· Web view1.1 Focus on strategies to support seamless transitions from K to 1, Grades 6 to 7, Grades 9 to 10, and 12 and beyond. 1.5 Ensure that flexible and responsive programming

11/30/2019 Corpus ChristiSchool Plan for Continuous Growth

2018-2020 Information Package

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

Goal

Creating a positive sense of belonging

promoting an inclusive environment

Achieved/continue

Collaborative Response Model (CRM)Targeting/tracking students during collaborative response meeting times, which are supported in elementary once a week and JH, every 2 weeks. -Strategies and actions are shared with admin. and LCs in share point and scheduled meetings

Modify

Elementary CRM time is still every 2 weeks, but we added stability by ensuring at least one administrator (usually both) leading the meeting, LCs, FSLW and various MDT members as needed

JH format continues the same-every 2 weeks at lunch

Meeting format is more structured after a visit from the CRM creator Kurtis, who came to a session in October to provide feedback

Continue to find ways to improve ways to reach the increase in anxiety -target students with small groups or one to one work with psychologist and FSLW

Evidence/data used

Elementary TTFM results School First Column Canadian Norms second

Samples indicators from both

Junior High

Satisfaction Survey for both divisions had very positive results, with the yellow sections only slightly below district marks

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To establish Corpus Christi as an excellent Catholic School

Achieved/Continue

Continued regular display case themes throughout the year

Continue with front entrance themes/displays throughout liturgical year

Weekly parish visits with curricular focus to support teacher and students to better understand our Catholic faith and traditions

-Recognize students who receive sacraments on announcements and bulletin board

Use of social media, website and Swift Key to highlight school celebrations, district special events

Modify

More focused topics in advance for parish visits-using our Family of Schools guide

Continue to make the Chapel a more utilized space with Catholic symbols, artifacts

Students that received Sacraments were recognized on bulletin board and over announcements

Feedback/ numbers from Corpus Christi sacramental coordinator shows Corpus Christi School as one of the highest participants in the Mill Woods Family of Schools as well as youth choir at the parish

Build common language and practice around literacy

Achieved/Continue

Continue to use graphic organizers such as RAN,

Evidence

In our 2 years since opening

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ABC and Making Inferences

LLI for Grades 1, 2 and 3 continues

Modify- Add for Grade 4

Continue emphasizing Tier 2 vocabulary and continue to build continuity with all elementary grades using Words their Way

LCs and EAs leading guided reading groups to support teachers will continue and school wide home reading program will also continue- successful start-up last year.

Modify- school wide writing in all subject areas needs to improve- may look at a school wide writing prompt at time of Grade 4 district exam

Grade 6

Reading at Acceptable standard maintained at 96% and Standard of Excellence has improved from 48% to 61%

For writing the Acceptable Standard maintained at 98%

Grade 9

Standard of excellence went from 11-16%

Students communicate, connect and express mathematical ideas/concepts/vocabulary to everyday experiences and other disciplines

Continue with MIPI, Mathletics and guided math or math centers Pre K-9

We need to continue to work on cross circular use of Math vocabulary and making Math visible in the building

Continue to focus on Math talks but intentional part of every day. Math Mondays need to be looked at again.

Continue with math sites but add additional resources from Miriam

Evidence

Grade 6 Math

Part A- up 2 % in Acceptable Standard from last year and increase of 23% for Standard of Excellence

Part B- up 4 % in Acceptable Standard from last year and increase of 6% for Standard of Excellence

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small

Math Centers were a strategy we used for Grade 9

Corpus Christi Elementary/Junior High Plan for Continuous Growth 2019-2022

School Mission:

Corpus Christi Catholic School, in partnership with family, church and community

Strives to cultivate a Christ-centered community that inspires a passion for life-long learning.

Provides support and services that ensure our students grow academically, socially, spiritually, and emotionally.

Provides a quality Catholic education that encourages collaboration, risk-taking, open-mindedness, creativity, and communication.

