Ecole St. Angela Plan for Continuous Growth 2019-2022 - NET
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Ecole St. Angela Plan for Continuous Growth 2019-2022
School Mission: At École St. Angela School, we celebrate each other and grow as a community of
lifelong learners, leaders and followers of Jesus.
School Vision:
Our students will learn together, work together, and pray together in answering the call to a faith-filled
life of service.
School Charism:
Our patron saint, St. Angela, inspires us to enhance our leadership skills so that we feel confident in our
abilities to share the wisdom and principles of Christianity with others outside of our school.
School Context:
Located in the Wellington area of North Edmonton, our school population consists of 374 students. At
École St. Angela, our positive and caring community is actively committed to the development of the
whole child’s individual potential. We offer distinct academic programs through Christ-Centred learning
from Pre-K (100 Voices) to Grade 6. We are a spirited and innovative educational community, a
neighbourhood school where parents have a choice between two dynamic programs: English and French
Immersion. Students at St. Angela are enthusiastic learners who are eager to share their learning with
others. With the guidance of their teachers, students are learning to become agents of their own
learning growth. St. Angela has a wonderfully pleasant student body and a resilient and dedicated staff.
St. Angela has an active parent Society that devotes much energy to the school.
As a school within the Edmonton Catholic School system, we focus on a faith-based education with
emphasis on Social Justice, using the 5 Stages of Social Justice as our guide. Our school year is
permeated with celebrations of faith and spirituality, with a weekly assembly held for all students where
we celebrate prayer, leadership and goal attainment. We believe the power of technology can
dramatically improve the learning for every student and teacher. We are a one-to one iPad school, with
technology infused into every subject area for our students. As well, we utilize Google Classrooms and
Chromebooks. We embrace PATHS as a tool for helping students to understand themselves, understand
others and to make choices conducive to the good of the entire community.
1Review of Previous Year’s Goals: (brief is better, delete the green text)
Goal Achieved/Continue/Modify Evidence/data used
Goal 1: Increase the Achieved Father Julian visited our
frequency of clergy visits to school 6 times last year to
the school in order to speak with classes and
enhance our spirituality of Father Mark visited once.
Communion (Mark Five).
Goal 2: Create awareness Achieved The Truth and
and student/staff Reconciliation Call to Action
understanding of the Truth was read at all assemblies
and Reconciliation call to and students and parents
action, and help develop
commented positively on it.
pride within our First Nations,
Metis and Inuit students. A First Nations/Metis/Inuit
space has been created in a
prominent area of the
school.
First Nations/Metis/Inuit
reading materials have
been added to our Guided
Reading program and
teachers and students are
utilizing them regularly.
Our grades 3, 4, 5, and 6
students attended the First
Nations Day at Northlands
last year.
Our grades 3, 4, 5, and 6
students will be attending
Metis Day at the Northlands
Expo this month. We also
celebrate Metis week with
2many activities and First
Nations Day.
We will continue to
rehearse and perform a
First Nations play for
students and parents at St.
Angela, as we did last year.
Goal 3: Literacy Modify Student reading scores
Enhancement: All students increased on the PAT and
will attain two levels of on the Fontas and Pinnell,
reading improvement within however our Excellence
the year. Students will also
scores on the PAT Language
enhance their writing
Arts exam have decreased.
proficiency and increase their
performance scores on the
We attribute the drop to
ELA PAT. less use of lengthy texts and
to teacher focus on the
lowest reading group of
students. We will be
looking at increasing
student use of longer
reading texts, especially in
the upper elementary
grades and spreading
teacher focused learning
across the entire class.
Goal 4: Numeracy: Develop Achieved The plan has been created.
a plan to begin a Guided We have moved on to
Mathematics Program at St. enacting the plan through
Angela the Mathematics lead team.
They have inventoried all
mathematics resources,
recommended new learning
resources, recommended
tools for assessing student
learning gaps (MIPI,
MathUp School), and have
3recommended a clear
course of action for their
plan.
We have initiated
discussions with LSI to pilot
MathUp School and
MathUp Teacher.
Goal 5: Increase student and Achieved We have increased our
parent confidence that St. satisfaction on the
Angela School is a safe and Accountability Pillar for the
caring school. Safe and Caring Schools
category. Moreover, we
have explored PATHS and
have created a plan for its
implementation across all
grades in the school so that
we are able to maintain our
students’ parents’
confidence. PATHS is
currently being
implemented.
