O.M. MacKillop School Improvement Plan 2013-2014 Principal: Arlene Potashner Superintendant: Karen Friedman

PLAN, DESIGN, AND IMPLEMENTATION STRATEGIES / MONITORING STRATEGIES /
NEEDS ASSESSMENT
ANALYSIS OF DATA / SMART Goal / SCHOOL EFFECTIVENESS FRAMEWORK INDICATORS / TARGETED, EVIDENCE- BASED STRATEGIES/ACTIONS / Literacy / PROFESSIONAL LEARNING / RESOURCES / MONITORING OF THE ACHIEVEMENT OF THE SMART GOALS (TIMELINES) / RESPONSIBILITY / EVALUATION /
Numeracy /
Programs & Pathways /
Community, Culture, & Caring /
Literacy And Numeracy
Student Achievement Data: As identified in the School Data Profile and EQAO data, PM and DRA, and report card data analysis our Primary students continue to make solid progress in literacy and mathematical skills. In literacy our Junior students continue to make good progress however in mathematics they remain below the provincial standard on EQAO – 55%
Our special education students are struggling to achieve the provincial standard in Literacy and Numeracy while our ELL students are below the provincial standard in Literacy
Learning Skills that require attention include self-regulation in the primary grades and purposeful collaboration in all grades / ·  By October 2014 student achievement at or above the provincial standard will increase in the following areas:
Primary Reading: 83%
Junior Reading: 85%
Primary Math: 84%
Junior Math: 70%
Special Education and ELL students will increase their achievement by: 2% / Assessment for, as and of Learning
1.1 Students and teachers share a common understanding of the learning goals and related success criteria. (Learning goals in math may be generated as the result of big ideas determined through congress)
1.2 During learning, students receive ongoing, descriptive feedback based on the success criteria, from the teacher and from peers.
1.4 Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning analyzed to ensure consistency with success criteria.
Curriculum, Teaching and Learning
4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
4.4 Learning is deepened through authentic, relevant and meaningful student inquiry / Leadership Team:
*Formulate a challenge of practice to determined student and staff urgent learning needs which will drive professional learning
*Provide PD at staff meetings to support the Challenge of Practice which will be connected to application of math skills across strands, using accountable talk to build shared understandings and representations of thinking
*Build shared understanding about math content and processes in teacher professional learning sessions
Staff :
*Create talk communities in the first few weeks of school with planned and purposeful instruction and activities, with anchor charts reflecting the expected dispositions and behaviours
*Students/teachers share common understanding of related goals, success criteria.
*Focus on the big ideas in mathematics and language – make sure all staff know them from K-8, where to find them and how they link to the curriculum expectations
*Create/use rich, authentic problems that will engage students in accountable talk where they are using appropriate math language
representing of mathematical concepts
*Use questioning and prompting to increase student engagement and push student thinking forward, identify misconceptions and consolidate the learning
*LD advocacy cards created and implemented / School Based:
*setting up talk communities
*share new resources and manipulatives
Network Based:
*Mavis and Joyce will facilitate Network learning
District Based:
Math PD Sessions focusing on sense of number and seeing the relationships between the strands / Human/Program/Financial
*Dr. Small’s Big Idea
Edu Gains website
BWW Math Page
Van De Wal
*Ministry monographs
*Asking Better Questions
* Revisit Guides to Effective Instruction in Mathematics
Ministry of Education Webcasts for Educators
*LD Symposium – Focus on advocacy skills for special education students / Ongoing Principal Walk Throughs
Grade team - monitoring cycle Feb./13
Report Card Marks in February and June/13
Review IEP goals –ensure progress is demonstrated / Principal
Leadership Team
Teachers
Support Staff
PLAN, DESIGN, AND IMPLEMENTATION STRATEGIES / MONITORING STRATEGIES /
NEEDS ASSESSMENT
ANALYSIS OF DATA / SMART Goal / SCHOOL EFFECTIVENESS FRAMEWORK INDICATORS / TARGETED, EVIDENCE- BASED STRATEGIES/ACTIONS / Literacy / PROFESSIONAL LEARNING / RESOURCES / MONITORING OF THE ACHIEVEMENT OF THE SMART GOALS (TIMELINES) / RESPONSIBILITY / EVALUATION /
Numeracy /
Programs & Pathways /
Community, Culture, & Caring /
Equity, Inclusivity & Engagement
As identified in our School Climate Survey, Student Survey and Perceptual Data, there is a need for some of our students to feel more welcome and included – specifically our identified and at risk students expressed that need.
Our School Council does not fully represent the diversity of our community in terms of linguistic, ethnic and SES background and they are seeking greater diversity.
Our students indicated a need for increased engagement through more personalized and differentiated learning activities. / By June 2014, students and staff will experience improvements in equity and inclusivity practices within our school.
There will be an increase in the extent to which students and staff feel welcome and included in the school regardless of gender, race and ethnicity, language, grades, appearance, religion, sexual orientation, socio-economic status, physical/intellectual ability or gender identity
Staff and School Council will work together to identify barriers that may inhibit inclusivity and plan with the goal of increased diverse parent participation at council meetings and school events
Our student will experienced increased engagement in their classrooms activities by June 2014 based on teacher and administrator observations / Home, School and Community Partnerships
6.2 Students, parents and community members are
engaged and welcomed as respected, valued
partners.
