school learning improvement plan - tcdsb

OUR VISION

We are an inclusive Catholic learning community that educates students,staff, parents and trustees to grow in grace and knowledge and to lead lives

rooted in faith, hope and charity.

Witness, Innovate, Act: Toronto Catholic District School Boardlearning communities transform the world..

(Isaiah 2:3)

and that we may walk in his paths."

that he may teach us his ways

"Come let us go up to the mountain of the Lord

OUR MISSION

Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Anthony DeCiantis

TRUSTEE: Maria Rizzo

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Edward Catholic School

Lori DiMarco

21 Eddfield Ave Toronto ON M2N 2M5

221STUDENT 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

2011 - 2014 IMPROVEMENT PLANSCHOOL LEARNING

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Bruce Rodrigues

St. Edward Catholic School

SCHOOL LEARNING IMPROVEMENT PLAN 2011 - 2014TORONTO CATHOLIC DISTRICT SCHOOL BOARD

St. Edward Catholic School has historically been dedicated to continuous improvement in student learning within a nurturing Catholic learning environment. Recent school learning and improvement plans have identified gaps in student achievement and the community has developed effective strategies that have targeted many of the school' s learning needs.

In recent years, for example, St. Edward was identified as a School in the Middle and received additional learning resources, staff professional development and after school numeracy programs. Teachers attended school and board level numeracy workshops and worked collaboratively to help students improve.

Our teachers effectively implement teaching and assessment strategies related to TLCP, NAfLAC and Comprehensive Literacy.

Results for the 2011 Grade 3 and 6 EQAO assessment indicate that our school has improved greatly, especially in Grade 3. Thus, our current learning plan builds on this success and identifies specific areas for continuous improvement.

Our Catholic School Advisory Council has been very active in supporting student learning. They have worked in partnership with the school principal and staff, and have identified specific ways in which they can promote continuous school success at St. Edward Catholic School.

Consultation has take place with Students, Parents and Staff on the School Learning Improvement Plan.

SCHOOL LEARNING IMPROVEMENT PLAN

School GOAL : By 2014, St. Edward Catholic Elementary School will maintain the Reading score percentages in the number of students achieving levels 3 and 4 on the Grade 6 EQAO Reading Assessment as compared to this cohort’s scores in Grade 3 written in 2011 (88%). (Checkpoints: Grade 4 CCAT, Grade 5 CAT4, QCA, Report cards)

School Effectiveness Framework

CCCC, Literacy,Numeracy, Pathways, Learning for All

Targeted, Evidence-Based Strategies Resources for Targeted, Evidence-Based Strategies Indicators of Success

1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 1.7; 3.1; 3.2; 3.3; 3.4; 6.1; 6.2; 6.3; 6.

Related Pillar

CCCCLearning for All

Literacy

Primary Pillar LITERACYReading

Explicit Information• Activating Prior Knowledge

- Focus on ‘before’ reading strategies• Varied Lesson Design

- 3 part lesson (before, during and after reading)• A Variety of Learning and Instructional Strategies

- Graphic organizers- Anchor charts- Assistive technology

• Explicit Instruction of Literacy Skills- Cross-curricular focus- Metacognition

Implicit information• Activating Prior Knowledge

- Focus on ‘before’ reading strategies• Varied Lesson Design




Making Connections/ Extending Understanding• Activating Prior Knowledge

- Text to text, text to self, text to world• Varied Lesson Design

- Gradual Release of Responsibility• A Variety of Learning and Instructional Strategies


• Oral Communication and Cooperative Learning- Grouping strategies (large,small, pairs)