Goal 6: Enhance student Modify The strategies have worked
collaborative learning and well in areas where the
collective teacher efficacy. curricula emphasize skills
and competencies more
than knowledge.
Knowledge laden curricula
like Science and Social
Studies restrict cross-grade
collaboration. We will
continue to work with this
cross-grade model in Math
and Language Arts, both of
which emphasize skills and
competencies.
4Goal 7: Enhance student Modify We took longer than
engagement in learning, expected to agree upon the
especially in writing, through structure of our writing
metacognitive strategies such portfolios and benchmarks
as involving students in
for improving mathematics
creating learning targets,
skills. They will be put into
success criteria, and engaging
action in November 2019.
in reflective goal setting.
Data Analysis:
Areas to celebrate
Accountability Pillar • Achievement Measure evaluations that are very high
o Very High-Safe and Caring, Program of Studies, Education
Quality, Work Preparation, Citizenship, Parental
Involvement, School Improvement
• Improvement Measure evaluations that are improved or significantly
improved
o Improved-Education Quality, Work Preparation, Parental
Involvement, School Improvement
• Overall Measure evaluations that are excellent
o Safe and Caring, Program of Studies, Education Quality,
Work Preparation, Citizenship, Parental Involvement, School
Improvement
District Satisfaction Areas Showing Improvement
Survey Students
Religious Celebrations are important at my school
Prayer is important at my school
I enjoy learning about the Catholic Faith
I am happy with the school activities
I am happy with how much I am learning
I can make choices about my learning
My school teaches me to show respect for other cultures
and religions
The school rules are fair
Student behavior is handled fairly
My school teaches me to make healthy food choices and to
be active
I know how well I am doing in my school work
5I know what I need to do to improve my school work
My teacher helps me to learn
My school gives me the opportunity to use a variety of
technological tools
I learn better by using technology in my school
I feel safe in my school building
I feel safe on the playground during school hours
My school teaches me to take care of the environment
Overall, I am happy with my school
Response Rate
Parents
My child’s school has a positive reputation in the community
My child’s school creates and promotes a Catholic Learning
environment
I am satisfied that my child’s school provides a caring
environment
My child’s school demonstrates care for the environment
My child’s school teaches respect for different cultures and
religions
My child is learning the attitudes and behaviors that will
make him or her successful in the world of work
I am satisfied with the way that student discipline is handled
in my child’s school.
My input is considered and valued in my child’s school
My role as the primary educator of my child is respected by
the school
Cleanliness of the school
The level of satisfaction with opportunity to be involved in
decisions affecting your child’s school and learning
Level of satisfaction with the effectiveness of the school
council
Level of satisfaction with your opportunity to access
information about activities in the school
Level of satisfaction with your opportunity to access
information about decision making processes
Level of satisfaction with opportunity to access information
about resource allocation
Level of satisfaction with opportunity to access information
about your child’s educational progress and achievement
Level of satisfaction with opportunity to access information
about overall student achievement in the school
Inclusive Education-Overall, how satisfied are you with the
programming and progress of your child with special
educational needs.
Staff
Our school focusses on learning and teaching within a
Catholic context
6Catholic teachings and traditions are important at our school
Our school provides differentiated learning experiences for
all students
I am satisfied with the way student discipline is handled in
our school
The approach to conflict management with adults in our
school is reflective of our core values
Our school focuses on continuous improvement through
data analysis
Our school demonstrates care for the environment
I am treated with dignity and respect by my co-workers
Care and concern for others is evident in day to day
interactions at our school
School professional development provides me with an
opportunity to improve my work skills
Our school is providing the necessary supports for children
with special needs
Non-academic needs of students are met in our school
through a variety of supports and services
School finances are being allocated in keeping with our core
value of fairness
I receive the resources required to do my job given the limits
on school and District resources
Our school is a safe environment for children to learn
Our school is a safe environment in which to work
Our community is the team of the school, home and parish
working together
Parents/guardians are involved in the decisions about their
child’s education
I have appropriate opportunity for input into school level
decisions that affect my job
I am satisfied with the decision-making processes that take
place at our site
Our staff works as a team in our school
I am satisfied with the communication from my school
I have appropriate opportunity for input into decisions that
affect my job
Overall, my school or department is a good place to work
Response rate
Table C-5 scores that are highest above the District average.
