Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Carmela Ferri

TRUSTEE: Sal Piccininni

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Immaculate Conception Catholic School

Douglas Yack

23 Comay Rd Toronto ON M6M 2K9

395STUDENT ENROLMENT:

www.tcdsb.org

Catholic Education Centre80 Sheppard Avenue East Toronto ON M2N 6E8

Superintendent of Education, Curriculum and Accountability Team

Josie Di Giovanni

Angela GauthierAssociate Director, Academic Services

Ann AndrachukChair of the Board

Director of Education

2010 - 2011

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Chair of the BoardAnn AndrachukDirector of Education Immaculate Conception Catholic SchoolAnn Perron

20102011

Natalie Rizzo, Student Trustee12. Nancy Crawford11. Angela Kennedy10. Barbara Poplawski9. Jo-Ann Davis, Vice-Chair8. Tobias Enverga7. John Del Grande6. Frank D'Amico5. Maria Rizzo4. Patrizia Bottoni3. Sal Piccininni2. Ann Andrachuk, Chair1. Peter Jakovcic

Wards

2010 - 2011

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Immaculate Conception Catholic School

Focus : Literacy / K-8

20102011School year:

Specific

Areas Targeted for Improvement: -Gr. 3 Reading - 48% percentage of students at or above the provincial standard (Levels 3 & 4) as revealed through the EQAO test. -Specifically - Making Connections and Reading for Meaning -Gr. 6 Writing - 37% percentage of students at or above the provincial standard (Levels 3 & 4) as revealed through the EQAO test. -Specifically - Topic Development, Use of Conventions, Applying knowledge of conventions and form -Gr. 6 Reading - 41% percentage of students at or above the provincial standard (Levels 3 & 4) as revealed through the EQAO test. -Specifically - Understanding implicit information, Reading for Meaning EQAO Trends and Achievement Data - Gr. 3 Students: -over the past five years the results in students achieving Levels 3 & 4 in Reading have been inconsistent -over the past four years the trend has been decreasing -IIR of the 46 Gr. 3 students indicated weaknesses in both the Multiple Choice and Open Response questions but primarily the Open Response questions -Gr. 3 Gender report indicates that boys obtained lower scores than girls (Reading Girls-52%, Boys-43%; Writing Girls-72%, Boys-52%) -37% of Gr. 3 students indicated that first language learned at home was other than English -85% were born in Canada

To increase the number of Gr. 3 students achieving levels 3 and 4 in reading by 5% as measured through the primary EQAO assessment in June 2011. To increase the number of Gr 6 students achieving levels 3 and 4 in reading and writing by 5% as measured through the junior EQAO assessment in June 2011.

-4% of Gr. 3 students were English Language Learners (ELL) with 7% stating they were in Canada less than 3 years -15% were Special Needs students (Reading - 43% of Gr. 3 students scored at Level 2 and in Writing - 43% also scored Level 2) -15% of students received one or more accommodations in both Reading and Writing EQAO Trends and Achievement Data - Gr. 6 Students: -over the past five years, the trend has been inconsistent and fluctuating -downward trend noticed in Writing -Reading - While 41% achieved Level 3 & 4, there were 44% who achieved Level 2 -Writing - While 37% achieved Level 3 & 4, there were 56% who achieved Level 2 -96% of cohort have data since 2006-2007 -of that cohort, in Reading - 33% moved up from Level 1; 17% moved up from Level 2 and 69% remained at or above Level 3 (the provincial standard) -of that cohort, in Writing, 33% moved up from Level 2, and 50% remained at or above Level 3 (the provincial standard) -IIR indicated that weakness existed in Implicit type questions and Making Connections and in both Multiple Choice and Open Response type questions -Of a total of 27 students, Gender report indicates 41% females and 59% males took the EQAO test -Females outperformed the Males in all areas except Reading (Females 36% and Males 44%) -52% of students indicated that first language learned at home was other than English -7% were English Language Learners (ELL) with 15% stating they had been in Canada three years or more -85% had been born in Canada and 15% outside Canada -37% stated that the first language learned at home was other than English -26% were students with Special Needs -23% of students received one or more accommodations -1 student (or 4%) was exempted from writing the EQAO Rationale: The rationale for choosing this data is that students in both Gr. 3 and Gr. 6 did not perform well on the reading tasks involving inferencing and making connections. The Grade 6 students did not perform well in both the Multiple Choice and Open Response type questions as measured by the EQAO assessments.

