May 2017 Page 1

School Plan for Continuous Growth

Christ has no body but yours, no hands, no feet on Earth but yours.

(St. Teresa of Avila)

May 2017 Page 2

St. Alphonsus Plan for Continuous Growth 2017-2020

School Mission:

The St. Alphonsus community upholds the sacred responsibility to provide

the greatest spiritual learning environment through embracing the holistic

growth and development of each individual student to enable a journey that

inspires constant growth in core values, academic learning, physical and

mental health and service toward God in one another.

School Vision:

St. Alphonsus school community will welcome each other with open arms,

to learn and grow together with open minds and answer the call to a faith

filled life of service to others with open hearts.

School Charism:

Unified through diversity in a kind, joyful and compassionate learning

community inspired by the Holy Spirit.

May 2017 Page 3

School Context:

St. Alphonsus Catholic Elementary/ Junior High School is located in the

Norwood area of Edmonton. Our school population consists of 450

students and 48 staff members. We offer programming from 100 Voices to

Grade 9. Our student population is made up of 78 FNMI students (17%),

126 ELL students (28.6%), and 19 of our students are refugee status with

little to no formal education before arrival in Canada. We have several

supports in place to facilitate the inclusion of these students in our daily

programming.

St. Alphonsus School is ranked as one of the higher needs schools in

Edmonton Catholic School District. The community is impacted by higher

rates of lone parent families (34%), a higher mobility index (42.96% the

number of student turn over in 3 years) and a low average family income

($50,290, third lowest in ECSD). These demographics put high stress on

the human and financial resources of the families. Our School programs

consider the socio-emotional needs of students and families as well as the

educational needs of this diverse population. The school has partnered

with community agencies such as All In For Youth and E4C to help

overcome some of the challenges facing students, families and staff in

providing a high quality holistic education. Junior High students are

provided with breakfast daily and are given lunches as required.

Elementary students are provided with snack and lunch daily. Students

also have access to many specialized supports such as, Family School

Liaison Worker, Emotional Behavioural Support Therapist, Alberta Health

Services Mental Health Therapist, Roots and Wings Services, AIFY Mental

Health Therapist, and a Success Coach. All these individuals work full time

in the school to support students. Our students receive support

May 2017 Page 4

Areas to celebrate

Accountability Pillar Continuous Improvement- School Improvement was 79.1 which is an improvement from previous year 66.6

District Satisfaction Survey

89.8 (Gr. 7-9) 100.0 (Gr. 4-6) Students feel that they are encouraged to eat healthy food choices. 96.0 (Gr. 7-9) 98.7 (Gr. 4-6) also feel they are challenged to do their best. 97.6 (Gr. 7-9) 98.7 (Gr. 4-6) teach students to be environmentally responsible

Regression Analysis = Grade 6 ELA = Grade 9 ELA =Grade 9 Mathematics =Grade 9 Science =Grade 9 Social Studies

PAT/Diploma analysis In general- the number of students that achieved acceptable standard has improved significantly over last year and improvement trend from previous years. Grade 6 ELA = achieved in regression analysis Grade 6 Mathematics: -School participation higher than the province Grade 6 Science: -School participation higher than the province Grade 6 Social Studies: -School participation higher than the province

Grade 9 ELA,

= Achieved in Regression Analysis 11% of students didn’t write the test last year

Mathematics 9 = achieved in Regression Analysis Social Studies 9:

- = achieved in Regression Analysis - Double the ELL population than the provincial average (areas where

Science 9: - Achievement was better than projected

May 2017 Page 5

Our School Survey TTFM

Students with a positive self-esteem School 82% District 77% Positive Teacher -Student Relationship School- 7.2/10 District 7/10 Students who are interested and motivated in their learning- School 58% District 47%

5 Marks of Catholic School Identity Assessment

Every classroom has a cross or crucifix Every classroom has a prayer centre including candle, cross, bible and cloth of appropriate liturgical color. The school’s mission statement recognizes the dignity and worth of all members of the community. Every morning prayer done together over the intercom Weekly gospel reading over the intercom Classrooms do a blessing before lunch, and at the end of the day.