Students
I learn better by using technology in my school
I can make choices about my learning
I know what I need to do to improve my schoolwork
I enjoy learning about the Catholic Faith
I know how well I am doing in my schoolwork
Parents
7Response rate
Inclusive Education-Overall, how satisfied are you with the
programming and progress of your child with special
educational needs
Please indicate your level of satisfaction with the
effectiveness of the school council
Please indicate your level of satisfaction with your
opportunity to be involved in decisions affecting your child’s
school and learning
I am satisfied with the way that student discipline is handled
in my child’s school
Staff
I am satisfied with the way student discipline is handled in
our school
Response Rate
I have appropriate opportunity for input into decisions that
affect my job
I have appropriate opportunity for input into school level
decisions that affect my job
I am satisfied with the communication from my school
School professional development provides me with an
opportunity to improve my work skills.
Regression Analysis • subjects that we have a “+” in (or an “=” in provided you have not
dropped from last year)
o Science-Written in English
o Social-Written in English
PAT/Diploma analysis • Subject standards in which students achieved above the provincial
average
o Acceptable Standard-English Language Arts
o Acceptable Standard-Math-Written in English
o Acceptable Standard-Science-Written in English
Areas to target for growth
Data Source Measures Goals in response to data
Accountability • Achievement Measure evaluation that is low, • Standard of Excellence is a
Pillar very low, or has dropped from last year: concern or an issue in all
o PAT: Excellence categories, except Social Studies
8Data Source Measures Goals in response to data
• Overall Measure evaluation that is a concern:
o PAT: Excellence
District • Students
Satisfaction o My classroom learning activities
Survey are meaningful
o My teacher expects my work to
be done well
• Parents
o Ongoing professional
development of staff is a priority
in my child’s school
o Overall, how satisfied are you
with the quality of education that
your child is receiving in school
• Staff
o Our students are taught to use
the skills of critical thinking and
inquiry in their approach to
learning
Table C: 5 scores that are furthest below the
District average.
• Students
o My classroom learning activities
are meaningful
o Student behavior is handled fairly
o My parent/guardian helps me
with my learning
o My teacher expects my work to
be done well
o I am happy with how much I am
learning
• Parents
o I am satisfied that my child’s
school provides a safe
environment
o Ongoing professional
development of staff is a priority
in my child’s school
o I am treated with dignity and
respect at my child’s school
9Data Source Measures Goals in response to data
o My role as the primary educator
of my child is respected by the
school
o Daily prayer and religious
celebrations are important at my
child’s school
• Staff
o Non-academic needs of students
are met in our school through a
variety of supports and services
o Our students are taught to use
the skills of critical thinking and
inquiry in their approach to
learning
o The approach to conflict
management with adults in our
school is reflective of our core
values
Regression • Subjects in which St. Angela has an “-” in
Analysis Regression:
o English Language Arts
o Mathematics (English)
o French Language Arts
o Mathematics (French)
o Science (French)
o Social Studies (French)
PAT/Diploma • Subjects below the provincial average:
analysis o English Language Arts
o French Language Arts
o Mathematics
o Science
o Social Studies
Goals:
Catholic Identity Goal: Though Permeation, Ecole St Angela School will provide students
with an authentic Faith-Filled Learning Environment.
. District Correlation
1.2 Demonstrate the distinctiveness and strengths of Catholic education.
10a. Continue to enhance the home – school – parish relationships.
b. Enhance and strengthen our Catholic identity within each site.
c. Demonstrate a way of life rooted in the Catholic Christian call to discipleship
and service.
d. 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.
a. Continue collaboration with the Archdiocese of Edmonton and the Ukrainian
Catholic Eparchy of Edmonton to enhance our mutual work and to evangelize
our families and promote a life of faith.
b. Celebrate and advance the work of the Edmonton Catholic Schools Foundation
within our schools and District.
c. Create opportunities for the community to learn about, celebrate, and advocate for
Catholic education.
d. Provide opportunities for authentic student expressions and applications of faith as
members of many different communities.
Strategy 1: Continue to invite Father Mark and Father Julian p-to classrooms and our
masses/celebrations to provide students with a better understanding of Mass and our faith.
