May 2017 Page 1

St. John Bosco School

Plan for Continuous Growth

2017-2020

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

Rooted in Jesus…Hearts to Love, Hands to Serve

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DISTRICT FOUNDATIONAL STATEMENT

District Mission Statement

Inspired by

• Love of the Father • Faith in Jesus Christ • Hope from the Holy Spirit

We believe in God and we believe • that each person is created in the image and likeness of God • that each child is a precious gift and sacred responsibility • in the goodness, dignity and worth of each person

• that Christ is our model and our teacher • in celebrating and witnessing our faith • in transforming the world through Catholic education • that Catholic education includes spiritual growth and fulfillment • that learning is a lifelong journey • that all can learn and develop their gifts • in building inclusive Christ-centred communities for service to one another • that all have rights, roles and responsibilities for which they are accountable • that Catholic education is a shared responsibility in which parents have a primary role

The mission of Edmonton Catholic Schools is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another.

District Vision

Our students will learn together, work together and pray together in answering the call to a faith-filled life of service. Eight Characters of Catholic Education

• Community • Tradition • Humanness

• Sacramentality • Rationality • Hospitality

• Spirituality • Justice

Core Values

• Dignity and Respect • Honesty

• Loyalty • Fairness

• Personal & Communal Growth

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A Statement of 21st Century Learning in Edmonton Catholic Schools Preparing our students for a world not yet realized In keeping with our Foundation Statement, the students and staff of Edmonton Catholic Schools commit to 21st century learning. In support of hopeful Christ-centred living, in a society transformed by globalization, technological innovation and human ingenuity, 21st century learning complements our commitment as a Catholic community of learners, leaders and educators. Edmonton Catholic Schools fosters faith-based learning that deeply engages all staff and students in 21st century learning opportunities. All facets of the learning system—curriculum, instruction, assessment, professional learning, accountability and resource allocation—are in support of 21st century learning. Students will be creative, digitally aware, critical-thinking global citizens, analysts, communicators and producers engaged in learning that is conceptual and authentic within a faith-based environment. Guided by our moral compass and focused on the common good, students and staff will be self-directed, adaptable, discerning and curious, as they engage individually and collaboratively in 21st century learning.

Defining Statement of Inclusive Education for ECSD: Katholos-Education for Life for All

In accordance with our District Foundation Statement, all resident* students and their parents/caregivers are welcomed into our schools. The Learning Team is committed to collaborating, identifying, applying and monitoring practices enabling all students to reach their potential, spiritually, socially, emotionally, physically and academically within the Programs of Study alongside their peers. (*as defined by the School Act).

ST. JOHN BOSCO SCHOOL FOUNDATIONAL STATEMENT

School Mission In order to prepare our students to live in and contribute to a changing world and engage in active faith-filled, lifelong learning; St. John Bosco School provides an interactive and collaborative inquiry based learning environment that promotes higher level critical thinking utilizing real-world tools.

School Vision Inspiring passionate minds is our goal as we provide a Catholic educational environment in which each child can grow and develop to his or her fullest potential; this can be achieved and enhanced by home, school and parish working together in a collaborative partnership. Within our Catholic Christian context, we can prepare children for the future, for the rights and responsibilities of citizenship and for daily life in our rapidly changing world. School Charism Led through the inspiration of Saint John Bosco; the universal ‘patron saint of youth’ who dedicated his life to engaging youth. We are committed to a charism that inspires, leads and engages our youth through current and dynamic methods that call on our students to serve one another in Christ both locally and globally.

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School Logo

Our school logo is a visual depiction of the key pillars that make St. John Bosco School a community rich in faith, academics and diversity respecting the many multiple perspectives that come from sharing and living in a spirit of collaboration as we welcome people from a variety of cultures around the globe. Celebrating faith, academic rigor and diversity is at the heart of what makes us a strong community of lifelong learners.

The Cross reflects our Catholic faith and our Christ-centeredness, which celebrates Christ as our model.

The People each specifically representing a specific perspective speaks to the multiple stakeholders that make up our school community.

First, is our faith perspective is reflected through the priest on the left side of the logo with a small cross on his person. Second, the children, to the left and right, surround the parent in the center; each with a heart on their person speaks to the heart and soul of our school. Last, you can see to the right, the person with an apple on their person represents the teacher and the academic perspective. Each person illustrates the perspectives that make up the whole of our community. It is in the collaboration amongst these multiple stakeholders that the true richness of our community unfolds.

School Motto Our school motto, "Celebrating God and Youth", honors Saint John Bosco who is recognized as the universal ‘patron saint of youth’ and expresses how in keeping with the life of Saint John Bosco we celebrate God and youth each and every day. At St. John Bosco School, we maintain high standards of academics and discipline in a nurturing, inclusive and faith-based environment; ensuring that all of our actions permeate faith, love and forgiveness towards building hope in all.