Provides students with opportunities to demonstrate their learning through multiple means of expression, engagement, and representation.

Encourages staff, students, and parents to be a part of a caring, compassionate partnership.

Celebrates diversity and promotes opportunities to be global citizens.

School Vision: Building Success Together School Charism: Do this in memory of me. Giving of ourselves as Jesus gave of himself. (This will be reviewed in January 2020)Core Values: Respect, Community, Celebrate, Flexibility

School Context:

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Corpus Christi has 558 students with 250 coded as ELL, which makes up 44% of our student population. We have 14 students who have been diagnosed with autism and more queries on the way.

Despite our students coming from 6-7 different schools, we have established a solid sense of community within our school in a very short time. That has been due to the commitment of our staff in ensuring staff efficacy; they truly are responsible for all our students, not just their own. We continue our second year with the Collaborative Response Model and have added Junior High into the collaborative model with biweekly meetings to address student needs and achievement. The model looks like this

Collaborative Response Model Make-up

This year we established CRM meetings every 2 weeks from Grades 1-9. In year 3 we now have been able to have admin, LC’s, and FSLW present at all meetings. Kurtis Hewson, the creator of

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1.0 FSLW-Mrs. Maltais 2.0 TABT

0.1 psychologist-Full time 1.5 LC

and ELL support/LLI-

7 EA's at 0.8 FTETASL- 2.0-

overall increase of 0.5

New this year 1.0 TAOT to support increase in enrolled student with autism

Corpus Christi Parish- Priests, Deacon and Sister- weekly visits with classrooms in the chapel

the model, also came to a CRM meeting and provided feedback and suggestions that helped us moving forward.

Areas to celebrate

Accountability Pillar

7/9 standards are excellentDistrict Satisfaction Survey

Staff

People of all faiths and cultures are welcome in our school/site I receive the resources required to do my job given the limits on

school/department and district resources. Our school/site is a safe environment in which to work. I am satisfied that our School Council is fulfilling its advisory role.

Students (4-6)

I enjoy learning about the Catholic faith. My parent/guardian helps me with my learning. I am happy with the school activities My school teaches me to show respect for other cultures and religions

7-9

My school offers opportunities for me to participate in prayer during the school day.

I have opportunity to participate in Social Justice activities. Student discipline is handled fairly My school teaches me the value of healthy food choices and active living. In my school, I am given the opportunity to communicate my learning

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through a variety of media. Critical thinking and inquiry are taught at my school

Parents

I am satisfied that my child's school uses a variety of methods to help him/her learn

Students in my child's school receive additional services and support when they need it.

My child has the opportunity to participate in Social Justice activities at school.

Critical thinking skills are taught at my child's school. Collaboration skills are taught at my child's school.

Table C

Staff

I am satisfied with the way student discipline is handled in our school. The approach to conflict management with adults in our school/site is

reflective of our core values. Our school focuses on continuous improvement through data analysis. I am satisfied with the decision-making processes that take place at our

school/site. I am treated with dignity and respect by my co-workers I have appropriate opportunity for input into decisions that affect my job

Students (4-6)

I enjoy learning about the Catholic faith I feel safe on the playground during school hours. I can make choices about my learning. Student behaviour is handled fairly. My Catholic school encourages me to deepen my understanding of my faith.

Students (7-9)

My faith inspires me to help others. I am satisfied with the variety of complementary courses (options) that are

offered. Student discipline is handled fairly. My teachers use a variety of approaches to meet my individual learning

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needs. My school teaches me the value of healthy food choices and active living

Parents

My child's school helps my child learn to the best of his/her ability. My child is developing math and number skills that will prepare them for the

future I am satisfied that my child's school uses a variety of methods to help him/her

learn. My child is developing reading and writing skills that will prepare them for the

future. I am satisfied that my child's school uses a variety of methods to help him/her

learn.

