SCHOOL NAME: Stella Maris Catholic School Phillip · PDF fileSchool Learning Plan Stella Maris...

SCHOOL NAME: Stella Maris Catholic School PRINCIPAL: Phillip D'Ornellas

SUPERINTENDENT: Josephine DiGiovanni TRUSTEE: Christine Nunziata

SCHOOL ADDRESS: 31 Ascot Ave , Toronto ON , M6E 1E6

STUDENT ENROLMENT: 472

School Learning PlanStella Maris Catholic School

2007 - 2008

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2007 - 2008

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Stella Maris staff will be provided with the necessary resources for Religion/Family Life programs.

Academic Year Teacher, Vice Principal, Principal

Classroom / school resources

Ongoing All classroom materials will be on hand and used on a daily basis

Deliver daily Religious Education/Family Life instruction in the classroom.

Ongoing Teacher Board-wide resources Ongoing Students will experience personally the way the life and teachings of Christ are integrated into their lives.

All classes to participate at monthly school Eucharistic celebrations at St. Clare Church.

Ongoing Teacher, Vice Principal, Principal


Ongoing Active and meaningful participation of all staff and students.

Students will be involved in social justice issues.

Ongoing Teacher, Vice Principal, Principal

Community Resources Ongoing Students will participate in special charitable projects, e.g. food/clothing drives, Share Life , Life in Action, etc.

Each morning will begin with prayers and Scripture readings during morning announcements.

Ongoing Principal Classroom / school resources

Ongoing Each class will send representatives to the school office after the morning bell to lead the school in prayer.

Division JK - 8

Strategy Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Faith Development

To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience.

Priority Nurturing Our Catholic Community


2007 - 2008

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Priority Improving Student Learning and Achievement


2007 - 2008

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Goal Literacy

To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach.


2007 - 2008

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Division Primary (JK - 3)


2007 - 2008

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Charts

EQAO-Writing-20062007-Grade 3-All Students

- students performed significantly better in writing with 58% of students performaing at provincial standard and above. - significantly high number demonstrated level 2 work - ongoing intervention and direct instruction needed to improved student performance

Gap Analysis:

EQAO-Reading-20062007-Grade 3-All Students

- significant number of students demonstrated Level 2 learning - when comparing Level 2 and Level 3 students, item analysis indicates that Level 2 student did significantly worse on the multiple choice component of the assessment with some difference in open responses. - there has been a 13% gain in students achieving Level 3& 4 over the past three years. - ongoing intervention and explicit instruction needed to improve student performance

Gap Analysis:


2007 - 2008

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Focused professional development on guided reading via: - divisional meetings;- in-class coaching and modeling by peers; - attendance at board/ secretariat sponsored inservices.


Board-wide resources In progress Improved student scores on the grade 2 CAT 3 and the grade 3 EQAO measures.



2007 - 2008

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Focus on improving reading and writing skills for boys in Primary Division. Strategies to include aquisition of non-fiction classroom and library materials specifically selected to cater to boys' interests.



In progress Boys Grade 3 EQAO scores and Boys Grade 2 CAT/3 scores will show improvement from last year and be similar to those of cohort girls.

Academic Year Teacher Language Arts Coordinator and resource staff Assessment for Learning Coordinator ERS Expert Panel Report and binder Assessment, Evaluation and Reporting in Kindergarten, TCDSB 2000Balanced Literacy, Student Measures JK to Grade 3, Teachers Package, TCDSB 2000

In progress Increased use of, understanding and analysis of running records data to inform instruction.

Academic Year Teacher Classroom / school resources

In progress Increase in assessments used strictly to inform instruction rather than evaluation.

Increased awareness of proper Assessment for Learning practices,Including:- proper use of diagnostic, formative and summative assessment practices- focused professional dialogue about proper assessment practices- attendance at board / secreatariat sponsored workshops

Academic Year Teacher Board-wide resources Improved scores on standardized measures



2007 - 2008

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Division Junior (4 - 6)


2007 - 2008

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Charts

EQAO-Writing-20062007-Grade 6-All Students

- significant number of students demonstrated level 2 learning - area of relative strength - ongoing intervention and explicit instruction needed to improve student performance

Gap Analysis:

EQAO-Reading-20062007-Grade 6-All Students

- significant number of students demonstrated Level 2 learning - when comparing level 2 and level 3 students, item analysis indicates that Level 2 students performed significantly worse in the multiple choice component of the assessment with some difference in open responses when making connections. - ongoing intervention and direct instruction needed to improve student performance

Gap Analysis:


2007 - 2008

2008-06-18 of 25

Calendar Year Teacher Language Arts Coordinator and resource staffVarious publishers willing to share “boy-friendly” materialsProfessional reading located in school central storage

In progress Improved engagement of boys in daily lessons and activities


Language Arts Coordinator and resource staffVarious publishers willing to share “boy-friendly” materialsProfessional reading located in school central storage

Ongoing Decreased discrepancy between boys and girls on Literacy based assessments

Focus on Boys’ Literacy:- Purchase more materials aimed at boys, namely graphic novels, non-fiction, magazines, etc., - increasing opportunities for authentic reading and writing- increase exposure to computer technology to supplement reading and writing instruction- infuse more opportunities for the arts to be incorporated into daily instruction.