Our Patron Saint St. John Bosco School is named in honor of Saint John Bosco; the universal ‘patron saint of youth’. St. John Bosco, also known as Don Bosco, developed new ways of educating youth and his methods are reflected in everything we do here at the school bearing his name. John Bosco brought the Gospel to the young while bringing the Church to the realization that it must reach out to youth. Born in a northern Italian farm village, he began teaching the faith to local farm children while he himself was still a boy. He became more aware of God's call to care for youth when as a young priest in 1841, he began a ministry among poor working boys of Italy's industrial center, Turin. Starting with a handful of teenagers, Don, an Italian word

for Father, Bosco soon had several hundred coming to him every week for Mass, religious instruction and recreation. He referred to this informal Sunday gathering as the Oratory of St. Francis Sales, which he named in honor of the great bishop of Geneva who was known for his gentleness and kindness. From that first youth group, Don Bosco went on to initiate youth centers, academic and trade schools, churches, seminaries, and worldwide missionary activity, all centered on the young and on their needs. Each year we celebrate the feast of Saint John Bosco on January 31. This information taken from: http://www.catholic.org/saints/saint.php?saint_id=299

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SCHOOL CONTEXT St. John Bosco Catholic Elementary School is located in north Edmonton and serves the Schnosee, Mayliewan, Ozerna and Matt Berry communities. We currently have a school population of 487 students from Kindergarten to Grade Six. Our Literacy and Numeracy program remains solid as we continue to highlight literacy-based teaching strategies such as Daily 5 and Café and a school wide Home Reading Program to encourage parent involvement. In Math, we are continuing with Daily 3 and Guided Math and celebrating quality teaching practices in numeracy. Our results of the Provincial Achievement Tests and the Regression Analysis support the assertion that we are reaching our literacy and numeracy goals. Population: 487

English Language Learners :

o 87 students from Kindergarten to Grade 6 o 28 in Kindergarten

First Nations, Metis and Inuit:

o 15 students from Kindergarten to Grade 6 o 4 in Kindergarten

Number and severity of special needs students: o 9 students with code 42 o 2 student with code 43 o 7 students with code 44 o 1 student with code 46

Other factors that are relevant to programming: • Significantly cognitive and global delays in an inclusive setting

o 2 code 54s (Learning Disability) o 3 Code 51s (Mild Cognitive Disability)

• Increase of medically fragile students o 1 Student with Angelman’s Syndrome o 3 Students with cerebral palsy o 2 students who have multiple medical concerns. o 53 IPPs/ PLPs ( grade 1 – 6)

Struggling Readers Info:

• 23 Struggling Readers in division 1 as identified by the data from the district • 16 struggling readers in division 2 as identified by the data from the district • As a school, we are providing leveled literacy intervention for students identified by the

district as well as students who are not reading at grade level.

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REVIEW OF PREVIOUS YEAR’S GOALS

Goal Achieved, Continue, or Modify Evidence/Data Used GOAL 1: Live the Distinctiveness of Catholic Education Demonstrate commitment to and excellence in Catholic education.

Achieved • 5 Marks of Catholic Education • Teacher’s Observations • Feedback from Community

GOAL 2: Every Student is Successful 2.6 Ensure that every school and department is committed to improving student learning and achievement within the context of a 21st century Catholic learning community.

Achieved & Continue

• Report Cards • Accountability Pillar Results • PAT Results • Regression Analysis Results • F & P’s/Student Intervention • Teacher’s Observations • Feedback from Community

GOAL 3: Quality Teaching and School Leadership 3.1 Provide professional learning opportunities that build the capacity of all staff. 3.2 Engage in good stewardship of all resources: human, financial and physical. 3.3 Ensure that technologies for learning and innovation are embedded into the instructional design, with guidance from Alberta Education’s Learning and Technology Framework.

Continue & Modify

• Report Cards • Accountability Pillar Results • PAT Results • Regression Analysis Results • F & P’s/Student Intervention • Teacher’s Observations • Feedback from Community

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DATA ANALYSIS

ST. JOHN BOSCO SCHOOL DATA COLLECTION & SUMMARY

IDENTIFIED AREAS OF STENGTH

Data Source Process

Accountability Pillar In reviewing our Accountability Pillar results, our school has identified the following categories identified as being in Excellent Standing:

• Safe and Caring School • Student Learning Achievement • Parental Involvement • Continuous Improvement

In reviewing our Accountability Pillar results, our school has identified the following Achievement Measure categories as being rated very high:

• Safe and Caring School • Program of Studies • Education Quality • PAT Acceptable • PAT Excellence • Work Preparation • Citizenship • Parental Involvement • School Improvement

In reviewing our Accountability Pillar results, our school has identified the following area as having improved:

• PAT Excellence

In reviewing our Accountability Pillar results, our school has identified the following area as having reached a standard of Excellence:

• Safe and Caring School • Program of Studies • Education Quality • PAT Acceptable • PAT Excellence • Work Preparation • Citizenship • Parental Involvement • School Improvement

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As was indicated in the table above, our results in the Accountability Pillar indicate that overall we are at an excellent level of performance in all of the 9 areas each demonstrating a high level of achievement. In 1 of 9 areas (PAT Standard of Excellence, we improved and in 8 of the 9 areas we maintained the standard of performance. As such, we will continue to pursue a high standard of care towards maintaining and improving in the upcoming year.

