Corpus ChristiSchool Plan for Continuous Growth

2018-2020 Information Package

Christ has no body but yours, no hands, no feet on Earth but yours. (St. Teresa of Avila)

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Corpus Christi Plan for Continuous Growth 2017-2020School Mission:

Corpus Christi Catholic School, in partnership with family, church and community

         Strives to cultivate a Christ-centered community that inspires a passion for life-long learning.

         Provides support and services that ensure our students grow academically, socially, spiritually, and emotionally.

         Provides a quality Catholic education that encourages collaboration, risk-taking, open-mindedness, creativity, and communication.

         Provides students with opportunities to demonstrate their learning through multiple means of expression, engagement, and representation.

         Encourages staff, students, and parents to be a part of a caring, compassionate partnership.  

         Celebrates diversity and promotes opportunities to be global citizens.

School Vision: Building Success Together School Charism: Do this in memory of me. Giving of ourselves as Jesus gave of himself.Core Values: Respect, Community, Celebrate, Flexibility

School Context: (2 paragraphs)Corpus Christi has 558 students with 250 coded as ELL, which makes up 44% of our student population. We have 11 students who have been diagnosed with autism and more queries on the way.Despite our students coming from 6-7 different schools, we have established a solid sense of community within our school in a very short time. That has been due to the commitment of our staff in ensuring staff efficacy; they truly are responsible for all our students, not just their own. We continue our second year with the Collaborative Response Model and have added Junior High into the collaborative model with biweekly meetings to address student needs and achievement. The model looks like this

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Corpus Christi Parish weekly school visits

We established our literacy and numeracy focus by first having our lead teachers, learning coaches and admin. team once again, meet with elementary and secondary Language Arts Consultants, and elementary and secondary Mathematics Consultants to discuss our student population make-up, and P.A.T results to determine a direction and tweak our three goals. The goals were formed with input from consultants and they confirmed as well that we should stay the course with our goals with slight tweaks (Friday October 26, 2018).From there, consultants provided strategies and measures along with lead teacher input. This was then taken back to teaching staff to refine, add to, and determine if the goals and actions were reasonable for this year. This draft was then rolled out to support staff for input as well. It was presented at a parent council meeting in November for input or suggestions.

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7 EA's at 0.8 FTEspeech assistant (0.5 Grades 1-9- Tara Matthewson)

Inclusive consultants Lindsey Wesson/Teresa PatanEarly Learning- Stephanie Power

Early learning,1.0 speech assistant (Ms. Rose), Mr. Pankiw (O.T.) and Ms. Borger- SLP

1.0 FSLW-Mrs. Maltais0.5 behavioural

specialist-Mrs. Watters0.5 TABT- Mrs.

Andrews (assistant)

0.1 psychologist- Mrs. Patton

Full time 1.5 LC and ELL support/LLI-Mrs. Soto

and Mrs. Stewart

Corpus Christi Parish- Priests, Deacon and Sister- weekly visits with classrooms in the chapel

Corpus Christi Collaborative

Response Model

Review of Previous Year’s Goals: Goal- Achieved/continue

modifyEvidence/data used

Creating and establishing a collaborative culture and community

Continue with modifications1. This year weekly

collaborative times for elementary have teachers using the Collaborative Response meeting template to track struggling students with strategies and actions.

2. JH have time this year to meet collaboratively to look at struggling students

3. Daily broadcast messages adapted from Apple School campaign (nutritional and mental health tips) and new theme of doing the right thing and being the best version of oneself- adding

4. Continue small groups for social skills and self-regulation

Our P.A.T results far exceeded what we expected given we had students coming from 6-7 different schools under one roof for the first time- We believe our Response Model ensured student success beyond the classroom

Student success in areas of regulation, social skills groups, behavior plan goals achieved and an atmosphere of positive growth mindset among staff and students

Teacher collaboration model notes on sharepoint -tracking struggling students

To establish Corpus Christi as an excellent Catholic School

Continue with modifications1. Continue-Weekly parish

team classroom visits in chapel addressing teacher outcomes and student inquiry about our Catholic teachings and faith- Chaplain continues to liaison between teacher and parish before visit

2. Add scripture messages to

Displays, classroom prayer tables, Catholic artifacts, display cases continue to be updated. Addition of more classroom bible sets is needed.

