school name: annunciation catholic school anthony de ciantis · annunciation catholic school 2007 -...

SCHOOL NAME: Annunciation Catholic School PRINCIPAL: Anthony De Ciantis

SUPERINTENDENT: Gerald Dagenais TRUSTEE: Angela Kennedy

SCHOOL ADDRESS: 65 Avonwick Gate , Toronto ON , M3A 2M8

STUDENT ENROLMENT: 351

School Learning PlanAnnunciation Catholic School

2007 - 2008

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2007 - 2008

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Academic Year Teacher, Principal Classroom / school resources

Ongoing All classrooms have prayer tables that represent the prayer life of the class

Prayer TableEach classroom would have a prayer table incorporating the primary symbol of each Religious Education Program

Academic Year Teacher, Principal Liturgical Calendar Ongoing Prayer Table contains:Cloth (green, purple, white), Bible, Cross and appropriate symbol for grade level:Gr One: Story ShawlGr Two: TableGr. Three: Tent

Academic Year Teacher, Principal Born of the Spirit/Catechetical Series grades Kindergarten – 3 CCCB publicationsReligion/Family Life Department (grs 1-2 scrapbooks) Fully Alive Program Grades 1- 3 Pearson EducationalInstitute of Catholic EducationReligion/Family Life Website

Ongoing Family Life programTeacher texts (grades 1-3Student texts:Ensure grades 1 and 2 scrapbooks have arrivedSufficient number of student texts

Providing/updating/renewing Religion/Family Life resources for all grade levels.

Academic Year Teacher, Principal Board-wide resources In progress Religious Education Kindergarten: Religion Resource KitGrades 1- 3Teacher TextsSufficient numbers of Student textsAccompanying Music for each program

Division Primary (JK - 3)

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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Each classroom would have a Prayer table incorporating the primary symbol of each religious Education Program

Academic Year Teacher, Principal ReligionCurriculumLiturgical Calendar

Ongoing Prayer Table contains: cloth (green, purple, white), Bible, Cross and appropriate symbol for grade level:Gr. Four: Tree StumpGr. Five: RockGr. Six: Lamp

Academic Year Teacher, Principal Born of the Spirit; Catechetical Series grades 4-6; CCCB publicationsFully Alive Program; Grades 4-6;Pearson EducationalInstitute of Catholic EducationReligion/Family,Life Website

In progress Religious Education Grades 4-6Teacher TextsSufficient numbers of Student textsAccompanying Music for each program

Academic Year Teacher Born of the Spirit; Catechetical Series grades 4-6; CCCB publicationsFully Alive Program; Grades 4-6;Pearson EducationalInstitute of Catholic EducationReligion/Family,Life Website

Ongoing A Catholic Approach to HIV/AIDS EducationTeacher text


Academic Year Teacher, Principal Born of the Spirit; Catechetical Series grades 4-6; CCCB publicationsFully Alive Program; Grades 4-6;Pearson EducationalInstitute of Catholic EducationReligion/Family,Life Website

Ongoing Family Life programTeacher texts (grades 4-6)Student texts

Division Junior (4 - 6)






2007 - 2008

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Academic Year Teacher, Principal We are Strong Together Catechetical Series; CCCB publicationsFully Alive Program; Grades 7-8; Pearson EducationalInstitute of Catholic EducationReligion/Family Life Website

Ongoing Family Life programTeacher texts (grades 7-8)Student texts


Academic Year Teacher, Principal We are Strong Together Catechetical Series; CCCB publicationsFully Alive Program; Grades 7-8; Pearson EducationalInstitute of Catholic EducationReligion/Family Life Website

Ongoing Religious Education Grades 7-8Teacher TextsSufficient numbers of Student textsAccompanying Music for each program

Each classroom would have a Prayer table incorporating the primary symbol of each Religious Education Program

Academic Year Teacher, Principal Religion CurriculumLiturgical Calendar

Ongoing Prayer Table contains:Cloth (green, purple, white), Bible, Cross and appropriate symbol for grade level:Gr 7 and 8: Creed

Division Intermediate (7 - 8)






2007 - 2008

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Division JK - 8





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To promote board identified vitues such as courage, love and forgiveness on a monthly basis throughout the school.

This goal will be promoted be all divisions.

Academic Year Teacher, Principal Board-wide resources Ongoing - Students have a better undersanding of these vitues - Students demonstate more care and empathy towards the needs of others. - Amore positive school climate develops.

To ensure that the school code of conduct meets the requirements of the new TCDSB and Provincial codes of conduct.

This goal will be promoted by all divisions.