District Satisfaction Survey Based on feedback from our students, parents and staff, the five scores that are highest above the District average are listed below:

• Our religious celebrations at school are important • Prayer is important at my school • I enjoy learning about Catholic Faith • I am happy with how much I am learning. • My classroom learning activities are meaningful. • I show respect for others in my school

Staff • Our school is providing the necessary supports for children with special needs • I am satisfied with the student discipline sis handled I our school • Feedback that I hear from the greater community reflects a favorable opinion of

our school district • District professional development provides me with an opportunity to improve my

work skills • I have appropriate opportunity for input into the decision that affect my job.

Parents • Response Rate of parents • Level of cleanliness of the school • Does your child use yellow bus transportation to and from school? • How satisfied are you with yellow bus transportation service? • My child has the opportunity to participate in Social Justice activities at school • Overall, how satisfied are you with the quality of education in Alberta? • I am satisfied that my child’s school uses a variety of methods to help him/her

learn • Daily Prayer and religious celebrations are important at my child’s school. • At school, my child is developing technology skills that enhance his/her learning. • My child’s school teaches respect for different cultures and religions.

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Regression Analysis According to Table 1: Regression Analysis -Provincial Achievement Test Expectations for 2016-2017, St. John Bosco Grade Six Students were statistically above expectations (+) based on their predicted score in all core subject areas: English Language, Mathematics, Science and Social Studies.

PAT/Diploma Analysis Table 1: Regression Analysis - Provincial Achievement Test Expectations, as Cross referenced

with Table 3: Provincial Achievement Test Results, below indicates that the Grade 6 students performed above their predicted score in all core subject areas.

In addition, Table 3: Provincial Achievement Test Results, below indicates that our Grade 6 students scored above the Province and District for both the Acceptable Standard and Standard of Excellence in all core subject areas.

Tell Them From Me Listed below are categories within the TTFM Survey where St. John Bosco School performed better than the District average:

• Students with a positive sense of belonging • Students with positive relationships • Students with positive behaviours at school • Students who are interested & motivated in their learning • Students feel safe attending this school • Students agreed that religious celebration and prayer are important at their

school

5 Marks of Catholic School Identity Assessment

Using the “School Evaluation of the 5 Marks of Catholic Education” to evaluate our school strengths and areas for growth in the 5 Marks of Catholic Education, the following summarizes our findings: Mark One: Grounded in a Christian Anthropology Standard One: An excellent Catholic school is driven by a mission which views all men and women with an inherent dignity as sons and daughters of God.

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• The school mission statement connects to the Gospel teachings and Jesus Christ, it recognizes the dignity and worth of all members, it is founded in a Christian anthropology, it is frequently communicated to staff and parents and school policies and discipline are grounded in the statement.

• The mission statement communicated frequently to the community in newsletters, reports and official correspondence.

• All school policies, and especially the discipline policy, are grounded in the mission statement.

Mark Two: Imbued with a Catholic Worldview Standard Two: An excellent Catholic School has a visible and tangible Catholic vision evident in its physical space, liturgical celebrations and prayer life.

• The school's Catholic worldview is evident in the art of the school's exterior and signage as well as in hallways, classrooms, offices, library, cafeteria, gymnasium and auditorium.

• Every classroom has a prayer center with standard items to convey Catholic faith presence.

• Children pray at multiple times in the day • The school and the local parish collaborate in preparing children who have not

received the sacraments of Initiation, including Baptism, Frist Communion and Confirmation, and the Sacrament of Reconciliation.

Mark Three: Animated by a Faith-Infused Curriculum Standard Three: An excellent Catholic school has an academic curriculum that integrates a vision of faith within the learner outcomes and teaching strategies.

• Religious education is a core subject area. Teacher assignment, learner outcomes and delivery of instruction are given the same professional requirements and rigor as in all core subjects.

• The school offers a Catholic faith-infused curriculum (the lessons of which) that could not be duplicated in a non-Catholic school.

• When relevant, the curriculum reflects the social teachings of the Catholic Church. • The lessons of which) that could not be duplicated in a non-Catholic school.

Mark Four: Sustained by the Gospel Witness Standard Four: An excellent Catholic school hires and nurtures teachers that are living witnesses to the Gospel, and intentional disciples of Jesus Christ and his Church.

