Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Judy Brown

TRUSTEE: Maria Rizzo

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Bonaventure Catholic School

Michael McMorrow

1340 Leslie St Toronto ON M3C 2K9

429STUDENT ENROLMENT:

www.tcdsb.org

Catholic Education Centre80 Sheppard Avenue East Toronto ON M2N 6E8

Superintendent of Education, Curriculum and Accountability Team

Josie Di Giovanni

Angela GauthierAssociate Director, Academic Services

Ann AndrachukChair of the Board

Director of Education

2010 - 2011

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Chair of the BoardAnn AndrachukDirector of Education St. Bonaventure Catholic SchoolAnn Perron

20102011

Natalie Rizzo, Student Trustee12. Nancy Crawford11. Angela Kennedy10. Barbara Poplawski9. Jo-Ann Davis, Vice-Chair8. Tobias Enverga7. John Del Grande6. Frank D'Amico5. Maria Rizzo4. Patrizia Bottoni3. Sal Piccininni2. Ann Andrachuk, Chair1. Peter Jakovcic

Wards

2010 - 2011

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Bonaventure Catholic School

Focus : Literacy / K-8

20102011School year:

Specific

A closer examination of the grade 3 IIR revealed that the students could benefit from an enhanced focus of the reading strategies Making Connections and Inferring. A closer examination of the grade 6 IIR revealed that the students could benefit from an enhanced focus on the reading strategy Determining Important Ideas and more exposure to poetry and non-continuous text. An examination of the CAT4 scores helped identify students who might benefit from additional supports.

To increase the number of students at level 3 and 4 on EQAO in the open response questions from 59% in grade 3 and 60% in grade 6 in 2010 to 62% in grade 3 and 63% in grade 6 in May 2011.

Measurable

EQAO PSAI ( Profiles of Strengths and Areas for Improvement ), EQAO, IIR and CAT4. Mid-Point Assessments: Based on grade level TLCPs using QCA and CASI scores Success will be measured using next year's EQAO results and grade level TLCP post assessment results.

Attainable

1. Literacy Learning Block-Daily •120 min of uninterrupted time in primary grades •90-100 min in junior grades •45-60 min literacy related activity in kindergarten • Guided Reading • Encouragement of oral responses • Ongoing assessment and celebration of students' work • Ongoing communication with parents and information evenings 2.Teacher Collaboration •Moderated Marking •Monthly grade level planning sessions •TCLP's- 6 week focused instruction targeting areas of concern guided by CAT-3 and EQAO reading data •Focus on Assessment for Learning •Shared Rubrics • Class Specific Exemplars •Common Assessments (Purchase of CASI) •Grade specific teacher binders (common tests, rubrics ) •Sharing technology expertise (Bitstrips, Glogster, Premier, Dragon Naturally Speaking, Smart board, etc) • Monthly Division Meetings focused on identifying each student's strengths, needs, progress • Analysis of last year's SLIP 3. Gradual Release of Responsibility in the classroom-Guided Reading •Focus on Guided Reading on a regular basis in the classroom •Daily independent reading for all students using a variety of materials •Integration of technology, drama, and the arts to differentiate instruction •Empower Program

Results- Oriented

1. Human Resources: •K-6 Literacy Resource teacher •SIT (School Improvement Team) •Literacy Rep •Principal and Vice Principal 2. Financial: •Release days 3. TCDSB Resources •Comprehensive Literacy Handbook and Assessments •Literacy in the Middle Grades and Assessments •QCA ( Quick Comprehension Assessment ) • Premier Assistive Technology 4. Ministry Resources •Documents (Guides to Effective Instruction), webcasts •Websites-www.curriculum.org, www.workshop.on.ca •Ministry licensed computer programs 5. School Resources •Levelled texts for Guided Reading •Comprehension, Attitude, Strategies, Interests (CASI Reading Assessment) •Ontario Writing Assessment (OWA) •Toronto Newspapers

