school information · 2011. 10. 25. · gap analysis: khkjh eqao-writing-20042005-grade 3-all...

SCHOOL NAME: Blessed Sacrament Catholic School

SCHOOL INFORMATION

ADDRESS: PRINCIPAL: Deborah Chisholm

SUPERINTENDENT: Josephine Nespolo

TRUSTEE: Maria Rizzo587NO OF STUDENTS:

Kevin KobusDirector of Education

Oliver CarrollChair of the Board

24 Bedford Park Ave

Toronto ON M5M 1H9

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Oliver Carroll,Director of Education Chair of the Board

PRIORITY: NURTURING OUR CATHOLIC COMMUNITY

GOALS: FAITH DEVELOPMENTTo 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 ENVIRONMENTTo 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 IN GRADES JK-12To 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 and ACHIEVEMENT

GOALS: LITERACYTo 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 LEADERSHIPTo 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 2005-2006

Wards1. Joseph Martino2. Ann Andrachuk3. Sal Piccininni4. Mary Cicogna5. Maria Rizzo6. Christine Nunziata7. John Del Grande, Honorary Treasurer8. Oliver Carroll, Chair9. Catherine LeBlanc-Miller, Vice-Chair10. Barbara Poplawski11. Angela Kennedy12. Paul John CrawfordAshley Pereira, Student Trustee

416-512-3401416-512-3402416-512-3403416-512-3404416-512-3405416-512-3406416-512-3407416-512-3408416-512-3409416-512-3410416-512-3411416-512-3412416-512-3413

Kevin Kobus,

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a) Evidence of Improvement:

Timeline:

Responsibility:

Resource:

Status:

Participation in Professional Learning Network at Marshall McLuhan.Liturgical Committee present and visible in the school.Day of Reflection organized by classroom teachers for First Communion Candidates and Confirmation Candidates.

Academic Year

Teacher, Vice Principal, Principal

Board-wide resources

Ongoing

3) Strategy: Provide opportunities for staff to undertake leadership roles within the school and the wider community.


Timeline:

Responsibility:

Resource:

Status:

A variety of school initiated as well as student initiated charitable projects going on in the school.

Academic Year


School resources

Ongoing

2) Strategy: Projects to encourage Christian outreach.


Timeline:

Responsibility:

Resource:

Status:

Participation in school masses will increase.

Academic Year

Principal


Ongoing

1) Strategy: Review of and practice of responses from the mass on a school wide basis.

JK - 8Division:

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:

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Timeline:

Responsibility:

Resource:

Status:

Liaison meetings with the church will be held on regular basis.Regular school masses.Minister of the parish in school on regular basis to visit classes.Invitation of parish personnel to staff functions.Collaboration with parish Sunday School Classes in preparation and celebration of the sacraments.

Academic Year

Principal

Community Resources

Ongoing

4) Strategy: Enhanced relationship between school and church.

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Although Blessed Sacrament students have consistently performed above both the Board and provincial averages in reading, our performance over the five years has not shown an improvement as the pattern for board and province has shown.

Gap Analysis:

EQAO-Reading-Trend-Grade 3-All Students

Although Blessed Sacrament students consistently perform above Board and provicial averages in writing, our performance has shown a decline over the past three years.

Gap Analysis:

EQAO-Writing-Trend-Grade 3-All Students

Primary (JK - 3)Division:

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:

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Blessed Sacrament has more students working at level 3 and 4. We also have a larger number of students working at level two. Closer investigation of the individual student data shows that many of these students are at level 2.6 to 2.9 indicating that, with effective intervention, many of these students can be moved to a level 3.

Gap Analysis:

EQAO-Reading-20042005-Grade 3-All Students

Blessed Sacrament has more students working at level 3. Closer investigation of individual student data indicated that many of these students, with effective intervention, can be moved to level 4. Many of the students working at level 2 are performing in the upper end and could be moved to level 3 with specific and effective intervention.

Gap Analysis:

EQAO-Writing-20042005-Grade 3-All Students


Timeline:

Responsibility:

Resource:

Status:

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

Academic Year


Classroom/school/Board/Secretariat resources

In progress

1) Strategy: Focused professional development on writing and guided reading via divisional meeting, in-class coaching and modeling by peers, attendance at Board/Secretariat sponsored in-services.

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Timeline:

Responsibility:

Resource:

Status:

By using existing assessment data (DIP) and collecting current assessment data, teachers will identify students performing at level 2.

Academic Year



In progress

4) Strategy: Identify students performing at level 2 in reading and writing and provide fucussed instruction to move them to level 3.

b) Evidence of Improvement:

Timeline:

Responsibility:

Resource:

Status:

Improved quality of discussions during read-a-louds.

Academic Year

Teacher

Classroom / school resources

In progress


Timeline:

Responsibility:

Resource:

Status:

Improved performance on bi-weekly oral/written reading assessment tasks.

Academic Year

Teacher

Classroom/school/Board/Secretariat

In progress

3) Strategy: Focused instruction on making connections in reading using read-a-louds, think-a-louds, Retelling-Relating-Reflecting.


