Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Tenuta, Joseph

TRUSTEE: Sal Piccininni

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Simon Catholic School

Douglas Yack

20 Wallasey Ave Toronto ON M9M 1E2

394STUDENT ENROLMENT:

www.tcdsb.org

Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8

Curriculum and Accountability Team

Josie Di GiovanniSuperintendent of Education,

Angela GauthierAssociate Director, Academic Services

Angela KennedyChair of the Board

Director of Education

2009 - 2010

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

St. Simon Catholic School20092010

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : Literacy / K-6

20092010School year:

Specific

To increase the number of students achieving level 3 and 4 in reading by 5% as measured through both the primary and junior EQAO assessments in May 2010. Profiles of Strengths and Areas of Improvement (PSAI) indicates the following specific areas need to be targeted: Grade 3 Skill: Making Connections, grade 3 - 48% demonstrated strength Overall Expectation: Reading for Meaning ( expectation 1.0 ), grade 6 - 78% demonstrated strength CAT-3 grade 2 National Stanine Reading Results: -65% of students achieved National Stanine 5 to 9 CAT-3, grade 5 National Stanine Reading results: -50% of students achieved National Stanine, 5 to 9 **** CAT-3 can be a highly predictive indicator for success in EQAO

To increase the number of students achieving level 3 and 4 in reading by 5% as measured through both the primary and junior EQAO assessments in May 2010

Measurable

Data Detailed School Report (DSR) Profile of Strenghts and Areas of Improvement (PSAI) Item Information Reports (IIR) Running Record and QCR Classroom Assessments CAT-3 Data 3rd term report card marks for Reading Mid-Point Assessment Teaching Learning Critical Pathways Data Running Record Data QCA Data ( grade 3 to 6) Report Card Data Classroom Assessments Measuring Success EQAO 2010 students achievement in reading as measured through the primary and junior EQAO assessments based on DSR, PSAI, and IIR Comparison between CAT-3 and EQAO

Attainable

Targeted Evidence-Based Strategies/Actions: Literacy Learning Block-Daily -120 minutes of time in primary grades (grades 1-3) -90-100 minutes in junior (grades 4-6) -45-60 minutes literacy in kindergarten Literacy Assessments to inform and differentiate instruction -revised Comprehensive Literacy Assessments and junior diagnostic assessments found in Literacy in the Middle Grades -QCA Assessments fr grades 3 to 6 Gradual Release of Responsibility in the classroom -focus on guided reading on a regular basis in all classrooms -daily independent reading for all students ensuring the use of a wide range of materials ( boys literacy resources, literacy, graphic, and informational) -integration of technology/assistive technology, drama, and arts to differentiate instruction Differentiated Instruction -full range of accommodations in place for students with special needs including use of scribes and assistive technology (Premier) -use Premier assistive technology with grade 3 and 6 students (teachers to attend workshops) Teaching Learning Critical Pathway (TCLP) -ensure the implementation of TCLP -focus on assessment for learning -pre and post assessment data, teacher moderation -focused literacy instruction -differentiated instruction Professional Learning -partnership with local schools, TCDSB Literacy Team to support job embedded professional learning; focus on TLCP, DI and focused literacy instruction -participate in Literacy Reps meetings -using Premier for instruction -Smart Boards

Results- Oriented

Resources: Human Resources: -K to 6 Literacy Resource Teacher -School Improvement Team -School Literacy Rep. -Principal -Guidance Teacher -Assessement and Programing Teachers Financial Resources -release day for job embeded professional learning (TBD) -Ministry Library investment funds to be used to update library text TCDSB Resources -Comprehensive Literacy Handbook and Assessments -Literacy in the Middle Grades and Assessment -Kindergarten Guide to Timetabling -Quick Comprehension Assessment (QCA), grades 3 - 6 -Premier Assisstive Technology School Resources -centrally purchased texts and professional results as listed on the C/A Portal (Moving-ups Strategy Units, grades 4/5 and Reaching Readers for grade 5) -leveled texts for Guided Reading -texts for independent reading (using funds from the MOE Library Investment Project) -Nelson Literacy -Supplementary Materials

-Book Bags in Kindergarten -Supplementary Reading Materials ( orientated to Boys) -Increase classroom libraries with grade specific materials -develop Hub connections with neighbouring schools