Me Read? No Way!, pp. 17 and 18Student Success Grades 7 & 8 Differentiated Instruction Educator’s Package, Oct/07 Strategy and Structure CardsFacilitator’s Guide-Assessment for Learning, Differentiated Instruction Educator’s Package, Oct/08 Literacy CardsDifferentiated Instruction Teaching/Learning ExamplesThink Literacy Cross-Curricular Approaches 7-12, pp. 44-54Education For All, pp. 97-106 (Learning for All K-12, DRAFT, pp. 22-23)Think Literacy Cross-Curricular Approaches 7-12, pp. 8-43,70-73,57Education For All, pp. 97-99 (Learning for All K-12, DRAFT, pp. 13-24)Me Read? No Way!, pp. 33-36Differentiated Instruction Educator’s Package, Oct/07 Strategy and Structure CardsDifferentiated Instruction Educator’s Package, Oct/08, Literacy Cards Think Literacy Cross-Curricular Approaches 7-12, pp.57, 66-69, 152, 162, 182Student Success Grades 7 & 8 Differentiated Instruction Educator’ Package, Oct/07 Strategy and Structure CardsFacilitator’s Guide-Assessment for L

These are some of the success indicators we will be reviewing:

1) 2012, 2013, 2014 Grade 4 OLSAT 8 results

2) Feburary and June 2012, 2013, 2014 Grade 4, 5, 6, Report Card results

3) Moderated marking results

4) TLCP results

5) 2012, 2013, 2014, Grade 5 CAT/4 results

6) 2012, 2013, 2014, QCA, OCA results

7) 2012, 2013, 2014, Grade 6 EQAO results


- Drama- Read aloud- Think aloud


Improving cross-curricular academic vocabulary• Activating Prior Knowledge Pre-reading strategies• Varied Lesson Design



• Explicit Instruction of Literacy Skills- Word walls

CCCCCaring Adult

Supporting the role of caring adults in schools• Faith Development

Supporting the role of caring adults in schools• Community Building• Mentorship

Student Engagement• Caring Adult• Leadership Opportunities• Community Spirit Built on Diverse Student Interests• Attendance Support

Transitions• Cross Panel Communication• Caring Adult• Exchange of Information

Mental Health/Diverse Needs• Professional Development• Co-curricular Offerings• Community Building

Faith and CharacterDevelopmentStudent Diversity

• Virtue of the Month• Retreats – Individual Grade Level• Days of Reflection – Student Staff• Eucharist• Liturgical Celebrations –Community and Class


• Sacrament of Reconciliation – Advent and Lent• Charitable Works – School and Community• Development and Peace Student Days• Participation in ACTS – A Call to Serve• Sacramental Preparation• Staff Faith Development – Local and System Wide• Global Awareness

- World Religions- Poverty Awareness

L4A (Learning for All)Assessment for Learning

• Authentic Assessment Strategies- Use of student portfolios,dialogue journals, oral responses and others

• Assessment Adaptations and Alternatives• Diagnostic and Formative Assessment

Improving Test-Taking Skills:Multiple Choice & Open Response Questions

• Comprehensive Assessment PracticesImproving Literacy Skills:

Reading• Activating Prior Knowledge• Use of First Language• Universal Design for Learning• Differentiated Instruction• Explicit Literacy Skills Instruction• Gradual Release of Responsibility• Use of Graphic Organizers, Word Charts

Multilingual /Multicultural Development• Use of L1 to Support L2• Co-operative Learning/ Oral Communication• Dual Language Projects• Bilingualism Development• Cultural Profiles• Universal Design for Learning

Assessment• Evidence-based decision making• Oral testing• Provide opportunities for choices based on a multi-modal• Rubrics• Extended Time Provision• Use of Assistive Technology:

- Text to speech software programme to read questions- Speech to text software programme to answer questions


Math Skills• Rich math tasks

- On line math tutorials to support learning and to review and reinforce concepts- Smartboard to reinforce learning

• Scaffolding concepts• Opportunities for reinforcement• Cooperative Learning• Activating Prior Knowledge• Varied Lesson Design• Variety of learning tools• See Numeracy Pillar for additional strategies to support math skills

Reading Skills• Direct Explanation of appropriate strategy

- Using text to speech software to improve reading fluency and comprehension

• Strategies based Reading Programmes- Access to E-Texts

• See Literacy Pillar for additional strategies to support the development of reading skills