May 2017 Page 6

Goals: 2017-2018 Goal #1:

By June 2018, our students will grow in their understanding of their

Catholic identity through spiritual growth rooted in Jesus with hearts

to love and hands to serve.

District Correlation:

Live and enhance the distinctiveness of Catholic Education

Sub Goal a)

Cultivate and support a Catholic ethos/environment at each site.

Strategy

The school’s mission

statement recognizes the

dignity and worth of all

members of St. Alphonsus

community and the

community beyond as

expressed in Mark One of the

“Five Marks of Catholic

School Identity”

Students will have

opportunities to pray at

several times during the day

as expressed in Mark Two of

the “Five Marks of Catholic

School Identity”

The school’s Catholic world

view is evident in the art and

signage in our school

environment as expressed in

Mark Two of the “Five Marks

of Catholic School Identity”

Actions

• School Chaplin leads the staff in reviewing and updating the mission statement.

• The updated mission statement will be posted in various areas around the school.

• Focus on student created and student led prayer on morning broadcast

• Each class says a prayer before lunch

• Each class says a prayer at the end of the day.

• Plan and carry out the first annual St. Alphonsus student Faith Day.

• Purchase or create art that shows our Catholic identity and post around the school

• Try to find an area for a chapel or a prayer centre in the school.

Measures/ Evidence of

effectiveness

• School mission statement will be reviewed and updated

• Visible postings of the mission statement

• Satisfaction Survey will improve in the staff statement: Catholic teachings and traditions are important at our school site. (-6.5 below district)

• Students will create their own prayers for morning broadcast.

• Class prayer will be evident

• Satisfaction Survey will improve in the student statement: Prayer is important at

May 2017 Page 7

my school. (-4.3 below district)

Sub Goal b) By June 2018, each student will have participated in one

social justice activity which will provide the opportunity to articulate

the Catholic Teachings on social justice and charity.

Strategy

Service projects reflect and articulate Catholic teachings on social justice and charity as expressed in Mark Two of the “Five Marks of Catholic School Identity” Students will have opportunity to reflect on their social justice projects in an age appropriate manner to articulate their understanding of Catholic Social Teachings.

Actions

• Each homeroom teacher work with students to do one social justice activity this year involving service to others.

• Students will be involved in more social justice activities where they use their hands in service to others vs money donations.

Measures/evidence of

effectiveness

• Satisfaction survey results will improve in the staff statement: Our school is involved in social justice , service and charitable activities. (-4.2 below district)

• Satisfaction survey statement results will improve in the student statement: I have opportunity to participate in social justice activities (-2.2 below district)

May 2017 Page 8

Goal #2: By June 2018 we will implement strategies to ensure that

St. Alphonsus School is an inclusive, safe, healthy and caring

environment for all students and staff as measured by TTFM,

Satisfaction Survey and observation.

District Correlation:

ECSD is an inclusive school district.

Sub Goal a) Students feel safe in the school and on the school

playground during school hours.

Strategy Students have a voice in what they need to feel safe at St. Alphonsus School Effective supervision scheduling and staff monitoring of student behavior while on and off supervision. Staff must be visible in monitoring student behavior while on and off supervision. Staff will be inserviced on Functions of Behaviour to better understand the root causes of behavior issues and to find techniques to deal with problems effectively.

Actions

• Each homeroom teacher work with students to create a list of expectations that would help them feel safe.

• Student expectations are put together and used to form a reference point to teach, coach and guide student behavior in and around the school.

• Posters are created

• Clear expectations communicated in JH assemblies and in elementary classrooms.

• Be visible- wear your vest

• Staff will recognize the function of individual student behavior (escape/avoidance, ttention, access or sensory stim), and use strategies to deal with these behaviours.