• Teachers and administrators are active members of their parishes • Staff witness their life in Jesus Christ through their relationships • Staff are actively involved in the school’s Catholic culture • Staff form proper and prudent bonds with their students • Staff are encouraged and supported in their faith formation plans at both the

school and district level.

Mark Five: Shaped by Spirituality of Communion Standard Five: An excellent Catholic school recognizes that each and every stakeholder is responsible for the common good.

• Roles/responsibilities of all stakeholders in the Catholic school are articulated in approved documents.

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• The school has an active and vibrant parent advisory council working with a shared purpose.

• The Catholic school and the district have policies in place to resolve conflict in a manner consistent with the Gospel values.

• The school recognizes the role of the local bishop in ensuring that the education and formation of his jurisdiction are based on principles of the Catholic doctrine.

• The school and the local parish work together to create evangelization teams committed to nurturing the faith life of families who send their children to the Catholic school.

• The Catholic school frequently invites the local parish priest to school functions and encourages him to be an active member of the school community.

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AREAS FOR GROWTH Data Source Process Goals In Response To

Data Accountability Pillar Although our results in the Accountability Pillar indicate that

overall we are at an excellent level of performance in all of the 9 areas each demonstrating a high level of achievement. In 1 of 9 areas (PAT Standard of Excellence, we improved and in 8 of the 9 areas we maintained the standard of performance. As such, we will continue to pursue a high standard of care towards maintaining and improving in the upcoming year.

SCHOOL GOAL TWO: ECSD Students Are Successful 2.1 St. John Bosco School is committed to focused and strategic professional development towards developing competencies as well as literacy and numeracy skills and knowledge in all students.

District Satisfaction Survey The five scores that are furthest from the District Average for each survey are:

Students (4-6) (-6.1%) What I learn in religion class helps make me a better person (-2.3 %) My school teaches me to make healthy food choices and to be active. (-1.8 %) I am happy with the school activities. Staff (-0.1 %) The approach to conflict management with adults in our school/site is reflective of our core values. (-3.4 %) I am treated with dignity and respect by my co-workers. Parents (-19.4 %) Inclusive Education - Overall, how satisfied are you with the programming and progress of your child with special educational needs? (-17.6 %) I feel welcome in my child's school. (-12.0 %) Please indicate your level of satisfaction with the Trustees' leadership of the district. (-11.8 %) I am treated with dignity and respect at my child's school. (-11.7 %) My role as the primary educator of my child is respected by the school. (-10.4 %) My input is considered and valued by my child's school. (-9.4 %) Please indicate your level of satisfaction with your opportunity to be involved in decisions affecting your child's school and learning. (-9.8 %). Please indicate your level of satisfaction with your opportunity to access information about decision-making processes. (8.8 %) Communication in Edmonton Catholic Schools is honest, open, and professional. (-6.7 %) Please indicate your level of satisfaction with your opportunity to access information about resource allocations. (-6.1 %) My child's school has a positive reputation in the community. (-5.2 %) I am involved in my child's education.

SCHOOL GOAL ONE: Live and Enhance the Distinctiveness of Catholic Education 1.1 St. John Bosco School will demonstrate its distinctiveness as a Catholic school by ensuring alignment of our faith with our daily practices. 1.2 St. John Bosco School will demonstrate its commitment to excellence in Catholic education by enhancing and strengthening our Catholic identity utilizing the ‘Five Marks of Catholic Education’ and the ‘Excellent Catholic Teacher’ documents as key resources for increased staff, students and parent knowledge and engagement. SCHOOL GOAL FOUR: ECSD has Excellent Teachers, School & School District Leaders School Sub Goal: 4.1 St. John Bosco School

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(-5.0 %) Please indicate your level of satisfaction with your opportunity to access information about activities in the school.

Administration will prioritize ongoing professional development and collaborative time for staff to come together using a communities of practice and shared leadership model. 4.2 St. John Bosco Administration and staff will commit to regular review of the Teaching Quality Standards towards increased knowledge and alignment of teaching practices towards optimal and excellent student achievement.

Regression Analysis The Regression Analysis -Provincial Achievement Test Expectations for 2016-2017 indicate that St. John Bosco Grade Six Students were statistically above expectations in all core subject areas: English Language, Mathematics, Science and Social Studies based on their predicted score.

N/A

PAT/Diploma analysis Our results were excellent well above the Province and District and indicate that we have not achieved below the provincial average or declined significantly in any subject area over last year.

N/A

Tell Them From Me Categories where we were not equal to nor exceeding the District average were: • Student participation in school sports • Students do their homework for their classes with a positive

attitude and in a timely manner. • Students meeting and nearly meeting Canadian food guide

choices.

SCHOOL GOAL THREE: ECSD Is an Inclusive School District School Sub Goal: 3.1. John Bosco School staff will implement strategies to ensure a school environment that is safe, inclusive, healthy and caring for all students and staff.

