school information · teachers will write names on a coupon which will be later ... this chart...

SCHOOL NAME: St. Timothy Catholic School

SCHOOL INFORMATION

ADDRESS: PRINCIPAL: Margaret Lato

SUPERINTENDENT: Michael McMorrow

TRUSTEE: John Del Grande506NO OF STUDENTS:

Kevin KobusDirector of Education

Oliver CarrollChair of the Board

25 Rochelle Cres

Toronto ON M2J 1Y3

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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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b) Evidence of Improvement:

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Students contribute to and participate in school prayer life by:-leading prayers on public address system;-leading/participating in classroom prayers and blessings;-choosing and joining in the singing of hymns;- relating Bible passages to the Catholic Values banners;-creating a prayer table in the classroom and school which includes displaying Religions symbols;- participating in the monthly recitation of the rosary with the rosary volunteers who lead this prayer in each classroom.

Academic Year

Teacher, Vice Principal, Principal

School resources

In progress

a) Evidence of Improvement:

Timeline:

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Students from Grade 1-8 actively participate and are involved in the Mass i.e., responses, singing and musical accompaniment.Classes attend school Masses as well as some classes also attend the 9:00 mass at St. Timothy church each month.

Academic Year


Community Resources

In progress

1) Strategy: 1. Provide spiritual growth and development.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:

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Students will increase their use of the student agenda which contains the School Code of Conduct. This Code was created by staff, students and parents. Signatures of individual parents are requested to enhance the home-school connection.The number of detentions should decrease as students follow the code and become responsible for their choices.

Ongoing


Classroom / school resources

In progress

3) Strategy: Establish a code of behaviour that also includes the process and celebration of reconciliation.


Timeline:

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General tone of the school and personal interactions between students and staff, students and students, and staff and staff are respectful

Ongoing


School resources

In progress

2) Strategy: Identify respectful behaviours that will be the expected norms i.e. holding doors, saying good morning, calling individual by name.Develop and maintain "Catholic Values" which will be promoted individually on a monthly basis i.e. respect, compassion, etc.Display " Catholic Values" banners to remind students to practice these values and to communicate that these "Catholic values" are an intricate part of our Catholic school mission.Develop and maintain a "Snaps to you" Behaviour Incentive program, in which staff formally acknowledge, above mentioned Catholic Value being used by individual students. Teachers will write names on a coupon which will be later used in a draw.Individual students will have "Positive Behaviour" checklists which reinforce desired actions and attitudes.Staff will model appropriate use of using proper names in respectful ways.Intermediate classes will participate in small group activities to practise Catholic values and develop a connectedness with peers

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Timeline:

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A climate of acceptance, welcoming and responsibility for each other will be created and maintained.

Academic Year


School resources

In progress

4) Strategy: Classroom students will act as ambassadors when new students are admitted to their class.

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This chart demonstrates that our grade 3 students scored above Board and Provincial averages at Level 3. St. Timothy's goal is to target students in level two and have a greater per cent of them working at level three.

Gap Analysis:

EQAO-Reading-20042005-Grade 3-All Students

The students are scoring above the Mean National Percentile in all areas except Math. Strongest areas are in language, writing conventions and dictation.The reading, word analysis and vocabulary results demonstrate that the pre-primary and primary grades would benefit from focused instruction in those areas.Reading scores relate to fiction,word analysis, phrases in contex, stated and visual information, central thought and inferential meaning. Word Analysis refers to consonants/blends. digraphs; vowels/ vowel combionations and compund words. Vocabulary covers word meaning, multi-meaning words and words in context.

Gap Analysis:

CAT3-National Percentile-20042005-Grade 2

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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Our level 3 writing score exceed the Board and Ontario scores. Students writing at level 4 falls below Board and Provincial averages. Eventhough our level 2 scores are below the Board and Ontario's score we would like to move more of the level 2 writers to a level 3.

Gap Analysis:

EQAO-Writing-20042005-Grade 3-All Students

The Running Record Chart reflects that 31 students in the primary grades ( not including the JK) are decoding above expectations,47 are at instructional level and 40 are below expectations. We need to improve the reading scores for those 40 students decoding below expectations. Reading Comprehension skills are not indicated by this graph.

Gap Analysis:

Running Records-Number of Students-20052006-Term 1 (Up to Nov. 30)


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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.

Academic Year


Board-wide resources

Action to be taken

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

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Timeline:

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Kindergarten Balanced Literacy scores will improve: greater sound-symbol recognition and recall, increased scores on the Rosner test.

Academic Year

Principal, Coordinator


In progress

4) Strategy: Provide ongoing reading/writing professional development for kindergarten teachers.This will be accomplished through KPLC teacher's one to one support and direction. This resource is located within the school.The Kindergarten teachers will also participate in KPLC workshops and network meetings.