Writing Skills• Graphic Organizers• Explicit Strategies, Procedures,Structures and Models for effectiive writing• Student/Teacher conferencing• Multi-modal approaches to generate ideas• Activate Prior Knowledge

- Speech to text software,word prediction programmes,word webs, text dictionaries

• See Literacy Pillar for additional strategies to support Written Expression

Regular Class Indirect Support• Support the development of IEPs• Collaborate to develop a grade/class profile within which individual student strengths and needs are highlighted.• Participate in professional learning communities (e.g., TLCP/NAfLC) to develop, monitor, and evaluate learning opportunities for all students so that students with learning difficulties can participate to the fullest extent possible and demonstrate their learning• Share resources to accommodate or modify the curriculum• Collaborate to support access to technology within the regular class setting• Collaborate to promote a Universal Design framework with strategic heterogeneous or homogeneous student groups for cooperative learning, project-based and problem-based learning


• Share specific strategies to use throughout the learning process to enhance student learning (i.e., use of visual supports, manipulatives, peer support, extra processing time, simplified instructional language, facilitate oral expression etc.)• Collaborate to differentiate the environment as needed (e.g., visuals, quiet work space, paired work)• Collaborate to develop tiered lessons, centres, or products, where the student will achieve success in meeting the lesson goal• Collaborate prior to a lesson to create a parallel task (tasks that explore the same big idea but are designed to suit the needs of students at different levels)• Collaborate prior to a lesson to select vocabulary to teach, supplementary materials, varying texts or organizers to suit the needs of students at different levels• Collaborate prior to a lesson to discuss assessment for/of learning (e.g., dramatization, PowerPoint,written tasks, use of manipulatives, assistive technology) so that there are options for all students to demonstrate their learning• Collaborate prior to a lesson to help make assessments visible to students (i.e., what are they learning; what do they need to do to be successful)• Collaborate to develop social supports for students in the classroom and at recess• Support access to professional development opportunities; board, community, internet

Regular Class Resource Support• Co-construct lesson plans to support all students including students with learning difficulties• Co-teach lessons with the regular class teacher• Teach mini-lessons (pre- or post-teaching the whole group lesson) within the regular class setting to help a small group of students learn skills required to achieve stated curriculum expectations (e.g., pre-teaching subject specific vocabulary or cultural context, using graphic organizers/math manipulatives)• Support use of assistive technology within the regular class setting• Support student(s) at a learning centre in the classroom (e.g., writing centre, math centre)• Facilitate, together with the regular classroom teacher, differentiated content and work products to help students with special needs meet the learning expectations (e.g., scaffolding, clarification, prompting, questioning)• Use varying instructional approaches to scaffold learning goals (i.e. modelled lessons, shared lessons, guided lessons and independent practice)• Collaborate to assess differentiated work products

Regular Class Withdrawal Support• Provide strategic withdrawal

- Withdraw to support the student in the area of need (e.g., writing but not reading; number sense but not data management)


- Withdraw for a module of lessons to address a gap in the student’s learning- Withdraw to support the student in learning strategies (e.g., block of lessons on research skills).

• Provide small group/individual instruction to address curriculum expectations via DI

- e.g., a greater emphasis on use of assistive technology (such as voice-to-text technology) to compensate for deficit areas when completing tasks- e.g., facilitate different work products for a small group of students

• Provide small group/individual explicit instruction to address specific skill deficits through remediation and focused teaching with evidence-based strategies (precision & personalization)

- e.g., weak reading: an intensive reading program such as empower- e.g., weak vocabulary: direct teaching of vocabulary; listening to books on tape, using semantic maps/graphic organizers; pre-teaching vocabulary- e.g., weak reading comprehension: strategy teaching, semantic organizers- e.g., weak math skills: direct instruction, concrete and virtual manipulatives, math tools such as a number line, strategy instruction

• Provide small group/individual instruction to address alternative programming areas

- e.g., weak organizational skills: agenda book, visual schedule, task planning/monitoring tools- e.g., weak social skills: role playing, building self-esteem, reading social cues- e.g., self-advocacy: understanding their learning strengths and needs, requesting assistance

Additional Data/Information as detemined by School Improvement Team:Our current students will be employing our computer lab hardware resources by making use of Premier, an assistive technology software program.


