Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Joseph Tenuta

TRUSTEE: Sal Piccininni

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Simon Catholic School

Loretta Notten

20 Wallasey Ave Toronto ON M9M 1E2

413STUDENT 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 St. Simon 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 :

St. Simon Catholic School

Focus : Literacy / K-8

20102011School year:

Specific

To increase the number of students achieving level 3 and 4 in reading by 8% as measured through both the primary and junior EQAO assessments in May 2011. Profiles of Strengths and Areas of Improvement (PSAI) indicates the following specific areas need to be targeted: Grade 3 Skill: Making Connections, grade 3 - 59% demonstrated strength Skill: Understanding Form and Style, grade 3, 64% demonstrated strength Grade 6 Skill: Making Connections, grade 6- 71% demonstrated strength Skill: Understanding Form and Style, grade 6, 69% demonstrated strength Skill: Reading with Fluency, grade 6, 67% demonstrated strength CAT-4 grade 2 National Stanine Reading Results: -72% of students achieved National Stanine 5 to 9 (18/25 students) -8% of students achieved National Stainine 4 (2/25 students) Therefore, 80% of students achieving National Stanine 4-9 CAT-4, grade 5 National Stanine Reading results: -74% of students achieved National Stanine, 5 to 9 (26/35 students) -14% of students achieved National Stainine 4 (5/35 students) Therefore, 88% of students achieving National Stanine 4-9

To increase the number of students achieving level 3 and 4 in reading by 8% as measured through both the primary and junior EQAO assessments in May 2011

**** CAT-4 can be a highly predictive indicator for success in EQAO EQAO Reading raw level data for gr.3 indicates that 50% of students (6/12 students) scored 2.7-2.9 Therefore, 6/59 students could have achieved a level 3, which is a 10% increase in our overall Reading score (74% to 84%) EQAO Reading raw level data for gr.6 indicates that 17% of students (1/6 students) scored 2.9 Therefore, 1/35 students could have achieved a level 3, which is a 3% increase in our overall Reading score (74% to 77%)

Measurable

From the School Effectiveness Framework Assessment for , as and of Learning: -(1.1) - Students and teachers share a common understanding of the learning goals and related success criteria -(1.2) - During Learning, students receive ingoing, 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 demosnstrations of student learning analyzed to ensure consistency with success criteria Curriculum, Teaching and Learning -(4.1) - A culture of high expectations supports the belief that all students can learn, progress and achieve. Data Detailed School Report (DSR) 2009/2010 Profile of Strengths and Areas of Improvement (PSAI) Item Information Reports (IIR) Running Record and QCR Classroom Assessments CAT-4 Data (National Stanine in Reading) 3rd term report card marks for Reading Venn Diagrams per class Mid-Point Assessment Teaching Learning Critical Pathways Data Running Record Data QCA Data ( grade 3 to 6) Report Card Data Classroom Assessments Measuring Success EQAO 2011 students achievement in reading as measured through the primary and junior EQAO assessments based on DSR, PSAI, and IIR Comparison between CAT-4 and EQAO - Teachers will reconstruct Venn Diagrams based on the data collected throughout the year ( TLCP, Report Card, Running Records, QCA and Classroom Assessments).

Attainable

Key Stategy: Assessment for/as/of learning, grounded in the gradual release of responsibility Targeted Evidence-Based Strategies/Actions: Literacy Learning Block-Daily -120 minutes of time in primary grades (grades 1-3) -90-100 minutes in junior (grades 4-6) -45-60 minutes literacy in kindergarten Literacy Assessments to inform and differentiate instruction -revised Comprehensive Literacy Assessments and junior diagnostic assessments found in Literacy in the Middle Grades -QCA Assessments fr grades 3 to 6 Gradual Release of Responsibility in the classroom -focus on guided reading on a regular basis in all classrooms -daily independent reading for all students ensuring the use of a wide range of materials ( boys literacy resources, literacy, graphic, and informational) -integration of technology/assistive technology, drama, and arts to differentiate instruction Differentiated Instruction -full range of accommodations in place for students with special needs including use of scribes and assistive technology (Premier) -use Premier assistive technology with grade 3 and 6 students (teachers to attend workshops) Teaching Learning Critical Pathway (TCLP) -ensure the implementation of TCLP -focus on assessment for learning -pre and post assessment data, teacher moderation -focused literacy instruction -differentiated instruction Professional Learning -Schools in the Middle -SWSI Project -partnership with local schools, TCDSB Literacy Team to support job embedded professional learning; focus on TLCP, DI