Timeline:

Responsibility:

Resource:

Status:

Improved student performance on bi-weekly writing assessment tasks.

Academic Year

Teacher

Classroom/school/Board/Secretariat

In progress

2) Strategy: Focused writing instruction on developing a main idea with sufficient supporting details and organizing information in a coherent manner.

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Timeline:

Responsibility:

Resource:

Status:

Increased use of running records, exemplars, rubrics, achievement charts as assessment tools to inform instruction in reading and writing.

Academic Year

Teacher

System Recommended Resources

In progress

5) 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/secretariat sponsored workshops

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kjhkhjGap Analysis:


mnbmGap Analysis:

EQAO-Reading-Trend-Grade 6-All Students

jhgjhgGap Analysis:

EQAO-Writing-Trend-Grade 6-All Students

Junior (4-6)Division:



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khkjhGap Analysis:



Timeline:

Responsibility:

Resource:

Status:

Increased use of assessment measures from "Literacy in the Middle Grades", exemplars, rubrics and achievement charts as tools to inform instruction in reading and writing.

Academic Year

Teacher


In progress

3) 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 a board/secretariat sponsored workshops.


Timeline:

Responsibility:

Resource:

Status:

Classroom instruction in reading will move from whole class novel study approach to small group (i.e. Literature Circles) instruction.

Academic Year

Teacher


In progress

2) Strategy: Increased use of Literature Circles as instructional tool.


Timeline:

Responsibility:

Resource:

Status:

Improved student performance on reading assessment tasks from "Cornerstones Reading Assessments".

Academic Year

Teacher


In progress

1) Strategy: Focused instruction in reading in eliciting implicit meaning from the text, using modelling by the teacher and open response type questions .

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Timeline:

Responsibility:

Resource:

Status:

By using existing assessment data (DIP) and collecting current assessment data, teachers will identify students performing at level 2.

Academic Year



In progress

4) Strategy: Identify students performing at level 2 in reading and writing and provide focused instruction to move them to level 3.

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bmnbmbGap Analysis:

CAT3-National Percentile-20042005-Grade 7

mbmbGap Analysis:


mn,n,nGap Analysis:


Intermediate (7-8)Division:



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Timeline:

Responsibility:

Resource:

Status:

70% of students will achieve level 3 or higher on assessment tasks using assessment measures from Reading Workshop and Writing Workshop (Literacy in the Middle Grades).

Academic Year

Teacher

Board-wide resourcesClassroom / school resources

Ongoing

4) Strategy: Increased use of open response type questions for student reading responses


Timeline:

Responsibility:

Resource:

Status:

70% of students will achieve level 3 or higher on assessment tasks using assessment measures from Writer's Workshop (Literacy in the Middle Grades).

Academic Year

Teacher

Board-wide resourcesClassroom / school resourcesTeacher resource: Student Writer's Guide

Ongoing

3) Strategy: Use of exemplars to illustrate to students what level 2, 3, 4 writing looks like.


Timeline:

Responsibility:

Resource:

Status:

70% of students will achieve level 3 or higher on assessment tasks, using assessment measures from Reading Workshop & Writing Workshops (Literacy in the Middle Grades)

Academic Year

Teacher


Ongoing

2) Strategy: Focused instruction in identifying, reading and writing narrative, expository, persuasive and descriptive forrms of writing.


Timeline:

Responsibility:

Resource:

Status:

70% of students will acheive level 3 or higher when their writing is assessed using rubrics specifically designed to assess the "6+1" writining traits.

Academic Year

Teacher


Ongoing

1) Strategy: Using "6+1 Traits of Writing", focused instruction on individual traits and making connections among the traits in written work.

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Timeline:

Responsibility:

Resource:

Status:

Increased use of assessment measures form Literacy in the Middle grades, exemplars, rubrics, achievement charts as assessment tools to inform instruction in reading and writing.

Academic Year

Teacher

Board-wide resourcesClassroom / school resourcesTeacher resources

Ongoing

6) 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/secretariat sponsored workshops


Timeline:

Responsibility:

Resource:

Status:

By using existing assessment data(DIP) and collecting current assessment data, teachers will identify students performing at level 2.

Academic Year



Ongoing

5) Strategy: Identify students performing at level 2 in reading and writing and provide focused instruction to move them to level 3.

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Results of the 2004-2005 Grade 3 Mathematics scores identifies 17% of students at level 2. These students will be the focus of intervention strategies outlined below in efforts to move them to level three.

Gap Analysis:

EQAO-Mathematics-20042005-Grade 3-All Students

Trends over time indicate that Blessed Sacrament scores in Mathematics are consistently above both Board and Provincial averages. There was a downward trend in 2004-2005 for Blessed Sacrament while Provincial scores went up slightly. Staff looked at the individual student data which indicated that the student's scores at level 2 were mostly between 2.7 and 2.9. With some intervention, these students would have good opportunity to move to level 3.