Timeline

Monitoring and Responsibility Data to be collected and identified -EQAO and CAT-3 analysis, September 2009, September 2010 -SLIP October 2009 -Term Report Cards -December 2009, March 2010, June 2010 -Running Record Data - to be collected in October, January and Aprile ( available on DIP) -QCA Data - to be collected September and February (available on DIP) -TLCP pre/post assessment - every 6-8 weeks -classroom assessments Monitoring Each of the SLIP: Principal: -facilitates work of professional learning communitiy focusing on student work, teacher moderation and TLCP -establise and work with a School Improvement Team -informs and work with the school CSAC -uses the School Effectiveness Framework to guide/inform the plan -monitors progress -facilites and participate in Teaching Learning Networks/Hbs within the family of schools -monitors and supports implementation of: Comprehensive Literacy and Literacy in the Middle Grades Classroom teachers and Special Education teachers: -implement: Comprehensive Literacy or Literacy in the Middle Grades, revised Kindergarten and /or Language Arts Curriculum, the Guides to Effective Instruction, and the gradual release of responsibility in their daily teaching -administor TCDSB Literacy Assessments -use assessment for learning to guide practice and differentiated instruction -participate in TCLP and teacher moderation sessions -attend professional learning in-services -collect and share student artifacts for discussion School Improvement Team -gathers and analyzes data to develop School Learning Plan -uses DIP to monitor school data on an ongoing basis School Literacy Reps

We will examine our indicators of success on an ongoing basis (formally in January and June 2010 ) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

-share information and resources provided at Regional meetings

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : Numeracy / K-6

20092010School year:

Specific

EQAO Trends -Five Year trend for Grade 3 indicate consistencies, ranging in the 70th. percentile, with 2008-09 at 72%. Gr. 6 indicated inconsistencies, depending on the year, from 46% - 62 % in 2008-09 and varying numbers in between. -The Cohort between Primary and Junior decreased. The current Grade 6 cohort achieved 74% when Grade 3 and 62% in Grade 6 CAT-3 Trends Grade 2 -In Mathematics, trends indicate that the current Grade 3's scored 47% on the Mathematics subtest, but higher in the computation - 65%. Grade 5 -In Mathematics, trends indicate that the current Gr. 6's scored 49% on the Mathematics subtest and significantly lower on computation at 39%

There will be an overall improvement of 4% in Levels 3 & 4 in the EQAO Primary and Junior Assessments of Mathematics ( Primary from 725 to 76% and Junior from 62% to 66%)

*** CAT-3 can be a highly predictive indicator for success in EQAO *** Based on the EQAO and CAT-3 Trends, we predict moderate gains PSAI Based on the Profile for Strengths and Areas for Improvement (PSAI), the following areas were identified; ** Grade 3: Measurement and Knowledge/Understanding with subject specific content and comprehension of its meaning and significance ** Grade 6: Geometry and Spatial Sence, Patterning and Algebra and Application

Measurable

Data Examined -EQAO Data for 2008 -09 and past years to examine trends -CAT-3 ( Grades 2, 5 ) -Report Card Data -IIR Summaries Mid-Point Assessment -Observations/Anecdotal Notes/Class Discussions -Key Assessment Questions ( Nelson) -Chapter tests/tasks/Chapter reviews -Report Card marks Year-End Assessments -Achievement 2009- 2010 EQAO results -Analysis of IIR and PSAI -COmparison between CAT-3 and EQAO Scores -Report Card Marks

Attainable

Data Gathering and Analysis -School Improvement Team will gather and analyze data and in consultation with school staff/support personnel will set primary and junior SMART goal targets Numeracy Assessment for Learning Cycle -All teachers will complete a NAflc, determined by PAI- timeframe will coincide with the corresponding Nelson Chapter. Creating a Rich Math Environment -60 minute classes -students will use manipulatives and technology ( Smart Board/Calculators etc.) -Math Word Walls/Strategy Walls posted in classrooms -Four Step Problem Solving Model posted and used in classroom -students engaged in Math Talk -Evidence based instructional strategies employed (i.e. think-pair-share etc.) -Assessment for , of , as learning used on an ongoing basis to differentiate instruction and learning for all students Home Connection -Teacher to connect with parents in relation to Nelson program (ie., through newsletters, agenda etc.) Professional Learining -Staff Meeting to engage in Math-focused PD -Math representative to inform staff ( ongoing basis) -Divisional meeting /Same grade planning time