Timeline:

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Students, especially boys, will read these magazines at an increased rate.

Academic Year

Vice Principal

School resources

In progress

3) Strategy: Promote reading for pleasure by increasing non fiction magazines in library i.e. Sports Illustrated-Kids, and National Geographic-Kids. Teachers will promote reading for pleasure through the use of Book Bags.


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Formal testing by HSC personnel prior, during and following the completion of this intervention will demonstrate improved reading skills through prescriptive teaching methods.

Academic Year

Teacher

Professional Development

In progress

2) Strategy: One class of grade two students will participate in Hospital for Sick Children Reading program to improve word attack and comprehension skills.


Timeline:

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Teachers use the KWL, Curiosity the Clown, 3R, Shared Reading and Retell to teach and reinforce comprehension skill development.

Ongoing

Teacher


Ongoing

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The language used in daily plans, report cards and instructional charts will be consistent.

Academic Year

Teacher, Principal


In progress

7) Strategy: Primary division to use consistent language terminology.


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Students will be able to discern improved quality of their writing by choosing their 'best' work to be placed in their writing portfolio.

Academic Year

Teacher

School resources

In progress

6) Strategy: Encourage and introduce the use of writing portfolios.


Timeline:

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Improved consonant- vowel- consonant scores, decoding skills, and Balanced Literacy test results.

Academic Year

Teacher, Principal


In progress

5) Strategy: Identify at-risk students and provide early intervention.-grade one students to participate in 5th Block, HSC reading program;-kindergarten students in need may participate in Kindergarten Language Program located within the school;-SBST meetings to provide professional support/suggestions to teachers to meet individual learning needs.

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Sudents writing at a level 4 exceed the Board and provicial averages. St. Timothy needs to improve student achievement in level 3 and to move level 2 writers to a level 3.

Gap Analysis:

EQAO-Writing-20042005-Grade 6-All Students

Students reading at Level 2 exceed Board and Provincial averages. This may be due to the fact that the ESL/ESD population and the transient rates tend to be quite high at St. Timothy School. We need to move level 2 readers to a level 3.

Gap Analysis:

EQAO-Reading-20042005-Grade 6-All Students

Junior (4-6)Division:



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More students will develop their motivation to read through participating in book talks, and through purchasing their own books through the Scholastic book club

Academic Year

Teacher


Ongoing


Timeline:

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Money will be allotted for purchasing of reading materials.

Ongoing

Vice Principal

School resources

In progress

2) Strategy: Build up classroom library with interesting and varied collections of fiction and non-fictions text for self selected reading.-VP will purchase class sets of books from Scholastic Book Club-VP has ordered non fiction magazines for shool library, which may be used in classrooms


Timeline:

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Improved grade 6 EQAO scores in both reading and writing.

Ongoing



In progress


Timeline:

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Increased (proper) use of shared reading and shared writing in junior division classrooms.

Academic Year


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

In progress

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

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c) Evidence of Improvement:

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Responsibility:

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Teacher models " Read Alouds" to demonstrate and motivate student reading.

Academic Year

Teacher


Ongoing


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Teachers consistently use the " 6 Writing Traits" program to develop writing strategies and writing skills.Teachers use current events and the W5H question techniques to develop comprehension skills.

Academic Year

Teacher


In progress


Timeline:

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Resource:

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Improved results on report cards as well as EQAO results.

Academic Year

Teacher


In progress

3) Strategy: Use Literature Circles to improve reading comprehension and critical reading skills, oral communication and written expression.-students will have an opportunity to read and discuss materials read;-students will write about what has been read in order to analyze the information from the story;-students will work in small groups and be responsible to each other for materials read and written responses.

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Students are scoring above the Boards and National percentile in all areas except vocabulary.The lower level in vocabulary may be due to the ESL component; however, we need to develop the vocabulary score above the Mean National Percentile.

Gap Analysis:



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Intermediate students will spend more time reading.

Academic Year



In progress

1) Strategy: To utilize all resources available through Success for All:-teachers will participate in workshops to promote learning especially to students at risk;-continue to participate in Red Maple program for intermediate students to help motivate reluctant readers;-create diverse classroom libraries through this special funding;- invite motivational speakers and other guest speakers; -order specialized computer programs i.e. Kurzweil, to be used by students;- participate in D.E.A.R. reading opportunities, reading workshops and conferencing with students.

Intermediate (7-8)Division:



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Through games. direct instruction, and use of word walls students' vocabulary, comprehension skills and writing skills will improve.

Academic Year

Teacher


In progress


Timeline:

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An increased number of students will enjoy reading and students will read more.More students participate in teacher - student exchange letters regarding books and book recommendations.