1. Assessment for, as and of learning 1.1 Students and teachers share a common understanding of the learning goals and related success criteria. 1.2. During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers. 1.3 Students are taught, and regularly use self-assessment skills to monitor their progress toward achieving learning goals, and to set their own learning goals within the context of the Ontario curriculum and/or Individual Education Plan ( I.E.P). 1.4 Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning analyzed to ensure consistency with success criteria. 1.5 A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps. 1.6 Assessment of learning provides evidence for evaluating the quality of student learning at or near the end of a period of learning. 1.7 Ongoing communication is in place to allow students, teachers and parents to effectively monitor student learning.3. Student Voice 3.1 The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences. 3.2 School programs incorporate students’ stated priorities and reflect the diversity, needs and interests of the school population. 3.3 Students are partners in conversations about school improvement. 3.4 Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as leadership, teamwork and advocacy.6. Home, School and Community Partnerships 6.1. The School Council has a meaningful role in supporting learning and achievement for students. 6.2. Students, parents and community members are engaged and welcomed, as respected and v


School GOAL : In 2012, St. Edward Catholic Elementary School will increase the Math score percentages in the number of students achieving levels 3 and 4 on the Grade 6 EQAO Math Assessment by 10% to 48%as compared to this cohort’s scores in Grade 3 written in 2009 (38%).




1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 3.1; 3.2; 3.3; 3.4; 6.1; 6.2; 6.3; 6.4;

Related Pillar

CCCCPathwaysLearning for All

Numeracy

Primary Pillar NUMERACYImprove Problem Solving:

four - step problem solving process and strategies (G. Polya).• Activating Prior Knowledge

- Review of prior skills and concepts- Mental math- Games

• Problem Solving- 4-step problem solving process and strategies- 7 mathematical processes- Presentation of multiple Solutions

• Variety of Learning Tools- Manipulatives- Technology- Graphic organizers- Multiple representations- Ministry licensed software

• Communication- Academic vocabulary in Mathematics- Oral, written, and visual forms- Math Talk Learning Community

• Co-operative Learning- Varied respectful grouping- Think-pair-share- Bansho, Math Congress,Gallery Walk- Games- Math talk learning community

CCCCCaring Adult



Student Engagement• Caring Adult• Leadership Opportunities

Targeted Implementation and Planning Supports for Revised Mathematics (TIPS4RM), Continuum and Connections (Grades 7 – 10)Think Literacy Mathematics, Grades 7 - 9, 2004, pgs. 22, 38, 90, 96, 102Leading Math Success, Mathematical Literacy Grades 7 - 12, 2004, Ch. 4 pgs. 25-37, Ch. 5 pgs. 41-54, Ch. 7 pgs. 60-69Education for All, 2005, Ch. 7 pgs. 70-91, Ch. 10 pgs. 127-138Elementary and Middle School Mathematics Teaching Developmentally by John A. Van de Walle, Ch.4 pgs. 39-60, Ch. 22 pgs. 483-500, Ch.23 pgs. 501-516Student Success Grades 7 & 8 Differentiated Instruction Educator’s Package (Differentiated Instruction Educator’s Package, Facilitator’s Guide – Mathematics, Getting to the Core of Teaching and Learning)Ontario Curriculum Unit Planner: Resources for “Assessment and Evaluation for Improved Student Learning” Training Sessions (English 9 - 12, ESL and ELD 9-12, Mathematics, 1 -12)Ministry of Educations Software: Math Trek 7, 8, 9 (Intermediate), Math Trek 11, 12

For this SMART goal, we will look at the following indicators of success:

