student achievement & learning action plan 2012-2013schools.hcdsb.org/grda/school...

HALTON CATHOLIC DISTRICT SCHOOL BOARD

SCHOOL

IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT Student Achievement & Learning Action Plan

2012-2013

Guardian Angels School, in partnership with home and church is dedicated to providing excellence in education by developing Faith-centred individuals able to contribute to society.

Let it be known to all who enter here that Jesus Christ is the reason for this school, the unseen but ever-present teacher in all its classes, the model of its faculty, and the inspiration for its students.

SCHOOL IMPROVEMENT TEAM

Brendan Browne (Principal) Anna Smith (Vice-Principal) Barb O’Connor (Curriculum Consultant)

Lana Borsellino (Itinerant Literacy/Numeracy Teacher)

Shauna Weber (Primary SPTL)

Marianne Verhaeghe (Junior SPTL)

Tracey Babic (Intermediate SPTL)

Jodi O’Reilly, Rosanna Maga, and Valerie Mackay (SERT)

Tracey Tapper (I-ISERT)

COMPREHENSIVE NEEDS ASSESSMENT

The strategies and the action plan steps outlined in this year’s School Improvement Plan for Improving Student Achievement are based on student achievement data, perceptual

data, and suggestions made during divisional and School Improvement Committee meetings.

STUDENT ACHIEVEMENT DATA HIGHLIGHTS EQAO Highlights – Grades 3 and 6

Grade 3 reading 91% Writing 92% and Mathematics 86% (In all areas, steady growth has been evident)

Grade 6 Reading 80% Writing 80% and Mathematics 63% DEMOGRAPHIC DATA:

2011-2012 Grade 3 Demographic Data 2011-2012 Grade 6 Demographic Data

a] Gender = Females = 43 / Males = 37

b] English Language Learners = 1 student

9% percent of students reported speaking or being spoken to in another language at home

c] Special Needs students = 6 These students received 1 or more accommodations. 2 students were exempt.

d] Students Born Outside of Canada = 11 students have lived in Canada less than 1 year to 3 years]

e] Mobility = A total of 52 students were new to the school between grades 1 and 3.

a] Gender = Females 20/ Males = 39

b] English Language Learners = 1 student

8% of students reported speaking or being spoken to in another language at home

c] Special Needs students = 10 (2 students were exempt)

d] Students Born Outside of Canada = 8 students in Canada less than one to three years

e] Mobility = A total of 6 students were new to the school between grades 4 and 6.

46 students entered the school three or more years before the assessment

Student mobility, including French Immersion, does not support cohort analysis

between grades 3 and 6.

PERCEPTUAL DATA Grade 3 and 6 students may need a better awareness of the language of education; specifically around mathematics [e.g manipulatives] and of the purpose of using technology (computers and calculators.) Grade 3 students reported the following: Grade 6 reported the following:

Instructional Tools

How often do you use the following during mathematics

activities at school?

% of all

students

% of

Females

% of

Males

Manipulatives

18 23 11

Calculator 3 2 3

Computer to learn mathematics 14 9 20

Instructional Tools

How often do you use the following during mathematics

activities at school?

% of all

students

% of

Females

% of Males

Manipulatives

12 10 14

Calculator 50 65 42

Computer to learn mathematics 2 5 0

The Internet to explore information related to

mathematics

2 5 0

THE PRIORITY AREAS OF FOCUS Based upon the examination of data, the staff self-reflection report, and considering demographics of the school the following Areas or Priority will be the focus of our School Improvement Plan: A] Focus on Junior Numeracy, specifically the development of manipulative bins to increase student access and develop routine use of, as part of daily mathematics instructional delivery. B] Focus on oral and written language as it impacts on reading, interpreting, and responding to open response questions in Language and applying knowledge and understanding to communicate how they used critical thinking to problem solving in Mathematics. Students need more awareness of the language of education specifically as it applies to Mathematics. C] Higher Order Thinking Strategies, Reading Expectations 1.5 to 1.9 to comprehend text.

SCHOOL IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT : “Priorities For Improving Student Achievement”

*NOTE: Additions/revisions appear in red as of Feb. 26, 2013

PLAN, DESIGN AND IMPLEMENTATION STRATEGIES

MONITORING STRATEGIES

SMART Goals

School Effectiveness Framework Indicators

Targeted, Evidence-Based Strategies/Actions

The Four (4) Pillars of School

Improvement Planning

Resources Professional Learning Monitoring of the Achievement of

the SMART Goals

Responsibility Evaluation

As evidenced by EQAO data, classroom work, and writing portfolios, students need to develop a greater awareness of the strategies and skills they use to be successful. By September 2013, 94% of Primary and 82% of Junior students will achieve provincial standard in writing [EQAO] with a focus on

Topic development

Organization

Conventions

Form & Style In addition, 70% of our special needs population, both in primary and junior will meet provincial standard, excluding exemptions.

