice of making connections from text to self Explicit information on number of connections required for Levels 1-4 Explicit teaching/modelling/practice on quality of connections made Teaching Learning Networks - focus on networking, - student work, - Teaching-Learning Critical Pathway - Differentiated Instruction

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

Evaluation:

Timeline

Monitoring and Responsibility The following data will be used and analyzed: Ontario Comprehension Assessment (OCA) data collected twice a year. Teaching Learning Critical Pathway (TLCP) Pre/Post Assessments three times a year. The following will monitor the School Learning and Improvement Plan: Principals, Vice-Principals - Facilitate work of professional learning community focusing on student work, teacher moderation and TLCP - Use the School Effectiveness Framework to guide school learning plans - Monitor implementation and progress - Facilitate and participate in Teaching Learning Networks/Hubs - Monitor implementation of TCDSB framework for instruction Literacy in the Middle Grades Classroom Teachers - Administer and program considering the results of the OCA and TLCP Pre/Post Assessment Results - Attend professional learning sessions - Support the work of the networks/hubs and Professional Learning Communities - Participate in the TLCP and teacher moderation sessions, - Administer TCDSB Comprehensive Literacy Assessments, implement the revised Language Arts Curriculum, Literacy in the Middle Grades, The Guides to Effective Literacy Instruction and the gradual release of responsibility in their daily teaching.

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : Numeracy / 7-12

20092010School year:

Specific

Our EQAO results in the grade 6 assessments for Numeracy from May 2009 indicate the following achievements: Junior: 76% achieved level 3 or 4 in Mathematics Through the use of our Item Information Report from 2008-2009 we determined that application of knowledge (students are required to select the appropriate "tool" to get the necessary information and apply it to effectively solve the problem) in Primary (70% of the students were at level 3 or 4) and Junior (74% of the students were at level 3 or 4) required support. This has been a consistent concern. In examining our CAT/3 results we have been able to highlight students achieving levels 1 to 6 on the CAT/3 assessment and are giving them extra targeted support and differentiation within their classrooms.

Measurable

Measures of Success: Data to be Examined: · Grade 7 CAT/3 scores - Report Card Data · Students’ overall achievement on EQAO Assessment of Mathematics: 2008-2009 · EQAO Open Response scores from the Item Information Report (IIRs): 2007-2008 and 2008-2009 · Success in Problem Solving as measured in all Open Response questions in the EQAO Assessment of Mathematics · Numeracy Assessment for Learning Cycle (NAfLC) Artefacts How are you measuring success in your area of concern? Midpoint Assessments: · Use of Numeracy Assessment for Learning Cycle (NAfLC) Artefacts Year End Assessments: · Students’ overall achievement on EQAO Assessment of Mathematics · EQAO Open Response scores from the Item Information Report (IIRs) · Students’ ability to problem solve as demonstrated in the Open Response questions in the EQAO - compare report cards over three terms 2009-2010

There will be a 3% increase in the number of students achieving Levels 3 and 4 in Mathematicsas measured through report card data during the 2009 - 2010 school year.

Evaluation:

Results- Oriented

Resources - Professional Learning and Discussions at Divisional and Staff Meetings will focus on the following: Math Resource Teachers will be working with us in the following way: Intermediate and Special Education teachers will work with Secondary teachers in 4 half day sessions to work on NAfLC with a focus on evidence based strategies and data-driven content. Math Resource Teacher will lead our Family Math Night An inventory of Math manipulatives was completed at the beginning of the year.

Timeline

Timelines: · Numeracy Assessment for Learning Cycle (NAfLC) - Second term - sustained throughout the school year. - Family Math Night to be scheduled for Second term. Monitoring and Responsibility: Classroom Teachers will attend workshops, incorporate what they have learned in their lesson plans and practice and monitor the progress of their students. The Math Resource Teacher will lead workshops, facilitate co-teaching experience for those interested in the activity and lead Family Math Night The Principal and Vice Principal will monitor progress using persisting question, support and encourage staff involvement. The Principal and Vice Principal will provide opportunities for teachers to practice moderated marking and reflective dialogue through meetings, both divisional and grade level.

