SCHOOL INFORMATION€¦ · ADDRESS: PRINCIPAL: Martha Fitzpatrick SUPERINTENDENT: Gerald Dagenais...

SCHOOL NAME: St. Catherine Catholic School

SCHOOL INFORMATION

ADDRESS: PRINCIPAL: Martha Fitzpatrick

SUPERINTENDENT: Gerald Dagenais

TRUSTEE: Angela Kennedy

99NO OF STUDENTS:

Kevin Kobus

Director of EducationOliver Carroll

Chair of the Board

30 Roanoke Rd

Toronto ON M3A 1E9

of 23

Oliver Carroll, Chair of the BoardDirector of Education

PRIORITY: NURTURING OUR CATHOLIC COMMUNITY

GOALS: FAITH DEVELOPMENT

To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience.

SAFE, INCLUSIVE AND HEALTHY LEARNING

To enhance the quality of the working and learning experience through improving schools and workplaces so that they contribute to positive health and respectful relationships.

INCREASING ENROLMENT AND RETENTION

To support and implement a variety of local and system initiatives that actively enhance the school profile and promote the benefits of Catholic education.

PRIORITY: IMPROVING STUDENT LEARNING

GOALS: LITERACY

To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach.

NUMERACY

To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics.

SUCCESS FOR ALL

To improve opportunities for all our students to achieve their desired destinations through a variety of programs, supports, assessment strategies and pathways (apprenticeship, college, community living, university and the workplace).

PRIORITY: BUILDING CAPACITY TO LEAD and LEARN

GOALS: EMPOWERING CATHOLIC LEADERSHIP

To develop and support Catholic Educational Leaders who are energizing, caring, visionary, student-focused and collaborative role models in building a Catholic professional learning community.

PROFESSIONAL DEVELOPEMENT

To provide job-embedded professional development that focuses on broadening the range of skills, practices and attitudes needed to create sustainable improvement and better results.

OURMISSION

IN A SCHOOL COMMUNITY FORMED BY CATHOLIC BELIEFS AND

TRADITIONS, OUR MISSION IS TO EDUCATE

STUDENTS TO THEIR FULL POTENTIAL.

TORONTO CATHOLIC DISTRICT SCHOOL BOARD TRUSTEES

2006-2007

Wards

1. Joseph Martino

2. Ann Andrachuk

3. Sal Piccininni

4. Mary Cicogna, Vice-Chair

5. Maria Rizzo

6. Christine Nunziata

7. John Del Grande

8. Oliver Carroll, Chair

9. Catherine LeBlanc-Miller

10. Barbara Poplawski

11. Angela Kennedy, Honorary Treasurer

12. Paul John Crawford

Ihor Korbabicz, Student Trustee

416-512-3401

416-512-3402

416-512-3403

416-512-3404

416-512-3405

416-512-3406

416-512-3407

416-512-3408

416-512-3409

416-512-3410

416-512-3411

416-512-3412

416-512-3413

and ACHIEVEMENT

ENVIRONMENT

IN GRADES JK-12

Kevin Kobus,

of 23

a) Evidence of Improvement:

Timeline:

Responsibility:

Resource:

Status:

Teacher uses Curriculum Night Scripts for Religion/Family Life, Calendar outlines for planning; Remember statements are displayed by Prayer Table; Combined grade outlines used for combined grade.

Academic Year

Teacher

Religion/Family Life Scripts for Curriculum Night, Calendar outlines for planning; Remember Statement Banner Templates Combined Grade Outlines

Ongoing

2) Strategy: Distribution and utilization of Board produced support materials


Timeline:

Responsibility:

Resource:

Status:

Prayer Table contains:Cloth (green, purple, white), Bible, Cross and appropriate symbol for grade level:Gr One: Story ShawlGr Two: TableGr. Three: Tent

Ongoing

Teacher, Principal

Classroom / school resources

In progress

1) Strategy: Prayer TableEach classroom would have a prayer table incorporating the primary symbol of each Religious Education Program

Primary (JK - 3)Division:

Faith DevelopmentGoal:To create and celebrate Catholic Community where all proclaim the Good News of the Gospel and where Catholic beliefs are modelled and integrated into the whole learning experience.