Results- Oriented

Human Resources -K- 6 Math resources -School Improvement Team -School Math Representative -Administration -Board Resource Personnel Financial -School budget to top up Manipulatives -re-assess manipulative needs and math resource needs Numeracy Resources -Nelson Mathematics Program -Ministry resources - Guide to effective Instruction, websites, Student Success -Technology -White Boards

We will examine our indicators of success on an ongoing basis ( formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

EQAO and CAT-3 Analysis -September 2009/ September 2010 SLIP -October 2009 Term Report Cards -December 2009, March 2010, June 2010 NAflc -January - To coincide with PSAI -Two (2) week cycle which includes pre-assessment, mid chapter check points, post assessments, moderated marking Monitoring Teacher -Use assessment tools (for, of , as) to monitor student -Reviews report card data to monitor student progress -Collect and share student portfolio for learning -Moderated making among grades/divisions School Improvement Team -Gather and analyzes data -Develops SLIP -Uses DIP to monitor progress on an ongoing basis Administration - Monitors progress based on Indicators of Effective Math Instruction -With members of SIT team, reviews multiple data sources on an ongoing basis

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : Pathways / K-6

20092010School year:

Specific

Data: •Pathways priorities in these grades are on providing scaffolded opportunities to help students grow in their ability to know and appreciate their own skills and aptitudes, to apply their knowledge of their personal interests, strengths, abilities, and accomplishments to planning and decision making, to be able to identify jobs and occupations in the community related to school subjects and to learn and apply decision-making and problem-solving skills in different aspects of their lives. •These opportunities to grow in self knowledge present themselves across several curriculum areas within primary and junior learning opportunities. •Students in primary and junior grades will have access to authentic pathways experiences and therefore at the point of choosing secondary school programs, they will do so with sufficient understanding of the opportunities available. •By increasing the number of presentations and visits for students, and job-embedded professional development for teachers, students will be better informed when making pathway choices.

Measurable

Measures of Success: • Measuring success in area of concern: •A survey of primary / junior teachers early in the school year will inventory pathway experiences and resources currently available. •A second survey will be conducted at the end of the year to determine the extent to which the programs promoted by the Pathways team have been implemented at the classroom level. •Grade 6 students will complete a survey about their participation in pathways experiences. •The data collected during 2009-10 will become the baseline for future goal setting.

Students from grades 1-6 will participate in at Least 2 authentic age-appropriate experiences focused on pathways explortation from the Explore and Discover Pathways Curriculum Resource as measured by the completion of the activity specified.

Evaluation:

Results- Oriented

Resources •Resources identified that can aid in achieving desired results: •A support document for grades 1 - 6 will be distributed to help infuse pathway experiences within Language Arts, Social Studies and Family Life curriculum •A Program Pathway Planner will be distributed to grade 6 students in each school. •Other available resources include: Paws in Job-Land, The Real Game, Career Cruising, and the “World of Work” reading program. •Board will provide code days for pathways lessons in-service (1/2 day for two teachers from each school: 1 from junior/one from primary division and 16 days for teacher-counsellor skills training centre programs).

Timeline

Monitoring and Responsibility •In a mid-year review of the School Learning Improvement Plan, elementary principals will assess progress made in achieving their school’s Pathway goal. •Principals will be invited to share their best practices at K-8 meeting in January/February within the framework of a discussion of progress made in achieving the BLIP pathways goal. •Teacher-survey inventory results will be compiled and reviewed by the Central Pathway team, with the support of the Research department. Feedback from this survey will serve as a possible indicator of change in the teacher-delivery of classroom experiences. •Year-end survey results to be compiled and reviewed by Research Department and Central Pathway team. •Strategies for implementation include a shared ownership of program delivery between teachers, administrators and central staff.

Attainable

Targeted Evidence-Based Strategies/Actions • Strategies/actions that will help to attain goals: •A Primary/Junior resource document with grade-specific career exploration lessons / activities will be made available to classroom teachers within professional development framework by February 2010. (Explore and Discover Pathways Curriculum Resource) •To promote grade 5 & 6 students to participate in Junior Achievement presentations and activities. Elementary counselors to disseminate to elementary principals and teachers Information about pathways-related activities available through The Learning Partnership. Professional Learning • Professional learning opportunities that are planned to help attain goals: •The central Student Success Team will support elementary principals in creating Pathways SMART goals for their schools at K-8 and K-12 principals’ meetings. •The central Student Success Team will support the attendance of all elementary guidance counselors at the Ontario Secondary Counsellors Association Conference in November •Co-teaching opportunities between elementary counselors and classroom teachers •A half-day in-service for primary and junior teachers to introduce the pathways lessons created for each grade and to highlight other curricular supports already available to teachers in this area-ex , OSCA, Career Cruising, etc.