Academic Year

Teacher


In progress

2) Strategy: Teachers model reading durning D.E.A.R. to promote reading enjoyment and a positive attitude towards reading.

d) Evidence of Improvement:

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Students' writing skills will improve through the use of technology.

Academic Year



In progress

c) Evidence of Improvement:

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Students will increase expressive writing through use of guest/motivational speakers.

Academic Year


Community Resources

Action to be taken


Timeline:

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Students will increase motivation to write, since computer technology will minimize technical errors.

Academic Year



Ongoing

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Grade 2 computation scores exceed the Mean National Percentile and the Board's averages. Computation refers to adding and subtracting whole numbers . Our Mathematic scores are below the Mean National Percentile and the Boards averages. Mathematics refes to Number Concepts, Measurement, Patterns, Data Analysis & Probability and Geometry & Spatial Sense. We need to improve our scores in the " Mathematics" area.

Gap Analysis:


Our Grade 3's level 3 scores match the Provincial level and exceed the board's averages. We need to move more level 2 students to a level 3.

Gap Analysis:

EQAO-Mathematics-20042005-Grade 3-All Students

JK - 8Division:

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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Our Grade 6's level 3 scores do not meet the Board and Provincial averages. Our level 2 exceed the Board and provincial averages. This may be due to the high language component in the mathematic program and that ESL/ ESD population tends to be quite high at St. Timothy. Our goal is to move more level 2 students to a level 3.

Gap Analysis:

EQAO-Mathematics-20042005-Grade 6-All Students

The Grade 7 Mathematics and Computation scores exceed the Mean National Percentile and the Board's average.

Gap Analysis:



Timeline:

Responsibility:

Resource:

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Teachers become more familiar with the mathematical strategies designed to teach mathematical concepts.

Calendar Year



Ongoing

1) Strategy: Teachers participate in Nelson Mathematic in-service to learn the new implementation structure of the program.

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Timeline:

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More students will realise the enjoyment of math and seek out opportunities to participate in math related activities.

Term 3

Teacher, Principal


Action to be taken

5) Strategy: Junior and intermediate grades will participate in local and national math contest, i.e. Gauss, Math Olympics.


Timeline:

Responsibility:

Resource:

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Students' reports to reflect their knowledge, rather than performance on one or two tests.

Academic Year

Teacher

Classroom resources

Ongoing

4) Strategy: Continued use of a variety of assessment practices, to ensure comprehension of math vocabulary and concepts taught.-teachers will continue to use both formal assessment, as well as noted observation to direct instruction


Timeline:

Responsibility:

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Teachers will have Nelson math texts and workbooks available to them as needs and levels change.

Academic Year

Teacher, Vice Principal


In progress

3) Strategy: Continued use of Nelson math texts, which are rich in mathematics vocabulary, will be used and reinforced by all grades and resource teachers.


Timeline:

Responsibility:

Resource:

Status:

Visible display of math charts, problem solving posters and other visual aids in the classrooms.

Academic Year



Ongoing

2) Strategy: Posting of charts, including math words on the primary word wall, problem solving posters, and other visual aids to assist students.This should enhance the students math vocabulary, as well as assist visual learners.

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Timeline:

Responsibility:

Resource:

Status:

Students transfer knowledge to paper/pencil and real world application.

Ongoing



Ongoing

6) Strategy: Use of computer software i.e., Geometry Sketchpad, Math Trek, the Nelson Web site and School Boards Grade level site, to increase students' understanding of mathematical concepts and vocabulary.


Timeline:

Responsibility:

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Intermediate students will participate in the After School Numeracy program to develop their math skills.

Term 2

Teacher


In progress

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Timeline:

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Primary and Junior teachers participated in Writing Assessment workshops to enhance their skills in assessing and identifying writing levels.

Academic Year

Teacher, Principal


In progress

3) Strategy: Assessment strategies will be a part of teachers' long range plans.


Timeline:

Responsibility:

Resource:

Status:

Teachers will share best practices; including strategies, resources and assessment tools.

Academic Year



In progress

2) Strategy: Identify and encourage teachers to mentor colleagues at both the local and at the family of schools level.This may be accomplished through divisional meetings and PLC meetings.The Principal will ensure that teachers have joint planning time to encourage collaboration at each grade level . This will help create a Professional Learning Community within each division and at the school level.


Timeline:

Responsibility:

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Teachers will have the resources, both material and human, in the form of PD, to improve their teaching and assessment practice

Academic Year



In progress

1) Strategy: Continue to provide support and resources to classroom teachers at the local level, as well as at the family of schools level to ensure full implementation.Teachers will be released for PLC workshops, Reading for the Love of It, Courage to Lead, and other professional development workshops.

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 · teachers will write names on a coupon which will be later ... this chart...

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