Nurturing Our Catholic CommunityPriority:

of 23


Timeline:

Responsibility:

Resource:

Status:

Prayer Table contains: cloth (green, purple, white), Bible, Cross and appropriate symbol for grade level:Gr. Four: Tree StumpGr. Five: RockGr. Six: Lamp

Term 1

Teacher, Principal


In progress

2) Strategy: Each classroom would have a Prayer table incorporating the primary symbol of each religious Education Program


Timeline:

Responsibility:

Resource:

Status:

Religious Education Grades 4-6Teacher TextsSufficient numbers of Student textsAccompanying Music for each program

Term 1

Teacher, Principal

Born of the Spirit; Catechetical Series grades 4-6; CCCB publicationsFully Alive Program; Grades 4-6;Pearson EducationalInstitute of Catholic EducationReligion/Family,Life Website

All required materials have been acquired.

1) Strategy: Providing/updating/renewing Religion/Family Life resources for all grade levels.

Junior (4-6)Division:



of 23


Timeline:

Responsibility:

Resource:

Status:

Prayer Table contains:Cloth (green, purple, white), Bible, Cross and appropriate symbol for grade level:Gr 7 and 8: Creed

Term 1

Teacher, Principal


In progress

2) Strategy: Each classroom would have a Prayer table incorporating the primary symbol of each Religious Education Program

b) Evidence of Improvement:

Timeline:

Responsibility:

Resource:

Status:

Family Life programTeacher texts (grades 7-8)Student texts

Term 1

Teacher, Principal

We are Strong Together Catechetical Series; CCCB publicationsFully Alive Program; Grades 7-8; Pearson EducationalInstitute of Catholic EducationReligion/Family Life Website



Timeline:

Responsibility:

Resource:

Status:

Religious Education Grades 7-8Teacher TextsSufficient numbers of Student textsAccompanying Music for each program

Term 1

Teacher, Principal

We are Strong Together Catechetical Series; CCCB publicationsFully Alive Program; Grades 7-8; Pearson EducationalInstitute of Catholic EducationReligion/Family Life Website


1) Strategy: Providing/updating/renewing Religion/Family Life resources for all grade levels.

Intermediate (7-8)Division:



of 23

d) Evidence of Improvement:

Timeline:

Responsibility:

Resource:

Status:

More opportunities for physical activity both in class and during less structured times. 20 minutes of Daily Physical Activity during instructional day is occuring for each class.

Academic Year

Teacher, Principal

Health & Physical Education department staff, website and financial resources.The Healthy Active Living & Learning professional learning centres.Staff and resources through Toronto Public Health.

In progress

c) Evidence of Improvement:

Timeline:

Responsibility:

Resource:

Status:

Improved student focus, attentiveness and time-on-task

Academic Year

Teacher


Ongoing


Timeline:

Responsibility:

Resource:

Status:

Improved cooperation between students

Term 2

Teacher


In progress


Timeline:

Responsibility:

Resource:

Status:

More opportunity for students to engage in active learning(e.g. drama, dance, visual arts, music)

Academic Year

Teacher


Ongoing

1) Strategy: Register for TCDSB Health Action Team initiative. As a team representing a cross section of the school community, identify health issues impacting on student learning and school performance. Develop plans to address these issues


Safe, Inclusive and Healthy Learning EnvironmentGoal:To enhance the quality of the working and learning experience through improving schools and workplaces so that they contribute to positive healthy and respectful relationships.


of 23


Timeline:

Responsibility:

Resource:

Status:

Safer physical school environment

Academic Year

Teacher, Principal

Health and Safety Department Safe Schools policy Project Peace initiative Bully proofing website (http://www.tcdsb.org/bullyproofing) Cyberbullying (http://www.ophea.net) Toronto Public Health (http://www.tph.on.ca)

In progress


Timeline:

Responsibility:

Resource:

Status:

Positive/proactive approaches to student discipline

Academic Year

Teacher, Principal


In progress


Timeline:

Responsibility:

Resource:

Status:

Participation in staff certification programs (e.g. first aid, CPR, physical restraint, anaphylaxis protocol)

Academic Year

Teacher, Principal


In progress

2) Strategy: Establish a school committee to identify issues and develop plans around school safety and positive relationships.

of 23


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher

Teacher resources

In progress


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


Ongoing


Timeline:

Responsibility:

Resource:

Status:

Improved cooperation between students.