5 Marks of Catholic School Identity Assessment

Using the benchmarks within the 5 Marks of Catholic Education Tool, the areas identified as requiring growth are: MARK ONE: • Mission statement can be recited by all stakeholder • Mission statement is displayed prominently in areas of the

school MARK TWO:

To target the areas identified as requiring growth the following goals have been established: Goal: In keeping with Mark One of “The Five Marks of Catholic School Identity”, St. John Bosco School will works to ensure that the school community is able to

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GOALS, STRATEGIES, AND ACTIONS Below for your quick reference are our school goals in short format. Please click on the link to review. SJB School Goals 2017-18 Short Version Snapshot

SJB School Goals and Strategies 2017 18

ECSD GOAL ONE: Live and Enhance the Distinctiveness of Catholic Education District Sub-Goals: 1.1 Demonstrate the distinctiveness and advantages of Catholic education.

c) Ensure that permeation of faith remains central in all our day-to-day practices.

1.2 Promote and foster the presence of Edmonton Catholic Schools in the education, Church, civic, business and government communities. e) Provide opportunities for relevant and authentic student engagement.

1.3 Demonstrate commitment to and excellence in Catholic education.

• Service project reflect & articulate catholic teaching on Social Justice.

• All students & staff have opportunities for age appropriate faith experience, such as retreats, etc…

recite the Mission statement as well as ensure that it is displayed prominently in main area of the school. Goal: In keeping with Mark Two of “The Five Marks of Catholic School Identity”, St. John Bosco School will prioritize Social Justice Service Learning information and projects as well as collaborate with the parent community towards increasing greater awareness and student engagement. Goal: In keeping with Mark Two of “The Five Marks of Catholic School Identity”, St. John Bosco School will work towards increased opportunities for age appropriate faith experience, such as retreats through student leadership participation.

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h) Continue to enhance and strengthen our Catholic identity through the Five Marks of Catholic School Identity Implementation Plan (2015-2018) (Five Marks of Catholic Education) and continue teacher faith formation through the Five Marks of Catholic School Identity and the Excellent Catholic Teacher (The Excellent Catholic Teacher).

School Goal: 1.1 St. John Bosco School will demonstrate its distinctiveness as a Catholic school by ensuring alignment of our faith with our daily practices. Strategies/Measurement: � Continuing Completed

• Ongoing implementation of the new Religion program (grades 1-4) within our district by ensuring staff receive the district training provided.

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• Utilize weekly WAAG for spiritual and scriptural inspiration. � • Regular visits by Father Gabriel to enhance/supplement religious curriculum

objectives. �

• Student written prayers and student-led celebrations on broadcast and as a school community.

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• Grade Level Music Ministry for shared leadership in music ministry. � • The school chaplain and staff will work collaboratively with the parish to support and

prepare students as part of the Sacramental Education Initiative. �

• Utilizing both the district and school theme, staff and students will be encouraged to share and celebrate by using their God given gifts in service to their brothers and sisters.

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• Encourage student and staff to use daily the school’s chapel and to prioritize 1 religion class per month to take place in the school’s chapel.

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• 2 Teaching masses on site that the whole school attends, as well as 1 liturgical mass that is celebrated at the parish.

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• Share and review ongoing with students, staff and parent community two key documents as a resource, “Five Marks of Catholic Education” and “The Excellent Catholic Teacher” towards ensuring the distinctiveness of Catholic Education remains strong.

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• Recognizing students who have received sacraments in the newsletter, morning broadcast and at the end of the year mass.

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• Utilizing District Chaplains to connect the school and community. � • Teaching specific sacraments and their significance within the Catholic faith to

encourage commitment to the Catholic faith. �

• Promoting weekly Church attendance to our school community through information about the sacraments and classes offered in local parish in the monthly newsletter.

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• Provide a newsletter section for parish news and with links to parish websites. � • Invite members of the parish to have a booth set up at the school for Demonstration

of Learning to share sacramental preparation information. �

• Monthly classroom visits from our local Parish priest. � • Staff will continue to be mindful of specific liturgical seasons when planning school or

class based events. �

• Inviting parish members to liturgies, celebrations and other activities towards increased liturgical knowledge and participation.

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• Using the Standards for Preparing Children and Youth for the Sacraments as a resource to connect staff, parents and the parish to their roles in the preparation of our students.

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• Invite a parish priest to visit and engage with students regularly. � • Before attending Mass, review the parts of the liturgy. � • Share parish information on the morning broadcast. � • Include sacramental preparation information on class websites. � • Teachers talk about forgiveness and the Sacrament of Reconciliation when conflicts

occur between students. �

• Permeation of faith throughout the day in cross-curricular activities and during unstructured settings

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• Reconciliation for grades 3-6 at school � • Use “Praying in Color” as a reflective practice � • Actively encourage all parents and members of our extended community to engage in

celebrating and expressing the many meaningful learning opportunities that are happening in our school and District, as a means of honoring the good work and long-standing history of Catholic Education here in Alberta. Furthermore, by specifically encouraging them to engage in the use of Social Media platforms such as Twitter at @StJohnBoscoYEG and @EdmCathSchools and using the hashtag #ECSDFaithInspires.”

