Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Roy Chubb

TRUSTEE: Mary Ann Robillard

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Marguerite Bourgeoys Catholic School

Anthony Petitti

75 Alexmuir Blvd Toronto ON M1V 1H6

122STUDENT 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. Marguerite Bourgeoys 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. Marguerite Bourgeoys Catholic School

Focus : Literacy / K-8

20102011School year:

Specific

To increase the number of students achieving levels 2, 3 and 4 in reading by 3 % as measured through both the junior EQAO Areas Targeted for Improvement: -to increase the number of students achieving in level 2 and 4 in reading by 3% and to retain the level in level 3 as measured on EQAO -to focus on other data sources as well to assist in the analysis of data to specific assist individual students in areas of potential enhanced performance through the use of QCA data, classroom assessments, Report Card information and by digging deeper into individual reading scores are areas of perceived need -to assist in the understanding of explicitly stated information and ideas through discussion, observation, small group cooperative and collaborative activities, as well as the use of strategy rubrics strips and modelling use anchor charts -to practise making connections to student reading while reading at home with their families, the promotion of buddy reading, role-playing, guided reading and specific one-to-one assistance Rationale: -students did perform slightly stronger within the EQAO level 3 band in 2009/2010 yet there remains a relative need to enhance scores on questions measuring the skill 'demonstrating facility with subject-specific content (knowledge) and comprehension of its meaning and significance (understanding)'

To increase the number of students achieving levels 3 and 4 in reading by 3% as measured through both the primary and junior EQAO assessments in May 2011 to 84 percent

Measurable

Measurable: Data being measured includes: -Profile of Strengths and Areas for Improvement -EQAO IIR Released in 2010 -Running Records and classroom assessment Mid-point Assessment Tools -Teacher Learning Critical Pathways pre and post assessment progress -Running Record Data - collected three times per year -use of measures in Comprehensive Literacy Assessment Measurement of Success -EQAO 2011 student achievement in reading as measured through the primary and junior EQAO assessments -based on 2010 IIR results, an indication of specific areas of concern - understanding explicitly stated information and ideas Primary -pretest questions on a story that demonstrates the student's prior knowledge specifically in making connections in text to self as a reader -assessment for learning data which is an aspect of formative assessment data, discussion opportunities with tied in assesment based questions -assesment of learning data which is an aspect of summative assessment data: to analyze formative assessment data to assist in the planning for instructional modes, to differentiate instruction for all students and to begin to make judgements about student progress for reporting purposes -self-assessment data: students to set personal goals for their own individual future learning Junior -QCA: to use the first diagnostic testing sessions in October 2010

Attainable

Primary data gathering and analysis -to focus on 10% of the weaker students in the senior kindergarten class to be able to read a Level A book as indicated in the Running Records-the students will be able to understand the Level A contents and relate them to their own personal experiences -there will be a 10% movement in student achievement from EQAO level two to three as there were increases from level two to level three and level three to level four but a drop in level three -to enhance a portion of the primary reading EQAO performance in the area of 'making connections between information and ideas in a reading selection and the reader's personal knowledge and experience' -ensure that a Literacy Blocks have been identified on the timetables as per the Comprehensive Literacy Framework in all classrooms Assessments: -Comprehensive Literacy Assessments are being used K-3 -Running Records are being used K-3 Teacher Learning Critical Pathway: -focus on assessment for learning and understanding of concepts -differentiated instruction to be continued in the classrooms -focus on guided reading activities -focus on word wall activities Teaching Learning Networks: -Use of HUB network in the Family of Schools Professional Learning: -Literacy Rep to attend inservices - three meetings per year -Use of School Improvement Team -Teachers are familiar with the DIP (Data Integration Program) -Divisional Monthly meetings are held to discuss effectiveness of strategies