1) February and June 2012 Report Card results

2) Moderated marking

3) TLCP results

4) Other classroom level assessments

5) 2012 Grade 6 EQAO results


• Community Spirit Built on Diverse Student Interests• Attendance Support




• Virtue of the Month• Retreats – Individual Grade Level• Days of Reflection – Student Staff• Eucharist• Liturgical Celebrations –Community and Class• Sacrament of Reconciliation – Advent and Lent• Charitable Works – School and Community• Development and Peace Student Days• Participation in ACTS – A Call to Serve• Sacramental Preparation• Staff Faith Development – Local and System Wide• Global Awareness


PATHWAYSDevelop Career Education/Awareness

• Varied Lesson Design- Exploration- Direct- Guided- 3 - part lesson design- MATCH - Minds on,Action and Thinking,Consolidation, Homework

• Problem Solving Approach• Four - step problem solving model

- Understanding the problem- Devising a plan- Carry out the plan- Looking back · Presentation of multiple solutions

• Oral Communication and Cooperative LearningExperiential Learning Opportunities for Students

• Variety of Learning and Instructional Strategies


L4A (Learning for All)Improving Test-Taking Skills:

Multiple Choice & Open Response Questions• Comprehensive Assessment Practices

Improving Literacy Skills:Reading

• Activating Prior Knowledge• Use of First Language• Universal Design for Learning• Differentiated Instruction• Explicit Literacy Skills Instruction• Gradual Release of Responsibility• Use of Graphic Organizers, Word Charts















Regular Class Indirect Support• Support the development of IEPs• Share professional knowledge about curriculum and student learning profiles• Collaborate to develop a grade/class profile within which individual student strengths and needs are highlighted.• Participate in professional learning communities (e.g., TLCP/NAfLC) to develop, monitor, and evaluate learning opportunities for all students so that students with learning difficulties can participate to the fullest extent possible and demonstrate their learning• Share resources to accommodate or modify the curriculum• Collaborate to support access to technology within the regular class setting• Collaborate to promote a Universal Design framework with strategic heterogeneous or homogeneous student groups for cooperative learning, project-based and problem-based learning• Share specific strategies to use throughout the learning process to enhance student learning (i.e., use of visual supports, manipulatives, peer support, extra processing time, simplified instructional language, facilitate oral expression etc.)• Collaborate to differentiate the environment as needed (e.g., visuals, quiet work space, paired work)• Collaborate to develop tiered lessons, centres, or products, where the student will achieve success in meeting the lesson goal• Collaborate prior to a lesson to create a parallel task (tasks that explore the same big idea but are designed to suit the needs of students at different levels)


• Collaborate prior to a lesson to select vocabulary to teach, supplementary materials, varying texts or organizers to suit the needs of students at different levels• Collaborate prior to a lesson to discuss assessment for/of learning (e.g., dramatization, PowerPoint,written tasks, use of manipulatives, assistive technology) so that there are options for all students to demonstrate their learning• Collaborate prior to a lesson to help make assessments visible to students (i.e., what are they learning; what do they need to do to be successful)• Collaborate to develop social supports for students in the classroom and at recess• Support access to professional development opportunities; board, community, internet


Additional Data/Information as detemined by School Improvement Team:



1. Assessment for, as and of learning 1.1 Students and teachers share a common understanding of the learning goals and related success criteria. 1.2. During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers. 1.3 Students are taught, and regularly use self-assessment skills to monitor their progress toward achieving learning goals, and to set their own learning goals within the context of the Ontario curriculum and/or Individual Education Plan ( I.E.P). 1.4 Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning analyzed to ensure consistency with success criteria. 1.5 A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps. 1.6 Assessment of learning provides evidence for evaluating the quality of student learning at or near the end of a period of learning.3. Student Voice 3.1 The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences. 3.2 School programs incorporate students’ stated priorities and reflect the diversity, needs and interests of the school population. 3.3 Students are partners in conversations about school improvement. 3.4 Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as leadership, teamwork and advocacy.6. Home, School and Community Partnerships 6.1. The School Council has a meaningful role in supporting learning and achievement for students. 6.2. Students, parents and community members are engaged and welcomed, as respected and valued partners. 6.3 The school and community build partnerships to enhance learning opportunities for students. 6


School GOAL : By 2014, St. Edward Catholic Elementary School will increase the percentage of students reading at the P+ level in grade two from 33% to 43%, as compared to the current grade two cohort.