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School Goal: 1.2 St. John Bosco School will demonstrate its commitment to excellence in Catholic education by enhancing and strengthening our Catholic identity utilizing the ‘Five Marks of Catholic Education’ and the ‘Excellent Catholic Teacher’ documents as key resources for increased staff, students and parent knowledge and engagement. Strategies/Measurement: � Continuing Completed

• Prayer tables in classrooms and Catholic symbols present throughout school making our Catholic worldview evident.

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• Prayer tablecloths changed to demonstrate the different colors/seasons of the liturgical calendar.

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• Ensure that students are given the opportunity to pray numerous times every day. � • Students writing and sharing prayers during morning broadcasts. � • Regular school gatherings for liturgical celebrations and bi-monthly attendance of

teaching masses at the local parish. �

• Catholic hymns present at assemblies and celebrations. � • Post belief and mission statements outside of classrooms that speak to their beliefs

and mission as Catholic teachers. �

• Introduce school wide Social Justice Service Learning activities that teach as well as engage students to take an active part in both local and global social justice issues as a responsibility towards helping our brothers and sisters in Christ.

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• Students will actively participate in school wide SJSL projects such as Food Bank collections, Terry Fox Run, Operation Christmas Child boxes, and We Care Marketplace and We Day participation and more to foster and teach the importance of individual as well as community engagement towards increasing knowledge about and actively supporting social justice causes.

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• Social Justice Service Learning activities at the various grade and class levels will more fully support a more comprehensive understanding of curricular content, concepts and learner outcomes linked directly to the POS for more authentic SJSL engagement.

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ECSD GOAL TWO: ECSD Students Are Successful District Sub-Goals: 2.1 Identify and implement best practices that align with excellent early learning pedagogy and learning environments to realize transformed education as described in the May 6, 2013, Ministerial Order on Student Learning. An excellent start to learning necessitates a focus upon developing competencies and, in particular, the foundational competencies of literacy and numeracy, content and procedural knowledge. 2.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students.

School Goal: 2.1 St. John Bosco School is committed to focused and strategic professional development towards developing competencies as well as literacy and numeracy skills and knowledge in all students. Strategies/Measurement:(Literacy, Numeracy & Competencies) � Continuing Completed

• School wide Home Reading Program is encouraged in all classrooms through active and timely introduction each year, utilizing HR Pouch, HR Minute Strips and both class based as well as school wide incentives such as Pizza/Snack with the Principal.

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• Ensure that a love of reading is encouraged through regular school wide activities such as read in week activities, YRCA, scholastic book fairs, in class scholastic book sales and more.

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• Actively target and track struggling readers to increase their use of reading strategies in order to increase their ability to read and comprehend as well as to improve their reading level.

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• Use of CAFÉ to enhance and support the facilitation of reading strategies. �

• Buddy reading (cross grade groupings) and Buddy learning �

• Mini training sessions with EA’s for common language in Math and LA �

• Read a Thon will be used to increase engagement in independent reading. �

• Infusing music with numeracy and literacy activities �

• Implementation of Reading Program Plan for students to track their reading and comprehension.

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• Implement annually, pre-and post-school-wide ‘Write On’ assessments to collect and track student development growth in written literacy.

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• Professional development through a community of practice with the goal of improving assessment practices of writing

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• Develop and implement a school wide plan for regular and ongoing Levelled Literacy Intervention offered to multi-aged groupings across the grade levels.

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• Class and school-wide inclusive support for our English Language Learners through Levelled Literacy Intervention, Imagine Learning, ESL Designate and learning coach support.

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• School-wide Professional Development on written literacy with the intent of the implementation of writing workshops in the classrooms and fostering continuity amongst staff.

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• Participation in the Young Author’s Conference to support students’ who demonstrate a particular strength and interest in writing.

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• Incorporating technology into literacy instruction and practice with programs such as Mathletics, Discovery Education RAZ-kids, Imagine Learning, and Web 2.0 tools such as Starfall, Story Jumper, Board Building, Bit Strips and Spelling City.

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• Continued implementation and supports for staff in using Kagan Strategies to promote student engagement.

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• Use the MIPI assessment to identify and target areas where students struggle. �

• Whole-school Mathletics for increased student engagement at school and at home as well as to target specific student math needs.

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• Learning Coach to support and build teacher capacity in the implementation of Daily 3, Daily 5 and other strategies within their classrooms.

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• Collaborative planning time on Thursday afternoons to focus on improving student achievement in mathematics and literacy and 8 learner competencies.

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• Partnership with ATB for the continued use of Jr. ATB Program for student financial literacy development.