1.2 During learning,

students receive ongoing, descriptive

feedback based on the success criteria, from the teacher and from

peers.

1.3 Students are

taught, and regularly use self-assessment skills to monitor their

progress toward achieving learning

goals, and to set their own learning goals within the context of

the Ontario curriculum, the OCSGE , and/or Individual Education

Plan

3.1 The teaching and

learning environment is inclusive and

reflects individual student strengths,

needs and learning preferences,

according to each person’s dignity.

4.2 Founded upon an

understanding of the dignity of the human

person, a clear emphasis on high

levels of achievement in literacy and

numeracy is evident throughout the school.

As professional learning community we will be engaged in inquiry and

professional learning about assessment for and as learning.

Teachers will focus on engaging in and using co-creating success

criteria to assess and improve a piece of writing specifically to topic

development, 1.2 developing ideas, 1.4 classifying ideas, 1.5 organizing

ideas, 2.1 form, 2.4 sentence Fluency, 3.4 punctuation, 4.1

metacognition.

Literacy Numeracy

CCCC

Human SIP Consultant

Literacy / Numeracy Itinerant Staff

Materials

LNS Monograph on Self- Awareness

Workshop in a Box by Anne Davies

Growing Success

Ontario Writing Assessment grade specific resource

As professional learning community we will be engaged in inquiry about assessment for and as learning: what it is, how to use assessment for planning

for instruction.

Reading for the Love of It conference

Opportunities for professional

learning will be provided through divisional meetings, CLCs, and staff meetings.

From November to February 2013

Learning Walks

Divisional Meeting

minutes.

Staff will continue to share good assessment

practices at CLCs and divisional

meetings.

We will ask the same question

periodically throughout the year to measure student

growth and staff development needs.

School Administration Curriculum Consultant

Itinerant Curriculum Teacher

All School Staff

Our evaluation is based upon the School Self-

Reflection Continuum and about the School

Effectiveness Framework

The SEF Self-Reflection will be revisited by mid-

April to update staff needs.

Report card data on

February 2013 and June 2013 will provide

information on student achievement.

Using the Gradual Release Model we will continue to co-construct success criteria with our students in Writing. This practice will be founded in the writing process steps of drafting, revising, editing and refining work for the purpose of producing a level 4 product.

We will continue to establish student base lines supporting student self-assessment (editing check lists for conventions and form and style) by asking, ‘How do you know you have done a good job in writing ...?” Students will be able to orally and in written form, [self assessment checklists, reflections] verbalize how the co-created criteria supported





SMART Goals






the SMART Goals


them.

By September 2013, 88%of Primary and 70% of Junior students will achieve provincial standard in Mathematics, [EQAO], with a focus on applying knowledge of math concepts

NSN (basic math facts, fractions )

M (surface area)

GSS (math language)

using critical thinking skills to solve and communicate their findings when problem solving. In addition, 70% of our special needs population, both in primary and junior will meet provincial standard, excluding exemptions.

1.1 Students and

teachers share a common

understanding of the learning goals and

related success criteria

4.3 Teaching and

learning uses a Catholic world view to

incorporate 21st century content, global perspectives, learning skills, resources and

technologies.

Explicit teaching and modeling (Gradual Release) how to read and

talk to interpret and develop a problem solving plan (4 Step Problem Solving Model) incorporating problem

solving strategies.

Students will work individually and in small groups following the plan to

solve, represent and reflect upon the problem solving process and results in a concise manner incorporating Mathematical Language. Debrief

solutions using consolidation strategies such as Gallery Walk.

Explicitly teach how to use and make connections to select manipulatives

and technology (e.g. computers, calculators) to support student

learning.

Use the “favorite no” strategy to highlight “good mathematical thinking” for problem solving and to consolidate

conceptual understanding Strategies:1. Index card diagnostic at

start of lesson or unit or strand 2. Descriptive feedback after review of index cards 3. Build math vocabulary at the start of a lesson, 4. End with

an Exit ticket

Increase student access in Junior Mathematics to manipulatives through

the creation and implementation of math group bins to be used daily.

Provide Gap Closing Intervention for

Literacy Numeracy

CCCC

School Administration

All Staff

Curriculum Consultant

Itinerant Literacy And Numeracy Teacher

Ministry Gap closing resource for Grade 6 students for NSN (to be delivered as targeted intervention with

additional time and support at the end of day)

Edu Gains website

EQAO Understanding Levels of Achievement

New Ministry Booklet to be sent be sent home for parents to support Math

Include websites for Math Grades 4-6 in school newsletter (e.g. Math frog)

As professional learning community we will engage in a

self awareness exercise designed to promote reflective

thought about the type of questions we use. We will

expand our knowledge and skills in how to better use

Bloom’s Taxonomy and the Q Matrix to promote the use of higher order questions and

critical thinking as it pertains to Problem solving.