Results- Oriented

-purchase of Nelson Literacy throughout the Junior grades - New in 2009/2010 and included assessment devices -purchase of Nelson Literacy throughout the Intermediate grades in 2010/2011 and included assessment devices -Comprehensive Literacy Assessments -Literacy in the Middle -Kindergarten Guide to Timetabling -Reaching Readers Assessment -LIteracy in the Middle Grades Assessment -Now I Get It Comprehension Programme -Ministry of Education and Literacy and Numeracy Secretariat Resources -Use of QAR - Question/Answer/Relationship devices -continued involvement of the Junior Literacy Resource Teacher -continued use of the School Improvement Team -the provision and use of Code days for supply teacher coverage to allow teachers to engage in further professional learning opportunities -school budget to provide reading materials for the pursuit of pleasure reading -QCA Assessment results in October and February -ongoing classroom assessments -school literacy representative to share information and resources provided through school board regional meetings -classroom teachers to attend professional learning sessions and participate in the TLCP and moderated marking sessions -daily use of exemplars and rubrics to allow for a more consistent approach to marking and evaluation as well as to suggest ways to further enhance elements of the writing process

We all examine our indicators of success on an ongoing basis to detemine if we are making progress or need to further develop and refine our SMART goals.

Evaluation:

Timeline

-EQAO and CAT 4 analysis in September 2010 and spring 2011 -term Report Cards in November 2010, February 2011 and June 2011 -constant formative evaluation and monitoring of student progess by teacher -School Improvement Team to use DII to monitor school assesment data on an ongoing basis, engage in monthly discussions and analysis -Running Record Data - collected three times per year and recorded on the Data Integration Programme -QCA- collected twice per year in October and February -pre and post assessment of the TLCP administration monitors progress based on Indicators of an Effective Language Arts program and to discuss with SIT

School

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

SMART Goal :

St. Marguerite Bourgeoys Catholic School

Focus : Numeracy / K-8

20102011School year:

Specific

There will be an overall improvement of 3% in levels 3 and 4 in the 2010-2011 TCDSB Grade 3 and Grade 6 EQAO Assessment of Mathematics from 2009-2010. Grade 3 - 80% in 2010 to 83% in 2011 Grade 6- 94% in 2010 to 97% in 2011 There will be an improvement of 3% in levels 3 and 4 in the Mathematical processes of knowledge and understanding as measured through the average of all Open Response questions in the 2009-2010 EQAO assessments in Grade 3 from 70% to 73%. There will be an improvement of 3% in levels 3 and 4 in the Mathematical process of knowledge and understanding, as measured through the average of all Open Response questions in the 2009-2010 EQAO assessments in Grade 6 from 67% to 70%. The trend in Mathematics indicates that results in Mathematics were inconsistent as measured by the EQAO assessments over the last five years with an enhanced portrayal of skills in the 2009/2010 EQAO mathematical assessments. CAT-4 Trends: -Grade2 : In Mathematics trends indicate that there is a now a greater achievement in Mathematics and Computation compared to Language -Grade 5: In Mathematics trends indicate that computation is slightly lower than mathematical understanding

To increase the number of students achieving level 3 and 4 in numeracy by 3 percent as measured through the primary EQAO assessments in May 2011 to 77% To increase the number of students achieving level 3 and 4 in numeracy by 3 percent as measured through the junior EQAO assessments in May 2011 to 97%

We have identified the following as Areas of Focus: -Number Sense and Numeration in the Junior Division -Patterning and Algebra in the Junior Division -Knowledge and Understanding in the Primary Division