Completed Charism Completed vision,

values and mission

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hallways and why Catholic Schools are important regularly and what makes a good Catholic school on morning broadcast and CCTV monitors throughout the school

3. Need to better identify social justice activities for students/parents so they understand we are doing social justice projects

4. Tie bible passages with our school theme of being the best version of ourselves by doing the right thing now and for all- Friday bible reading of the day with explanation (Chaplain)

5. Added class set of bibles to library for sign out

with Catholic focus Front entrance

displays and themes have been successful

Recognize students who received sacraments

Messages and verses on hallway TV monitors

Building common language and practice around literacy

Continue with modifications1. Classrooms have content

word walls2. Reading results from

P.A.Ts show positive results in Grade 6 and 9

3. LLI groups have been established last and this year

4. Continue tier 2 vocabulary focus using prove strategies such as Frayer Model

5. Continue school wide practice of 2-3x a week for guided reading

6. add writing activities in guided reading, daily 5, content areas -some writing areas that we need to target intentionally

Working towards Writing improvement in area of content and organization in Grades 6 and 9 on P.A.Ts- continue to work on writing more in content areas

Successful results for ELL in both Grade 6 and 9 –

Strong reading results in Grade 6 and 9

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Students communicate, connect and express mathematical ideas/concepts/vocabulary to everyday experiences and other disciplines

1. JH guided math groups consistent in 7-9 to reinforce concepts, provide small group direct instruction and encourage student collaboration

2. Elementary continues guided math groups to provide direct instruction with small groups and encourage student collaboration

3. Math lead is no longer able to work in elementary classrooms-LCs are now trying to fill the gaps- Smaller class sizes this year

4. Implementing Math word walls in all classrooms to support and reinforce the use of proper math content terminology

Non-calculator focus questions in elementary and JH-part of guided math centers/assessment

(Area of focus from P.A.T results for Grade 6 and 9) Successful P.A.T

results in both Grade 6 and 9

To establish Corpus Christi as an excellent Catholic School

Modifications 1. successfully created and live our vision-Building Success Together as a staff and parent community-a more focused intentional part of PD, and parent week at a glance with student examples 2. established prayer tables, religious artifacts, bibles, and still working on liturgical cloth colours for seasons 3. set Corpus Christi parish visits every Thursday with teacher input and direction for parish team topics has been a big success

Displays, religion centers in classrooms, crosses above classrooms

Vision, mission successfully at the center of our school goals, resources, PD, etc.

Scheduled parish visits on Wednesdays for all grade levels (Gr 1.-9)

Displayed and recognized on broadcast, students who completed sacraments

Areas of Strength

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Accountability Pillar- No 3 year P.A.T data as of yet

District Satisfaction Survey

StaffI am satisfied with the way student discipline is handled in our schoolOur school is providing the necessary supports for students with needsThe approach to conflict management with adults in our school is reflective of our core values School professional development provides me with opportunity to improve my work skillsI have appropriate opportunity for input into school/site level decisions that affect my jobStudents 4-6

ParentsSatisfaction with opportunity to access information about resource allocations

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I am satisfied with the way the student discipline is handled in my child’s schoolParent satisfaction with programming and progress with special education needsAccessing information about school activitiesOpportunity to be involved in decisions afffecting your child’s school and learning

Regression Analysis

Grade 6 Grade 9

PAT/Diploma analysis

We do not have more than 1 year of data yet as a new school, but we are proud of results given that we had 6-7 different schools come into a new building with a wide variety of needs, expectations and needed supports. Overall in Grade6 L.A. -100 % of students at acceptable standard for total test and about 3 % better than the district and province in the standard of excellenceGrade 6 Science -Above the province in acceptable standard

Grade 9 L.A.- above the province in acceptable standardGrade 9 Math, Science and Social Studies - way above the province in the acceptable standard And above the province in Standard of Excellence in Science and Social Studies

