Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Giovanna Greco

TRUSTEE: Nancy Crawford

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Brigid Catholic School

Michael McMorrow

50 Woodmount Ave Toronto ON M4C 3X9

541STUDENT 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. Brigid 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. Brigid Catholic School

Focus : Literacy / K-8

20102011School year:

Specific

The school improvement plan for St. Brigid will focus on improving the “Big Idea” of higher-level reading skills. These skills are outlined in the Ontario Curriculum’s Language document. The clustered expectations are: 1.7 Analyzing text 1.8 Responding to and evaluating texts 1.9 Point of view

Measurable

Through the use of diagnostic tests, teachers will identify areas of student need and strength in the higher level reading skills. Students identified between Levels 2.7 and 3.2 will be specifically targeted for improvement. The goal is to move 2% of the class populace from level 2.7 firmly into level 3. The philosophy “needed for some, good for all” supports students that are struggling, but also strengthens skills for level 1, level 3 and level 4.

The school improvement plan for St. Brigid will focus on improving the “Big Idea” of higher-level reading skills. These skills are outlined in the Ontario Curriculum’s Language document. The clustered expectations are: 1.7 Analyzing text 1.8 Responding to and evaluating texts 1.9 Point of view Through the use of diagnostic tests, teachers will identify areas of student need and strength in the higher level reading skills. Students identified between Levels 2.7 and 3.2 will be specifically targeted for improvement. The goal is to move 2% of the class populace from level 2.7 firmly into level 3. The philosophy “needed for some, good for all” supports students that are struggling, but also strengthens skills for level 1, level 3 and level 4.

Through the use of diagnostic tests, teachers will identify areas of student need and strength in the higher level reading skills. Students identified between Levels 2.7 and 3.2 will be specifically targeted for improvement. The goal is to move 2% of the class populace from level 2.7 firmly into level 3. These results should be reflected in the 2010-2011 EQAO scores. The philosophy “needed for some, good for all” supports students that are struggling, but also strengthens skills for level 1, level 3 and level 4.

Evaluation:

Results- Oriented

Divisional meetings and School Improvement Team meetings will allow for reflective practice and peer moderation. Staff will use our experiences to improve practice, refine technique and share experiences in order to meet our goals. Professional reading and viewing of materials related to Learning Goals and Success Criteria will continue to inform our practice.

Timeline

A four week cycle will be followed. Reflective practice on the previous cycle will inform staff of how to improve and refine our school’s improvement goals.

Attainable

Using learning goals and success criteria, each grade will focus on improving higher level reading skills. Students will analyze aspects of texts and identify how each characteristic of the text influences their understanding. Learning goals will be clustered around expectations 1.7, 1.8 and 1.9 Success Criteria will be co-created with students in order to provide a space for metacognative reflection on what is actually expected of them and how they can achieve their goals. The first version of the work will be critiqued by the teacher with specific feedback. Peer editing provides a space for accountable talk and self reflection. The individual student will have an opportunity to reflect on the feedback and on their accountable talk, then be given a chance to improve their work in order to reach the success criteria on their second attempt. This cycle will continue for four weeks of study in order to solidify higher level reading skills school wide.

School

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

SMART Goal :

St. Brigid Catholic School

Focus : Numeracy / K-8

20102011School year:

Attainable

Using learning goals and success criteria, each grade will focus on Thinking Skills in Mathematics. Students will analyze a multi-step question and use the 4-Step Problem Solving Method to explain their thinking while answering a question. Success Criteria for demonstrating thinking using a 4-Step Problem Solving Method will be co-created with students in order to provide a space for metacognative reflection on what is actually expected of them and how they can achieve their goals. A thinking using a 4-Step Problem Solving Method question will be done using the a think-pair-share technique. A “bansho” of this question will allow for peer consultation and constructive feedback, providing a space for accountable talk and self reflection. The individual student will reflect on the feedback, encouraging progressive skill development as the class moves from chapter to chapter. This goal will occur once per math chapter during lessons that focus on exploration and the 4-step problem solving method.