Measurable

Data measured: -Cohort results from 2005/2006 to 2009/2010 indicate that, in mathematics, 80% of pupils, in Levels 3 and 4 remained at or above the provincial standard which indicated that this was lower than the enhancing trend in Reading and Writing. During the 2009/2010 EQAO assessments there was a strengthened portrayal of mathematical skills as measured on the grade 3 EQAO scores with 74% of students being above the provincial standard and in grade 6 EQAO scores 94% of students being above the provincial standard. -CAT4 scores indicate that mathematical understanding is now stronger or at par in grade 3 and 6 than in computational skills -Numeracy Assessment for Learning Cycle and numeracy Resource Teacher dates of inservices have been scheduled for the fall of 2010 and are ongoing -Report Card data -formative evaluation which take in teacher made tests, charts, Nelson Publications tests, patterning exercises, games and active learning strategies based on teacher observations, pre and post testings, group sharing of alternative solutions to a final product determination using the Bansho technique, one-to-one instruction and self-reflection and conferencing Midpoint Assessments: -Key Assessment Questions -Ontario Numeracy Assessment Questions (ONAP) -Chapter Tests and Tasks Year -End Assessments: -student achievement in EQAO -comparision will be made between the CAT-4 Grade 2 and Grade 5 scores and Grade 3 and Grade 6 EQAO socres

Attainable

The School Improvement Team will collect and analyze data and in consultation with the school staff will set Primary and Junior SMART Goal targets and associated strategies to further enhance mathematical proficiencies Numeracy Assessment for Learning Cycle: -all primary and junior teachers will complete NAFLC based Patterning and Algebra or Number Sense and Numeration focus with attention being on problem solving strategies especially those based on worded problems Creating a Math Rich Environment: -all math classes are of one hour duration per day -student generated mathematics will be displayed in classes and hallways -students will use manipulatives and begin to use the SMART board to enhance and internalize through the visual and kinesthetic modes of learning -incorporate the LIFT programme where the is the integration of mathematics and technology -promote and make accessible the use of webcasts on topics such as Bansho -use the Principal and Teacher Questionnaire - A Guide to Effective Mathematics Classrooms Home Connections: -Teachers will send home parent letters as provided through Nelson Publications Professional Learning - Mathematics Rep will continue to share information from the mathematics meetings at staff meetings Teachers -will be provided with Indicators of an Effecitve Mathematics Programme - Teacher Self-Assessment -primary grade teachers will use pre test and post tests to assess development of mathematical skill sets related to instructional content -primary grade teachers will use small group activities, large group practise sessions, home practise, interactional games, oral and written review techniques, number lines and number charts, linking cubes and computer games -junior grade teachers will use Pre-Assessment: Nelson Math - Getting Started / Do You Remember -junior grade teachers will use ongoing formative assessment techniques including the Assessment of Learning: Key Math questions, Mid-Chapter Review, and Chapter Review -junior grade teachers will use learning tools such as manipulatives, calculators, Nelson Math Publications math games, differentiated instruction techniques, scaffolding worksheets, the Nelson Workbook for reinforcement, problem solving charts, oral explanations, cooperative learning techniques and review and stress the terminology of mathematics making references to the Math glossary and Math language components Principal will use: -Indicators of an Effecitve Mathematics Programme - A Principal's Guide

Results- Oriented

Resources: Human Resources: -School Improvement Team -Math Resource Teacher -Classroom Teachers Financial: -school to purchase additional mathematics picture books -school to use code days as provided by the school board to provide supply teacher coverage to allow teacher to attend day workshops Numeracy Resources: -Nelson Mathematics programme -ONAP 5 and ONAP 6 -SMART Board and SMART table in kindergarten shared with the Parenting and Family Literacy Centre

We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals.

Evaluation:

Timeline

EQAO AND CAT4 Analysis -September 2010 School Learning Improvement Plan -November 2010 Monitoring: -teacher will use appropriate assessment tools to monitor pupil progress -report card data will be examined by teacher and Principal -Data Integration Platform through computerized access will be used to monitor student progress on an ongoing basis

School

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

SMART Goal :

St. Marguerite Bourgeoys Catholic School

Focus : Pathways / K-8

20102011School year:

Results- Oriented

Results-Oriented -library material with a focus on authentic careers -grade-appropriate project work with a focus on authentic careers 'Explore and Discover' is a support document for teachers to use within all primary and junior grades which will help to infuse pathways experiences into Language Arts, Social Studies and the Family Life curriculum