Actions Measures/ Evidence of
effectiveness
Ø Father Mark will say Mass and attend our school
liturgies (ie: school opening, Remembrance Day, Number of visits by Father
Advent, Lent) Mark to our liturgies
Ø Father Julian will visit classrooms four times during
Number of visits to the
the year
classrooms by Father Julien
Ø Father Julian will co-celebrate our St. Angela Feast
day with Father Glenn
Strategy 2:
Actions Measures/ Evidence of
effectiveness
Ø We will create a chapel in the Learning Commons for
individual and community prayer and worship. Visible signs of our faith and
Ø We will ensure that the cross in the front foyer displayed throughout the
reflects appropriate liturgical color and appropriate building
books displayed for reading
11Ø Every classroom has a prayer center with following Students use the chapel for
standard items: prayer and worship
o Cross
Classes will gather at the
o Candle
cross in the front foyer for
o Bible
reflection and the reading of
o Cloth with appropriate liturgical color
scripture or related books.
We will have visible displays
of our lived actions
throughout the school
Strategy 3: Create and sustain opportunities to enhance the relationship between home,
school, and parish
Actions Measures/ Evidence of
effectiveness
Ø We will increase information about school events and
parish events in our newsletters, school sign, school Increased community
website, and through SwiftK attendance at faith events
Ø We will create a student Faith Day in March/ April
Maintain or increase in
Ø Parent and families will be invited to join us for Faith
satisfaction survey
Day, and for our liturgical celebrations and masses
Ø We will publish a Chaplain section in our monthly Five Marks year end
newsletters assessment
Catholic Education Goal:
District Correlation:
1.3 Demonstrate commitment to and excellence in Catholic education.
. Deliver and support our Religious Education programs to all students as a spirit-filled lived
experience with the same excellence as all other areas of study.
. Provide faith formation opportunities for all staff that further their personal and communal
12growth as participants in a Catholic educational community.
. Continue to develop the role of the school-based chaplain to support the faith formation of
students and staff and support sacred-space environments.
. Identify and celebrate how our District Foundation Statement is lived out daily at each site.
. Continue to build capacity in the permeation of our Catholic faith in all areas of learning
through the framework of the Learner Competencies Formed Through Catholic
Education
2.1 Increase academic success and cultural knowledge by promoting successful
practices to support First Nations, Métis and Inuit students.
. a) Continue programs and enhanced academic and cultural supports for all students that
lead to successful transitions between all levels, increased high school completion
rates, improved successful transitioning to post-secondary, career development and
encourage life-long learning.
.
Strategy 1: Increase student knowledge of their Catholic Faith by asking open ended
questions about Catholicism
Actions Measures/ Evidence of
effectiveness
We will create a student Faith Day in March/April
Student participation
We will invite clergy and Religious Consultant to speak at
Student Faith Day
We will provide PD (given by priest – TBA) to staff one
Thursday in the Spring on the theme of Christ and his mission
of inclusion and how he does not deny anyone
Strategy 2: Celebrate when students receive sacraments and when grade four students receive
Bibles.
13Actions Measures/ Evidence of
We will invite parents to let us know when their child receives effectiveness
first communion or confirmation. We will recognize these
students on a dedicated bulletin board. Evidence that our families
We will invite Father Mark from St Edmund to hand out and school staff celebrate
Bibles to the Gr. 4 students important liturgical events
together.
Strategy 3: Create opportunities for students to learn about diversity: For example, the First
Nations, Metis and Inuit cultures
Actions Measures/ Evidence of
effectiveness
Purchase and display in French and in English the Seven
Sacred Teachings Plaque Student enjoyment and
participation
Students and Staff to participate in Orange Shirt Day
Teachers will bring their
Students to participate at the Metis Day at the Expo Center
students to the display to
Committee to organize Metis Week Activities with Opening discuss the Seven Sacred
Ceremony with drummers and dancers Teachings
Invite Indigenous Learning Services staff to read to our
students during Metis Week
Students will experience Metis games
Goal 3: Improve Mathematics scores on the PAT by 5% and Mathematics skills and
understandings for all grades
District Correlation: ECSD students are successful.
1.2 Identify and implement best practices that align with excellent pedagogy and
learning environments while developing a strong foundation in literacy and
numeracy. A strong start to learning necessitates a focus upon developing
14competencies, i.e. communication, growth and well-being, creativity and
innovation, critical thinking, problem solving and management of information.
1.3 Implement pedagogical and assessment practices focused on improving students’
conceptual and procedural knowledge of subject-area disciplines and cross-
curricular connections.
1.5 Ensure that flexible and responsive programming meets the diverse needs of all
learners.