Measures/ Evidence of effectiveness Satisfaction Survey statement will improve in the student statement (Gr. 4-6) I feel safe in my school building. (-6.3 below district) Satisfaction Survey statement will improve in the student statement (Gr. 4-6) I feel safe on the school playground during school hours (-20.2 below district) Satisfaction Survey statement will improve in the student statement (Gr. 4-6) Student behaviour is handled fairly. (-11.7 below district) Satisfaction Survey statement will improve in the staff statement: I am satisfied with the way student discipline is handled in our school. (-15.9 below district)

May 2017 Page 9

TTFM Mental Health indicators will improve in the student statement 51% students feel safe attending this school.

Sub Goal b)

By June 2018, St. Alphonsus staff will provide and develop services

and with a focus on the initiatives that promote student health, using

the Mental Health Strategies Plan.

Strategy Wrap around services to support student needs PATH program is implemented in every elementary classroom.

Actions

• Mental Health support available through: - AHS Mental Health Therapist - AIFY Mental Health Therapist - ECSD Family School Liaison Worker - AIFY Roots and Wings worker - Behaviour Specialist working in classrooms - Braided Journey Coach - AIFY Success Coach - ECSD STAY Officer - AIFY Mentor Coordinator - E4C provides snack and elementary lunch Private donor provides JH breakfast

• Staff participate in the PATHs Training and implement these strategies in their classroom.

Measures/evidence of effectiveness TTFM Survey- Mental Health indicators. Gr. 4-6 (35% students experience moderate or high levels of anxiety) Satisfaction Survey- staff statement -Our school is providing necessary supports for student needs- (-7.4 below district) -

May 2017 Page 10

St. Alphonsus Student Leadership Team attend symposium on mental health

• Mental Health Boosters presented during staff meetings

• Provide the leadership team opportunity to present their learning at the symposium to the students

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Goal #3: By June 2018 student achievement on the PAT exams will

improve so that all grade 6 and 9 students receive = in all subject

areas on the regression analysis and the gap between our results

and district results in all areas are decreased as measured by the

PAT analysis.

District Correlation:

ECSD students are successful

Sub Goal a)

By June 2018 all teachers (classroom, learning coach and

administrators) will increase their instructional repertoire of how to

be a teacher of literacy across all subject levels by deepening their

knowledge and skills in the area of literacy.

Strategy Work with the Elementary and JH Literacy consultant to identify and implement best strategies to develop the foundational competencies of literacy. In elementary grades, The Daily Five program will be implemented and refined so that there is consistency and the “same language” is being used among educators.

Actions

• Attend literacy PD to engage in authentic literacy practices.

• LA consultants at each level will be contacted and asked to work with teachers.

• Sub time will be allocated to provide teachers opportunity to collaborate with the consultant and with each other.

• Communities of practice opportunities will be provided on Thursday afternoons and sub time allocation.

Measures/ Evidence of effectiveness PAT Analysis Regression Analysis will show = for all PAT exams in Gr. 6 and Gr. 9 Struggling Readers list will decrease.

May 2017 Page 12

• Junior High LLI class supporting FNMI and ELL students.

• Grade 6 LLI pullout support provided by additional teacher.

Sub Goal b) By June 2018, St. Alphonsus staff will ensure that the

educational experiences meet the diverse needs of our students

especially in the area of ELL, FNMI, special needs and learning

differences.

Strategy Inclusive education consultant to provide instruction on best practices for inclusion, accommodation and adaptations. Provide opportunities for student choice through Flex sessions for JH. Implement Flex sessions for elementary students Implement strategies to allow students to learn to identify their preferred learning style and provide opportunities for choice in those areas.

Actions • Inclusive consultant has

been scheduled to come to the school.

• Grade 6 and JH students will be tested for K & E programming

• Teachers attend GIST PD sessions

• ABBLS programming will be used

• K & E programming will be

delivered by the J.H. classroom teachers.

• ELL consultant to look at best practices for ELL students

• Braided Journey Coach will continue to provide assistance to the students and to mentor them as required.