Regression Analysis

Grade 6 – improved in Math and Science

Grade 9

PAT/Diploma analysis

Grade 6 Language Arts

Reading at Acceptable standard maintained at 96% and Standard of Excellence has improved from 48% to 61%

For writing the Acceptable Standard maintained at 98%

Grade 9 Language Arts

Standard of excellence went from 11-16%

Grade 6 Math

Part A- up 2 % in Acceptable Standard from last year and increase of 23% for Standard of Excellence

Part B- up 4 % in Acceptable Standard from last year and increase of 6% for Standard

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of Excellence

Grade 9 Math

Part B- up 6% in Acceptable Standard from last year

Grade 6 Science

Acceptable Standard for knowledge 10%, and Standard of excellence is 11% better than province

Acceptable Standard for skills 6%, and Standard of excellence is 16% better than province

Grade 9 Science

Acceptable Standard for knowledge 10%, and Standard of excellence on par with the province

Acceptable Standard for skills 6%, and Standard of excellence is 3% better than province

Grade 6 Social Studies

Acceptable Standard for knowledge 9%, and Standard of excellence 1.6% higher than the province

Grade 9 Social Studies

Acceptable Standard for knowledge 16.5%, and Standard of excellence 12.4% higher than the province

Areas to target for growth Data Source Measures Goals in response to data

Accountability Pillar

to work on moving the standard of excellence to very high

District Satisfaction Survey

School PD provides me the opportunity to develop my skills

Appropriate input in school decisions

Last year 4 teachers were on the PD committee???

This year only one

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Data Source Measures Goals in response to data

This year

Staff- School PD to develop skills-addressed and people of all cultures and faith welcome in our school

Students- elementary- variety of tech opportunities (only slightly off district average)

JH- know what I need to get high school diploma (I think that question needs to go)

Parents

I feel welcome in my child’s school- this is a group of parents that feel it’s ok to be in hallways or upstairs when instructional time starts- this will not be written into goals based on my response above and reported welcoming events to the right

teacher signed up- So… we did a google survey to see what teachers wanted.

We were instructed by the district for 2 years after opening to only accept Catholic students-that is why this appeared on staff response – discussed in staff meeting

In term of welcome- we offered numeracy night, strategies reading with Grade 1 and 2 students at home, internet safety, Christmas cheer family night

Regression Analysis

Mathematics and Science dropped in Grade 9 No drops in Grade

See school growth plan for numeracy goal

PAT/Diploma analysis

Slight decline in Grade 9 standard of excellence in Language ArtsDrop in the acceptable standard in Grade 9 Math

See School growth plan

Catholic Education Goal: 1A Demonstrate commitment to and excellence in Catholic education

District Correlation:

a. 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

b. Provide faith formation opportunities for all staff that further their personal and communal growth as participants in a Catholic educational community.

c. Continue to develop the role of the school-based chaplain to support the faith formation of

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students and staff and support sacred-space environments.

Strategy 1: Develop the role of the chaplain to support students and staff to build capacity in the permeation of our Catholic faith

Actions

provide time (through sub days) for chaplain to plan, work with and support staff with our Catholic Learner Competencies

help staff implement competencies through lessons created by the district that integrate our Catholic beliefs (e.g. faith formation afternoon in October)

liaison between parish and teachers to ensure parish weekly visits are mirroring the religious education outcomes

provide sessions to staff and students to further develop and understanding of our Catholic teachings

chaplain has regular check-in meetings (formal and informal) with admin team to plan and implement faith formation activities

Measures/ Evidence of effectiveness

District Satisfaction Survey Results

Strategy 2: Create opportunities for the school community to learn about, celebrate, and advocate for Catholic education

Actions

highlight important events in the liturgical year on morning broadcast

have students reflect and articulate through prayers and responses what Catholic Education means to them and why it is important to keep

intentional planning between school and parish on parish weekly visits (e.g. have members of the clergy interact within the classrooms to make it more meaningful to our students)

continue to work with the parish through family of schools to find effective ways to promote sacraments

parish and schoolwork together to promote each other’s events (e.g. parish children’s choir and School