Language Arts Coordinator and resource staffVarious publishers willing to share “boy-friendly” materialsProfessional reading located in school central storage

Ongoing Improved scores for boys on standardized measures, namely EQAO grade 6 and CAT 3 in grade 7


2007 - 2008

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Academic Year Teacher Board-wide resources In progress Increased student submissions to monthly newsletter.

Use writing frames, visualization strategies and frequent opportunities to write to improve student writing.


Board-wide resources In progress Improved scores on EQAO and CAT/3 assessments.

Calendar Year Teacher, Principal Board-wide resources In progress Improved grade 6 EQAO scores in both reading and writing.

Calendar Year Teacher JLI mentorJLI Lead TeacherLocal JLI teacherLanguage Arts coordinator and curriculum resource teacherBoard / secretariat sponsored inservicesLiteracy in the Middle Grades binderLiteracy for Learning Expert Panel ReportProfessional Reading resources in central storage

In progress Improved retention of “gains” for JLI students once reintegrated into the core classroom.

Mentorship of divisional teachers regarding implementation of shared reading and writing in both our local JLI program and our core classrooms

Academic Year Teacher JLI mentorJLI Lead TeacherLocal JLI teacherLanguage Arts coordinator and curriculum resource teacherBoard / secretariat sponsored inservicesLiteracy in the Middle Grades binderLiteracy for Learning Expert Panel ReportProfessional Reading resources in central storage

In progress Increased (proper) use of shared reading and shared writing in junior division classrooms.



2007 - 2008

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Term 2 Teacher Classroom / school resources

In progress Students participating in after school program display good attendance in program and complete assigned work.

Identify at-risk students and provide remedial after school literacy program.

Term 2 Teacher, Vice Principal, Principal

Board-wide resources In progress Intermediate student participation in the After School program

Students are taught to identify their strengths and weaknesses.

Academic Year Teacher Board-wide resources In progress Students are able to analyze their own work and recognize characteristics of work that meets provincial standards.

Charts CAT3-National Stanine 4 & Above-20062007-Grade 7

- 70% of students are at the 4 stanine or above in reading - there is a significant increase in most subtests over the last 3 years - vocabulary continues to be an area of continued weakness

Gap Analysis:

Division Intermediate (7 - 8)


Goal Literacy




2007 - 2008

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Common planning time for all common grade teachers to be established on a monthly basis allowing teachers to develop, implement and review instructional and assessment strategies.

Calendar Year Teacher, Vice Principal, Principal

School resources Action to be taken Teachers meet with colleagues on a regular basis to discuss instructional and assessment strategies.

Students will be encouraged to arrive on time and eliminate absences from school unless unavoidable circumstances preclude such.


Community Resources In progress Reduction in student absentee and tardiness by 50%.

Rubrics and exemplars to be used more frequently so that students are more familiar with characteristics of all four levels of achievement.


In progress Students recognize and are able to categorize completed work as being representative of particular achievement levels.

Division JK - 8


Goal Literacy




2007 - 2008

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Ensure that a variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology


In progress Teachers are knowledgeable and articulate about the benefits of using manipulatives and technology to teach Math.

Charts EQAO-Mathematics-20042005-Grade 3-All Students

Number of students achieving at Levels 1 & 2 are significantly greater than corresponding Provincial and Board numbers of students.

Gap Analysis:



Goal Numeracy

To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics.



2007 - 2008

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Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented

Academic Year Teacher Mathematics: The Ontario Curriculum Grades 1-8 (2005)Early Math Strategy (2003)Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: Supporting the Six Math PrinciplesCurriculum Side-by-Side Comparisons at: http://www.ocup.org/resources/#compare CEC Math Resource Department In-Services

In progress All teachers are conversant with the revised curriculum and the new expectations



Gap Analysis:



Goal Numeracy




2007 - 2008

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Mathematics: The Ontario Curriculum Grades 1-8 (2005) pp. 18-24Early Math Strategy pp. 38-44

In progress Meetings with Mathematics lead teacher occur on a regular basis at which lead teacher briefs colleagues about effective strategies and practices.

Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue


Board-wide resources In progress - in-school assessment practices are clearly linked to the curriculum expectations and the new Achievement Chart- all seven “mathematical processes” are assessed in a balanced way- assessment is used to inform instruction- assessment tasks accommodate students’ learning styles and ability levels



Gap Analysis:



Goal Numeracy




2007 - 2008

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Math tutors are utilized to assist Grade 6 students whose current achievement falls below provicncial standards.