Academic Year

Teacher

Teacher resources

Ongoing


Timeline:

Responsibility:

Resource:

Status:

Increased leadership opportunities

Academic Year

Teacher, Principal


In progress

1) Strategy: Register for TCDSB Health Action Team initiative. As a team representing a cross section of the school community, identify health issues impacting on student learning and school performance. Develop plans to address




of 23


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


Ongoing


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


Ongoing


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


In progress


of 23


Timeline:

Responsibility:

Resource:

Status:

Increased leadership opportunities

Academic Year

Teacher, Principal


In progress


Timeline:

Responsibility:

Resource:

Status:

Improved cooperation between students.

Academic Year

Teacher

Teacher resources

Ongoing


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher


Ongoing


Timeline:

Responsibility:

Resource:

Status:

Improved sense of well being and self-esteeem

Academic Year

Teacher

Classroom resources

Ongoing

1) Strategy: Register for TCDSB Health Action Team initiative. As a team representing a cross section of the school community, identify health issues impacting on student learning and school performance. Develop plans to address these issues




of 23


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


In progress


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


In progress


Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


In progress


e) Evidence of Improvement:

Timeline:

Responsibility:

Resource:

Status:


Academic Year

Teacher, Principal


Ongoing

of 23


Timeline:

Responsibility:

Resource:

Status:

Increased student leadership opportunities

Academic Year

Teacher, Principal


In progress

of 23

Maintain the high achievement in the Language areas shown above. Seek to improve in the first reading section.

Gap Analysis:

CAT3-National Stanine 4 & Above-20052006-Grade 2


Timeline:

Responsibility:

Resource:

Status:

Increase in assessments used strictly to inform instruction rather than evaluation.

Academic Year

Teacher


Ongoing


Timeline:

Responsibility:

Resource:

Status:

Increased use of, understanding and analysis of running records data to inform instruction.

Academic Year

Teacher, Principal


Ongoing

1) Strategy: Increased awareness of proper Assessment for Learning practices,Including:- proper use of diagnostic, formative and summative assessment practices- focused professional dialogue about proper assessment practices- attendance at board / secreatariat sponsored workshops


LiteracyGoal:To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach.

Improving Student Learning and AchievementPriority:

of 23

Maintain or improve level of students achieving at Levels 3 and 4.Gap Analysis:

EQAO-Reading-20052006-Grade 6-All Students


Timeline:

Responsibility:

Resource:

Status:

Implementation of Reaching Readers program

Academic Year

Teacher


In progress


Timeline:

Responsibility:

Resource:

Status:

Maintain improved grade 6 EQAO scores in reading.

Academic Year

Teacher


Ongoing


Timeline:

Responsibility:

Resource:

Status:

Increased (proper) use of shared reading and shared writing in junior division classrooms.

Academic Year

Teacher


Ongoing

1) Strategy: Mentorship of divisional teachers regarding implementation of shared reading and writing in both our local JLI program and our core classrooms


LiteracyGoal:To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach.


of 23


Timeline:

Responsibility:

Resource:

Status:

- Move some of the students performing at Level 2 in Reading and Writing to Level 3.

Academic Year

Teacher, Principal

Teacher Resources, EQAO sample assessments from website

In progress

2) Strategy: To identify students performing at Level 2 in Reading and Writing and provide support to help them achieve at Level 3:- co-op students from local secondary schools work one-on-one with these students.- use examplars and rubrics to help students understand how to achieve a Level 3.- special education teacher and classroom teacher working closely to support the identified students.- provide opportunities for these specific students to complete sample assessments from EQAO.

of 23


Timeline:

Responsibility:

Resource:

Status:

Teachers know when it is appropriate to use manipulatives and can use them effectively.