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• Active pursuit of increased knowledge about the Jr. ATB Program for student financial literacy development in our parents via sharing of information in a variety of forums such as SC meeting, Demonstration of Learning, school newsletters and assemblies.

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• Staff participation in professional development through workshops, retreats and communities of practice setting in the area of the eight competencies for the strategic planning and incorporation of competencies in daily classroom practices.

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• Increase parent knowledge and awareness of the eight competencies towards a more comprehensive understanding of the various skill development strategies used by teachers in their child’s classroom.

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• Regular use of the learning commons to help promote discovery and increased inquiry based learning utilizing a more playful approach to learning towards the increased use of the eight competencies as part of the inquiry process.

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• Collaboration amongst grade level teachers to determine the best use of the learning tools at their disposal in the Learning Commons to target specific POS learning outcomes in a setting that provides increased engaging hands on opportunities.

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• Staff training and integration of Google Classroom as well as other technologies that help to facilitate differentiation for student needs and allow for greater student choice.

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• Continued professional development, implementation and supports for staff in using Kagan Strategies to promote student engagement.

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• School-wide integration of FNMI cultural learning with supports from LSE Services or staff expertise as necessary.

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• Provide opportunities for on-going professional development for staff in FNMI cultural awareness.

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• Physical Literacy professional development for staff towards the promotion of increased student activity, movement and variety in strategies used both for indoor and outdoor physical education activities to expose students to a variety towards daily physical activity.

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• Increased daily physical activity of students through offering a variety of student activities and clubs towards increased daily physical activity based on personal choice and interest to help promote and foster a more independently driven love of physical activity.

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• Support Staff is encouraged to attend a variety of Professional Development opportunities offered by the District on selected Thursdays to help support their personal target goals as well as the school’s goals.

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• Use of CAFÉ to enhance and support the facilitation of reading strategies. �

• Buddy reading (cross grade groupings) and Buddy learning �

• Mini training sessions with EA’s for common language in Math and LA �

• Read a Thon will be used to increase engagement in independent reading. �

• Infusing music with numeracy and literacy activities �

• Implementation of Reading Program Plan for students to track their reading and comprehension.

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ECSD GOAL THREE: ECSD Is an Inclusive School District District Sub-Goals: 3.1 Implement strategies to ensure that schools focus on the creation of inclusive, safe, healthy and caring environments for all students and staff. 3.2 Identify and implement best practices that align with excellent early learning pedagogy and learning environments to realize transformed education as described in the May 6, 2013, Ministerial Order on Student Learning. An excellent start to learning necessitates a focus upon developing competencies and, in particular, the foundational competencies of literacy and numeracy, content and procedural knowledge.

School Goal: 3.1. John Bosco School staff will implement strategies to ensure a school environment that is safe, inclusive, healthy and caring for all students and staff. Strategies/Measurement: (Inclusive, Safe & Caring Environment) � Continuing Completed

• Increase knowledge and awareness of emotional and social intelligence for all staff and through professional development in PATHS, Go To Educator Programs and Zones of Regulation amongst other strategies.

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• Increase knowledge about emotional and social intelligence for students by implementing PATHS, Go To Educator and Zones of Regulation strategies as well as others that provide consistent language and strategies towards emotional regulation as well as foster school wide continuity amongst grade levels.

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• Increase knowledge and awareness of emotional and social intelligence for parents through regular information in school newsletters with corresponding links to help their children with emotional regulation. As well as teachers, will with their classroom

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websites transmit knowledge to parents on particular ER strategies used in class for continuity between home and school.

• Staff to attend and present various strategies being utilized in classrooms at school council meetings in order to increase communication and involvement with the parents on the activities happening at our school pertaining to social emotional learning.

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• In order to educate parents, teachers will share on their classroom websites particular ER strategies used in class for continuity between home and school.

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• Mental Health Professional Development through the School Mental Health Champion � • Using our school nurse, our District’s Mental Health and Wellness Cohort team training

as well as Alberta Health Services resources, our school will use a Comprehensive School Health model to educate students and parents about health and wellness issues that face our schools and families.

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• Learning Coach Support to build teacher capacity in the implementation of flexibility and choice for diverse learning needs and styles within their classroom.

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• Through the active use of LC, there will be comprehensive and efficient coordination of services from RCSD, AHS and Genesis personnel towards efficient and timely responsiveness in dealing with students with severe, mild or moderate needs.

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• LC will coordinate and strategize the use of MDT personnel as necessary to build knowledge and skills in the area of zones of regulation for optimal student mental and emotional health.

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• Coaches’ Corner bulletin board displayed with Alberta Health Services information and personnel

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• Regular and ongoing communication with parents towards maximizing supports for students.

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• Continued support of and ongoing professional development of Educational Assistants towards the development of best practices in facilitating Emotional Regulation in children, flexibility and student choice.

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• Staff training and integration of Google Classroom as well as other technologies that help to facilitate differentiation for student needs and allow for greater student choice.