Evaluation:

Timeline

Monitoring and Responsibility Data to be collected and identified: •EQAO and CAT-3 analysis, Oct. 2010, Sept. 2011 •Running Record Data-to be collected in Oct., Jan., and April (available on DIP) •QCA Data – to be collected Sept. and Feb.(available on DIP) •TLCP pre/post assessments – every 6-8 weeks, shared at hub and division meetings •Classroom assessments •CASI Principal and Vice Principal •Monitor literacy smart goals •Monitor and support implementation of: Comprehensive Literacy and Literacy in the Middle Grades •Inform and work with the school CSAC •Establish and work with the School Improvement Team •Monitor progress •Facilitate the work of the professional learning community focusing on student work, teacher moderation and TLCP Classroom Teachers and Special Education Teacher •Implement: Comprehensive Literacy or Literacy in the Middle Grades, revised kindergarten and/or Language Arts Curriculum, the Guides to Effective Instruction, and the gradual release of responsibility in their daily teaching •Administer TCDSB Literacy Assessments •Use assessment for learning to guide practice and differentiate instruction •Participate in TLCP and teacher moderated sessions •Attend professional learning in-services SIT •Gathers and analyzes data to develop School Learning Plan •Uses DIP to monitor school data on an ongoing basis School Literacy Reps •Share information and resources provided at regional meetings

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Bonaventure Catholic School

Focus : Numeracy / K-8

20102011School year:

Specific

A closer examination of the grade 3 IIR revealed that students could benefit from an continued focus on linear measurement (including perimeter, area and linear measurement conversions) A closer examination of the grade 6 IIR revealed that students could benefit from a continued focus on transformational geometry and unit conversion.

In grade 3 there will be an improvement of 5% in levels 3 and 4 on questions relating to linear measurement. (From 48% to 53%) In grade 6 there will be an improvement of 7% in levels 3 and 4 on questions relating to transformational geometry. (From 48% to 55%) In grade 6 there will be an improvement of 25% in levels 3 and 4 on the questions covering the relationship between units to measure area. (From 35% to 60%)

Attainable

Strategies: NAfLAC cycle in Fall and Spring – targeting communication and problem-solving After School Math Tutoring Program in grade 3 and 6 Include EQAO questions on chapter test and work with examplars to demonstrate level 3 and 4 open responses Use of manipulatives in classrooms Use of technology in the classroom Direct teacher instruction of mental math strategies Daily use of math games/math minutes/skill review to improve Moderated Marking-Division Meetings The use of Bansho in classrooms

Measurable

EQAO PSAI, EQAO IIR and CAT4. Mid-Point Assessment: Based on grade level NAfLAC in Communication (fall) and Problem-Solving (Spring). Success will be measured using next year's EQAO results and grade level TLCP post assessment results.

Results- Oriented

Human Resources: - Math Rep - Principal and vice-principal - SIT - Math consultant TCDSB and MOET Resources - Nelson on-line resource - Math contests - TEAMS conference - Guide to Effective Instruction - E-workshop - Webcasts - Ministry licensed computer programs School Resources - Nelson Mathematics Program - Smartboard - Calculators - Manipulatives - Cards - Coverage for moderated marking - Financial support where possible for professional development

Evaluation:

Timeline

EQAO and CAT4 analysis October 2010 and 2011 NAfLC (Numeracy Assessment for Learning Cycle) Communication: 6-8 week cycle October- January Problem Solving: 6-8 week cycle October- January-March Monitoring: Teachers: - Use assessment tools to monitor student progress - Use CAT4 tests to identify students who require additional supports - Participate in moderated marking for NAfLAC SIT - Gathers and analyzes data - Develops SLIP - Uses DIP to monitor school data on an ongoing basis Administration - SIT members review multiple data sources on an ongoing basis - Monitors progress based on Indicators of an effective mathematics program