Academic Year Teacher, Principal Board-wide resources In progress - consultations with staff, students and parent community regarding the new code of conduct and safe schools legislation. - consulations with school community regarding the progressive discipline component of the school code of conduct. - information provided to the entire school community re expectations of the school, board and provincial codes of conduct. -establishment of a local safe school committee made up of staff, parent and student representatives, which will help monitor and give recommendations regarding our school code of conduct.

Note: The principal will report to the school community on the effectiveness of each strategy at the end of the year how the plan worked based on the evidence of improvements.

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Safe, Inclusive and Healthy Learning Environment

To enhance the quality of the working and learning experience through improving schools and workplaces so that they contribute to positive healthy and respectful relationships.



2007 - 2008

2008-06-18 of 26

Charts CAT3-National Percentile-20042005-Grade 2

To analyze scores during the PLC/Divisional monthly meetings and informal meetings to note how best to improve noted weak areas in test results especially focusing in Language, Dictation and Word Analysis above. Also to study DIP individual results to target students who require additional assistance in given areas of difficulties as noted.

Gap Analysis:

Running Records-Number of Students-20052006-Year to Date

To analyze Running Record results during PLC/Divisional meetings and concentrate on how best to improve student performance for students who are not at the designated levels for the given grade and allocate additional time and resources for these students.

Gap Analysis:


Goal Literacy

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

Priority Improving Student Learning and Achievement


2007 - 2008

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

To analyze scores from this year at PLC/Divisional meetings and how best to improve scores as set out in targets for school improvement plan and to meet Provincial Targets in Reading. To focus on students who are at levels below level 3 and how best to raise their scores thorough both system wide resources and school resources for testing in this calander year.

Gap Analysis:

EQAO-Reading-20062007-Grade 3-All Students

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.

Academic Year Teacher, Principal Language Arts Coordinator and resource staff Various Balanced Literacy documents Early Reading Strategies Binder, Ministry of Education 2003 Early Reading Strategy, the Report of the Expert Panel on Early Reading in Ontario, Ministry of Education, 2003 Balanced Literacy: A Principal’s Handbook, TCDSB 2000 Professional reading in central storage (provided by Language Arts Dept.)

In progress Improved student scores on the grade 2 CAT 3 and the grade 3 EQAO measures.



Goal Literacy




2007 - 2008

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Charts


To analyze scores from this year at PLC/Divisional meetings and how best to improve scores as set out in targets for school improvement plan and to meet Provincial Targets in Reading. To focus on students who are at levels below level 3 and how best to raise their scores thorough both system wide resources and school resources for testing in this calendar year. To also analyze type of questions from EQAO specific test results in Reading and note which questions were the most difficult for students to answer and improve their understanding of these types of questions.

Gap Analysis:

CAT3-National Percentile-20042005-Grade 5

To analyze scores during the PLC/Divisional monthly meetings and informal meetings to note how best to improve noted weak areas in test results especially focusing on Vocabulary abd Spelling above. Also to study DIP individual results to target students who require additional assistance in given areas of difficulties as noted.

Gap Analysis:



2007 - 2008

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Charts EQAO-Writing-20042005-Grade 6-All Students

To analyze scores from this year at PLC/Divisional meetings and how best to improve scores as set out in targets for school improvement plan and to meet Provincial Targets in Writing. To focus on students who are at levels below level 3 and how best to raise their scores thorough both system wide resources and school resources for testing in this calendar year. To also analyze type of questions from EQAO specific test results in Writing and note which questions were the most difficult for students to answer and improve their understanding of these types of questions.

Gap Analysis:



2007 - 2008

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

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

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.

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

Ongoing Improved circulation in the school library (i.e., more boys accessing school library resources).


2007 - 2008

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Charts

EQAO-Writing-20042005-Grade 6-All Students

To analyze Writing results with intermediate PLC/Divisional teachers during the monthly meetings and study areas on how to best assist students who did not achieve the Provincial standard in Writing. To use current resources available at school to improve results, purchase resources if necessary to improve level of writing, and concentrate in assisting these students by monitor closely their progress in the intermediate grades in Writing. To complete student assessment folders which include: close, vocabulary and spelling diagnostic assessments.

Gap Analysis:


To analyze Reading results with intermediate PLC/Divisional teachers during the monthly meetings and study areas on how to best assist students who did not achieve the Provincial standard in Reading. To use current resources available at school to improve results, purchase resources if necessary to improve level of reading, and concentrate in assisting these students by monitor closely their progress in the intermediate grades in Reading. To complete student assessment folders which include: close, vocabulary and spelling diagnostic assessments.