3.4 Provide equitable opportunities for children and students to participate in
learning from pre-kindergarten to Grade 12
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, Leadership Quality Standard, and Superintendent Leadership Quality
Standard, all which guide and support student achievement.
4.7 Ensure that every school and department create the conditions for optimal
student learning and achievement within the context of a Catholic learning
community.
4.8 Support teachers and system leaders to implement technology effectively and
equitably into the learning environment, identify indicators of progress, and be
accountable for enacting policies, procedures and standards, as outlined in the
Learning and Technology Policy Framework.
5.3 Ensure decisions are data-informed-enable best practice indicators and
transparency to ensure continuous improvement.
Sub Goal a: Identify student weaknesses in Mathematics understanding for all grades with
diagnostic tools and past data.
Strategy 1: Use the MIPI diagnostic exam to determine student difficulties in Mathematics
understanding.
Actions Measures/ Evidence
of effectiveness
Administer the MIPI exam to all students in the school to discover
what Mathematics skills students are not understanding. Unpack the Recognize general
data first with the school Mathematics team, and then with the entire student areas of
staff. weakness in
Mathematics. MIPI
Correlate our findings with the PAT results if possible.
data and PAT
15analysis suggest that
subtraction and
division are areas of
concern.
Strategy 2: Administer the MathUp diagnostic to identify specific student areas of weakness
in Subtraction.
Actions Measures/ Evidence
of effectiveness
Administer the MathUp diagnostic tool (it’s focus is subtraction) to
isolate issues of student weakness related to subtraction skills The diagnostic
revealed that within
Re-administer the MathUp diagnostic tool in January, March and June
subtraction, place
to monitor progress.
value, base-ten
understanding,
problem solving
strategies, and
vocabulary are areas
of weakness.
Strategy 3: Implement, with the help of the Math Committee, the MathUp web-based and
classroom-based School program, beginning with establishing a teacher collaboration model
and a data wall for tracking progress.
Actions Measures/ Evidence
of effectiveness
Create a data wall in the teacher collaboration room to identify
student skill levels in each class (skills of subtraction, place value, and We will create a data
division) and a process for tracking growth. wall and place all
students on it
Create 6 collaboration days for the entire staff to discuss
(organized by grade
Mathematics’ pedagogy and progress. We will include a discussion of
level) so that we are
a collaborative response model for the beginning of each meeting.
able to monitor
Provide teachers with professional development opportunities to
progress by class
collaborate on strategies, and time to monitor class/school progress.
and across the entire
Invite a Math consultant to help lead professional discussions with school. At each
staff at our 6 collaboration days and during staff professional diagnostic test, the
development meetings. Initially, we will discuss Math Talks. data wall should be
adjusted to show
16changes in student
understanding, while
displaying an anchor
point of the level at
which the student
was initially
assessed.
Growth in number of
Math strategies in
student repertoire
Growth in
understanding of
subtraction, place
value, and multiple
step problems
Sub Goal b: Practice Guided Math and create Math Centres
Strategy 1: Practice Guided Math
Actions: Measures/ Evidence
of effectiveness
Teachers will conduct Math talks at least three times per week in
their classrooms Increased PAT scores
in Math as a result of
Teachers will set up manipulatives, math tools and math games at
greater
math centres in their classrooms.
understanding of
Teachers will consider mixed grade groupings for guided math PAT questions
instruction
Improvement in
Teachers will expose students to multistep math problems, especially diagnostic
real-world problems, teaching them how to deconstruct them and assessment (second
how to use visuals to enhance their understanding. time)
Create Math problem boards in three places in the school for Growth on data wall
students to solve problems of the week (problems will be provided in
Student interest in
English and French as well as for upper elementary and lower
Math
elementary).
17Employ the collaborative response model to create focus in math Growth in number of
discussions Math strategies in
student repertoire
Strategy 2: Math Reading Skills
Actions Measures/ Evidence
of effectiveness
Some teachers may ask students to write a math journal question
daily (open-ended, word problems, multi-step) Increased PAT scores
in Math
Teachers will provide guidance on deconstructing word problems,
looking at real world problems related to math, and using strategies
to plan and solve multi-step problems.
Students will engage in math read-alouds.
Strategy 3: Use Math word walls in all classes
Actions: Measures/ Evidence
of effectiveness
Teachers and students will create Math word walls in their classrooms
to help students understand a common and expanded math Increased PAT scores
vocabulary in Math as a result of
greater
understanding of
PAT questions
Evidence of the
student population
of word walls in
classrooms.