Measurable

Data to examine: -EQAO released IIR for 2009 - 2010 -PSAI (Profile of Strengths and Areas for Improvement) from EQAO 2009-2010 -CAT 3 data from Gr. 2 and Gr. 5 -Running Records and QCA classroom assessments Mid-point assessment tools/data sources: -Teaching Learning Critical Pathway: pre and post assessments, student work samples -Running Record data collected at 3 points during year -QCA data collected twice a year Success measured by: -EQAO 2010-2011 student achievement in reading and writing as measured through the primary and junior EQAO assessments

Attainable

Strategies/Actions to attain goal: -Daily Learning Literacy Block (45-60 min in JK/SK; 120 min in Gr. 1 - 3; 90-100 min in Gr. 4-6) -Comprehensive Literacy Assessments (revised system-wide assessment tools aligned with Comprehensive Literacy framework) -Gradual Release of Responsibility in Literacy Block (shared reading, guided reading, independent reading) -Differentiated Instruction (Use of technology, assistive technology, drama and the arts) -Intervention Programs: 5th Block Reading Program (Gr. 1 & 2),and Junior Literacy Intervention Program (Gr. 4 & 5) -Teaching Learning Critical Pathway (pre and post assessments, teacher moderated marking, focused literacy instruction, critical literacy using high yield strategies) -Teaching Learning Networks: - through Hubs involving networking among teachers in a group of schools and sharing of artifacts for TLCP and DI and under guidance of Student Achievement Officer to support job-embedded learning -After School Literacy Programs as available for Grades 3 - 6 (was available at ICS in fall 2009) -Assistance provided by Sp Ed teacher for special needs students (e.g. implementing accommodations as listed in IEP, direct and focussed teacher instruction, teacher modelling, small group instruction, use of graphic organizers, guided practice) -teacher moderated marking and sharing of rubrics, exemplars, student work samples and conferencing with students to provide feedback on their writing Professional Learning: -Comprehensive Literacy in-service for all primary teachers and one special education teacher -Learning Networks (Hubs meeting with group of schools and Student Achievement Officer from Ministry to support job-embedded PD on TLCP, focused literacy instruction, differentiated instruction and teacher moderation) -Literacy Rep to provide updated information on Language Arts, assessment, equity and inclusion, technology, etc. to staff -Use of Technology - e.g. Premier Assistive Technology, and other computer programs -Literacy Workshops presenting new resources -Library In-services focusing on databases and IT -Coaching and Mentoring provided by Literacy Team & Consultant, 5th Block and JLI coaches -Math Tutor working two afternoons (university student assigned to work with Level 2 students in both Gr. 3 and 6 classes)

Results- Oriented

Resources: -Comprehensive Literacy Handbook -Comprehensive Literacy Assessments (revised 2009) -Literacy in the Middle Grades and Literacy in the Middle Grades Assessments -Reaching Readers - QCA assessments in Gr. 3 - 6 -Literature Circles; Guided Reading -5th Block Reading Intervention Program and materials -Junior Literacy Intervention Program and materials -Kindergarten Guides -Curriculum and Accountability Portal with information for teachers and "On the Same Page" e-newsletter to all teachers -Centrally purchased library materials and new Ministry of Education library funding initiatives -Ministry of Education and Literacy and Numeracy Secretariat resources (revised Language Arts curriculum and Guide to Effective Literacy Instruction, websites, webcasts, monographs, e-workshops -Premier assistive technology -Materials purchased with Ministry of Education Library Funding initiatives Human Resources: -Special Education teacher -5th Block teacher (and access to 5th Block Coach) -JLI teacher (with support from JLI coach) -Language Arts consultant Financial Resources: -5th Block and JLI programs -availability (possibly) of After School Tutoring programs for Grades 3 to 6 students -release time to support Hubs networking days for teachers -MOE funding for library resources -Math Tutor (university student available two afternoons per week to assist with Gr. 3 & 6 Level 2 students)

To examine our indicators of success on an ongoing basis (formally in January and June 2011) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