Results- Oriented

Resources: Human Resources: -K to 6 Literacy Resource Teacher -School Improvement Team -School Literacy Rep. -Principal -Guidance Teacher -Assessement and Programing Teachers Financial Resources -release day for job embeded professional learning (TBD) TCDSB Resources -Comprehensive Literacy Handbook and Assessments -Literacy in the Middle Grades and Assessment -Kindergarten Guide to Timetabling -Quick Comprehension Assessment (QCA), grades 3 - 6 -Premier Assisstive Technology School Resources -centrally purchased texts and professional results as listed on the C/A Portal (Moving-ups Strategy Units, grades 4/5 and Reaching Readers for grade 5) -leveled texts for Guided Reading -texts for independent reading (using funds from the MOE Library Investment Project) -Nelson Literacy -Supplementary Materials

and focused literacy instruction -participate in Literacy Reps meetings -using Premier for instruction -Smart Boards -Book Bags in Kindergarten -Supplementary Reading Materials ( Orientated to Boys) -Increase classroom libraries with grade specific materials

Timeline

Monitoring and Responsibility Data to be collected and identified -EQAO and CAT-4 analysis, September 2010, September 2011 -SLIP October 2010 -Progress Report and Term Report Cards -November 2010, February 2011, June 2011 -Running Record Data - to be collected in October, January and April ( available on DIP) -QCA Data - to be collected September and February (available on DIP) -TLCP pre/post assessment - every 6-8 weeks -classroom assessments Monitoring Each of the SLIP: Principal: -facilitates work of professional learning communitiy focusing on student work, teacher moderation and TLCP -establish Smart Goals and work with a School Improvement Team -informs and work with the school CSAC -uses the School Effectiveness Framework to guide/inform the plan -monitors progress -facilites and participate in Teaching Learning Networks within the family of schools -monitors and supports implementation of Comprehensive Literacy and Literacy in the Middle Grades Classroom teachers and Special Education teachers: -implement: Comprehensive Literacy or Literacy in the Middle Grades, revised Kindergarten and /or Language Arts Curriculum, the Guides to Effective Instruction, and the gradual release of responsibility in their daily teaching -administor TCDSB Literacy Assessments -use assessment for learning to guide practice and differentiated instruction -participate in TCLP and teacher moderation sessions -attend professional learning in-services -collect and share student artifacts for discussion School Improvement Team -gathers and analyzes data to develop School Learning Plan -uses DIP to monitor school data on an ongoing basis School Literacy Reps

We will 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:

-share information and resources provided at Regional meetings

School

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

SMART Goal :

St. Simon Catholic School

Focus : Numeracy / K-8

20102011School year:

Specific

EQAO Trends -Four Year trend for Grade 3 indicates consistant improvement: 2006/2007- 55%, 2007/2008 - 65%,, 2008/2009 - 72%, 2009/2010-81% -The Cohort between Primary and Junior increased. The current Grade 6 cohort achieved 55% when in Grade 3 and 63% in Grade 6 EQAO Mathematics raw level data for gr.3 indicates that 25% of students (3/12 students) scored 2.7-2.9 Therefore, 3/59 students could have achieved a level 3, which is a 5% increase in our overall Mathematics score (81% to 86%) EQAO Mathematics raw level data for gr.6 indicates that 17% of students (1/6 students) scored 2.7 - 2.9 Therefore, 1/35 students could have achieved a level 3, which is a 3% increase in our overall Mathematics score (63% to 68%) CAT-4 grade 2 National Stanine Mathematics Results: -80% of students achieved National Stanine 5 to 9 (20/25 students) -4% of students achieved National Stainine 4 (1/25 students) Therefore, 84% of students achieving National Stanine 4-9 CAT-4, grade 5 National Stanine Mathematics results: -63% of students achieved National Stanine, 5 to 9 (22/35 students) -23% of students achieved National Stainine 4 (8/35 students) Therefore, 86% of students achieving National Stanine 4-9

There will be an overall improvement of 8% in Levels 3 & 4 in the EQAO Primary and Junior Assessments of Mathematics ( Primary from 81% to 86% and Junior from 63% to 68%)

**** CAT-4 can be a highly predictive indicator for success in EQAO Profiles of Strengths and Areas of Improvement (PSAI) indicates the following specific areas need to be targeted: Grade 3 Stand: Patterning and Algebra- 75% (demonstrated strength) Strand: Measurement 75% (demonstrated strength) Grade 6 Strand: Measuremnt - 57% (demonstrated strength) Strand: Geometry and Spatial Sense - 38% (demonstrated strength)