Specific

The school improvement plan for St. Brigid will focus on improving the “Big Idea” of “Thinking” using a 4-Step Problem Solving Method. The Thinking Skill on the Achievement Chart requires that students select and sequence a variety of tools to solve a problem and demonstrate a critical-thinking process. These skills are outlined in the Ontario Curriculum’s Mathematics document’s Achievement Chart.

Measurable

Through the use of diagnostic tests, teachers will identify areas of student need and strength in Mathematical Thinking Skills. Students identified between Levels 2.7 and 3.2 will be specifically targeted for improvement. The goal is to move 2% of the class populace from level 2.7 firmly into level 3. The philosophy “needed for some, good for all” supports students that are struggling, but also strengthens skills for level 1, level 3 and level 4.

The school improvement plan for St. Brigid will focus on improving the “Big Idea” of “Thinking” using a 4-Step Problem Solving Method. The Thinking Skill on the Achievement Chart requires that students select and sequence a variety of tools to solve a problem and demonstrate a critical-thinking process. These skills are outlined in the Ontario Curriculum’s Mathematics document’s Achievement Chart. Through the use of diagnostic tests, teachers will identify areas of student need and strength in Mathematical Thinking Skills. Students identified between Levels 2.7 and 3.2 will be specifically targeted for improvement. The goal is to move 2% of the class populace from level 2.7 firmly into level 3. The philosophy “needed for some, good for all” supports students that are struggling, but also strengthens skills for level 1, level 3 and level 4.

Through the use of diagnostic tests, teachers will identify areas of student need and strength in Mathematical Thinking Skills. Students identified between Levels 2.7 and 3.2 will be specifically targeted for improvement. The goal is to move 2% of the class populace from level 2.7 firmly into level 3. These results should be reflected in the 2010-2011 EQAO scores. The philosophy “needed for some, good for all” supports students that are struggling, but also strengthens skills for level 1, level 3 and level 4.

Evaluation:

Results- Oriented

Divisional meetings and School Improvement Team meetings will allow for reflective practice and peer moderation. Staff will use experiences to improve practice, refine technique and share experiences in order to meet our goals. Professional reading and viewing of materials related to Learning Goals and Success Criteria will continue to inform our practice. A focus on mathematics documents provided by the ministry will continue to hone our goals and inform our practice.

Timeline

Due to the nature of mathematics, specific expectations will differ from chapter to chapter, however, the use of Thinking Skills and the 4-Step Problem Solving Method will be done at least once per chapter. The attempt to move our target students will be reflected on every two chapters (approximately four weeks) of math. Reflective practice on the previous cycle will inform staff of how to improve and refine our school’s improvement goals.

School

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

SMART Goal :

St. Brigid Catholic School

Focus : Pathways / K-8

20102011School year:

Results- Oriented

Human Resources: 1) visits to the school by the police safety officers who does presentations to all grades; 2) visits to schools by authors, artists, theatre troops, etc.; 3) visits to the school via the Scientist in the School Program; 4) visits to the school from high school representatives.

Attainable

1) Making connections with parents and the community in order to access resoruces. 2) Access to a variety of career related websites, such as the "Career Cruising".

Specific

Pathways learning opportunities for Kindergarten to grade 8 students help students identify their strengths, skills, and interests, and see how these relate to their secondary school choices, as well as to career planning. By increasing the number of presentations to students, and job-embedded professional development for teachers, it is expected that students will be better informed when making pathway choices.

Measurable

School staff will keep evidence logs of all pathways activities: Some examples of pathways experiences include: 1) Community Helper unit in the primary grades; 2) Visits to fire stations; 3) Classroom visits by the police safety officers; 4) Visits to schools by authors, artists, etc.; 5) Visits to the school via the Scientist in the School Program; 6) Visits by students to high schools; 7) Skills Canada visits to grade 7 and 8 classrooms to talk about the trades.

To expose all Kindergarten to Grade 8 students to at least two pathway experiences.

At the end of each year, teachers will develop a culminating activity that demonstrates student reflection on their career pathway awareness.

Evaluation:

Timeline

School staff will keep evidence logs of all pathways activities and participation in their day books such as the Skills Canada presentation. A mid-year review of the school's Pathways goals will be held to refine and inform the program.