Monitoring Responsibility, Data to be collected and Timelines: -each teacher (Gr. 1 to 8) to collect pre-and post-assessment data for Teaching Learning Critical Pathway in first and third terms -each primary teacher to collect and record data for Running Records three times a year (available on Data Integration Platform) -primary classroom and Special Education teachers to administer Comprehensive Literacy Assessments three times yearly and record data on DIP. -each Gr. 3 to 6 teacher to collect data for QCA twice a year (available on DIP) -School Literacy Rep to attend meetings three times yearly and share information/resources with staff. -5th Block and JLI teachers and coaches to provide support and feedback to teachers re. student assessment, classroom planning and to support hubs and networking as needed throughout year. -Classroom and Special Education teachers to continue to implement the Comprehensive Literacy, Literacy in the Middle Grades, The Guides to Effective Literacy Instruction and the gradual release of responsibility in daily teaching, attend in-services for new Comprehensive Literacy Assessments during first term, attend the work of the networks/hubs, participate in the TLCP and teacher moderation sessions. -facilitate TLCP and Networks/Hubs, to encourage teacher moderation, monitor completion of data collection by due dates, facilitate release time and professional development as needed, and provide ongoing support for board initiatives

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Immaculate Conception Catholic School

Focus : Numeracy / K-8

20102011School year:

Specific

Targeted for Improvement: -Gr. 6 Math -- areas of Geometry, Patterning and Algebra, Number Sense and Numeration, and Data Management and Probability (Knowledge, Application and Thinking weak areas). -Gr. 3 Math -- areas of Measurement and Patterning and Algebra (Knowledge and Skill weak area) Gr. 6 EQAO Trends: -over past 5 years, Gr. 6 EQAO Math results of students achieving Level 3 &4 reveal an inconsistent pattern with the lowest dip this past year -one student (out of 27) exempted from EQAO testing -23% of Gr. 6 students (27 students) received one or more accommodations -While 41% achieved Level 3 and 4, 59% of students achieved Level 2 -of that cohort 33% of students at Level 1 moved up, 17% moved up from Level 2 and 69% remained the same or moved up at Levels 3 & 4 -Gender report for Gr. 6 reveals that male students (16 students) achieved 59% slightly below the level of female students (11 students) 62% -Gender report states that 27% of females achieved Levels 3 & 4 while 12% of males achieved Levels 3 & 4 -ELL/ESL students and students with Special Education needs scored at Level 2 or Level 1 Rationale for choosing this data:

Problem-solving is central to the Mathematics curriculum and is applicable to all strands. Similar difficulties noted on both EQAO and CAT 4 with regard to problem-solving. Mathematics continues to be an area where further improvement is needed.

To increase the number of Gr. 6 students achieving levels 3 and 4 in Mathematics by 15% as measured through the junior EQAO assessments in June 2011 (from 19% in 2009-2010 to 34% in 2010-2011) and to increase the number of Gr. 3 students achieving levels 3 and 4 in Mathematics by 5% in the primary EQAO assessment fin June 2011 (from 61% 2009-2010 to 66% in 2010-2011).

Measurable

Data to be examined: -students overall achievement on EQAO 2009 - 2010 in Mathematics -EQAO open response scores from IIR (Item Information Report) for 2009 - 2010 -CAT 4 scores for Gr. 2 and 5 students -Numeracy Assessment for Learning Cycle (NAfLC) artefacts Mid-point Assessment Tools/Data Sources: -artefacts from NAfLC in-services (pre- and post-assessment) -ongoing classroom assessment tools and evaluation practices Success measured by: -students' overall achievement on EQAO Assessment of Mathematics -EQAO open response scores from the IIR (Item Information Report) on EQAO Assessment of Mathematics -comparison made between CAT 4 Gr. 2 and 5 scores and Gr. 3 and 6 EQAO scores -numeracy assessment artefacts from NAfLC

Attainable

Strategies to attain goal: -one staff member to attend TEAMS Mini-Conference in November if possible and share information received with staff -implementation of Numeracy Assessment for Learning Cycle (NAfLC) at Hubs meetings to focus on data analysis, pre-and post-assessment data, evidence-based strategies (Bansho, Gallery Walk, Congress), problem-solving, differentiated instruction, and teacher moderation/moderated marking -use of Nelson Mathematics program, revised Ministry of Education Mathematics curriculum and exemplars, Guide to Effective Instruction in Mathematics, monographs from LNS, and pod/web casts -visibility of Math vocabulary, charts, posters in classroom -assistance for students by Special Education teacher (e.g. accommodations provided as listed in IEP, direct and focused teacher instruction, teacher modelling, increased use of manipulatives, visuals and technology to consolidate learning of concepts, differentiated instruction) -integrating use of technology: Smartboard, manipulatives, visuals, computer programs such as Math Trek -support for teachers in Grades 3 and 6 for EQAO focusing on shared tips, integrating past EQAO tests to allow students to gain familiarity with the test format, and administration of test -university student to assist as a tutor in Gr. 3 and 6 classrooms and work with Level 2 students -Math Rep meetings three times a year and sharing of information with staff at whole staff or divisional meetings Professional Learning: -Numeracy Assessment for Learning Cycle - to begin in second term -support for teachers as they attend four half-day sessions - for planning, teaching, moderated marking, integrating technology/manipulatives, etc. under guidance of Ministry of Education leader -Math resource teachers to assist with implementation of NAfLC -Marian Small resource books purchased by Math department -Math Rep meetings - teacher rep to share resources, ideas, etc. with staff at divisional or general staff meetings -attendance at board sponsored workshops e.g. TEAMS, Marian Small, new resources by Marian Small -Ministry of Education revised Math curriculum documents, exemplars and Guide to Effective Instruction in Mathematics