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : CCCC / K-6

20092010School year:

Attainable

The Staff will adopt the TCDSB launching of a 3 year faith development plan of Word, Worship, Witness with acitivities and reflections intended to help students grow in faith and rsponsible behaviour Teachers and all staff will access related PD opportunities offered through CCCC staff. The Safe School Dept. will facilitate presentations to teachers of exceptional students on de-escalating difficult behaviour with a take-away resource tool for sharing with entire school staff on a 'train-the-trainer' model. There will be implemention of a Safe and Healthy schools/Physical and Health education program similar to the Fourth R program in grade 8.

Specific

Professional development and capacity building of educators and support staff as "caring adults" -School staff ( teachers, support staff, administrators ) need to have an increased awareness and understanding of students' behaviour, and the underlying development, cognitive and social-emotional issues, in order to recognize and address problems, including mental health problems. This is crucial for being able to provide support to these students. -Monthly emphasise on the virtue of the month, weekly "Gotcha" campaign and the Argos Anti-Bullying Program.

Measurable

-This year a pilot survey for grade 6 students and focus groups in selected schools will be used to obtain base-line data for future years. -Number of TCDSB staff participating and capacity building PD activities that cultivat their role as caring adults.

Student will demonstrate engagement withinour school community as measured by feedback from surveys and focus groups in selected schools in Spring of 2010. Data and feedback gathered this year will form baseline data upon which future years will build.

We will examine our indicators of success on an ongoing basis ( formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Results- Oriented

Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments. School Staff including PLN ( Lindsay LaMorre ) to work with and monitor the student leader representative for the Argos Anti-Bullying Program. School Staff to recognize the wonderful actions of our students and to reward positive behaviour and actions with recognition.

Timeline

Teachers to attend the Central Curriculum and Accountability/Student Success and Safe Schools Team when they deliver local, regional and centrally ofered PD opportunities throughout the 2009-2010 school year. Teachers will participate with the partnership between the Central Team and the Mood Disorder Association of Ontario when they deliver presentations to staff, students and parents. Teachers will access a variety of resources through the Student Success website:ongoing

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : Literacy / 7-12

20092010School year:

Specific

To increase the number of students achieving level 3 & 4 in reading by 5% as measured through Grade 6 EQAO Trends, OCA, and CAT 3 scoring EQAO Trends -The Curent Grade 6 cohort achieved 74% when in grade 3 and 62% when in Grade 6. -Analysis of the 2008 -IIR and PSAI for 2008 CAT- 3 Trends -CAT - 3 trends in Language range between 43 % to 52 % for 2008-09 -CAT-3 trends for past few years show range from 42% to 57% in various years and are inconsistant ** Based on the EQAO and CAT-3 trends, we are predict moderate gains.

To Increase the number of students achieving level 3 & 4 in reading by 5% as measured through Grade 6 EQAO Trends, OCA and CAT-3 scores

Measurable

Data Examinated -EQAO 2009 Data ( and 2008 & 2007 Data) -CAT - 3 Data ( year and trends ) -OCA Data Mid-Polint Assessments -Observations/Anecdotal Notes/Class Discussions -Key Assessment Wuestions ( Nelso) -Report Card Marks -OCA - October 2008 & Feb. 2010 -TLCP cycles -On-going Assessments Year End Assessments -OCA - Feb 2010 assessment -TLCP Cycle summaries -Year End Report Card Marks -Comparison between CAT-03 and EQAO Scores

Results- Oriented

Human Resources -K-8 Literacy Resource personnel -School Improvement Team -K-8 Literacy Resources -Guidance Teacher -Administration Literacy Resources -Nelson Literacy Series -Ministry Resources - Guide to Effective Instruction, websites, Student Success -Technology -Daily independent reading -Guided Reading -Exchange of information meetings -Guidance Support

Attainable

Data Gathering and Analysis -School Improvement Team will gather and analyze data and in consultation with school staff will set intermediate SMART goals Language Assessment for Learning -All teachers will complete TLCPs in the course of the year -Differentiated Instruction -ongoing assessment -Literacy Blocks - 90 - 100 minutes uninterrupted blocks

We will examine our indicators of success on an ongoing basis ( formally in January and June 2010 ) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