As a professional community

we will engage in distinguishing between teaching about and

teaching through Problem Solving., with a focus on the

importance of talk in Mathematics.

Show video clip shared at Gr.6 BR FOS Network session on a

teacher using “favorite no “strategy”( from Consultant)

Learning Walks

Divisional Meeting use accountable

talk and sharing of ideas and practice to support problem

solving in the classrooms

Evidence of

problem solving tasks on the

classroom walls.

Observation of increased student understanding and use of the problem

solving process and strategies

Nov. 9 Problem

Solving Activities available and prize

drawn

School Administration All teachers

Literacy / Numeracy Itinerant

Primary SPTL and VP

Students will achieve a level 3 or more in

Assessment of Learning tasks from Math Makes Sense at end of each

strand through paper/pencil evaluation,

board purchased resources or the strand

specific Guides to Effective Instruction in Mathematics,

and / or TIPS

Through the unit of study students will use Anchor charts, self-assessment rubrics or checklists and

peer and teacher feedback to assist in the

improvement of their performance.





SMART Goals






the SMART Goals


grade 6 students in basic math facts and problem solving.

Continue Gap Closing with SERTS and Teachers using EQAO Support

Days.

Explore opportunities for parent engagement to support student

learning in math fundamentals e.g. Integrate Numeracy into Movie Nights

Include Problem Solving Activities with Social Justice Themes prior to the start of Movie Nights to engage parents, as well as the Math Parent Webinar Thursday Feb. 28, 2013

LNS Gr. 6 Gap Closing

By September 2013, 95 % of Primary and 82% of Junior students will achieve provincial standard in Reading, [EQAO] with a focus on

Making Connections

Inferring (Open Response)

In addition, 70% of our special needs population, both in primary and junior will meet provincial standard, excluding exemptions.

2.2 Processes and

practices are designed to deepen content

knowledge and refine instruction to support student learning and

achievement. 4.1 A culture of high

expectations founded in an understanding of

the dignity of the human person

supports the belief that all students can learn, progress and achieve 4.2 Founded upon an

understanding of the dignity of the human

person, a clear emphasis on high

levels of achievement in literacy and

numeracy is evident throughout the school.

Explicit teaching and modeling (Gradual Release) how to organize ideas and details from text to accurately respond citing supporting details, to questions in all subject areas. Teachers will provide explicit instruction to students in the use of the GIST strategy to interpret and summarize effectively

Through guided instruction and RTI students will read and comprehend a variety of texts, specifically non-fiction texts, poems and lyrics as measured by 2013 EQAO results and HCDSB recommended diagnostic assessment tools.

As professional learning community, in staff meetings, at division meetings, or with grade partners, we will engage in accountable talk to support precise teaching – [dialogue and discussion] to promote common

Literacy Numeracy

CCCC


Literacy / Numeracy Itinerant Staff

Materials

Ontario Curriculum Grades 1 to 8

Language

Ontario Catholic curriculum resources used by teachers [e.g Catholic Curriculum Maps, Focus on

Faith Catholic Curriculum Corporation – Central regions CARFLEO]

Guides to Effective Literacy Instruction K to Gr.3

Reading

Literacy Place for the Early Years Grades 1 to 3 Reading

The Continuum

of Literacy Learning K to Gr. 2

As professional learning community we will engage in a

self awareness exercise designed to promote reflective

thought about the type of questions we use. We will

expand our knowledge and skills in how to better use

Bloom’s Taxonomy and the Q Matrix to promote the use of higher order questions and

critical thinking.

As a professional Community we will support students’ in becoming familiar with the

Better Answer Format

As professional learning community we will engage in

exploring and discussing lessons focused on the

expectations 1.5 to 1.9 in Reading

Learning Walks

Observation of increased number

of students independently

applying the higher order

comprehension skills and strategies

as individuals, in small groups, and as a whole class.

GA Student Profile

Forms

As professional learning community, in staff meetings, at division meetings, or with grade partners, we will

School Administration All teachers

Literacy / Numeracy Itinerant

Students will achieve a level 3 or more on the

2013 EQAO

Through the unit of study students will use Anchor charts, self-assessment rubrics or checklists and peer and teacher feedback to assist in the improvement of their performance and report card data.





SMART Goals






the SMART Goals


understanding of the various comprehension strategies. Teachers will engage in moderation sessions to assess student work and identify possible next steps for improvement.