Our School Survey

5 Marks of Catholic School Identity Assessment Staff

Staff- excellent student centered celebrations, student prayers-Gr. 1-9 on broadcast, leadership teams lead by teachers from all divisionsStudents- Gr 4-6Students recognize that what they learn in religion makes them better people, and celebrations are Important to our students -proud, attentive, particpatory, and contribute to monthly celebrationsGrades 7-9Same strengths as Grade 4-6, highlighted by JH students with the addition of students in JH feeling that theyhave the opportunity to participate in social justice activitiesParentsParents feel our school promotes a Catholic learning environment that emphasizes the importance of celebrations

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Areas to target for growth Data Source Measures Goals in response to dataAccountability Pillar We will continue to work on improving the

standard of excellence in writing for Grade 9 and math Part B problem solving portion

For writing- after working with the L.A. consultants we will be implementing low stakes writing in the content areas more frequentlyFor Math in Grade 6 and 9 (non-calculator) we will have intentional questions that will be used in guided math groups and targeted in assessments (both formative and summative)

District Satisfaction Survey

My child has the opportunity to participate in Social Justice Activities in School (-0.5%)

I am treated with dignity and respect at my child’s school (-0.5%)

Met with Catholic Social Services Rich Horning to adopt a programFirst year of school in operation-limited number of social justice projects

Regression Analysis No negatives in either Grade 6 or 9 How we are addressing this for Math-in math centers or guided math, JH and Elementary, we will be adding regular non-calculator style questions to address Part A for practice-continue with Math vocab word walls - math sites such as Estimation 180, Graph of the Day, Which One Doesn’t Belong pre and post lesson

For Science, Stay the course, vocabulary development in both Tier 1, and 2 to support ELLs as well as continued focus on skills section through hands-on work, videos for concepts, practice skill questions on regular basis

PAT/Diploma analysis

We do not have more than 1 year of data yet as a new school, but we are proud of results given that we had 6-7 different schools come into a new building with a wide variety of needs, expectations and needed supports. Grade 6 Math was about 3% behind the province in acceptable standard and basically on par in the Standard of ExcellenceGrade 9 Math- need to work on raising standard of excellence Grade 6 Science-standard of excellence

Our School Survey Student participation in school sportsStudents meeting/nearly meeting Canada’s school guideHours per day doing intense physical activity

Continue morning broadcast with Apple school messages about mental/physical health and choose most often food groupsIntroducing intramurals this year and cheer club for Grades 3-6

5 Marks of Catholic School Identity

Parents- child participation in Social Justice activities

-we have participated in a number of social justice projects, including Catholic Social

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Assessment JH and elementary - Services-Sign of Hope, but need to inform parents via Week at a Glance, parent conferences, etc.-move beyond student prayers, to Friday Gospel readings and scripture passages throughout school on TV monitors and hallways

Staff Teaching staff provided input on Nov. 1 and were given opportunity to add to or clarify by email (support staff input welcomed at this point) from Nov. 19-23. School Council was provided input on Nov. 5 SAC meeting.

Goals:

Goal 1: Creating and establishing a collaborative culture and community District Correlation: : ECSD is an inclusive school district3.1 Implement strategies to ensure that schools focus on the creation of inclusive, safe, healthy and

caring 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.

Strategy

Creating a positive sense of belonging

Actions

-Targeting/tracking students during collaborative response meeting times, which are supported in elementary once a week and JH, every 2 weeks. -Strategies and actions are shared with admin. and LCs in share point and scheduled meetings

Our grade 7-9 students have established a new

Measures/ Evidence of effectiveness-District satisfaction survey-Tell Them From Me student survey-Accountability/district survey

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New addition of T.E.A club late last year

student group called TEA: ‘That Everyone’s Accepted’.  The student-initiated group’s goal is to promote and support a respectful and safe learning environment that respects diversity and fosters a sense of belonging for all.

-FSLW support and in-class sessions-e.g. Triple P Parenting night, social skills for kids-EBS running social skills and self-regulation groups-Offering a variety of different activities/clubs (intramurals, team sports, choir, dance/cheer club, leadership team, handbells)-Daily broadcast messages adapted from Apple School campaign (nutritional and mental health tips)-Classroom sessions and visits from STAY officer and FSLW-Weekly parish team classroom visits in chapel addressing teacher outcomes and student inquiry about our Catholic teachings and faith-psychologist running strategy groups for students with anxiety, and social skills as well as individual therapy for complex students -social communication groups with TA-SL