Gap Analysis:

Goal Literacy




2007 - 2008

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Division JK - 8

Goal Literacy




2007 - 2008

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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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2007 - 2008

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Charts

EQAO-Mathematics-20042005-Grade 3-All Students

The teachers in the division are currently working as a team during PLC/Divisional meetings or during their biweekly meetings to analyze this data They are looking at the type of questions used in the test, type of knowledge and understanding required for the test, anchor paper examples and how to best use this data to better prepare their students in achieving better results. This is an ongoing process at the school.

Gap Analysis:

CAT3-National Percentile-20042005-Grade 2

Teachers in the Primary Division regularly meet as a team or during PLC/Divisional meetings to use the above data to better prepare and analyze the data to assist the students to improve on areas of numeracy - Mathematics and Computation. They also are working with individual student scores to assist these students to improve their knowledge and understanding in these areas. The teachers are also aware and familiar with the DIPS data.

Gap Analysis:


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, Vice Principal 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

Ongoing All teachers are conversant with the revised curriculum and the new expectations

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

Academic Year Teacher Early Math Strategy pp.19-24Manipulatives Kits provided by the CEC Math Department and In-Services

Ongoing Teachers know when it is appropriate to use manipulatives and can use them effectively.



2007 - 2008

2008-06-18 of 26

Charts EQAO-Mathematics-20042005-Grade 6-All Students

The teachers in the division are currently working as a team during PLC/Divisional meetings to analyze this data and the grade 3 EQAO results.They are looking at the type of questions used in the test, type of knowledge and understanding required for the test, anchor paper examples and how to best use this data to better prepare their students in achieving better results especially with students in level 2. This information is also being used in their current Mathematics program delivery to focus in on best practices and understanding of what is require to achieve level 3 or 4. This is an ongoing process at the school.

Gap Analysis:




2007 - 2008

2008-06-18 of 26

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

Academic Year Teacher, Principal Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS) pp. 25-30Manipulatives Kits provided by the CEC Math Department and In-Services

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

Academic Year Teacher, Principal 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 use of centrally provided text and support materials by all teachers in the division

Academic Year Vice Principal 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.

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, Principal Classroom / school resources

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


2007 - 2008

2008-06-18 of 26

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

Academic Year Teacher Mathematics: The Ontario Curriculum Grades 1-8 (2005) pp. 18-24Leading Math Success: Mathematical Literacy Grades 7-12 p.33; pp.50-52; and p.89 Targeted Implementation and Planning Supports – TIPS (2003)

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- rich, varied and effective assessment strategies are used for students at risk



Goal Numeracy




2007 - 2008

2008-06-18 of 26

Academic Year Teacher, Principal Mathematics: The Ontario Curriculum Grades 1-8 (2005)Leading Math Success: Mathematical Literacy Grades 7-12 pp.76-78Targeted Implementation and Planning Supports – TIPS (2003) Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: www.ocup.org/resources/#compare CEC Math Resource Department

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

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

Academic Year Teacher, Principal Mathematics: The Ontario Curriculum Grades 1-8 (2005)Leading Math Success: Mathematical Literacy Grades 7-12 pp.76-78Targeted Implementation and Planning Supports – TIPS (2003) Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: www.ocup.org/resources/#compare CEC Math Resource Department

Ongoing Consistent use of centrally provided text and support materials by all teachers in the division



Goal Numeracy




2007 - 2008

2008-06-18 of 26

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

Academic Year Teacher, Principal Leading Math Success: Mathematical Literacy Grades 7-12 p.31; pp.47-50; and pp.57-58Targeted Implementation and Planning Supports – TIPS (2003) Manipulatives Kits provided by the CEC Math Department and In-Services

Ongoing Teachers know when it is appropriate to use manipulatives and technology and use them effectively; particularly with students at risk



Goal Numeracy




2007 - 2008

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Intermediate Division Academic Year Teacher, Principal New PerspectivesCommon Course Calendar

Ongoing - Teacher and principal to meet with students and parents of at risk students to develop stategies for student success. - Guidance teacher as well as Special Education teachers to provide resources and support for students at risk. - exchange of information with secondary schools regarding needs of students at risk.

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

In progress Meetings between parents of at-risk students and grade 8 teacher and principal.

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.

Academic Year Teacher, Principal Flyers and both Board and individual school program pathwaysBrochures.

In progress Increased attendance at Parent Information NightsIncreased awareness of Program Pathways in catholic high schoolsMore appropriate course selections by at-risk students.



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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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: annunciation catholic school anthony de ciantis · annunciation catholic school 2007 -...

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