District Satisfaction Survey

Parent Week at a Glance – Catholic Corner

School representatives at events

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Open House) piloting grade 9 new religion program service hours linked to outcomes and assessments

based on student reflections (Grade 7-9) Principal speaking at Corpus Christi Parish advocating

for Catholic Education Chaplain and principal leading session at November

Grade 6 retreat

Catholic Identity Goal 1B: To revise our school Charism with feedback and input from community stakeholders


Goal 2: My Catholic school has a charism where our gifts are shared. Key Strategies:

A) Explore how our school’s charism is permeated throughout school culture and discuss why it is important. 1 Corinthians 14:12 - So with yourselves; since you are eager for spiritual gifts, strive to excel in them for building up the church.

B) Ensure that every member of the community has a way to express and share their gifts from God. 1 Corinthians 12:4-5 - Now there are varieties of gifts, but the same Spirit; and there are varieties of services, but the same Lord;

Strategy 1: Construct a charism that best represents the school community of Corpus Christi

Actions

admin to meet and work with chaplain following Chaplains’ PD on charism

invite Fr. Glen to work with staff to help define, build and implement our school Charism (Jan. 23, 2020)


Revised Charism

Strategy 2: Continue to work with staff and students over the next few months to provide statements that identify our strengths and gifts

Actions

maintain morning broadcast messages and questions that help staff and students reflect on the importance of Catholic Education (e.g. What makes Corpus Christi


student responses on bulletin boards and

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a good Catholic school and What does Catholic education mean to you?

Staff PD with Fr. Glenn Jan. 23 2020

shared over broadcast teachers collecting

responses in religion journals

Goal 2: To ensure teachers provide a balance of Assessment for, as and of Learning practices that are used to inform teaching and learning.

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 competencies, 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.

Strategy 1: Staff will engage in professional development opportunities to ensure practices in Assessment For, As and Of Learning

Action

School elementary Assessment Leads model assessment plan ideas and formats, best practices in PTP and bring back PD from district sessions

Providing time for teachers to develop sound assessment plans (bi-weekly grade collaborations, DWPD, Thursday PD time)

On-site assessment PD lead by admin., and teachers Teacher time for regular updates on PTP during

collaboration times and Thursday afternoon. Admin. team coaching (providing feedback and

suggestions) teachers through supervision of grade books


Admin teams and Assessment Consultant met and Planned Thursday COP PD

Grades and or subject areas met on September 26 from COP to begin assessment plans

ATA and school financial support to attend Assessment sessions

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Assessment Consultant working with elementary teachers in early September set up grade books

Keep PD time within the school for this year instead of time within our community schools so teachers can grow confident in PTP and assessment plan

(ERLC, DWPD, Community of Practice groups -L.A, Social Studies)

P.A.T analysis

Strategy 2: Teachers will create an assessment plan that balances formative and summative practices

Actions

Design an assessment plan that identifies formative and summative assessments

Formulate assessment plan in 3 phases to help manage workload

Work in grade teams (or subject areas in JH) to plan and report some common assessments that will be seen by parents on PTP

Meet with grade groups for one on ones with admin team in December to review plan with meditative questions

Thurs. afternoons to go over common assessments and give feedback and group assess on outcomes.