Goal 4: Improve the French Language PAT results by 5%
District Correlation: ECSD students are successful.
1.2 Identify and implement best practices that align with excellent pedagogy and
learning environments while developing a strong foundation in literacy and
numeracy. A strong start to learning necessitates a focus upon developing
18competencies, i.e. communication, growth and well-being, creativity and
innovation, critical thinking, problem solving and management of information.
1.3 Implement pedagogical and assessment practices focused on improving students’
conceptual and procedural knowledge of subject-area disciplines and cross-
curricular connections.
1.4 Identify and implement best practices in disciplinary literacy from early learning
through to graduation to ensure all students have the foundational skills for
success.
1.5 Ensure that flexible and responsive programming meets the diverse needs of all
learners.
2.1 Increase academic success and cultural knowledge by promoting successful
practices to support First Nations, Metis and Inuit students.
2.2 Provide and promote cultural diversity.
3.4 Provide equitable opportunities for children and students to participate in
learning from pre-kindergarten to Grade 12
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, Leadership Quality Standard, and Superintendent Leadership Quality
Standard, all which guide and support student achievement.
Sub Goal a: Each student will demonstrate at least two levels of growth in their reading
fluency and comprehension on the GB+ scale
Strategy 1: Teachers will continue to focus on Guided Reading strategies
Teachers will use mixed-grade groupings based on student ability rather Measures/ Evidence
than grade level of effectiveness
Students will read and discuss chapter books in guided reading at the upper Increase in the
elementary grades reading levels in the
Teachers will expose students to a wide variety of books (across grades) GB+ by year end
including our recently acquired First Nations, Metis and Inuit collection of
Students will
Turtle Island readers(French Version)
improve their
Teachers will challenge students at their instructional reading level comprehension
skills, especially
Teachers will provide focused instruction on reading comprehension
19Teachers will continue to use Daily Five and Café instructional strategies in related to
their classrooms. inferencing
Higher scores on the
PAT exams
Strategy 2: French Teacher Collaboration/PD
Actions Measures/ Evidence
of effectiveness
French Teachers will be provided with collaboration time with Rachel
Irvine to establish a working continuum of reading outcomes from Each student will
kindergarten to grade 6 improve at least two
reading levels on the
Students will be paired with reading buddies
GB+ assessments
Teachers will attend Division wide PD according to grade levels
Teachers will expand
their repertoire of
strategies for
teaching French
Immersion reading
skills
Teachers will
develop a common
pedagogical
language
Strategy 3: French Teachers will focus on universal use of teaching resources for second
language learners
Actions Measures/ Evidence
of effectiveness
Teachers will access the following online French reading pedagogical
resources online: Creation of a
simplified reading
Raconte moi les sons
level continuum for
Idello French Immersion
Je lis Je lis Student reading
levels will improve
by 2 levels on the
20Lalilo GB+ assessment by
year end
Teachers will work through the following pedagogical resource with
Rachelle Irvine:
Soutenir les lecteurs en langue seconde
Sub Goal b: French students will learn strategies to improve their writing organization and
idea development.
Strategy 1: Teachers will instruct students how to use standard plot patterns in each grade
Actions Measures/ Evidence
of effectiveness
French teachers will use knowledge of past professional development
from Division consultants to establish a skills continuum for student Improvement in PAT
writing in each grade. scores
Teachers will have students use graphic organizers, sentence starters, Improvement in
transition words and standard plot patterns student writing skills
Strategy 2: Teachers will continue to ask students to do a writing self-reflection
Actions Measures/ Evidence
of effectiveness
Teachers will have students reflect on their past writing and set goals
for improvement on future writing assignments Improvement in PAT
scores
Teachers will conference with students on their writing
Established
Student writing will be saved in portfolios and will be revisited with
portfolios with
students several times in the year
evidence of student
reflection and goal
setting
Actions Measures/ Evidence
of effectiveness
All teachers will implement literacy folders in K-6
There will be 5
pieces of writing
21All students will participate in school-wide Write-Ons (Upper included in the
elementary grades will use Chromebooks to become acquainted with writing folder, with
the technology so that they are familiar with it for their PAT exams) self-reflections by
June 2020.