-Teacher/student feedback from parish visits-T.E.A club meetings District Indicators/measures-students with positive self-esteem, students with positive sense of belonging, positive teacher-student relations

Strategy

Addition-Growth mindset focus (year 2)

Took out creating stronger connections between older and younger students-This has become a natural and ongoing part of our school

Actions

- messages in classroom and children’s books promoting growth mindset

- JH sports teams- RISE contract (Respect, Integrity, Success, Excellence)-signed contract by athletes to follow and RISE partner- draw a name of a team

Measures/evidence of effectiveness

-TTFM results-Student and staff district satisfaction survey results-Student presentations/sessions from JH leadership symposium to JH student body (Dec 2017)-Student language in the classroom and hallways (this is slowly becoming a part of our school culture with students of all ages.

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culture member whom you support, encourage, care and pray for throughout the season-morning broad cast messages (e.g.)

-JH Goals setting in health (4th R program)promoting an inclusive environment

-Continued implementation PATHs (elementary) and the 4th R (JH) resources--TEA group: ‘That Everyone’s Accepted’. The student-initiated group’s goal is to promote and support a respectful and safe learning environment that respects diversity and fosters a sense of belonging for all. -Morning broadcast messages-Safe and Caring Schools resource-scripture passages and messages - Provided support and services that ensure our students grow academically, socially, spiritually, and emotionally (See Collaborative Response Model graphic shown above)

-TTFM survey -District Satisfaction Survey-Accountability survey measures

Review Date 1: November 19-23 2018

Goal 2: To establish Corpus Christi as an excellent Catholic School District Correlation: Live and enhance the distinctiveness of Catholic educationMark 2: Imbued with a Catholic Worldview

Sub Goal a) Create a Catholic vision, mission and values

Strategy

To live our Corpus Christi Catholic vision, mission and core values as a school community and beyond.

Mission -Strive to cultivate a Christ-

Actions

-Continued focus of our goals, resources, and messages to staff, parent community and students centered around vision and mission

Measures/ Evidence of effectiveness-Living our Corpus Christi vision, mission, and values with Catholic view/focus- using this to focus our (student prayers, --Collaborative Response

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centered community that inspires a passion for life-long learning.

Provides a quality Catholic education that encourages collaboration, risk-taking, open-mindedness, creativity, and communication.

Encourages staff, students, and parents to be a part of a caring, compassionate partnership.  

-in parent week at a glance take one of our mission statements and provide pictures or examples of this in action

-use escd and Copus Christi twitter handle to highlight special events (e.g. Grade 6 Carousel and Grade 4 bible celebration)

-social justice projects set by divisional leadership groups (e.g. adopt a program for Catholic Social Services, Jesse Tree donations to parish, Terry Fox collection)

Model (tracking struggling students, special groups to support by MDT)-Articulated by students, staff and parents-hallways, prayers, morning messages-Staff/student parent satisfaction survey results-TTFM results -Corpus Christi Charism

Strategy

To develop a Catholic worldview in the art, architecture and hallways and classrooms of Corpus Christi School

Actions

Chapel with student religious art work in frames (not accomplished last year but focus for this year)

Continued regular display case themes throughout the year (not there yet)

Cloth with appropriate liturgical colour in rooms and chapel (purchasing this year)Bible quotes around the school that center around our theme of being the best version of one-self (School theme books- Why am I Here and The Three Questions)

Continue with front entrance themes/displays throughout

Measures/evidence of effectiveness

-Hallways and office reflect Catholic worldview-Front entrance displays-Chapel/hallways with student work from Design Studies-banners, 3D printer projects-Bible quotes that link to our school theme in hallways -main display case changes monthly

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liturgical yearTo work with Corpus Christi Parish to support sacraments and schedule weekly school visits from team parish members

-Monthly Family of School Meetings to coordinate events between school and parish (e.g. Grade 6 and staff carousel, Catholic Education Sunday)-Promote sacramental courses for Corpus Christi Parish through Swift Key, website and parish visits-Weekly parish visits with curricular focus to support teacher and students to better understand our Catholic faith and traditions-Recognize students who receive sacraments on announcements and bulletin board

-Track student participation in sacraments over next 2 years (parish helps us with this)-Parish news/events section to website/Swift Key-Teacher/student feedback from parish visits through journals/survey-Sacrament board in showcase with student name and photo