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• Continue to provide and develop services and model initiatives that promote student mental, nutritional and physical health and wellbeing.

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• Variety of clubs/sports teams offered to meet diverse student needs: ex: Broadcast Team, Lunch Monitors, Running Club, Library Helpers, Recycle Club, Music Ministry, Handbell Choir, Art Club, Jr. ATB, Moo Club, Volleyball, Glee Club, Cheer Team, Floor Hockey, Knights of Columbus basketball, Intramurals, AMA School Patrols, soccer, Student Leadership Team and Mental Wellness Team.

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• Regular and ongoing movement breaks within the classroom utilizing a variety of tools such as Go Noodle and more.

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• Work towards goal-setting and reflective activities that engage students to self-reflect on their personal choices and behaviours.

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• Creation of a student leadership team to promote positive student social, emotional health within the school (yearly participation in WE Day).

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• Staff will plan for health and wellness instructional time to be done in collaborative grade groups (CGG).

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May 2017 Page 21

• Building classroom community by implementing community circles into programming, giving students the opportunity to share feelings, practice problem-solving strategies and address concerns.

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• Professional development enhancing teachers’ knowledge of physical literacy through use of consultant visits to school.

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• Use of indoor recess bins in each classroom. �

• Provide leadership opportunities for students to enhance the pride of the school (i.e. school patrolling, Moo milk, recycling program)

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• Recess team to help promote positive play �

• Litter Bugs – Recess team to pick up garbage during recess times �

ECSD GOAL FOUR: ECSD has Excellent Teachers, School & School District Leaders District Sub-Goals:

4.1 Provide professional learning opportunities that build the capacity and leadership of all staff to improve learner success.

4.4 Promote excellent teaching practices consistent with the Teaching Quality Standard, which guides student achievement. 4.7 Ensure that every school and department creates the conditions to improve student learning and achievement within the context of a Catholic learning community.

b) Ensure that assessment practices focus on improved student learning. Assessment data gathered into a student profile leads the learning team, including the student, to a deeper understanding and greater ability to target teaching and improve learning. Multiple sources of assessment data including district and provincial exam results inform instruction for school improvement in identified areas.

School Goal: 4.1 St. John Bosco School Administration will prioritize ongoing professional development and collaborative time for staff to come together using a communities of practice and shared leadership model. Strategies/Measurement: � Continuing Completed

• CPT for teachers and learning coaches as needed within the workday. �

• Devoted CPT and PLC time on second and third Thursday afternoons of each month. �

• Communities of Practice in the following areas: Social/Emotional Learning, Literacy, Numeracy, LLI, Kagan, Google Classroom, Differentiated Instruction using a variety of technologies at our disposal.

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• Teacher training in Kagan structures through onsite experts and mentorship to increase student engagement.

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• Reading and Written Literacy Professional Development led by onsite expertise and LSI personnel as is necessary with specific targeted PD for staff new to teaching.

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• Professional Development opportunities for new teachers in variety of areas based on need to align with school goals and target specific learner outcomes.

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• Staff Training on new Religion Program implementation �

• Staff retreat focusing on the 8 competencies delivered through the shared leadership model.

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May 2017 Page 22

• Assigned grade mentorship for new teachers within the school. �

• The infusion of the 8 competencies into daily programming. Using Competency posters and keyrings provided to further student understanding.

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• Built in time to plan collaboratively with EAs �

School Goal: 4.2 St. John Bosco Administration and staff will commit to regular review of the Teaching Quality Standards towards increased knowledge and alignment of teaching practices towards optimal and excellent student achievement. Strategies: � Continuing Completed

• All teaching staff receive a copy of the Teacher Quality Standards document for ongoing reference and review.

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• Staff Professional development on the Teacher Quality Standards. �

• Regular review of the Teacher Quality Standards document through regular WAAG sharing of the TQS document for ongoing reference and review.

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School Goal: 4.3 St. John Bosco School staff will engage in professional learning of specific assessment practices to inform instruction and improve student achievement. Strategies/Measurement: � Continuing Completed

• Use the MIPI assessment to identify and target areas where students struggle � • Write-on as formative in October and summative in May � • F & P three times per year used for targeting struggling readers and improving student

literacy skills �

• CPT Thursdays for specific literacy training on F & P, Daily 5, CAFÉ, LLI and Daily 3. � • Using Mathletics pre-and post-assessments to measure student growth �

• Learning Coach support for developing and using assessments to guide instruction � • Grade 6 teacher to attend Professional Development on PATs � • Grade 6 classes to practice writing PAT exams � • Support of Grade 3 teachers use of SLAs as formative assessment �

• Use the Early Years Evaluation Teacher Assessment for Kindergarten to identify student needs and to enhance programming focus.

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

May 2017 Page 23

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%20Convert%20Goals.pdf

http://topachievement.com/smart.html

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.

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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. 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 Curriculum Development.

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