Attainable

Strategies: -Junior Achievement for Garde 6 pupils will be offered -career cruising will be introduced to the pupils -'Explore and Discover' resource document with grade specific career exploration activities will be made available to classroom teachers with support through the school Guidance teachers and the use of age appropriate pathway experiences within the framework of the already existing curriculum -teachers will focus on Differentiated Instruction in order to determine pupil interests, strengths, needs as learners so that each student can pursue the content, the process and the product form of the curriculum to best enhance that individual's learning strengths and modalities -Skills Canada presentations and school excursion as organized and delivered through the Guidance department will present alternatives career choices to students involving academic and skills based employment pursuits -students will engage in community service to gain a further appreciation for the needs of others and to assist others without desire for compensation -Junior Achievement, the Healthy Action Team and Me to We activities will assist in the development of the giving self and in the recognition of internal rewards when seeking to assist others

Specific

Our students will participate in authentic age-appropriate pathways experiences where students in the primary and junior grades will gain a greater understanding of the career opportunities that lay before them, the value of task commitment and completion, and the considerations for choosing secondary school programs. By increasing the amount of pathway experiences for students they will be better informed when they engage in making future decisions.

Measurable

Measurable: -the school will make available surveys from the TCDSB to the teachers on Pathways experiences -surveys will be used as baseline data for the following year -primary and junior grade teachers will have access to an inventory of pathway experiences available to the students which will help them to determine the extent to which the teachers have implemented the 'Explore and Discover' at the classroom level

We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals.

Evaluation:

Timeline

Timeline: -the elementary teachers and the central pathways team will play a significant role in supporting the implementation of age-appropriate pathway experiences for students with a survey and analysis in May 2011 -strategies for implementation include a shared ownership of program delivery between teachers, administration and the central staff throughout the school year, culminating in the survey with an analysis of student high school, career and focused direction

School

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

SMART Goal :

St. Marguerite Bourgeoys Catholic School

Focus : CCCC / K-8

20102011School year:

Specific

-students will demonstrate engagement in the school community as measured by surveys which will form baseline data form upon which future activities in years to come will continue to build -ensure that the intermediate grade teachers have the necessary materials for the successful delivery of the Fully Alive program -to ensure that the comments chosen by the teachers when reporting in Family Life are reflective of the specific grade and content for the term of reporting -to continue to read from the scripture the specific readings as presented and to follow those readings by a brief interpretive explanation of the reading to further consolidate the understanding of the reading -to continue to involve the Prince of Peace Parish Priests and Deacon in frequent visits to the school and in school Masses -to celebrate the liturgical seasons of the Church and the Virtue of the Month recognition as promoted by the TCDSB -to celebrate the season through the annual Christmas Concert -to continue to promote and assist our CSAC in the vibrancy of their diverse activities -to promote the registration of our graduating students in the enrollment of our Catholic high schools -to develop an active and effective Safer Schools Committee made up of staff members, our students and members of the community -to continue the promotion of safe and timely school bus transportation -to effectively practise emergency safety activities through Fire Drills and Lockdown drills -to promote and follow the school Code of Conduct where safe and appropriate behaviour is endorsed and followed by everyone -to promote the development of an inclusive learning environment where each individual is allowed to seek to be a fully participating member of a classroom,

To promote the continuance of excellence in Catholic education through Faith development where a safe, healthy and inclusive learning environment is offered to each student, each day. To further enhance the quality of the learning experience so that all who attend St. Marguerite Bourgeoys Catholic School will contribute to positive and respectful relationships.

the school and the community -to continue to enhance school and community relations where our school is recognized as being an effective and contributing part of the greater whole -to ensure a school climate which is harmonious and giving and free from discrimination and harassment -to seek to enhance school enrollment through active promotion within the community -to promote the continuance of healthy eating -to continue to promote the reduction in waste products throughout the school with a focus to the development of 'litterless' lunches -to increase the promotion and participation of physical activities in Daily Physical Activities, healthy outdoor recess activities, peer engagement in co-opperative play and the full use of the school gym and school representative sports teams -to expose students to activities such as dance and karate as sponsored through the school CSAC