1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 1.7; 3.1; 3.2; 3.3; 3.4; 6.1; 6.2; 6.3; 6.

Related Pillar

CCCCLearning for All

Literacy

Primary Pillar LITERACYReading

Explicit Information• Varied Lesson Design




Implicit information• Varied Lesson Design




Making Connections/ Extending Understanding• Activating Prior Knowledge

- Text to text, text to self, text to world• Varied Lesson Design



• Oral Communication and Cooperative Learning- Grouping strategies (large,small, pairs)- Drama- Read aloud- Think aloud

Me Read? No Way!, pp. 17 and 18Student Success Grades 7 & 8 Differentiated Instruction Educator’s Package, Oct/07 Strategy and Structure CardsFacilitator’s Guide-Assessment for Learning, Differentiated Instruction Educator’s Package, Oct/08 Literacy CardsDifferentiated Instruction Teaching/Learning ExamplesThink Literacy Cross-Curricular Approaches 7-12, pp. 44-54Differentiated Instruction Educator’s Package, Oct/07 Strategy and Structure CardsDifferentiated Instruction Educator’s Package, Oct/08, Literacy Cards Think Literacy Cross-Curricular Approaches 7-12, pp.57, 66-69, 152, 162, 182Student Success Grades 7 & 8 Differentiated Instruction Educator’ Package, Oct/07 Strategy and Structure CardsFacilitator’s Guide-Assessment for Learning, Differentiated Instruction Educator’s Package, Oct/08, Literacy CardsMe Read? No Way! pp. 37-42Education For All, pp. 97-99Student Success Grades 7 & 8 Differentiated Instruction Educator’s Package, Oct/07, St. Wilfrid’s Video

The success of the SMART goal will be monitored as follows:

1) Review of Running Record data at Divisional meetings and during mid-point checks.

2) Review of 2012, 2013, 2014, February and June Report Card Marks.

3) Review of 2012, 2013, 2014, Grade 2 CAT/4 results.

4) Review of 2012, 2013, 2014, Grade 3 QCA results.

5) Review of 2012, 2013, 2014, Grade 3 EQAO results.

6) TLCP assessments

7) Moderated marking



Improving cross-curricular academic vocabulary• Activating Prior Knowledge Pre-reading strategies• Varied Lesson Design



• Explicit Instruction of Literacy Skills- Word walls

CCCCCaring Adult



Student Engagement• Caring Adult• Leadership Opportunities• Community Spirit Built on Diverse Student Interests• Attendance Support




• Virtue of the Month• Days of Reflection – Student Staff• Eucharist• Liturgical Celebrations –Community and Class• Sacrament of Reconciliation – Advent and Lent• Charitable Works – School and Community• Development and Peace Student Days• Sacramental Preparation


• Staff Faith Development – Local and System Wide• Global Awareness


L4A (Learning for All)Assessment for Learning

• Authentic Assessment Strategies- Use of student portfolios,dialogue journals, oral responses and others

• Assessment Adaptations and Alternatives• Diagnostic and Formative Assessment

Improving Test-Taking Skills:Multiple Choice & Open Response Questions

• Comprehensive Assessment PracticesImproving Literacy Skills:

Reading• Activating Prior Knowledge• Use of First Language• Universal Design for Learning• Differentiated Instruction• Explicit Literacy Skills Instruction• Gradual Release of Responsibility• Use of Graphic Organizers, Word Charts















Regular Class Indirect Support• Support the development of IEPs• Share professional knowledge about curriculum and student learning profiles• Collaborate to develop a grade/class profile within which individual student strengths and needs are highlighted.• Participate in professional learning communities (e.g., TLCP/NAfLC) to develop, monitor, and evaluate learning opportunities for all students so that students with learning difficulties can participate to the fullest extent possible and demonstrate their learning• Share resources to accommodate or modify the curriculum• Collaborate to support access to technology within the regular class setting• Collaborate to promote a Universal Design framework with strategic heterogeneous or homogeneous student groups for cooperative learning, project-based and problem-based learning• Share specific strategies to use throughout the learning process to enhance student learning (i.e., use of visual supports, manipulatives, peer support, extra processing time, simplified instructional language, facilitate oral expression etc.)