EQAO and CAT-3 Analysis -September 2009 / September 2010 SLIP -October Term Report Cards -December 2009, March 2010, June 2010 TLCPs - One per term with an analysis of year trends in June Monitoring -Use assessment tools to monitor student progress, connected to learning goals -Review report card marks to monitor student progress -Moderated marking among grades/division School Improvement Team -gathers and analyzes data -Developos SLIP -Uses DIP to monitor progress on an ongoing basis Adminitration -Monitors progress based on Classroom observations and periodic assessment results -work with SLIP Team - review multiple data sources on an ongoing basis

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : Numeracy / 7-12

20092010School year:

Specific

EQAO Trends Five year trends for Grade 3 indicate consistencies, ranging in the 70th percentile, with 2008-09. Grade 6 indicated inconsistencies, depending on the year, 46%-62% in 2008-09 and varying numbers in between. The Cohort between Primary and Junior decreased. The current Grade 6 cohort achieved 74% when in Grade 3 and 62% in Grade 6. CAT-3 Trends In Mathematics, trends indicate that the current Grade 8s scored 55% on the Mathematics subtest and significantly lower on the computation at 39%. ***** CAT-3 can be a highly predictive indicator for success in EQAO ***** Based on the EQAO and CAT-3 Trends, we predict moderate gains PSAI Based on the Pofile for Strengths and areas for Improvement (PSAI), the following areas were identified -Grade 6: Geometry and Spatial Sense, Patterning and Algebra and Application

There will be an overall improvement of 4% in the Number Sense and Numeration and Measurement Areas of Mathematics as measured on the CAT-3 and OCA scores as well as on the report card.

Measurable

Data Examined -EQAO Data for 2007-08 and past years to examine trends -CAT-3 2008 scores -OCA - Data -Report Card Data Mid-Point Assessments -Observation/Anecdotal Notes/Class Discussions -Key Assessment Questions (Nelson Series) -Chapter Test/tasks/Chapter reviews -Report card marks -OCA - October 2009 / Feb. 2010 -NAFlac Year-End Assessments -Comparison between CAT-3 and EQAO scores -OCA Data -NAFlac data collected

Attainable

Data Gathering and Analysis - School Improvement team will gather and analyze data and in consultation with school staff set intermediate smart goals Numeracy Assessment for Learning Cycle -All teachers will complete a NAflac, determined by PSAI and CAT-3 data - timeframe will coincide with the corresponding Nelson Chapter. Creating a Rich Math Environment -60 minutes classes -students will use technology (smart board/ calculators etc) -Math Word Walls/Strategy Walls posted in classrooms -For Step Problem Solving Model posted and used in classroom -Students engaged in Math Talk -Evidence based instructional strategies employed (i.e., think-pair-share) -Assessment for, of , as learning used on an ongoing basis to defferentiate instruction and learning for all students Home Connection - Teachers connect with parents in relation to Nelson program (i.ei, through newsletters, agenda, etc.) Professional Learning -Staff Meetings to engage in Math focused PD -Math representative to inform staff (ongoing basis) -Divisional meetings/Same grade planning time -Board In-services

Results- Oriented

Human Resources -K - 8 Mathematics Resources -School Improvement Team -School Mathematics Rep. -Board Mathematics Resource Teachers -Administration Financial -School budget to top up manipulatives, Nelson Resources etc. Numeracy Resources -Nelson Mathematics Program -Ministry resources - Guide to effective Instruction, websit , Student Success -Technology

We will examine our indicators of success on an ongoing basis ( formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

EQAO, CAT-3 and OCA Analysis -September 2009 - Feb. 2010 and September 2010 SLIP -October Term Report Cards -December 2009, March 2010 and June 2010 NAflac -Janury - To coincide with PSAI CAT - 3 -2 week cycle which includes pre-assessment, mid chapter check points, post assessments, moderated marking Monitoring Teacher -Use assessment tools (for, of , as ) to monitor student progress, connected to learning goals -Review report card data to monitor student progress -Collect and share student portfolio for learning -Moderated marking among grades/division School Improvement Team -Gather and analyzes data -Develops SLIP -Uses DIP to monitor progress on an ongoing basis Administration -Monitors progress based on Indicators of Effective Math Instruction -With members of SIT team, reviews multiple data sources on an ongoing basis

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : Pathways / 7-12

20092010School year:

Specific

Needs Assessment: Specific areas targeted for improvement: The overall number of Pathways experiences for 2008-2009 is 12,440: •Skills Canada presentations at school •Career Cruising Sessions Data: •Students will have access to authentic pathways experiences and therefore they may choose between workplace, college and university destinations with sufficient understanding of the opportunities available. Honoring all pathways to work enables us to fully serve all of our students and by so doing we: recognize the value of all human work, recognize that each student is an individual with unique gifts, recognize that each student will use their gifts tot follow their own pathway and recognize the irreplaceable role that human work has in God’s plan for creation. •By increasing the number of presentations, visits and hands-on activities available to students, more will be better informed when making post-secondary destination decisions.