Gap Analysis:

EQAO-Mathematics-Trend-Grade 3-All Students

Primary (JK - 3)Division:

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.


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Timeline:

Responsibility:

Resource:

Status:

Solutions with full explanations of strategies used for "Problem of the Week" will be displayed and reviewed with the class.Assessment tools from the Nelson Series will be used and data collected to determine improvement over time.

Term 1

Teacher


Ongoing

2) Strategy: Use the Problem Solving Model both verbally and in writing. Division to present "Problem of the Week". Teacher modelling, whole class discussion and group work will be used.


Timeline:

Responsibility:

Resource:

Status:

- in-school assessment practices are clearly linked to the curriculumexpectations and the new Achievement Chart- all seven ñmathematical processesò are assessed in a balanced way- assessment is used to inform instruction- assessment tasks accommodate studentsô learning styles and abilitylevels

Academic Year


Mathematics: The Ontario Curriculum Grades 1-8 (2005) pp. 18-24Early Math Strategy pp. 38-44

In progress

1) Strategy: Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue

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Th.e 17% of students who performed at level 2 will be identified by an analysis of the individual student data. These students are now in grade 4. Interventions will be put in place and monitored in efforts to move these students from a level 2 to a level 3

Gap Analysis:


Although the trend analysis above indicates that Blessed Sacrament students have consistently performed above the Board and Provincial averages over the past three years, there has been a steady decline in performance for the school while Board and Provincial scores have stayed the same or improved.

Gap Analysis:

EQAO-Mathematics-Trend-Grade 6-All Students

Junior (4-6)Division:



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Te data from the 2004-2005 CAT3 showm here is for students who are presently in 6. It indicates that computation needs to be an area of focus for instruction and improvement.

Gap Analysis:



Timeline:

Responsibility:

Resource:

Status:

A weekly quiz will be implemented by all classes to monitor progress of students and direct the teaching, followed by a unit test to assure overall performance and understanding.

Term 1

Teacher


In progress

2) Strategy: Teachers will focus on development of basic operational skills in numeracy in the four areas as well as student understanding of fractions. The focus will be on using appropriate mathematical vocabulary and moving students from a solid concrete to abstract understanding of concepts.


Timeline:

Responsibility:

Resource:

Status:

- in-school assessment practices are clearly linked to the curriculumexpectations and the new Achievement Chart- all seven ñmathematical processesò are assessed in a balanced way- assessment is used to inform instruction- assessment tasks accommodate studentsô learning styles and abilitylevels

Term 1

Teacher


Ongoing


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Timeline:

Responsibility:

Resource:

Status:

Students, through oral response and regular unit written assessments will be asked to explain their thinking. Ministry published exemplars wi

Term 1

Teacher


Ongoing

3) Strategy: The proceedure for problem solving will be reviewed by all classes. A visual representation of the process will be visible for student use in each classroom.

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This data from the CAT3 indicates performance of students who are presently in grade 8. Computation skills need to be an area of focus.

Gap Analysis:


This chart indicates the students who are presently in grade 7. Level 2 data indicates that Blessed Sacrament has more students at level 2 than the Provincial average. Intervention strategies to move students from level 2 to 3 will be focus.

Gap Analysis:


Intermediate (7-8)Division:



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Timeline:

Responsibility:

Resource:

Status:

Mathematical word wall present in the classroom. Assessment tools incuding rubrics and exemplars used to indicate that 70% of students are working at level 3 and above.

Academic Year

Teacher


Ongoing

4) Strategy: Increase knowledge and use of mathematical vocabulary specific to each unit of study through use of memory strategies and visualization games.


Timeline:

Responsibility:

Resource:

Status:

Use ongoing assessment, rubrics and exemplars to assess progress and performance.70% of students working at level 3 or above.

Academic Year

Teacher


Ongoing

3) Strategy: Have students consistently practice showing their work in three ways throug pictures, workds and numbers.


Timeline:

Responsibility:

Resource:

Status:

Key assessment of learning questions through use of rubrics and exemplars.70% of students performing at level 3.

Term 1

Vice Principal


Ongoing

2) Strategy: Have focus of instruction and student response be on explaining and justifying answers using correct mathematical language.


Timeline:

Responsibility:

Resource:

Status:

- in-school assessment practices are clearly linked to the curriculumexpectations and the new Achievement Chart- all seven ñmathematical processesò are assessed in a balanced way- assessment is used to inform instruction- assessment tasks accommodate studentsô learning styles and abilitylevels- rich, varied and effective assessment strategies are used for studentsat risk

Term 1



Ongoing


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Timeline:

Responsibility:

Resource:

Status:

Minutes of meetings kept on file.

Academic Year



Ongoing

1) Strategy: Regular divisional meetings focussed on data analysis and monitoring of goals and strategies outlined as well as discussion of division selected professional reading that supports these goals and strategies.

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 · 2011. 10. 25. · gap analysis: khkjh eqao-writing-20042005-grade 3-all...

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