Measurable

Measures of Success: -intermediate teachers will review with thePrincipal the comments they have chosen to report on for Family Life to ensure that they are reflective of the specific grade and content for the term -daily scripture readings will continue as part of morning opening exercises over the public address speaker system -some monthly Masses will be prepared by the intermediate students with the choice of hymes and readings reviewed by Father -school bulletin boards and displays will have appointed classroom teacher and designers to reflect the liturgical season and virtue of the month -the Safer School Committee will meet at least each term or more frequent depending on need or development of specific programs to discuss ongoing, current or proposed safety related issues and strategies -police school liason officer to visit the intermediate students and other grades to present seminars related to safety Fire Drills and Lockdown drills will take place throughout the year to practise safe proceedures which are noted and logged -the Code of Conduct is printed in the school student agenda and will be reviewed periodically with staff and students -continue to provide and monitor an inclusive curriculum and assessment practice that meets the needs of the students continue to build upon a vibrant relationship with CSAC, parents and the teachers through daily encounters, planned monthly CSAC meetings, school concerts, the Family Barbeque, interactive family night and the provision of guest speakers -standardized assessments results will be posted to inform the community of the successes and perceived areas of continued enhancement which will allow our intermediate students to further engage in strong academic performances -use of pilot survey to assess the activities that are currently offererd and the degree of its participation -increased professional development for staff in the area and importance of student engagement and student affect

Evaluation:

Results- Oriented

Resources: -School staff, guidance teacher, Principal, social worker and student council will each seek to strive collaboratively in a cooperative and productive manner toward achieving a safe, positive, healthy and respectful school setting where every individual is fully allowed to seek to be the best that he/she can possibly be, within the supportive climate of the full school community -Anti-Bullying resources, safe schools' resources, library resources, School Public health nurse -TCDSB curriculum and human resources from the offices of Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development, Guidance Department and our CSAC -open and ongoing dialogue at staff meetings, CSAC meetings and the Prince of Peace Parish

Timeline

Timeline: -ongoing throughout the 2010-2011 school year

Attainable

Strategies: -daily scripture readings will continue to be read by Principal or designate, and students each day -fully participate in the three year TCDSB cycle of Word, Worship and Witness with activities and reflections intended to help students grow in faith and responsible behavior -a staff member has begun participation in a training workshop given by the Safe Schools Deptartment for the certification of strategies development related to the promotion of a fully Safer School -a staff member has been involved in ongoing training related to building a positive school climate through the use of Progressive Discipline -a staff member has been involved in training related to the development of an inclusive and individualized approach to the development of unique learning modalities and the Exceptional Pupil -Catholic monthly virtues are highlighted and celebrated -Roots of Empathy is being implemented in the Grade 4/5 class in through the guidance teacher -school has completed an application to become an Ecoschool with a continued reduction in lunchtime litter, the promotion of energy conservation and the promotion of tree planting as assisted through CIBC, Brimmel Toyata and the Evergreen Foundation -Me to We team is actively involved in planning activities to broaden participation in activities which assist those in need in communities in foreigh lands -Healthy Action Team involvement in the active discussions and promotion of student led activities to help reduce bullying, to enhance student and school safety and to promote positive, healthy nutrition -guided meditation will be offered to each class by school principal once per term as part of promoting The Respectful Workplace -teachers will promote the value of continuing their education in a Catholic high school setting through the interaction and visiting of neighbouring high school guidance personnel to our school, where students will visit the local Catholic high schools and engage in valued conversation related to high school choice -there will be a continued understanding and compassion by our students toward their fellow classmates through a survey -there will be a noted improvement in the quality of healthy lunches and choice of student snacks -the students will engage in the daily DPA as exercise leaders and participate in the CSAC sponsored skating program

Students will be more engaged in the school community in a wide variety of social, charitable and personal enhancement and giving to one another. There will be an increased participation from all grades in school activities throughout the school year. Students will be more involved in student council activities where their actions will further promote their own needs as well as the full school community.