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Bonaventure Catholic School

Focus : Pathways / K-8

20102011School year:

Attainable

Explore and Discover Pathways Curriculum Resource guide for teachers with grade specific lessons and activities Career Cruising Web program for students Assemblies

Specific

Students from grades 1-6 will participate in at least 2 authentic age-appropriate experiences focused on pathways exploration from the Explore and Discover Pathways Curriculum Resource as measured by the completion of the activity specified. •Pathways priorities in these grades are on providing scaffolded opportunities to help students grow in their ability to know and appreciate their own skills and aptitudes, to apply their knowledge of their personal interests, strengths, abilities, and accomplishments to planning and decision making, to be able to identify jobs and occupations in the community related to school subjects and to learn and apply decision-making and problem-solving skills in different aspects of their lives. •These opportunities to grow in self knowledge present themselves across several curriculum areas within primary and junior learning opportunities. •Students in primary and junior grades will have access to authentic pathways experiences and therefore at the point of choosing secondary school programs, they will do so with sufficient understanding of the opportunities available. •By increasing the number of presentations and visits for students, and job-embedded professional development for teachers, students will be better informed when making pathway choices.

Measurable

Students will complete at least one assignment based on a career of choice during the year and attend monthly career assemblies.

Students from grades 1-8 will participate in at least 2 authentic age-appropriate experiences focused on pathways exploration from the Explore and Discover Pathways Curriculum Resource as measured by the completion of the activity specified.

Evaluation:

Results- Oriented

Resources: Web based career programs Career Assemblies Parent Community

Timeline

Monitoring and Responsibility: There will be a mid-year review of the School Learning Improvement Plan's Pathway goal.

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Bonaventure Catholic School

Focus : CCCC / K-8

20102011School year:

Specific

SPECIFIC The lessons will follow the themes below: God gave me gifts that I can use to change the world for the better. Living the Gospel values through daily activities and social justice.

Measurable

MEASURABLETeachers to submit their lesson plan and examples of student work in relation to social justice

Students will demonstrate social justice activism within both the school, local community and greater world community.

Results- Oriented

RESULTS ORIENTATED RESOURCES Integrating social justice in religion using media and school activities and daily classroom modelling Picture books for above resource Access to internet and Smart board

Attainable

ATTAINABLESTRATEGIES / ACTIONS Each grade from K – 6 will engage in deepening their social justice awareness through the word in the scriptures. In each lesson, a social justice focus will be chosen linked to religion, social studies expectations (where appropriate), and to a passage in scripture, thus embedding student awareness and action within Catholic teaching. Students will model Catholic beliefs and gospel virtues. Evidence: students will be encouraged to exemplify kindness, caring and other Gospel virtues. Role models would be recognized and acknowledged after the celebration of monthly Masses. Student leadership will be encouraged through the prefect system and student council, to allow for students to serve as role models of Gospel virtues. Students will be prepared by staff and the parish community for Reconciliation, First Communion and Confirmation. Gr. 6 & 7 students will be engaged in a meaningful retreat twice a year organized by the parish youth minister and the Friars. Students will support, promote and organize charitable events: St. Vincent de Paul, St. Paul’s Breakfast club, Christmas baskets, etc. Students will be encouraged to participate in the Parish Youth Group activities and work with the parish youth minister. Students will be involved with local and global social justice issues through Me to We, Kidz for Kidz, fair trade and access to education for all. Students will continue to be good stewards of God’s creation through: eco school initiatives, educational programs such as Earth Rangers. PROFESSIONAL LEARNING Time during divisional meetings for teacher support / modelling lessons

Evaluation:

Timeline

TIMELINEMONITORING AND RESPONSIBILITY November, January and April for introduction of SMART goal and review Lesson plans, assessment rubrics and samples of student work collected for understanding of social justice SPECIFIC AREA Each grade to deepen their social justice awareness and understanding linking it to the word of God in the scriptures.