Results- Oriented

Resources to achieve goals: -access to MOE documents: Revised Math Curriculum, exemplars, The Guide to Effective Instruction in Mathematics, Nelson program -access to MOE, LNS, EQAO, websites and pod/web casts -availability of Math workshops and in-services e.g. TEAMS Mini-Conference, etc. -access to Curriculum and Accountability portal for Mathematics information , support and resources -NAfLC focus Human Resources: -Special Education teacher to assist students and provide information to classroom teachers as needed -availability of Ministry of Education Lead and Math Resource Rep to assist teachers for NAfLC -Math Rep to communicate information to staff at general meeting or divisional meeting Financial Resources: -Support for new NAfLC initiative with release time provided, PD, availability of Math Resource Team for support and coaching -math materials and manipulatives ongoing expenditure -books by Marian Small for teacher resource

To examine our indicators of success on an ongoing basis (formally in January and June 2011) to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

Mid-course Correction Opportunities: -will be based on evidence collected e.g. student artefacts, pre-and post-assessment data -differentiated support for teachers e.g. in-service structure, NAfLC, co-teaching, coaching, etc. Timelines: -for NAfLC - depending on which classes have had the in-service, to do one NAfLC session per term -Math Rep meetings - three per year -- one per term Type of Data to be Collected and Analyzed: -student artefacts from pre-and post-assessments, and samples -September 2010 EQAO Assessment of Mathematics Responsibility and Monitoring: -Math Resource Teachers to facilitate professional learning through NAfLC sessions, offer support as needed by classroom teachers, collect feedback, and monitor progress -Classroom teachers to attend NAfLC sessions, implement problem-solving strategies in daily teaching, practice moderated marking, and monitor student progress through DIP and student artefacts -School Administration to encourage and suppport staff involvement, co-planning, co-teaching, and moderated marking

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Immaculate Conception Catholic School

Focus : Pathways / K-8

20102011School year:

Specific

Data: -opportunities for students in primary and junior grades to have access to authentic pathways experiences, therefore increasing their understanding of opportunities available for future -Pathways priorities provide scaffolding opportunities to help students grow in their ability to know and appreciate their own skills and aptitudes; 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 -opportunities for self-knowledge present themselves across curriculum areas within the primary and junior grades -having access to authentic pathways experiences will allow students to choose secondary programs with sufficient understanding of 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 Considerations: -increase knowledge of students that although all students enter in Kindergarten, there is more than on exit after Gr. 12: work, college, university, apprenticeship -assist students to develop own skills and aptitudes, interests, strengths and talents -increase knowledge about various jobs, occupations and careers

Measurable

Measures of Success: -ensure that primary and junior teachers have knowledge of pathways and significance for students -create a survey for primary and junior teachers to inventory pathway experiences currently available to students -surveys created by Pathways team to determine participation of students in pathway experience -information will provide basis for future goal-setting

To facilitate student participation from Grades 1 to 6 in at least two authentic age-appropriate Pathways experiences from the Explore and Discover Pathways Curriculum Resource Document as measured by the completion of the activity specified.

Results- Oriented

Resources to achieve results: -suppport document for primary and junior teachers re. career exploration and activities and Pathways, for use within Language Arts, Social Studies and Family Life curriculum -provide Pathways Tree booklet for Gr. 6 students when available -resources such as Paws in Job-Land, The Real Game, Career Cruising, and the World of Work reintroduced to classroom teachers to be used within a curricular context -Program Pathways Planner will be distributed to Gr. 6 students in each school -board to provide code days for pathways lessons in-service (1/2 day for two teachers, primary and junior, from each school) and several other days for teacher-counsellor skills training Human Resources: -Guidance teacher