Teachers will utilize writing groups and student writing conferences
(in class) Teachers are using
writing groups/
Teachers will collaboratively design student assessments by grade
conferences to allow
level that will be used school-wide
students to express
The Learning Coach will review writing practices shared with staff last their interest,
year in professional learning sessions by ECSD literacy consultants. abilities, strengths
and weaknesses.
Growth in student
writing PAT scores in
the number of
students achieving
acceptable and
excellence.
10% increase in
excellent standards
for the PAT.
We will achieve an
“=” score in the
regression analysis
so the PAT scores
reflect student
abilities as measured
by the CCATs.
Goal 5: Ecole St. Angela will achieve a 10% growth in students achieving Excellence in their
PAT ELA scores and a 2% growth in students achieving Acceptable
District Correlation: ECSD students are successful.
1.2 Identify and implement best practices that align with excellent pedagogy and
learning environments while developing a strong foundation in literacy and
numeracy. A strong start to learning necessitates a focus upon developing
22competencies, i.e. communication, growth and well-being, creativity and
innovation, critical thinking, problem solving and management of information.
1.3 Implement pedagogical and assessment practices focused on improving students’
conceptual and procedural knowledge of subject-area disciplines and cross-
curricular connections.
1.6 Ensure that flexible and responsive programming meets the diverse needs of all
learners.
2.1 Increase academic success and cultural knowledge by promoting successful
practices to support First Nations, Metis and Inuit students.
2.2 Provide and promote cultural diversity.
3.4 Provide equitable opportunities for children and students to participate in
learning from pre-kindergarten to Grade 12
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, Leadership Quality Standard, and Superintendent Leadership Quality
Standard, all which guide and support student achievement.
4.7 Ensure that every school and department create the conditions for optimal
student learning and achievement within the context of a Catholic learning
community.
4.8 Support teachers and system leaders to implement technology effectively and
equitably into the learning environment, identify indicators of progress, and be
accountable for enacting policies, procedures and standards, as outlined in the
Learning and Technology Policy Framework.
5.3 Ensure decisions are data-informed-enable best practice indicators and
transparency to ensure continuous improvement.
Strategy 1: All students will use writing folders so that teachers can increase the amount of
student self-reflecting, assessment and goal setting.
Actions Measures/ Evidence
of effectiveness
All teachers will implement literacy folders in K-6
There will be 5
All students will participate in school-wide Write-Ons (upper
pieces of writing
elementary grades will use Chromebooks to become acquainted with
included in the
the technology so that they are familiar with it for their PAT exams)
writing folder with
23Teachers will utilize writing groups and student writing conferences self-reflections by
(in class) June 2020.
Teachers will collaboratively design student assessments by grade Teachers are using
level that will be used school-wide writing
groups/conferences
The Learning Coach will review writing practices shared with staff last
to allow students to
year in professional learning sessions by ECSD literacy consultants.
express their
interest, abilities,
strengths and
weaknesses.
Growth in student
writing, PAT scores
(A and E), and
rubrics.
10% increase in
excellent standards
for the PAT.
We will achieve an
“=” score in the
regression analysis
so the PAT scores
reflect student
abilities as measured
by the CCATs.
Strategy 2: Increase reading levels to obtain 95% acceptable on PAT standards
Actions Measures/ Evidence
of effectiveness
Teachers will expose students to lengthier texts and a wider variety of
reading genres (across grades) including our recently acquired First Students will
Nations Metis and Inuit collection of Turtle Island Readers increase their PAT
scores, reading
Teachers will challenge students with more difficult instructional
levels and
reading levels.
knowledge of a
24Teachers will spend equal amount of time with all level of students in variety of reading
daily guided reading. genres.
Our students will
achieve a 5%
increase in excellent
standards on the ELA
PAT reading scores.
Goal 6: Students will improve their Social Studies Acceptable and Excellence rates by 5%
each
District Correlation: ECSD students are successful.
1.1 Identify and implement best practices that align with excellent pedagogy and
learning environments while developing a strong foundation in literacy and
numeracy. A strong start to learning necessitates a focus upon developing
competencies, i.e. communication, growth and well-being, creativity and
innovation, critical thinking, problem solving and management of information.
1.2 Implement pedagogical and assessment practices focused on improving students’
conceptual and procedural knowledge of subject-area disciplines and cross-
curricular connections.
1.6 Ensure that flexible and responsive programming meets the diverse needs of all
learners.
2.1 Increase academic success and cultural knowledge by promoting successful
practices to support First Nations, Metis and Inuit students.