Measurable

From the School Effectiveness Framework Assessment for , as and of Learning: -(1.1) - Students and teachers share a common understanding of the learning goals and related success criteria -(1.5) - A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps. Curriculum, Teaching and Learning -(4.1) - A culture of high expectations supports the belief that all students can learn, progress and achieve. Data Examined -EQAO Data for 2009 -2010 and past years to examine trends -CAT-4 ( Grades 2, 5 ) -Report Card Data -IIR Summaries - Profiles of strengths and areas of improvement (PSAI) - Venn Diagrams Mid-Point Assessment -Observations/Anecdotal Notes/Class Discussions -Key Assessment Questions ( Nelson) -Chapter tests/tasks/Chapter reviews -Report Card marks - NAFLC teaching cycles Measuring Success: -Achievement 2010- 2011 EQAO results based on DSR, PSAI and IIR -Comparison between CAT-4 and EQAO Scores -Report Card Marks - Teachers will reconstruct Venn Diagrams based on the data collected throughout the year ( TLCP, Report Card, and Classroom Assessments).

Attainable

Key Stategy: Supporting teachers as they work through the Numeracy Assessment for Learning Cycle. Data Gathering and Analysis -School Improvement Team will gather and analyze data and in consultation with school staff/support personnel will set primary and junior SMART goal targets Numeracy Assessment for Learning Cycle (NAFLC) -All teachers will complete at least two NAFLC, determined by PAI- timeframe will coincide with the corresponding Nelson Chapter. Creating a Rich Math Environment -60 minute classes -students will use manipulatives and technology ( Smart Board/Calculators etc.) -Math Word Walls/Strategy posters in classrooms -Four Step Problem Solving Model posted and used in classroom -students engaged in Math Talk -Evidence based instructional strategies employed (i.e. think-pair-share etc.) -Assessment for, as and of learning used on an ongoing basis to differentiate instruction and learning for all students - use of Math journal to explain their thinking Home Connection -Teacher to connect with parents in relation to Nelson program (ie., through newsletters, Nelson Website, agenda use etc.) Professional Learning -Staff Meeting to engage in Math-focused PD -Math representative to inform staff ( on-going basis) -Divisional meeting /Same grade planning time

Results- Oriented

Human Resources -K- 6 Math resources -School Improvement Team -School Math Representative -Administration -Board Resource Personnel - Assessment and Programming Teachers Financial -School budget to top up Manipulatives -re-assess manipulative needs and math resource needs Numeracy Resources -Nelson Mathematics Program -Ministry resources - Guide to Effective Instruction, websites, Student Success -Technology -Smart Boards

Timeline

Monitoring and Responsibility Data to be collected and identified -EQAO and CAT-4 analysis, September 2010, September 2011 -SLIP October 2010 -Progress Report and Term Report Cards -November 2010, February 2011, June 2011 )-NAFLC data -classroom assessments Monitoring the SLIP: Principal: -facilitates work of professional learning communitiy focusing on student work, teacher moderation and NAFLC -establish Smart Goals and work with a School Improvement Team -informs and works with the school CSAC -uses the School Effectiveness Framework to guide/inform the plan -monitors progress -facilites and participates in Teaching Learning Networks within the family of schools -monitors and supports implementation of the Nelson Resource Classroom teachers and Special Education teachers: -implement the Nelson Mathematics Program, Mathematics curriculum, the Guides to Effective Instruction in Math document -use assessment for learning to guide practice and differentiated instruction -participate in NAFLC and teacher moderation sessions -attend professional learning in-services -collect and share student artifacts for discussion School Improvement Team -gathers and analyzes data to develop School Learning Plan -uses DIP to monitor school data on an ongoing basis School Math Reps -share information and resources provided at Regional meetings

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

Evaluation:

School

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

SMART Goal :

St. Simon Catholic School

Focus : Pathways / K-8

20102011School year:

Specific

Data: •Pathways priorities in these grades are on providing scaffolded opportunities to help students grow in their ability to know and appreciate their own skills and aptitudes, to 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. •These opportunities to grow in self knowledge present themselves across several curriculum areas within primary and junior learning opportunities. •Students in primary and junior grades will have access to authentic pathways experiences and therefore at the point of choosing secondary school programs, they will do so with sufficient understanding of the 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.