Uses and integrates the Catholic Faith Tradition through arts, media, technology and information system (CTS lab has not been operational for 14 months now so we are hoping to start this in January 2019)

-CTS options create artifacts for school’s Catholic worldview-Use of social media, website and Swift Key to highlight school celebrations, district special events (e.g. tweet our Grade 6 carousel at parish)-student choir for celebrations -student art work centered around school theme

-Fabrication and Design options (students to make artifacts for the building- eg stations of the cross from wood, bible quotes- design)-School Twitter/Swift Key, website -photos from celebrations, special events,-student art bulletin board

Review Date 1: November 19-23 2018

Goal 3: Build common language and practice around literacy District Correlation: ECSD students are successfulAn excellent start to learning necessitates a focus upon developing competencies and, in particular, the foundational competencies of literacy and numeracy, content and procedural knowledgeAB Education document: Building Literacy and Numeracy ProgressionsFormed with L.A. Consultants- Mrs. Nizol and Mrs. Hart BasualdoSub Goal a) students use efficient and effective strategies to construct meaning

Strategy Actions Measures/ Evidence of

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Students activate background knowledge to confirm or readjust their understanding of a concept or topic

-ABC chart (UDL strategy, effective with ELLs) for accessing information of student prior knowledge-RAN (Reading and Analyzing Non-fiction strategy)- Graphic organizer of information -Text to self, world, text- making connections wit what students are familiar with and connect to reading -Making Inferences chart-finding evidence from text-Text talk (sentence frames support for struggling readers and ELLs)-Anticipation guides (e.g. all bacteria is bad)-Strategies from SIOP model- this model implements a variety of ideas to help struggling readers and ELL learners visuals and organizers to help when comprehending literature, instructions, concepts, etc. -Strategies from Book- Making a Difference- High Impact Instruction-Guided reading at least 3 times/week that provides direction instruction and strategies from the teacher to students-continued use of proven strategies to activate background knowledge (e.g. Math Talks, Quick Draw, Kagan Structures such as Quiz Quiz Trade)

effectiveness

-In depth connections through reader response, learning logs, exit tickets-Development of anchor charts (e.g. ABC chart for vocabulary and content) visible in classrooms -Observation checklist (from Sandra Herbst materials)-formative assessment collections such as exit tickets, Think Pair Share, Quick Writes/Draws

Strategy Actions Measures/evidence of effectiveness

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Students acquire and use descriptive (e.g. evaluate, analyze) and academic vocabulary (e.g. constellation, parallelogram)

-Front-loading vocabulary to support struggling readers and ELLs so they have specific words related to the subject ahead of time-continue Guided reading 3 times/week to provide opportunities for small group direct instruction to reinforce and follow through with reading/writing strategies -Words Your Way PD for some of our primary teachers that provides specific word and spelling strategies -Use of software such as wiki wand, Read Write Google and vocabulary builder-implementing SIOP model strategies (such as Frayer Model- vocabulary organizer too) to provide strategies for all learners’ ways to acquire and use mathematical vocabulary-vocabulary centers and daily 5

-Anecdotal records emphasizing use of content vocabulary-Ringed cue cards for academic vocabulary-Student driven content word walls-F+P assessment-ELL bench marks-P.A.T results-LLI data

Students select, develop and apply comprehension strategies for subject/discipline area texts

-Guided reading at least 3 times/week (Literacy Place)-LC’s and Educational Assistants taking guided reading groups throughout the week to support teacher in the classroom-utilizing LCs to lead LLI Groups-Grades 2, 3 and 4-school wide home reading incentive program-$500 from school council and $500 from school budget and proceeds from Book Fair to support new classroom libraries and non-fiction text to supplement Grades 3-9

-F+P assessment-ELL Benchmark in September/June-P.A.T results- Grade 6 and 9-New Reading Program- Reading Eggs-Guided reading assessments -LLI sessions-Scholastic orders purchased for classroom libraries and non-fiction resources to support Science and Social Studies

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Science and Social Studies topics

Addition- to support increasing standard of excellence in writing- going beyond Language Arts

Low stakes writing across the content area (examples and articles provided throughout the year)