Explicit teaching using the Gradual Release Model of the following expectations:1.3 Comprehension Strategies1.4 Demonstrating Understanding1.5 Making Inferences / Interpreting Texts1.6 Extending Understanding, [making connections] 1.8 Responding to and Evaluating Texts3.2 Reading Unfamiliar Words

Following the Gradual Release of Responsibility model, students will read a variety of texts across the curriculum, to build and expand upon schema, and address gender preference of reading materials. Continue to increase student access to technology to support and increase student achievement in both reading and writing

Guides to Effective Literacy Instruction Gr. 4 to 6

Reading Volume 5

Moving Up with Literacy Place Gr. 4 to 6 Moving Up Strategy Units

Now I Get It Posters Grades 2 to 5

Skyriders Gr. 6

The Continuum of Literacy Learning Gr. 3 to 6

Think Literacy Language

Think Literacy Cross Curricular Approach

Literacy In Action Gr. 7 and 8 Time Saver Tool kit Gr. 7 and 8

LLI Kit for RTI (Primary) DRA diagnostic assessment for at-risk junior

students/special education Levelled text for Junior Division RTI

I-pads, SMART boards, air printers and apps

Reading for the Love of It Conference

Opportunities for professional learning will be provided

through divisional meetings, CLCs, and staff meetings.

To continue to embed

professional learning about the Three Tiers of RTI with a focus

on Tier 1 for all classroom teachers.

engage in accountable talk to support precise teaching – [dialogue and discussion] to promote common understanding of the various comprehension strategies. Teachers will engage in moderation sessions to assess student work and identify possible next steps for improvement.





SMART Goals






the SMART Goals


By 2013, there will be

an increased

awareness of options

available for Adult

Faith Formation at the

Board and School

Level.

3.2 School programs

incorporate students’

stated priorities, reflect

the diversity, needs

and interests of the

school population, and

are consistent with our

Catholic identity.

3.4 Explicit strategies

are in place to enable

students to

demonstrate strong

citizenship skills such

as leadership,

teamwork , advocacy

and witness to

Catholic Social

Teaching.

Provide each staff member with a copy of the Board’s Adult Faith Formation Brochure

Review AFF offerings with staff at monthly staff meetings, encourage members to share any inspirations if appropriate

Continue to meet as a Community Adult Faith Formation Planning team (CAFF)

Conduct an AFF needs survey

CAFF will analyze the results of he needs assessment and draft a Community Adult Faith Formation Plan using the HCDSB CAFF planner

Share draft with staff and seek input

CCCC HCDSB AFF Brochure

Auditing Our Catholic Schools

http://www.catholiccurriculumcorp.org/ School resources

Parish priest, religious communities, diocesan office

Pastoral Animator

Religious Education Consultant

System Chaplain

Self Monitoring Director

Principal

Vice-Principal

Survey

By June 2013, all intermediate students will become aware of My Blueprint Educational Planner.

5.3 Students, parents and

teachers understand the

full range of pathways options,

programs and supports that are

available.

Teachers will become familiar with and support students in their exploration of My Blueprint

Educational Planner.

Pathways Material My Blueprint Educational Planner


Itinerant Curriculum Guidance/Co-op/E-learning Consultant

Opportunities to attend workshops on my Blueprint

Educational Planner.

From November until June 2013, observation of

increased numbers of students

exploring the use of My Blueprint

Education Planner.

Intermediate Staff School Administration

Parents

Consultation with students/ parents.

http://www.catholiccurriculumcorp.org/





SMART Goals






the SMART Goals


In consultation with both parents and staff, three IEPs will align with the A4 (Assessing and Achieving in Alternative Areas) model by Term 2.

4.5 In recognition of the dignity of each student, instruction

and assessment are differentiated in

response to student strengths, needs

and prior learning.

In collaboration with the I-SERT, school-based SERT and classroom teachers of three students with special needs accessing alternative curriculum will use Board resources and assessments to re-format the programming sections of each student’s IEPs into four sections: Communication Literacy, Communication Numeracy, Daily Living/Employability, Social Skills. School will facilitate on-going consultation with parents of special needs students regarding the transition to the new IEP programming sections.

-Literacy, Numeracy -A4: Assessing Achievement in Alternative Areas -Ontario Skills Passport -Functional Assessment and Curriculum for Teaching Students with Disabilities -Destination Readiness Tool -Pathways and Student Profiles: Staff Resources -Life Skill Program Pathways: Parent Resource

Knowledge of reformatting program sections of the IEP: Communication Literacy, Communication Numeracy; Daily Living/Employability; Social Skills. Familiarizing designated staff with Alternative Programming Assessment tools and alternative curriculum provided by the Board.

data will be collected using the A4 (Assessing Achievement in Alternative Areas) and Functional Assessment and Curriculum for Teaching Students with Disabilities

Alignment of three IEPs will be completed for Term 2.

Classroom teachers, Special Education Resource Teacher, Special Education Itinerant Teacher

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student achievement & learning action plan 2012-2013schools.hcdsb.org/grda/school...

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