• Collaborate to differentiate the environment as needed (e.g., visuals, quiet work space, paired work)• Collaborate to develop tiered lessons, centres, or products, where the student will achieve success in meeting the lesson goal• Collaborate prior to a lesson to create a parallel task (tasks that explore the same big idea but are designed to suit the needs of students at different levels)• Collaborate prior to a lesson to select vocabulary to teach, supplementary materials, varying texts or organizers to suit the needs of students at different levels• Collaborate prior to a lesson to discuss assessment for/of learning (e.g., dramatization, PowerPoint,written tasks, use of manipulatives, assistive technology) so that there are options for all students to demonstrate their learning• Collaborate prior to a lesson to help make assessments visible to students (i.e., what are they learning; what do they need to do to be successful)• Collaborate to develop social supports for students in the classroom and at recess• Support access to professional development opportunities; board, community, internet


Regular Class Withdrawal Support• Provide strategic withdrawal

- Withdraw to support the student in the area of need (e.g., writing but not reading; number sense but not data management)- Withdraw for a module of lessons to address a gap in the student’s learning- Withdraw to support the student in learning strategies (e.g., block of lessons on research skills).


• Provide small group/individual instruction to address curriculum expectations via DI

- e.g., a greater emphasis on use of assistive technology (such as voice-to-text technology) to compensate for deficit areas when completing tasks- e.g., facilitate different work products for a small group of students

• Provide small group/individual explicit instruction to address specific skill deficits through remediation and focused teaching with evidence-based strategies (precision & personalization)

- e.g., weak reading: an intensive reading program such as empower- e.g., weak vocabulary: direct teaching of vocabulary; listening to books on tape, using semantic maps/graphic organizers; pre-teaching vocabulary- e.g., weak reading comprehension: strategy teaching, semantic organizers- e.g., weak math skills: direct instruction, concrete and virtual manipulatives, math tools such as a number line, strategy instruction

• Provide small group/individual instruction to address alternative programming areas

- e.g., weak organizational skills: agenda book, visual schedule, task planning/monitoring tools- e.g., weak social skills: role playing, building self-esteem, reading social cues- e.g., self-advocacy: understanding their learning strengths and needs, requesting assistance

Additional Data/Information as detemined by School Improvement Team:We will purchase additional resources for our classroom libraries through Catholic School Advisory funds.


1. Assessment for, as and of learning 1.1 Students and teachers share a common understanding of the learning goals and related success criteria. 1.2. During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers. 1.3 Students are taught, and regularly use self-assessment skills to monitor their progress toward achieving learning goals, and to set their own learning goals within the context of the Ontario curriculum and/or Individual Education Plan ( I.E.P). 1.4 Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning analyzed to ensure consistency with success criteria. 1.5 A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps. 1.6 Assessment of learning provides evidence for evaluating the quality of student learning at or near the end of a period of learning. 1.7 Ongoing communication is in place to allow students, teachers and parents to effectively monitor student learning.3. Student Voice 3.1 The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences. 3.2 School programs incorporate students’ stated priorities and reflect the diversity, needs and interests of the school population. 3.3 Students are partners in conversations about school improvement. 3.4 Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as leadership, teamwork and advocacy.6. Home, School and Community Partnerships 6.1. The School Council has a meaningful role in supporting learning and achievement for students. 6.2. Students, parents and community members are engaged and welcomed, as respected and v


Comprehensive Needs And Strengths Assessment


school learning improvement plan - tcdsb

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