6.3 The school and community build partnerships to enhance learning opportunities
Student Voice
3.1 The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences / Leadership Team:
*Use results of the Equity Scan (Nov. 2013) on order to assess and inform practices
*Reach out to students from diverse backgrounds by seeking their input for announcements and assembly presentations on faith days
*Provide staff with key learning in the areas of mentor texts, equity and inclusivity definitions, knowing our community and technology – apps, Smartboard, and Macbooks
Staff:
*Build caring relationships with vulnerable students through daily check in meetings and informal activities
*Use a variety of strategies to communicate regularly with parents – all teachers will use either monthly newsletter, electronic communication or calendar
*School to use email to promote all school events to increase participation
*Use equity lens when planning field trips, school/class activities
*Develop the Character Council as the student group who provides student voice around eco work, diversity awareness and mental health initiatives including bullying prevention activities and LD awareness month activities
*Use of mentor texts in all classes so that students see themselves represented in our resources and social justice issues embedded in practice
*Continued use of school-based technology including Ipads, Macs and Smartboards giving students choice and voice to demonstrate their learning / School Based:
Review Ministry Equity Strategy and YRDSB policy at a staff meeting, Equity Scan Activity
Network/Area Based:
District Based:
Equity Symposium – November 2013
Quest Conference – November 2013 / Human/Program/Financial
Ministry’s Equity and Inclusive Education strategy (2009)
YRDSB’s Equity and Inclusive Education policy
SEF
Mental Health Disorders in Children – CAMH Resource – When Something’s Wrong
Psych, SLP, Intervention Team
Librarian and Equity Designate
Digital Literacy Resource Teacher, School Computer Lead Teacher / Student and parent surveys
SEF
Perceptual data collected and activities organized by the school that reflect student voice and engagement (i.e., character council)
Walk throughs – observation focused on interventions and accommodations for at risk and identified students / Principal
Staff
School Council
Character Council
PLAN, DESIGN, AND IMPLEMENTATION STRATEGIES / MONITORING STRATEGIES
NEEDS ASSESSMENT
ANALYSIS OF DATA / SMART Goal / SCHOOL EFFECTIVENESS FRAMEWORK INDICATORS / TARGETED, EVIDENCE- BASED STRATEGIES/ACTIONS / Literacy / PROFESSIONAL LEARNING / RESOURCES / MONITORING OF THE ACHIEVEMENT OF THE SMART GOALS (TIMELINES) / RESPONSIBILITY / EVALUATION
Numeracy
Programs & Pathways
Community, Culture, & Caring
Safe, Welcoming and Supportive, Healthy Environment
As identified in our School Climate Survey some of our students indicated a need to improve the provision of a welcoming, respectful and safe learning environment.
Our staff have identified that supporting students’ social and emotional needs will have a positive impact on students’ academic success – Mental Health Strategies needed.
Our School Climate Survey data, and perceptual data from staff indicate a need for increased awareness of healthy foods and greater access to daily physical activities. / By June 2014, students will contribute as members of the school community (including students, families and community partners) to the development of a supportive environment that is healthy, safe and environmentally responsible within their classrooms and schools as measured by perception data in our School Climate Survey
• Positive environment: from 83% to 86%
• Safe environment: from 88% to 89% / School and Classroom Leadership
2.5 Staff, students and school community promote and sustain student well being and positive student behaviour in a safe and healthy learning environment.
Student Voice
3.4 Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as leadership, teamwork and advocacy / Leadership Team:
*Collaborate weekly with YRDSB Mental Health supports including Social Worker/Attendance Counsellor and Psycho-ed. Consultant to assist staff in identifying students with mental health needs, and provide strategies to staff and offering support to families
Staff:
*Complete Eco Schools Application striving for Gold
Develop with student leadership team regular Eco Announcements including use of Green Bins, refillable water bottles, use of GOOS paper to encourage environmental responsibility
*Promote positive behavior through “Caught In the Act” and Touchstone Assemblies where students are recognized for exemplifying the traits of our touchstone as members of our school community and as global citizens
*Direct teaching of how to respond to offensive language
*Complete Annual Healthy School Action Plan with actions identified below and not limited to:
*Offer expanded Snack Program – Grab and Go
*Continue DPA School Wide Lead by Student DPA Crew
*Promote healthy activities including Winter Walk Day, Walk To School Wednesdays, Jump Rope for Heart, Terry Fox Run and link to healthy heart habits
*Weekly support for vulnerable students with School Social Worker
*Flexible support from EAs and CYW to provide caring and supportive relationships / Attend Healthy Schools Network Meetings
Access to Public Health Nurse – regular meetings with the Healthy Schools Team
How to Respond to Offensive Language / Human/Program/Financial
YR Public Health Nurse
SNP
Food For Learning
Town of Richmond Hill
Eco Schools: Learning for a Sustainable Future
Teaching of Tolerance Tools
Ministry’s Equity and Inclusive Education Strategy
When Something’s Wrong – Canadian Psychiatric Foundation – Handbook for teachers and parents / School Climate Survey for students and parents
Eco Certification – going for Gold
Office Referral Binder Reports, Suspension Records
Learning Skills Report from MxWeb / School staff, parents, students, community partners

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