Attainable

Targeted Evidence-Based Strategies/Actions Key Strategy: Using the Numeracy Assessment for Learning Cycle (NAfLC) to concentrate on Application throughout the second term. Focused on: · The collection and analysis of student achievement data (e.g., Data Integration Platform (DIP), pre- and post assessment data) · Teacher Moderation/Moderated Marking - Math Information Family Night at the school to support parents Support for Grades 7, 8 and Special Education Teachers for EQAO within Hubs of other schools · 4 half-day in-service focusing on the analysis of EQAO Item Information Report (IIR) results and Evidence-Based Strategies · shared logistics and tips for administering EQAO, as well as teaching and assessing Mathematics

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : Pathways / 7-12

20092010School year:

Results- Oriented

St. John has not used "Career Cruising" as a learning opportunity for our children. This should open up a wide field of career pathways for the students.

Attainable

Targetted Strategies Co-teaching activity between classroom teacher and guidance counsellor with opportunities for developing understanding of multiple career opportunities will take place. There will also be co-teaching between the computer teacher, guidance counsellor and classroom teacher.

Specific

Students will be given the opportunity to access authentic Pathways experiences. This is a new area of concentration for the school. We have no data to work with now. We will begin using "Career Cruising" during our computer activity time throughout the school year. We will continue to offer a Skills Canada Presentation, make use of the Transition guides and continue Outreach with our Secondary Schools.

Measurable

At the end of the school year we will measure the opportunities for students to be involved in learning about different pathways through an examination of the school calendar and a review of the opportunities given to our Intermediate students throughout the school year. Students have interest surveys in Career Cruising to complete which will help them to consider career pathways they might be interested in pursuing. We will use two surveys - one to begin and one as a mid-point survey. We will measure our success by measuring their completion and their own interest in actively considering different career choices.

To give all grade 7 and 8 students the opportunity to use "Career Cruising" for the first time by the June 2010.

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

Evaluation:

Timeline

Timeline This will be completed during guidance class time as well as during once a week computer lessons. All data will be saved in the program through a personal portfolio and this will be monitored to support the student's self development. Who will be responsible: Computer Teacher and Guidance Counsellor will teach this program Classroom teachers will infuse pathways experiences within their classes Principal and Vice Principal will support and encourage the use of Career Cruising for all students.

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. John Catholic School

Focus : CCCC / 7-12

20092010School year:

Attainable

Key Strategy: Increased student engagement through increased leadership opportunities Students, Community and Staff will: Attend Me To We event and in-services. Participate in school Me To We activities and social justice initiatives e.g. Halloween to End Hunger Participate in monthly virtue activities and scripture Student preparation of monthly communal masses and celebrations Sacramental preparation - First communion, Reconciliation and Confirmation Food Drives Lead Gospel and Prayer readings on the PA system Safe School Team Health Action Team Weekly and Monthly communications to the community reflect parish connections and news

Specific

We will continue to engage and develop our Virtues Education program through the Word, celebrating successes and acknowledging acts of faith in our school. We will embrace the Me To We philosophy through social justice initiatives in and outside of our school community. The intermediate students will have the opportunity to volunteer and demonstrate their leadership capabilities within the school, church and community. Daily readings by students of Gospel readings throughout the year. These will be lead by the grade 7 and 8 students in the morning.

Measurable

Students will have increased opportunities for leadership. Staff to assess student success in each classroom. School community will gain increased awareness of social justice and global issues Increase involvement and attendance at Mass. Greater understanding and awareness of Gospel readings.

To fully engage in the TCDSB 3 year faith development of Word, Worship, Witness Initiative. To implement School and Parish connections through the Word, Worship and Witness initiative involving celebrations, sacraments, home and school involvement.

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress or need to further develop and refine our SMART goal.

Evaluation:

Results- Oriented

There will be increased involvement and participation in all social justice initiatives in our school. Focus on the Gospel through Word, Worship and Witness, as well as awareness of monthly virtues and gospel connections will be evident through student participation, reflection and dialogue.

Timeline

On-going review of staff and student involvement in our Catholic Community through school, parish and home connections. Social justice events will be on-going each term and throughout the school year. On-going communication to the community on all initiatives through the SCOOP and weekly initiatives. Staff Responsibilities: Principal - Help lead, model and celebrate the ministries of Word, Worship and Witness. - Provide support, encouragement and time for divisional dialogue and CCCC related activities. - Monitor progress with persisting questions Classroom Teachers: - Live out and celebrate the ministries of Word, Worship and Witness - Attend professional learning sessions, read professional literature to expand their own awareness of Mental Illness - Be attentive to modeling the attributes of a caring adult within their classes