Teachers will use quick writeswriting to learn-journals, learning logsand low stakes writing prompts across content area to provide formative assessment feedback that can identify student understanding as well as drive teacher direction and instruction(e.g. What's one thing that you know and one question that you have? Come up with a list of questions on… Why or Why Not)-modeled writing of strong and weak samples (Jan Chappuis guide to effective feedback) using exemplars to help student identify areas to work on in their writing (content, organization, vocabulary, etc.) -share written work with peers to provide opportunities for peer feedback and samples for strong and weak writing samples -consistent graphic organizers and Empowering Writers across all grades-writing conferences -setting goals and mini-lessons

-Entrance/exit tickets-P.A.T writing results for Grade 6 and 9-Collaboration time to look at student writing samples from prompts-Writing samples across the content areas-writing conferences that have targeted goal- analyzed writing samples during collaboration time

Review Date 1: November 19-23 2018

Goal 4: Students communicate, connect and express mathematical ideas/concepts/vocabulary to everyday experiences and other disciplines Formed with L.A. Consultants- Mrs. Leslie and Mr. TrufynDistrict Correlation: Goal One: ECSD Students are Successful & Goal Two: ECSD has excellent

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teachers, school and school district leaders.1.2 Ensure the education experiences meet the diverse needs of our learners and are available to all students.4.4 Promote excellent teaching practices consistent with the Teaching Quality Standard, which guides student achievement.Formed with Mathematics Consultant- Tammy LeslieStrategyIdentify and intentionally implement methods to strengthen mathematical vocabulary

Actions-Implementing word walls for math specific language-Implement the MIPI assessment tool in JH and upper elementary to identify mathematical processes that need reinforcement.-using Mathletics as a tool to introduce or reinforce vocabulary and concepts -maintaining and adding Guided Math groups to reinforce concepts, provide small group instruction and give teacher feedback on student understanding

Measures/ Evidence of effectiveness-P.A.T results-Math Early Years Interview Diagnostic tool-Classroom word walls

Addition-Connecting math vocabulary and concepts across subject disciplines

-planned cross circular projects (e.g. Science and Math teachers connect)-adding Science mathematical concepts to Math centers, stations-connecting the Math in Science and Social P.A.T style questions- highlight intentional Math vocabulary in other subject areas (e.g. identifying tier 2 and tier 1 vocabulary that is consistent in math and all subject areas-( e.g. calculate, estimate, identify)

-P.A.T results in Science, Math and Social Studies-journals and learning logs-performance tasks across different subject areas (finding the Math)

Strategy Actions Measures/evidence of

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To engage in the mathematical processes through math and number talks.

-LC to provide support and strategies in math classrooms, when implementing math and number talks-Math Talk Mondays set on broadcast before announcements start to have students work on math problem solving -Defining and practicing the difference in Math and Number Talks for teachers-Teachers work with elementary and secondary consultants modeling math and number talks (shared articles/literature)-implementing numeracy discussions into the content areas through use of quick writes, write arounds, etc. to determine student understanding of mathematical concepts and use of vocabulary as well as provide formative feedback for teachers to determine next steps for instruction-regular time throughout the week for numeracy games-Guided Math groups for reinforcing and modeling concepts- math sites such as Estimation 180, Graph of the Day, Which One Doesn’t Belong and Prodigy pre and post lesson

effectiveness-Implement the MIPI in June to see the growth as compared to the September data in the JH.-P.A.T. results-targeted assessments both summative and formative- journals or learning logs

Additional strategy to address the students struggling with non-calculator Part A of P.A.T

-Numerical response (non-calculator questions) a regular part of Grades 6-9 centers/guided math groups-use of consultant

-MIPI pre and post -P.A.T. non-calculator results-math center/stations non-calculator questions-specific formative and

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recommended sites such as OpenMiddle, Estimation 180 and Prodigy to practice and reinforce skills for non-calculator types of questions-targeted non-calculator questions on assessments both formative and summative assessment to help students prepare for this portion of P.A.T and add fundamental computational skills-numeracy games from Box Cars and One-Eyed Jacks to support and supplement math skills beyond use of text book-hosting a school wide Math Games night for parents and their children in April 2019

summative targeted assessments (e.g. exams, tests, centers, performance tasks)

Review Date 1: November 19-23 2018

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