Measures/evidence of effectiveness PAT analysis will show that our ELL students are performing closer to the district ELL students. More individualized programming for students at their level Satisfaction Survey- staff statement -Our school is providing necessary supports for student needs- (-7.4 below district) Satisfaction Survey statement- Gr. 4-6 I can make choices about my learning (-23.2 below district) -

Review Date 1: March 2018 Review Date 2: June 2018

May 2017 Page 13

Linked Resources

Linked Foundation Statements:

A Statement of 21st Century Learning in Edmonton Catholic Schools Preparing our students for a world not yet realized

A Defining Statement of Inclusive Education in Our District – Katholos:

Education for Life for All

Links on how to develop Vision and Mission Statements: “Vision and mission

statements provide schools with an essential overview of where they want to go and

what they want to be.” Gabriel and Farmer (2009)

Dufour and Eaker documents on mission and vision

http://centerforschoolchange.org/publications/minnesota-charter-school-

handbook/vision-and-mission/

http://www.ascd.org/publications/books/107042/chapters/Developing-a-Vision-

and-a-Mission.aspx

http://www.ascd.org/publications/books/103019/chapters/Vision-as-the-

Compass.aspx

http://www.uscsd.k12.pa.us/Page/33

Links on Goal Setting

http://www.schoolimprovementcoach.org/manual/11%20Helping%20Teams%20Conv

ert%20Goals.pdf

http://topachievement.com/smart.html

May 2017 Page 14

References

Colorado Department of Education. (2009). Sample SMART Performance Goals for District

Educational Improvement Plans.

Cook, Timothy J. (2015). Charism and Culture: Cultivating Catholic Identity in Catholic Schools,

Arlington, VA: National Catholic Educational Association.

Crockett, Lee, Jukes, Ian, and Churches, Andrew (2011). Literacy in NOT Enough: 21st Century

Fluencies for the Digital Age, 21st Century Fluency Project copublished with

CORWIN, a Sage Company.

Danielson, C. (2002) Enhancing Student Achievement. Alexandria, VA: Association for

Supervision and Curriculum Development.

Deal, T., and Peterson, K. (1999). Shaping School Culture: The Heart of Leadership. San

Francisco, CA: Wiley, John and Sons Inc.

Dufour, R., and Eaker, R. (1998). Professional Learning Communities at Work, Best Practices for

Enhancing Student Achievement. Bloomington, Indiana: National Education Service.

Eaker, R, Dufour, R. and Dufour, R. (2002). Getting Started: Reculturing Schools to become

Professional Learning Communities. Bloomington, Indiana: National Educational

Service.

Edmonton Catholic Schools. (2015). Developing Alberta’s Cross-Curricular Competencies from a

Catholic Worldview. Edmonton, AB: Author.

Edmonton Catholic Schools. (2017). Edmonton Catholic Schools’ District Plan for Continuous

Growth 2017-2020. Edmonton, AB: Author.

Edmonton Catholic Schools. (2015). The Five Marks of Catholic School Identity (Assessment tool

brochure). Edmonton, AB: Author.

Edmonton Catholic Schools. (2015). The Five Marks of Catholic School Identity (poster).

Edmonton, AB: Author.

Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Bristol, PA: The

Falmer Press.

Gabriel, J., and Farmer, P. (2009). How to Help Your School Thrive Without Breaking the Bank.

Alexandria, VA: Association for Supervision and Curriculum Development.

May 2017 Page 15

Mooney, N., and Mausbach, A. (2008) Align the Design: A Blueprint for School Improvement.

Alexandria, VA: Association for Supervision and Curriculum Development.

National Association of Secondary School Principals. (2009). Breaking Ranks: A Field Guide for

Leading Change. Reston, VA: Author.

Reeves, D. (2002). The Daily Disciplines of Leadership. San Francisco, CA: Jossey-Bass.

Reeves, D. (2009). Leading Change in Your School. Alexandria, VA: Association for Supervision

and Curriculum Development.

Robbins, P., and Alvy, H. (2004). The New Principal’s Fieldbook: Strategies for Success.

Alexandria, VA: Association for

Supervision and Curriculum Development.

Schmoker, M. (2001). An ASCD Study Guide for The Results Fieldbook: Practical Strategies from

Dramatically Improved Schools. Alexandria, VA: Association for Supervision and

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