Calendar Year Teacher, Principal Community Resources In progress Student achievement on class assignments and external standardized assessments shows improvement.


Number of students achieving at Levels 1 & 2 is significantly greater than corresponding numbers of students at Board and Provincial levels.

Gap Analysis:



Goal Numeracy




2007 - 2008

2008-06-18 of 25

Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented


Mathematics: The Ontario Curriculum Grades 1-8 (2005)Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS)Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: http://www.ocup.org/resources/#compare CEC Math Resource Department

Ongoing Consistent implementation of the new expectations by all teachers across the division.



Gap Analysis:



Goal Numeracy




2007 - 2008

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Academic Year Teacher Mathematics: The Ontario Curriculum Grades 1-8 (2005) pp. 18-24Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS) pp. 41-43

Ongoing Regular meetings taking place with Lead Mathematics teacher sharing information about best practices and effective strategies.

Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue


Mathematics: The Ontario Curriculum Grades 1-8 (2005) pp. 18-24Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS) pp. 41-43

Ongoing - in-school assessment practices are clearly linked to the curriculum expectations and the new Achievement Chart- all seven “mathematical processes” are assessed in a balanced way- assessment is used to inform instruction- assessment tasks accommodate students’ learning styles and ability levels



Gap Analysis:



Goal Numeracy



2007 - 2008

2008-06-18 of 25

Common planning time established on a monthly basis for all common grade teachers to develop, implement and review instructional and assessment strategies.


School resources Action to be taken Teachers meet with colleagues on a regular basis to collaboratively develop, implement and review instructional and assessment strategies.

Promote the use of print resources that have been distributed to our school from the Mathematics Department of the TCDSB


Board-wide resources In progress Lessons and assissment strategies provided centrally are actively being used by yeachers and are impacting on lessons in the classroom.


The high number of students achieving in Levels 1 and 2 would be reduced. The relatively low numbers of students in Levels 3 and 4 would be increased.

Gap Analysis:

Division JK - 8


Goal Numeracy




2007 - 2008

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Principal and grade 6 and 7 teachers encourage grade 6 – 7 students and their parents to attend the Parent Information Nights on Program Pathways at a local Catholic high school in April to May 2006.

Calendar Year Teacher, Principal Board-wide resources Action to be taken Increased attendance at Parent Information NightsIncreased awareness of Program Pathways in catholic high schoolsMore appropriate course selections by at-risk students.

Calendar Year Teacher, Principal New PerspectivesCommon Course Calendar

Action to be taken More appropriate Grade 9 course selections by at-risk students.

Grade 8 teacher and principal will meet with parents of at-risk students to recommend high school courses and pathways that will improve chances for success.

Academic Year Teacher, Principal New PerspectivesCommon Course Calendar

Action to be taken Meetings between parents of at-risk students and grade 8 teacher and principal.

Division Intermediate (7 - 8)


Goal Success for All

To improve opportunities for all our students to achieve their desired destinations through a variety of programs, supports, assessment strategies and pathways (apprenticeship, college, community living, university and the workplace).



2007 - 2008

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Support staff Religious Ed. / Family Life representative in attending inservices and sharing practices with staff colleagues.

Academic Year Teacher, Principal Professional Development In progress Information obtained at meetings readily shared with colleagues to promote a Catholic Professional Learning Community.

Encourage teachers to attend "When Faith Meets Pedagogy" conference to learn new strategies to support student learning.


Professional Development Action to be taken Teachers attending conference and related inservices share learned strategies with colleagues and implement same in their classrooms.

Division JK - 8


Goal Empowering Catholic Leadership

To develop and support Catholic Educational Leaders who are energizing, caring, visionary, student-focused and collaborative role models in building a Catholic professional learning community.

Priority Building Capacity to Lead and Learn


2007 - 2008

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Academic Year Teacher, Principal Board-wide resources In progress Lead teachers coordinate meetings with staff colleagues.

Lead Teachers in Numeracy and Literacy attend inservices and share information with colleagues in promoting a Professional Learning Community.

Academic Year Teacher Board-wide resources In progress Active sharing of best practices among staff members.

Calendar Year Teacher Board-wide resources Action to be taken Common lessons and assessments developed by common grade teachers.

Teachers engage in individual study, action research, reflection and lesson study with colleagues.

Calendar Year Teacher Board-wide resources In progress Increased collaborative practices among staff members.


Division JK - 8

Goal Professional Development

To provide job-embedded professional development that focuses on broadening the range of skills, practices and attitudes needed to create sustainable improvement and better results.

Priority Building Capacity to Lead and Learn

SCHOOL NAME: Stella Maris Catholic School Phillip · PDF fileSchool Learning Plan Stella Maris...

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