SCHOOL NAME: St. Fidelis Catholic School Mario Bucciarelli · Reporting in Kindergarten, TCDSB 2000...

SCHOOL NAME: St. Fidelis Catholic School PRINCIPAL: Mario Bucciarelli

SUPERINTENDENT: Josephine Nespolo TRUSTEE: Sal Piccininni

SCHOOL ADDRESS: 9 Bannerman St , Toronto ON , M6L 2S5

STUDENT ENROLMENT: 612

School Learning PlanSt. Fidelis Catholic School

2008 - 2009

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2008 - 2009

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Provide Religion and Family Life resources for all grade levels.

Born of the Spirit, fully Alive grades 1to 3, Pearson Educational.

Academic Year Teacher, Vice Principal, Principal

Board-wide resources Ongoing Family Life program resources, teacher texts, student texts, scrapbooks and other resources are available.

To create a school climate based on faith development.

Grade 2: Reconciliation and First Communion. Grade 8: Confirmation All Grades: School Masses.


Classroom / school resources

Ongoing Assist Parish in sacramental preparations - Reconciliation, First Communion, Confirmation. School liturgies to celebrate the seasons of the Church.

Distribution and utilization of T.C.D.S.B. produced support material for all grades.

Teachers use materials and resources that are recommended for each grade.


Board-wide resources Ongoing Teacher uses curriculum night scripts for Religion and Family Life. Teacher uses calendar outlines for planning; combined grade outlines.

Establish connections with community agencies and provide opportunities for students to assist those in need.

Theses initiatives were school wide and participation was by all grade levels. Leadership for several projects was led by the student council consisting of students in grade 7 and 8.


Community Resources

Ongoing Students will participate in a variety of charitable projects: Thanksgiving food drive, Operation Christmas Child, Me to We, donation of Dominion food cards to the church for disribution to needy families.

Prayer Table Each Classroom would have a prayer table incorporating the primary symbol of each Religious Education Program.

Prayer table and religious symbols displayed will vary by grade and will reflect the curriculum.

Academic Year Teacher, Principal Board-wide resources Ongoing Prayer Table contains: Cloth to match colour of Liturgical calendar Bible Cross and Appropriate symbol for grade level Remember Statements are displayed

Division JK - 8

Strategy Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal 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.

Priority Nurturing Our Catholic Community


2008 - 2009

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Establish an allergy (peanut, dairy, fish, etc.) aware school community. Increase facility with health issues, allergies and the use of the epi-pen.

All grades and divisions must be involved.


Board-wide resources Ongoing Staff, students and parents will be educated through newsletters, meetings, and inservices of strategies that will assist in making good decisions regarding unacceptable products for snacks and lunches.

Developing strategies for students and staff to address bullying.

Strategies are division and grade specific.


Board-wide resources Ongoing All cases of bullying are taken seriously. School has consistent follow-up plan for incidents of bullying. Include network of support, staff, CYW, EA's, Guidance Teacher, Social Worker. Student provides direct teaching of alternative behaviours for bullies, victims and bystanders. School promotes use of restorative justice and other forms of conflict resolution.

Review and modify school code of conduct with SSAT. Continued process of developing school model of Progressive Discipline based on regulations of Bill 212. Establish and refine procedures of documenting Student Incident Reports. Develop and refine strategies for developing Student Action Plans.

Develop divisional based Incident Reports and Student Action Plans.


Board-wide resources Ongoing School code of conduct is revised and distributed to every family as part of the school agenda. Staff and students are aware of and follow the school progressive discipline model. Teachers and administration consistently complete Student Incident Reports and Student Action Plans.

To continue the initiatives of the Health Action Team in the area of physical activity.

Teacher are required to vary the activity based on the grade level. Safety considerations, based on grade level, must also be considered.


Board-wide resources Ongoing Staff and students participate in Daily Physical Activity for 20 minutes per day.

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Safe, Inclusive and Healthy Learning Environment

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.



2008 - 2009

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To develop strategies to prevent and address incidents of social bullying. To develop skills and strategies with staff and students to recognize and address situations involving social bullying (gossiping, spreading rumors and excluding others).

Strategies must be divisional and grade specific.


Board-wide resources Ongoing Students demonstrate socially acceptable behaviours. Students identify, recognize and apply strategies to resolve situations which involve social bullying.

To develop strategies to prevent and address incidents of verbal bullying. To develop skills among staff and students to recognize and address situations involving verbal bullying (name calling, teasing, making fun of, embarrassing others or uttering verbal threats.

Strategies must vary according to the age and grade of the students.


Board-wide resources Ongoing Students can give strategies to address verbal bullying. Staff can give strategies to address verbal bullying. Students indicate a reduction in situations involving verbal bullying.

Note: The principal will report to the school community on the effectiveness of each strategy at the end of the year how the plan worked based on the evidence of improvements.

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Safe, Inclusive and Healthy Learning Environment

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.