2.2 Provide and promote cultural diversity.
4.4 Promote excellent teaching practices consistent with the Teaching Quality
Standard, Leadership Quality Standard, and Superintendent Leadership Quality
Standard, all which guide and support student achievement.
4.7 Ensure that every school and department create the conditions for optimal
student learning and achievement within the context of a Catholic learning
community.
255.3 Ensure decisions are data-informed-enable best practice indicators and
transparency to ensure continuous improvement.
Strategy 1: Teachers will include Social Studies texts and articles in guided and shared
reading exercises
Actions Measures/ Evidence of
effectiveness
Ensure students are making life connections.
Increased PAT Excellence and
Practice PAT questions throughout the year during
Acceptable scores
guided reading and class instructional time.
Increased student multicultural
Students will be given time to communicate their
understanding, especially with First
understanding with their peers.
Nations, Metis and Inuit history
Students will share their opinions through written and
oral format throughout the year.
Students will participate in events that are culturally
important to the Social Studies Curriculum such as
Metis Week activities, Carnival, and First Nations Day
activities.
Strategy 2: Develop students’ critical thinking skills
Actions Measures/ Evidence of
effectiveness
Students will practice commenting on data in tables
and graphs, and discussing articles Increase in PAT Acceptable and
Excellence scores
Students will participate in project-based learning
activities Increased understanding as
evidenced by teacher assessment
Students will practice asking questions and seeking the
appropriate answers
Students will practice analyzing opinion texts vs.
factual texts
26Students will practice discussing and analyzing political
cartoons
Students will practice PAT Social Studies Questions
Strategy 3: Teachers will find ways to make Social Studies learning visible
Actions Measures/ Evidence of
effectiveness
Teachers will use:
Teachers will observe students’
Anchor charts are made with students
demonstrations of their learning on
FRAYER model charts classroom charts
KWL charts
Maps and graphs will be visible to students
Goal 7: There will be an increase in the number of students achieving Acceptable and
Excellence respectively by 5% on the Science PAT results
District Correlation: ECSD students are successful.
1.1 Identify and implement best practices that align with excellent pedagogy and
learning environments while developing a strong foundation in literacy and
numeracy. A strong start to learning necessitates a focus upon developing
competencies, i.e. communication, growth and well-being, creativity and
innovation, critical thinking, problem solving and management of information.
1.2 Implement pedagogical and assessment practices focused on improving students’
conceptual and procedural knowledge of subject-area disciplines and cross-
curricular connections.
1.6 Ensure that flexible and responsive programming meets the diverse needs of all
learners.
4.4 Promote excellent teaching practices consistent with the Teaching Quality
Standard, Leadership Quality Standard, and Superintendent Leadership Quality
Standard, all which guide and support student achievement.
4.7 Ensure that every school and department create the conditions for optimal
student learning and achievement within the context of a Catholic learning
community.
275.3 Ensure decisions are data-informed-enable best practice indicators and
transparency to ensure continuous improvement.
Strategy 1: Students will demonstrate an increase in understanding of common vocabulary
for science by reading an increased amount of scientific literature and texts.
Actions Measures/ Evidence of
effectiveness
Teachers will employ:
Teacher assessment of student
-Vocabulary word-walls
word wall activity and evidence
-Guided-reading
Teacher assessment
-Idéllo videos (French Immersion)
Increase number of students
-Shared-reading achieving acceptable and
excellence on the Science PAT
-Student exposure to PAT questions
-Anchor charts
Students will practice Science PAT questions
Strategy 2: Teachers will use hands-on experiments and Project-based learning activities.
Actions Measures/ Evidence of
effectiveness
Teachers will have students use a variety of materials
to conduct research projects, experiments. Teacher assessment of Science
journals/notebooks
Students will practice labelling diagrams
Increased student engagement
Students will practice procedural writing (experiments)
Student demonstrations of their
learning
Strategy 3: Create science collaboration time with an expert/educational consultant and
bring in expert guests from the community.
Actions Measures/ Evidence of
effectiveness
Teachers will create a list of community
expert/members according to science outcomes -increased student engagement
28Teachers will create a list of city-wide field trips to -Science
attend and their direct correspondence to curriculum journals/notebooks/documentation
outcomes. books
Teachers will collaborate with teachers in other schools
Classroom learning will highlight real-world situations
Review Date 1: March 5, 2020
Review Date 2: June 23, 2020
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