Measurable

Measures of Success: • Measuring success in area of concern: •The team will review participation numbers after each event to evaluate progress toward the overall goal. •School staff will keep evidence logs of activities and participation.

SMART Goal: •To increase by 1, the number of opportunities available for students in grades 7 & 8 to access age-appropriate, authentic Pathways experiences as measured by the completion of specified activities.

Evaluation:

Results- Oriented

Resources • Resources identified that can aid in achieving desired results: •Over a three year period, every elementary school will participate in at least one Pathways program. •Schools will be funded based on their participation.

Timeline

Monitoring and Responsibility •Review participation after each event to evaluate progress toward the overall goal within two weeks of each event. •Participation and student responses will be examined. •A member of the central team will take the lead on each activity/event and report attendance/evaluation results to the team

Attainable

Targeted Evidence-Based Strategies/Actions •Strategies/actions to attain your goal: •Elementary students will attend the Skills Canada secondary competition •Half-day visits for grade 7&8 students to local secondary schools to learn about the FF, SHSM, OYAP •programs •TOKTHS experiences hosted by secondary schools for grade 8 students within their SSLN. •Transition Information evenings for parents of students in gr 7 and 8 within the local elementary schools. Professional Learning •Professional learning opportunities planned to help attain goals: •Co-ordinate College visits for grade 7/8 teachers to inform them of the opportunities available within the college system. •Participation at OSCA conference in November supported for each elementary counselor and one counselor from each secondary school.

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

St. Simon Catholic School

Focus : CCCC / 7-12

20092010School year:

Specific

Professional development and capacity building of educators and support staff as "caring adults" -School staff ( teachers, support staff, administrators ) need to have an increased awareness and understanding of students' behaviour, and the underlying development, cognitive and social-emotional issues, in order to recognize and address problems, including mental health problems. This is crucial for being able to provide support to these students. -Monthly emphasise on the virtue of the month, weekly "Gotcha" campaign and the Argos Anti-Bullying Program.

Measurable

-This year a pilot survey for grade 6 students and focus groups in selected schools will be used to obtain baseline data for future years. -Number of TCDSB staff participating and capacity building PD activities that cultivat their role as caring adults

An increase of 3% in positive student engagement within our school as measured by surveys such as "My School My Voice" in Winter 2010 and "Transitions" in October 2009.

Results- Oriented

Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments. School Staff including PLN ( Lindsay LaMorre ) to work with and monitor the student leader representative for the Argos Anti-Bullying Program. School Staff to recognize the wonderful actions of our students and to reward positive behaviour and actions with recognition.

Attainable

The Staff will adopt the TCDSB launching of a 3 year faith development plan of Word, Worship, Witness with acitivities and reflections intended to help students grow in faith and rsponsible behaviour Teachers and all staff will access related PD opportunities offered through CCCC staff. The Safe School Dept. will facilitate presentations to teachers of exceptional students on de-escalating difficult behaviour with a take-away resource tool for sharing with entire school staff on a 'train-the-trainer' model. There will be implemention of a Safe and Healthy schools/Physical and Health education program similar to the Fourth R program in grade 8. The Fourth R program within grade 8 where students will learn about healthy relationships, conflict, bullying and gangs, consequences of drug abuse, influence of media, and effective decision making and porblem solving. Expansion of student leadership opportinities for students: Hat Team. Office helpers, DPA Leaders, Argos Anti-Bullying Program. Participation with Community Partners ( parents, church, library, police Dept. etc.)

We will examine our indicators of success on an ongoing basis ( formally in January and June 2010 ) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

Teachers to attend the Central Curriculum and Accountability/Student Success and Safe Schools Team when they deliver local, regional and centrally ofered PD opportunities throughout the 2009-2010 school year. Teachers will participate with the partnership between the Central Team and the Mood Disorder Association of Ontario when they deliver presentations to staff, students and parents. Teachers will access a variety of resources through the Student Success website:ongoing