Measurable

School Affectiveness Framework, 5.4 - Students have opportunities to build on in-school and out-of-school experiences and activities to further explore personal interests, strengths and career options. Measures of Success: • Measuring success in area of concern: •A survey of primary / junior teachers early in the school year will inventory pathway experiences and resources currently available. •A second survey will be conducted at the end of the year to determine the extent to which the programs promoted by the Pathways team have been implemented at the classroom level. •Grade 6 students will complete a survey about their participation in pathways experiences. •The data collected during 2009-10 will become the baseline for future goal setting.

Students from grades 1-6 will participate in at Least 2 authentic age-appropriate experiences focused on pathways explortation from the Explore and Discover Pathways Curriculum Resource as measured by the completion of the activity specified.

Evaluation:

Results- Oriented

Resources •Resources identified that can aid in achieving desired results: •A support document for grades 1 - 6 will be distributed to help infuse pathway experiences within Language Arts, Social Studies and Family Life curriculum •A Program Pathway Planner will be distributed to grade 6 students in each school. •Other available resources include: Paws in Job-Land, The Real Game, Career Cruising, and the “World of Work” reading program. •Board will provide code days for pathways lessons in-service (1/2 day for two teachers from each school: 1 from junior/one from primary division and 16 days for teacher-counsellor skills training centre programs).

Timeline

Monitoring and Responsibility •In a mid-year review of the School Learning Improvement Plan, elementary principals will assess progress made in achieving their school’s Pathway goal. •Principals will be invited to share their best practices at K-8 meeting in January/February within the framework of a discussion of progress made in achieving the BLIP pathways goal. •Teacher-survey inventory results will be compiled and reviewed by the Central Pathway team, with the support of the Research department. Feedback from this survey will serve as a possible indicator of change in the teacher-delivery of classroom experiences. •Year-end survey results to be compiled and reviewed by Research Department and Central Pathway team. •Strategies for implementation include a shared ownership of program delivery between teachers, administrators and central staff.

Attainable

Targeted Evidence-Based Strategies/Actions • Strategies/actions that will help to attain goals: •A Primary/Junior resource document with grade-specific career exploration lessons / activities will be made available to classroom teachers within professional development framework by February 2010. (Explore and Discover Pathways Curriculum Resource) •To promote grade 5 & 6 students to participate in Junior Achievement presentations and activities. Elementary counselors to disseminate to elementary principals and teachers Information about pathways-related activities available through The Learning Partnership. Professional Learning • Professional learning opportunities that are planned to help attain goals: •The central Student Success Team will support elementary principals in creating Pathways SMART goals for their schools at K-8 and K-12 principals’ meetings. •The central Student Success Team will support the attendance of all elementary guidance counselors at the Ontario Secondary Counsellors Association Conference in November •Co-teaching opportunities between elementary counselors and classroom teachers

School

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

SMART Goal :

St. Simon Catholic School

Focus : CCCC / K-8

20102011School year:

Attainable

The Staff will adopt the TCDSB launching of a 3 year faith development plan of Word, Worship, Witness with acitivities and reflections intended to help students grow in faith and rsponsible behaviour Teachers and all staff will access related PD opportunities offered through CCCC staff. The Safe School Dept. will facilitate presentations to teachers of exceptional students on de-escalating difficult behaviour with a take-away resource tool for sharing with entire school staff on a 'train-the-trainer' model. There will be implemention of a Safe, Active and Healthy Schools/Physical and Health education program similar to the Fourth R program in grade 8.

Specific

Professional development and capacity building of educators and support staff as "caring adults" -School staff ( teachers, support staff, administrators ) need to have an increased awareness and understanding of students' behaviour, and the underlying development, cognitive and social-emotional issues, in order to recognize and address problems, including mental health problems. This is crucial for being able to provide support to these students. -Monthly emphasize on the virtue of the month, weekly "Gotcha" program.

Measurable

From 'School Affectiveness Framework, 6.1- The School Council has a meaningful role in supporting learning and achievement for students. 6.2 Students, parents and community members are engaged and welcomed as respected, valued partners. -Number of TCDSB staff participating and capacity building PD activities that cultivate their role as caring adults.

Student will demonstrate engagement withinour school community as measured by feedback from surveys and focus groups in selected schools in Spring of 2010. Data and feedback gathered this year will form baseline data upon which future years will build.

We will 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

Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments. School Staff to recognize the wonderful actions of our students and to reward positive behaviour and actions with recognition.

Timeline

Teachers to attend the Central Curriculum and Accountability/Student Success and Safe Schools Team when they deliver local, regional and centrally offered PD opportunities throughout the 2010-2011 school year. Teachers will access a variety of resources through the Student Success website:ongoing