2008 - 2009

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Focused professional development on guided reading via: - divisional meetings;- in-class coaching and modeling by peers; - attendance at board/ secretariat sponsored inservices.

Primary divisional meeting is the forum for professional dialogue and exchange of resources, ideas and strategies.

Ongoing Teacher, Vice Principal, Principal

Language Arts Coordinator and resource staff Various Balanced Literacy documents Early Reading Strategies Binder, Ministry of Education 2003 Early Reading Strategy, the Report of the Expert Panel on Early Reading in Ontario, Ministry of Education, 2003 Balanced Literacy: A Principal’s Handbook, TCDSB 2000 Professional reading in central storage (provided by Language Arts Dept.)

Ongoing Increased use of guided reading in classrooms; increased familiarity and comfort level amongst teachers as to how to structure their classrooms to effectively facilitate guided reading.


Division Primary (JK - 3)

Goal Literacy

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

Priority Improving Student Learning and Achievement


2008 - 2009

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Ongoing Improved student scores on the grade 2 CAT 3 and the grade 3 EQAO measures.

Focused professional development on guided reading via: - divisional meetings;- in-class coaching and modeling by peers; - attendance at board/ secretariat sponsored inservices.


Academic Year Language Resource Teacher ERS teacher 5th Block Teacher Primary Teachers Principal/Vice-Princip


Ongoing Being involved in the CODE project and with the help of the 5th Block Teacher we will be able to identify students at risk earlier so that help will be provided earlier.


2008 - 2009

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Primary divisional meeting is the forum for professional dialogue on assessment and evaluation and the exchange of resources, ideas and strategies.


Language Arts Coordinator and resource staff Assessment for Learning Coordinator ERS Expert Panel Report and binder Assessment, Evaluation and Reporting in Kindergarten, TCDSB 2000 Balanced Literacy, Student Measures JK to Grade 3, Teachers Package, TCDSB 2000

Ongoing Minutes / reports from divisional meetings focused on assessment

Primary divisional meeting is the forum for professional dialogue on assessment and evaluation and the exchange of resources, ideas and strategies.


Board-wide resources Ongoing Increase in assessments used strictly to inform instruction rather than evaluation.

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

Primary divisional meeting is the forum for professional dialogue on assessment and the exchange of resources, ideas and strategies.


Language Arts Coordinator and resource staff Assessment for Learning Coordinator ERS Expert Panel Report and binder Assessment, Evaluation and Reporting in Kindergarten, TCDSB 2000 Balanced Literacy, Student Measures JK to Grade 3, Teachers Package, TCDSB 2000

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



2008 - 2009

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Use high yield teaching strategies such as differentiated instruction and assessment for all primary students.

Teachers from JK to grade 3 use Running Records to collect data. Grade 3 teachers use EQAO data/IIRs as data.



Ongoing Primary divisional meetings focus on differentiated instruction and assessment. Primary teachers attend necessary workshops and inservices. Results in increased student achievement.

Primary Division SMART goal: Making Connections - usage of High Yield Strategies: *activating prior knowledge *varied lesson design *variety of instructional tools e.g. graphic organizers, assistive technology *differentiated instruction

Primary Division. Academic Year Teacher, Vice Principal, Principal


Ongoing Explicit instruction of literacy skills: *word walls *think - pair - share *oral communication *emphasis on explicit instruction of vocabulary *differentiated instruction



Goal Literacy




2008 - 2009

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Divisional meetings will be the forum for professional discussion regarding resources and strategies.

Academic Year Teacher Language Arts Coordinator and resource staff Various publishers willing to share “boy-friendly” materials Professional reading located in school central storage

Ongoing Improved engagement of boys in daily lessons and activities

Focus on Boys’ Literacy:- Purchase more materials aimed at boys, namely graphic novels, non-fiction, magazines, etc., - increasing opportunities for authentic reading and writing- increase exposure to computer technology to supplement reading and writing instruction- infuse more opportunities for the arts to be incorporated into daily instruction.

Divisional meetings will be the forum for professional discussion regarding resources and strategies.


Language Arts Coordinator and resource staff Various publishers willing to share “boy-friendly” materials Professional reading located in school central storage

Ongoing Decreased discrepancy between boys and girls on Literacy based assessments

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

Grades 4,5 and 6. Academic Year Teacher, Vice Principal, Principal

School resources Ongoing JLI lead teacher works with junior teachers to focus on high yield strategies for reading and writing. Students will demonstrate writing and reading strategies that will yield results on open responses in EQAO assessment.

Division Junior (4 - 6)


Goal Literacy




2008 - 2009

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Teachers will conduct division wide "Reaching Readers Assessment" as part of formative and summative evaluation.

Divisional meetings will involve dialogue regarding reading assessment and student achievement.



Ongoing Student's will demonstrate progress as data walls are up-dated after assessments.