Teachers continue to triangulate evidence of student learning based upon multiple sources- observations, conversations and products


Assessment plan Phase 1- mid-October, Phase 2- mid March, Phase 3 – mid-June

PTP checks by admin team

Identified targeted assessments on PTP showing balance of formative and summative assessments

Feedback on assessment plans from admin (December 2019)

Strategy 3: Teachers, across all grades, will work with students to develop SMART goals to ensure students are taking responsibility for learning

Actions

Provide examples of SMART goals during the month of November and March on morning broadcast

Through a variety of methods (written feedback, conferencing, and outcomes-based reporting teachers provide specific feedback to direct and improve


Student driven SMART goals in November and March conferences

PTP feedback on

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student learning Teachers involve students in a process of setting

criteria, establishing student-friendly learning targets and self-assessment practices

Parents bringing student goals to student led conferences to work with parents and students

assessments in parent friendly language

Teacher assessment plans demonstrating balance of formative and summative assessments

Goal 3: Staff at Corpus Christi, will deepen a culture of collective efficacy to ensure improved student learning

District Correlation: ECSD students are successful

1.1 Focus on strategies to support seamless transitions from K to 1, Grades 6 to 7, Grades 9 to 10, and 12 and beyond.

1.5 Ensure that flexible and responsive programming meets the diverse needs of all learners.

ECSD respects diversity promotes inclusion

3.1 Implement the Inclusive Education Policy Framework by ensuring that schools focus on the creation of welcoming, inclusive, caring, respectful and safe learning environments for all students and staff.

3.2 Continue to support the provincial Inclusive Education Policy Framework.

3.8 Further develop a Collaborative Response Model with school multi-disciplinary teams.

3.9 Ensure that assistive technology is available to students identified with needs

Strategy 1: Improve structure and accountability of Collaborative Response Model meetings

Actions

Provide a more succinct agenda Implement feedback from Kurtis Hewson’s on-site

visit and apply to CRM meetings CRM team brings back strategies, best practices and

ideas from other schools involved in CRM C.O.P Establish actions and timelines to review for specific

students Connect with 1-2 CRM schools who went through the

cohort last year to engage in professional dialogue and practices


Use of norms and role cards to ensure active engagement

Tweaking and refining reporting tools for CRM meetings

Generating student learner profiles

Generated classroom-based tier 2 strategies

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that all teachers can use and benefit

Strategy 2: Develop specific Tier 2 and 3 strategies/supports that teachers can effectively use to support their students

Actions

teacher generated strategies/ideas to support struggling learners are captured and placed on posters in conference room for future use

CRM team bring back Tier 2 strategies and practices from C.O.P to present at staff PD sessions

Teachers utilize MDT and LCs for specific strategies that support student learning and achievement

Involve MDT and EAs in CRM meetings Promote PD opportunities for Educational Assistants

(i.e. district Thursday sessions)


Key Issues/Strategy posters

CRM C.O.P best practices Standardized, district and

teacher assessments PTP outcomes-based

reporting

Strategy 3: Collect evidence through a variety of sources to track student progress and achievement both academically and behaviorally (not sure what word?)

Actions

Use diagnostic assessments (e.g. MIPI, Dolch) to target struggling student

Analyze P.A.T results using district analysis booklets to determine areas of growth

Implementing common assessments across grades Using progress monitoring assessments (CRM

component) to go deeper


P.A.T. analysis of results District Satisfaction

survey responses Teacher created common

assessments F+P, Leaps and Bounds

(math tool) and Early Interview assessment tool

Goal 4: By the end of 2019-2020 our students and staff will demonstrate a deeper understanding of numeracy with a focus on vocabulary and mathematical processes

District Correlation: ECSD Goal One: ECSD students are successful 1.4 Identify and implement best

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practices that align with excellent early learning 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. 1.5 Ensure that flexible and responsive programming meets the diverse needs of all learners. Sub Goal a: students will be involved in various strategies that demonstrate a deeper

Sub Goal A: students will be involved in various strategies that demonstrate a deeper understanding of mathematics vocabulary and processes (communication, connection, mental math, problem solving, visualization, reasoning)

Strategy 1: Teachers will plan for and allow students to use vocabulary in meaningful ways