Attainable

Strategies to attain goal: -Guidance teacher available to speak about pathways initiatives -complete inventory of existing pathways opportunities for students -discuss with primary/junior staff areas of need and appropriate Pathways opportunities, while capitalizing on existing experiences -engage students in Community Service, Take Our Kids to Work Day, and liaison with Officer Marty Farrell. -Junior Achievement available for booking in Gr. 5 & 6 class -Career Cruising program to be available to students in computer class, as research project, etc. -Scientist in the School program available to all students -- teachers to capitalize on opportunities to have guests explain their personal story to career or job -primary/junior resource document entitled Explore and Discover Pathways, with grade-specific career exploration lessons and activities available to classroom teachers Professional Learning: -central Student Success Team will support elementary principals in creating Pathways SMART goals at K-8 and K-12 meetings -central Student Success Team will support the attendance of all elementary guidance counsellors at the Ontario Secondary Counsellors Association Conference in November 2010 -co-teaching opportunities between elementary counsellors and classroom teachers -a half-day inservice for primary and junior teachers to introduce the pathways lessons created for each grade and to highlight existing supports already available to teachers.

To examine our indicators of success on an ongoing basis to determine if we are making our intended progress of need to further develop and refine our SMART goal.

Evaluation:

Timeline

Monitoring and Responsibility: -Guidance teacher and central pathways team will ensure appropriate inservices to staff as they become available -implementation monitored and facilitated by both teachers and administration -mid-year review of school learning improvement plan will allow opportunity to assess progress made on pathways goal -shared responsibility with guidance teacher Ongoing timeline throughout year

School

(i.e. K-8; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Immaculate Conception Catholic School

Focus : CCCC / K-8

20102011School year:

Specific

Area for improvement: -Professional development and capacity building of educators and support staff as caring adults. Consider data: -increased awareness of students' behaviour, underlying developmental, cognitive, and social-emotional issues so as to address problems including mental health concerns. -through TCDSB evaluation of Friends for Life program, staff indicated need to teach coping skills for students with high levels of anxiety and develop resiliency in students -positive results of Friends program offered last school year for primary students in Gr. 2 suffering from anxiety for about a six week session -students above moving into next grade levels to receive Friends for Life program this year delivered by the Psychologist in grades 4 and 5 -Roots of Empathy program (if possible) supports students/ emotional health and pro-social skills in addition to learning that a healthy baby's brain development requires a loving relationship with a parent or adult

Measurable

Measures of Success: -this year a pilot survey for Gr. 6 students and focus groups may occur in selected schools and, if ICS is chosen, the information will be used to obtain baseline data for future years -increase in the number of school staff participating in PD activities that cultivate their role as caring adults thereby building capacity in this area -attendance at Safe Schools, Religion, and Family Life, workshops, e.g. Safe Schools Bill 157 and training the remainder of this staff on this bill -participation in Me to We activities to increase student awareness of hardships endured by other students in other countries; to develop a spirit of charity and generosity; to help build community and foster Catholic values

Students will demonstrate engagement within our Immaculate Conception school community as measured by feedback from surveys and focus groups. Should our school be selected for the survey or a focus group, the resulting data and feedback gathered will form the baseline data upon which future years will build.

To 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

Resources to achieve results: -curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance Departments -accessibility of resources on TCDSB website for above-mentioned departments -Friends program as offered by Pscyhology and Social Work Department, as well as Guidance staff -Me to We initiatives as promoted by TCDSB

Timeline

Monitoring and Responsibility: -Curriculum and Accountability, Student Success and Safe Schools Team to deliver PD opportunities -administration to facilitate and encourage participation of staff in PD in-services -presentations to parents and staff by Mood Disorders Association of Ontario and administration to publicize in newsletters to encourage attendance at sessions -Guidance, Social Work and Psychology to deliver Friends program to selected group of ICS students from Gr. 3 to 6 as soon as groupings can be determined by psychologist -Me to We initiatives ongoing throughout year

Attainable

Strategies to attain goal: -TCDSB launch of 3 year faith development plan of Word, Worship and Witness with activities of reflection intended to help all students grow in faith and responsible behaviour -access to related PD opportunities as offered through CCCC staff -continued implementation of Catholic monthly virtues to foster faith and character development by focusing on one particular virtue per month (e.g. Thought of the week, related Religion/Family Life lessons, bulletin boards -Friends program to be implemented this year to students at ICS as a continuation of program begun last year to small group of Gr. 2 students -participation of staff in workshops by Safe Schools Dept to develop strategies to de-escalate difficult behaviours (and train other school staff following a train the trainer model) -Me to We activities to foster community building, charity, Catholic values