Academic Year

Teacher

Early Math Strategy pp.19-24Manipulatives Kits provided by the CEC Math Department and In-Services

Ongoing

2) Strategy: Ensure that a variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology


Timeline:

Responsibility:

Resource:

Status:

Consistent use of centrally provided text and support materials by all teachers in the division

Academic Year

Teacher

Mathematics: The Ontario Curriculum Grades 1-3 (2005)Early Math Strategy(2003)

Ongoing


Timeline:

Responsibility:

Resource:

Status:

All teachers are conversant with the revised curriculum and the new expectations

Academic Year

Teacher, Principal

Mathematics: The Ontario Curriculum Grades 1-8 (2005)Early Math Strategy (2003)Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: Supporting the Six Math PrinciplesCurriculum Side-by-Side Comparisons at: http://www.ocup.org/resources/#compare CEC Math Resource Department In-Services

Ongoing

1) Strategy: Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented


NumeracyGoal:To improve the overall level of students' Mathematical literacy skills through problem solving experiences that involve the application and communication of concepts in Mathematics.


of 23


Timeline:

Responsibility:

Resource:

Status:

Teachers know when it is appropriate to use manipulatives and can use them effectively.

Academic Year

Teacher

Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS) pp. 25-30Manipulatives Kits provided by the CEC Math Department and In-Services

Ongoing

2) Strategy: Ensure that variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology


Timeline:

Responsibility:

Resource:

Status:

Consistent implementation of the new expectations by all teachers across the division.

Academic Year

Teacher

Mathematics: The Ontario Curriculum Grades 1-8 (2005)Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS)Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: http://www.ocup.org/resources/#compare CEC Math Resource Department

Ongoing


Timeline:

Responsibility:

Resource:

Status:

All teachers are conversant with the revised curriculum and the new expectations

Academic Year

Teacher, Principal

Mathematics: The Ontario Curriculum Grades 1-8 (2005)Teaching and Learning Mathematics (2004) – Junior Math Strategy (JMS)Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: http://www.ocup.org/resources/#compare CEC Math Resource Department

Ongoing

1) Strategy: Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it are being properly implemented




of 23


Timeline:

Responsibility:

Resource:

Status:

Increase in number of Level 2 students performing at Level 3 on EQAO 2006 assessment.

Academic Year

Teacher, Principal

School and Teacher Resources, EQAO website

In progress

3) Strategy: To identify students performing at Level 2 in Math and provide support to help them achieve at Level 3:- co-op students from local secondary schools work one-on-one with these students.- use examplars and rubrics to help students understand how to achieve a Level 3.- special education teacher and classroom teacher working closely to support the identified students.- provide opportunities for these specific students to complete sample assessments from EQAO.

of 23

Increase number of performing at Levels 3 and 4.Gap Analysis:

EQAO-Mathematics-20052006-Grade 6-All Students


Timeline:

Responsibility:

Resource:

Status:

Consistent use of centrally provided text and support materials by all teachers in the division

Academic Year

Teacher

Mathematics: The Ontario Curriculum Grades 1-8 (2005)Leading Math Success: Mathematical Literacy Grades 7-12 pp.76-78Targeted Implementation and Planning Supports – TIPS (2003) Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: www.ocup.org/resources/#compare CEC Math Resource Department

Ongoing


Timeline:

Responsibility:

Resource:

Status:

Consistent implementation of the new expectations by all teachers across the division.