Actions

intentional Math vocabulary highlights in other subject areas

Continuing to build word walls for math specific language across grade levels


Benchmark Assessments

MIPI results 2x a year Leaps and Bounds whole

class assessments for diagnostic purposes

Standardized Assessments

Early Years Math Interview for deeper findings

P.A.T and regression analysis results

Strategy 2: To engage students in Mathematical Processes

Actions

Implementation of math centers or guided math groups across all grades

Admin. provide coverage to free up math lead to assist teachers in classroom strategies, planning and math-based activities


Use pf Leaps and Bounds math resources

P.A.T and regression analysis

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Math talks and journals School wide problem-solving activity with student

solutions on bulletin board in learning commons or hallways

connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines (

Monthly math problems on morning broadcast with bulletin board for student solutions in hallways

Numeracy night for parents and children to learn math games and concepts reinforced- December 4 or 5th 2019

Students exposed to multiple choice and numeric responses in Grade 4&5 as well

Appropriate concepts should be introduced using manipulatives and be developed concretely, pictorially and symbolically (e.g. place value charts, algebraic tiles)

results

Strategy 3: D emonstrate fluency with mental mathematics and estimation

Actions

consistent practice time throughout the week for numeracy games

consistent time for students to play a wide variety of math games

Numerical response (non-calculator questions) a regular part of Grades 6-9 centers/guided math groups

use of consultant recommended sites such as OpenMiddle, Estimation 180, Mathletics, Jump Math and Prodigy to practice and reinforce skills for non-calculator types of questions

targeted non-calculator questions on assessments both formative and summative assessment to help students prepare for this portion of P.A.T and add fundamental computational skills

numeracy games from Box Cars and One-Eyed Jacks to support and supplement math skills beyond use of


P.A.T results analysis and Regression Analysis

MIPI

Leaps and Bounds assessment activities

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calculator Leaps and Bounds targeted activities for Level 1-3

Pathways

Goal 5: A balanced approach combining language and literature-rich activities to develop proficiency in reading and writing across the content areas.


Strategy 1: S tudents become more proficient in their understanding of nonfiction material

Actions

Each academic discipline has its own particular text features, formats and vocabulary (e.g., reading the Periodic Table of Elements in Chemistry, creating a piece of art, debating with another class via video conference)- teachers in all grades and subject disciplines teach reading strategies that emphasize what good readers do

Use of Reading Strategies Book by Jennifer Serravallo (cross-disciplinary strategies)

Learning goals and mini-lessons with non-fiction texts Leveled reading texts in the area of nonfiction-

Scholastic boxed set-Nonfiction texts – content focus can be varied (math, nature, etc.)

Strategies to help children clearly differentiate between information that is important versus what is just interesting (main idea v details)

Support students by helping them identify the characteristics of non-fiction texts (i.e. text structure, text features)


P.A.T analysis

Strategy 2: Frequent opportunities to write in class and in the content areas

Actions

Low stakes writing prompts across the content areas and throughout all grades


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Quick writes across subject areas and disciplines that allow student understanding of content (i.e. Science and Math journals)

Use of Empowering Writers and Jennifer Serravallo’s book on writing strategies (cross-disciplinary strategies)

Use of student exemplars in writing areas that demonstrate strong and weak samples

Focus writing strategies to improve in the areas of content (ideas), organization and conventions

Collect assessment data from school wide writing prompts (use district resource) to determine areas of strength and growth (THOUGHTS ON THIS)???

P.A.T analysis

Grade 4 District Writing

Strategy 3: Students acquire and use tier 2 (e.g. evaluate, analyze) and academic vocabulary (e.g. constellation, parallelogram)

Actions

Use of software such as wiki wand, Read Write Google and vocabulary builder

Vocabulary centers built into Daily 5, Guided Reading


Review Date 1: March 2020

Review Date: 2: May 2020

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Documents

· Web view1.1 Focus on strategies to support seamless transitions from K to 1, Grades 6 to 7, Grades 9 to 10, and 12 and beyond. 1.5 Ensure that flexible and responsive programming