Goal Literacy




2008 - 2009

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In progress -decreased discrepancy between boys and girls on Literacy based assessment-alignment report card marks with exemplars

Focus on Boys' Literacy-Purchase more materials aimed at boys-Increasing opportunities for authentic reading and writing



In progress improve scores for boys on standardized measures, namely EQAO and CAT/3

Division Intermediate (7 - 8)


Goal Literacy




2008 - 2009

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Increased use of mathematical computer programs through weekly scheduled computer lab periods.

Academic Year Teacher Board network links to Mathematics Programs appropriate to various Grade levels.

In progress Application of learned skills in daily mathematics programs.



Goal 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.



2008 - 2009

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Academic Year PrincipalVice-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 Consistent use of centrally provided text and support materials by all teachers in the division

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

Academic Year Teacher, Vice 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 All teachers are conversant with the revised curriculum and the new expectations



Goal Numeracy




2008 - 2009

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


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

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

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

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 Teachers are knowledgeable and articulate about the benefits of using manipulatives and technology to teach Math.



Goal Numeracy




2008 - 2009

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

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

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

Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue

Academic Year Teacher Mathematics: The Ontario Curriculum Grades 1-8 (2005) pp. 18-24Leading Math Success: Mathematical Literacy Grades 7-12 p.33; pp.50-52; and p.89 Targeted Implementation and Planning Supports – TIPS (2003)

Ongoing - in-school assessment practices are clearly linked to the curriculum expectations and the new Achievement Chart- all seven “mathematical processes” are assessed in a balanced way- assessment is used to inform instruction- assessment tasks accommodate students’ learning styles and ability levels- rich, varied and effective assessment strategies are used for students at risk



Goal Numeracy




2008 - 2009

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Academic Year 5th Block TeacherTeachersERS teacherLanguage Resource TeacherPrincipal/Vice-Principal

Board-wide resources Ongoing Identify Grade 1 and 2 students that need a boost in their decoding skills for the 5th Block Program. Lower the number of Level 1 and 2 students in the Primary Grades. Improve the administration of the Running Record assessment tool.

The school is going to participate in the CODE project for the SK and Grade 1s.

Academic Year SK teachersKindergarten PLC TeacherCODE Project Co-ordinatorMinistryPrincipal/Vice-Principal

Board-wide resources In progress The teachers will be in-serviced and use the Web-based teaching tool to identify potential impediments to student learning.



Goal 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).



2008 - 2009

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The teachers will be in-serviced on the Web-based teaching tool and DIP to identify potential impediments to student learning.

Academic Year TeachersResource TeacherJLI Mentor TeacherSpecial Education Teachers and Co-ordinatorPrincipal/

Board-wide resources Ongoing Selected Grade 4 and 5 students to participate in a Junior Intervention Program. To lower the number of Level 1 and 2 students on EQAO.

Focused professional development on guided reading via:-divisional meetings, in-class coaching and modeling by peers; -attendance at board/secretariat sponsored inservices.

Ongoing Language Resource teacherJunior JL Mentor TeacherJL lead teacherTeachersPrincipal/Vice-Principal

Board-wide resources Ongoing Increased use of the Literacy and the Middle Grades Document in the classroom ; increased familiarity and comfort level amongst the teachers as how to structure their classroom to effectively facilitate the reading and writing strategies.







2008 - 2009

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Board-wide resources Ongoing Use the Cat/3 results to inform instruction and identify at risk students.

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.


New PerspectivesCommon Course Calendar

In progress Meetings between parents of at-risk students and grade 8 teacher and principal.







2008 - 2009

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Professional dialogue and sharing of expertise on exemplary Kindergarten practises through workshops, networking meetings and classroom demonstrations

Ongoing Teacher Professional Development

Ongoing -teacher attendance at all workshops-teachers show evidence of classroom implementation of Early Reading Strategies & Early Mathematics Strategies

Ongoing Professional Development for teachers specific to the developmental needs and abilities of Kindergarten children.

Ongoing Kindergarten PLCClassroom TeacherPrincipal/Vice-PrincipalCurriculum and Accountability

Board-wide resources -physical and environmental set-up of the classroom (evidence of Balanced Literacy and In God's Image implementation)



Goal Professional Development

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.

Priority Building Capacity to Lead and Learn


2008 - 2009

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Implementation of the Literacy in the Middle Grades document with a focus on assessment in order to improve instruction

Academic Year PLC teacherclassroom teacherPrincipal/Vice-PrincipalSuperintendentCurriculum and Accountablity

Board-wide resources Ongoing -teachers attending and completing assigned tasks-implementation of Write Traits from grades 1-8-increased professional dialogue







2008 - 2009

2009-06-01 of 22

Implementation of the Literacy in the Middle Grades document with a focus on Assessment in order to improve instruction

Ongoing PLC TeacherClassroom TeacherPrincipal/Vice-PrincipalSuperintendentCurriculum and Accountability

Board-wide resources Ongoing -teachers attending and completing assigned tasks-implementation of Write Traits from grades 1-8-increased professional dialogue






SCHOOL NAME: St. Fidelis Catholic School Mario Bucciarelli · Reporting in Kindergarten, TCDSB 2000...

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