SCHOOL NAME: St. Philip Neri Catholic School Mario Boccia · School Learning Plan St. Philip Neri...

SCHOOL NAME: St. Philip Neri Catholic School PRINCIPAL: Mario Boccia

SUPERINTENDENT: Douglas Yack TRUSTEE: Sal Piccininni

SCHOOL ADDRESS: 20 Beverly Hills Dr , Toronto ON , M3L 1A1

STUDENT ENROLMENT: 348

School Learning PlanSt. Philip Neri Catholic School

2007 - 2008

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2007 - 2008

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

Term 1 Teacher Liturgical Calendar Ongoing Prayer Table contains:Cloth (green, purple, white), Bible, Cross and appropriate symbol for grade level:Gr One: Story ShawlGr Two: TableGr. Three: Tent

Academic Year Principal Born of the Spirit/Catechetical Series grades Kindergarten – 3 CCCB publicationsReligion/Family Life Department (grs 1-2 scrapbooks) Fully Alive Program Grades 1- 3 Pearson EducationalInstitute of Catholic EducationReligion/Family Life Website

In progress Religious Education Kindergarten: Religion Resource KitGrades 1- 3Teacher TextsSufficient numbers of Student textsAccompanying Music for each program

Providing/updating/renewing Religion/Family Life resources for all grade levels.

Ongoing Teacher, Vice Principal, Principal

Born of the Spirit/Catechetical Series grades Kindergarten – 3 CCCB publicationsReligion/Family Life Department (grs 1-2 scrapbooks) Fully Alive Program Grades 1- 3 Pearson EducationalInstitute of Catholic EducationReligion/Family Life Website

Ongoing Report Cards - Report Cards are to include Statements for Reporting learning in Religion and Family Life - 3 for Religion and 1 to 2 for Family Life.

Division Primary (JK - 3)

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


2007 - 2008

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


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



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

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

Division Junior (4 - 6)






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

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

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

Ongoing Teacher Religion CurriculumLiturgical Calendar

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

Division Intermediate (7 - 8)






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Charts Running Records-Number of Students-20052006-Year to Date

Gap Analysis:

EQAO-Reading-20042005-Grade 3-All Students

Gap Analysis:


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


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Charts

CAT3-National Percentile-20042005-Grade 2

Gap Analysis:

EQAO-Writing-20042005-Grade 3-All Students

Gap Analysis:


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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.


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.

Charts Report Card-20052006-Term 1-Grade 1,2,3-Reading & Writing

Gap Analysis:



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Charts EQAO-Reading-20042005-Grade 6-All Students

Gap Analysis:

EQAO-Writing-20042005-Grade 6-All Students

Gap Analysis:



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Charts CAT3-National Percentile-20042005-Grade 5

Gap Analysis:

Report Card-20052006-Term 1-Grade 4,5,6-Reading & Writing

Gap Analysis:


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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.

Term 3 Teacher, Vice Principal, Principal

Learning Through the Arts Awaiting approval Proposal to Ministry of Education for integration of Arts and Language with the focus on improving Boy's literacy skills.

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


JLI mentorJLI Lead TeacherLocal JLI teacherLanguage Arts coordinator and curriculum resource teacherBoard / secretariat sponsored inservicesLiteracy in the Middle Grades binderLiteracy for Learning Expert Panel ReportProfessional Reading resources in central storage

Ongoing Improved retention of “gains” for JLI students once reintegrated into the core classroom.



Goal Literacy

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



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To review the research on developing reading and writing skills with adolescent, especially boys and reluctant learners, and begin to implement strategies to based on the findings.


Board-wide resources Ongoing Greater engagement on the part of students and improved output, both in quantity and quality.

Charts

Report Card-20052006-Term 1-Grade 7,8-Reading & Writing

Gap Analysis:


Gap Analysis:



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Charts


Gap Analysis:

EQAO-Mathematics-20042005-Grade 3-All Students

Gap Analysis:


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.


2007 - 2008

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


Early Math Strategy pp.19-24Manipulatives 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.

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)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

Charts Report Card-20052006-Term 1-Grade 1,2,3-Mathematics

Gap Analysis:



2007 - 2008

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Charts


Gap Analysis:

EQAO-Mathematics-20042005-Grade 3-All Students

Gap Analysis:



2007 - 2008

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

Charts Report Card-20052006-Term 1-Grade 4,5,6-Mathematics

Gap Analysis:



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Charts

Report Card-20052006-Term 1-Grade 7,8-Mathematics

Gap Analysis:


Gap Analysis:


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


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



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Providing opportunities for Kindergarten students to meet with greater success.

Beginning in May 2006 Teacher, Vice Principal, Principal

Best Start ProgramWelcom to Kindergarten Program

In progress Students who are more at ease with the school setting and have greater chance at success.



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).



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Coach students in identifying ambition. Be inclusive of all programs to dispel negative stereotypes.


Classroom / school resources

Ongoing Increased inquiry by students regarding appropriate destinations and positive attitudes express in class towards all pathways.

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.

Term 3 Teacher, Vice Principal, Principal

Flyers and both Board and individual school program pathwaysBrochures.

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



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).



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Use of Lead Teachers throughout the divisions and curriculum areas to mentor other staff in implementing initiatives.


Board-wide resources Ongoing More frequent and implementation of strategies as they apply.


Division JK - 8

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

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