Academic Year

Teacher, Principal

Mathematics: The Ontario Curriculum Grades 1-8 (2005)Leading Math Success: Mathematical Literacy Grades 7-12 pp.76-78Targeted Implementation and Planning Supports – TIPS (2003) Checklist: Principal “Look Fors” in the Mathematics ClassroomChecklist: “Supporting the Six Math Principles”Curriculum Side-by-Side Comparisons at: www.ocup.org/resources/#compare CEC Math Resource Department

Ongoing

1) Strategy: Ensure that the expectations of the revised Ontario Mathematics curriculum and the Nelson Math program which supports it is being properly implemented




of 23


Timeline:

Responsibility:

Resource:

Status:

Teachers know when it is appropriate to use manipulatives and technology and use them effectively; particularly with students at risk

Academic Year

Teacher

Leading Math Success: Mathematical Literacy Grades 7-12 p.31; pp.47-50; and pp.57-58Targeted Implementation and Planning Supports – TIPS (2003) Manipulatives Kits provided by the CEC Math Department and In-Services

In progress

2) Strategy: Ensure that variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology

of 23


Timeline:

Responsibility:

Resource:

Status:

Increased attendance at Parent Information NightsIncreased awareness of Program Pathways in catholic high schoolsMore appropriate course selections by at-risk students.

Term 3

Teacher, Principal

Flyers and both Board and individual school program pathwaysBrochures.

Action to be taken

2) Strategy: Principal and grade 6 and 7 teachers encourage grade 6 – 7 students and their parents to attend the Parent Information Nights on Program Pathways at a local Catholic high school in April to May 2006.


Timeline:

Responsibility:

Resource:

Status:

Collaboration between local secondary school, Senator O'Connor, and St. Catherine to arrange a visit to provide the opportunity for Intermediate students to experience lessons in Science and Math labs.

Term 3

Teacher, Principal

School resources

In progress


Timeline:

Responsibility:

Resource:

Status:

Teachers are knowledgeable and articulate about how to prepare students for transition to secondary school.

Academic Year

Teacher

Professional Development

Ongoing


Timeline:

Responsibility:

Resource:

Status:

Students more prepared for transition to secondary school.

Academic Year

Teacher, Principal

Professional Development

Ongoing

1) Strategy: Grade 8 teacher and principal to meet with other elementary and secondary teachers to work together as a community of schools to improve student success and transition to secondary school.


Success for AllGoal:To improve opportunities for all our students to achieve their desired destinations through a variety of programs, supports, assessment strategies and pathways (apprenticeship, college, community living, university and the workplace).


of 23


Timeline:

Responsibility:

Resource:

Status:

More appropriate Grade 9 course selections by at-risk students.

Term 2

Teacher, Principal

New PerspectivesCommon Course Calendar

Ongoing

3) Strategy: Grade 8 teacher and principal will meet with parents of at-risk students to recommend high school courses and pathways that will improve chances for success.

of 23


Timeline:

Responsibility:

Resource:

Status:

Resources that are being highlighted at the workshops being used in the classrooms.

Academic Year

Teacher

Board-wide resources

Ongoing


Timeline:

Responsibility:

Resource:

Status:

Broader range of instructional and assessment strategies being used in the classrooms.

Academic Year

Teacher, Principal

Board-wide resources

Ongoing

2) Strategy: Support professional development opportunities that help teachers learn more about best instructional and assessment practices in reading, writing and mathematics.


Timeline:

Responsibility:

Resource:

Status:

Broader range of activities incorporated in physical education programme.

Academic Year

Teacher

School resources

In progress


Timeline:

Responsibility:

Resource:

Status:

Staff trying and sharing different ideas for Daily Physical Activity.

Academic Year

Teacher, Principal

School resources

Ongoing

1) Strategy: Arrange for teachers to visit Professional Learning Centres that focus on Physical Education and attend HAT meetings.

JK - 8Division:

Professional DevelopmentGoal:To provide job-embedded professional development that focuses on broadening the range of skills, practices and attitudes needed to create sustainable improvement and better results.

Building Capacity to Lead and LearnPriority:

SCHOOL INFORMATION€¦ · ADDRESS: PRINCIPAL: Martha Fitzpatrick SUPERINTENDENT: Gerald Dagenais...

Documents

Transcript of SCHOOL INFORMATION€¦ · ADDRESS: PRINCIPAL: Martha Fitzpatrick SUPERINTENDENT: Gerald Dagenais...