School

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

SMART Goal :

St. Brigid Catholic School

Focus : CCCC / K-8

20102011School year:

Specific

TCDSB has launched a 3 year faith development plan of Word, Worship, Witness, with activities and reflections intended to help students grow in faith and responsible behaviour. Our emphasis this year is on WORSHIP. Prominence will be given to Worship on a daily basis as Worship is woven into the prayer, teaching and learning process, and community activities such as School Masses. Monthly reflection within classrooms and the school community will be informed by the Virtues of the Month, provided by the TCDSB.

Measurable

Measure success through: Teaching the Born of The Spirit programme relating to the sacraments of Reconciliation, Eucharist and Confirmation. Emphasizing repeatedly with children and parents the importance of Sunday Eucharist and the Liturgy of the Word and its connection with the other sacraments. Using the reflections on Worship found at the following Board web address: http://www.tcdsb.org/nurturing%20our%20catholic%20community/Reflections%2520on%2520the%2520Word.pdf Daily readings and prayers related to Worship and Virtues of the Month during announcements Monthly Liturgies Staff Liturgies (three times per year).

To give prominence to the “Worship of God” and Virtues of the Month in daily school life and activities.

Attainable

Strategies: Teach the Born of The Spirit programme relating to the sacraments of Reconciliation, Eucharist and Confirmation. Emphasize repeatedly with children and parents the importance of Sunday Eucharist and the Liturgy of the Word its connection with the other sacraments. Use reflections on Worship found at the following Board web address: http://www.tcdsb.org/nurturing%20our%20catholic%20community/Reflections%2520on%2520the%2520Word.pdf Daily Scripture readings during announcements Monthly Liturgies Liturgies for Staff (three times per year). Professional Learning: Follow initiatives of the Board' s Religion department Send a staff representative to Religious in-services who will in turn in-service the school staff. Read scripture and pray during staff meetings.

Results- Oriented

Resources: - The Born of The Spirit programme relating to the sacraments of Reconciliation, Eucharist and Confirmation. - Repeat emphasis with children and parents of the importance of Sunday Eucharist and Liturgy of the Word and its connection with the other sacraments. - Reflections on the Worship found at the following Board web address: http://www.tcdsb.org/nurturing%20our%20catholic%20community/Reflections%2520on%2520the%2520Word.pdf - Daily Scripture readings during announcements - Monthly Liturgies - Staff Liturgies (3 times per year) - Free the Children organization - Access to the Virtues of the Month materials through the TCDSB Religion department; - Eco-club resources through the Science Department. Human Resources: - School Staff - Father Carlos, Pastor St. Brigid Church and parish pastoral team - Board' s Religion Department - Religious Education Resource Teacher - School Religion Representative who will attend Religion Department meetings and share with the staff the content of those meetings. - Rosary volunteers - Out of the Cold Volunteers

A checklist will be applied at the end of the cycle to ensure that the Virtues of the Month and the prominence of Worship have been achieved school wide. Class participation in morning announcements, which focus on the Virtues of the Month, will be shared among all classes equally. At school Masses, each class will be responsible for planning and executing the participatory parts of the mass. Additionally, classes will be responsible for a school display outside the office that relates to the Virtues of the Month. it should be noted that teachers in specific grades are responsible for the preparation for the Sacraments of Reconciliation, Holy Eucharist, and Confirmation.

Evaluation:

Timeline

Monitoring is on an ongoing basis through: Teaching of the Born of The Spirit programme relating to the sacraments of Reconciliation, Eucharist and Confirmation. The emphasis of the importance of Sunday Eucharist and Liturgy of the Word and its connection with the other sacraments. The use of reflections on the Worship found at the following Board web address: http://www.tcdsb.org/nurturing%20our%20catholic%20community/Reflections%2520on%2520the%2520Word.pdf Daily Scripture readings during announcements Responsibilities for implementation: - Principal/Vice Principal; - Teachers; - Parish Pastor; - Liturgical Committee; Timeline: School Year including the Liturgical Seasons: Advent, Lent, Easter, Pentecost. End of the year to review progress.