St. Maria Goretti Catholic School

School Plan for Continuous Growth

2017-2020

Christ has no body but yours, no hands, no feet on Earth but yours. (St. Teresa of Avila)

Edmonton Catholic School District Foundation Statements

The Mission Statement of the District

Inspired by

• Love of the Father • Faith in Jesus Christ • Hope from the Holy Spirit

We believe in God and we believe

• that each person is created in the image and likeness of God • that each child is a precious gift and sacred responsibility • in the goodness, dignity and worth of each person • that Christ is our model and our teacher • in celebrating and witnessing our faith • in transforming the world through Catholic education • that Catholic education includes spiritual growth and fulfillment • that learning is a lifelong journey • that all can learn and develop their gifts • in building inclusive Christ-centered communities for service to one another • that all have rights, roles and responsibilities for which they are accountable • that Catholic education is a shared responsibility in which parents have a primary role

The mission of Edmonton Catholic Schools is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another.

District Vision Our students will learn together, work together and pray together in answering the call to a faith-filled life of service.

Eight Characters of Catholic Education

• Community • Tradition • Humanness • Sacramentality • Rationality • Spirituality • Justice • Hospitality

Core Values

• Dignity and Respect • Honesty • Loyalty • Fairness • Personal and Communal Growth

A Statement of 21st Century Learning in Edmonton Catholic Schools Preparing our students for a world not yet realized In keeping with our Foundation Statement, the students and staff of Edmonton Catholic Schools commit to 21st century learning. In support of hopeful Christ-centered living, in a society transformed by globalization, technological innovation, and human ingenuity, 21st century learning complements our commitment as a Catholic community of learners, leaders and educators. Edmonton Catholic Schools fosters faith-based learning that deeply engages all staff and students in 21st century learning opportunities. All facets of the learning system -- curriculum, instruction, assessment, professional learning, accountability and resource allocation -- are in support of 21st century learning. Students will be creative, digitally aware, critical-thinking global citizens, analysts, communicators and producers engaged in learning that is conceptual and authentic within a faith-based environment. Guided by our moral compass and focused on the common good, students and staff will be self-directed, adaptable, discerning and curious, as they engage individually and collaboratively in 21st century learning.

A Defining Statement of Inclusive Education in Our District – Katholos: Education for Life for All In accordance with our District Foundation Statement, all *resident students and their parents/caregivers are welcomed into our schools. The Learning Team is committed to collaborating, identifying, applying and monitoring practices enabling all students to reach their potential, spiritually, socially, emotionally, physically and academically within the Programs of Study alongside their peers. *resident student as defined by the School Act

St. Maria Goretti Catholic School Plan for Continuous Growth 2017-2020 School Mission: The staff and parents of St. Maria Goretti Catholic School strive to help students grow spiritually, physically, academically, socially, creatively, and emotionally. We encourage students to become self-motivated, independent 21st century learners, and positive leaders who recognize and share their God-given gifts and talents. School Vision: “A Christ-centered Community of Learners" is developing strong Catholic Leaders – one child at a time.

School Charism: Kindness, compassion and forgiveness inspired by the example of our namesake, St. Maria Goretti School.

School Context:

St. Maria Goretti Catholic School is located in northeast Edmonton and serves the Homesteader community. We currently have a student population of 353 students ranging from Kindergarten to Grade 6. St. Maria Goretti School is a high needs school community whose Growth Plan has been historically defined and driven in large part by its inherent complexities and character. A growing number of students with identified needs are receiving instruction in an inclusive setting. As a school community it is recognized that St. Maria Goretti School’s mandate and commitment to Catholic Education is a precious gift and the foundation of all that we do as a school community is evident.

Our Literacy Plan and Math Program remains solid and will become only stronger as we continue to highlight literacy-based teaching strategies such as Guided Reading, Writing, and Home Reading programming as well as Guided Math, Math Talks and Math Games. As a continued focus this year and building a strong community of practice, Provincial Achievement Test results and Regression Analysis support the assertion that we are continuing to reach many of our literacy and math goals.

St. Maria Goretti School’s teaching context may be characterized and/or includes the following:

Student population at St. Maria Goretti has grown over the last five years. We currently have 353 Kindergarten to Grade 6 students.

Every staff member is committed to ensuring that all students are welcome, respected, have a sense of belonging and feel valued as part of their school community.

We offer Inclusive Education in a Christ-centered community. St. Maria Goretti School has a multicultural population of diverse learners.

ELL Learners: 71, FNMI: 30 We support students identified as having significant learning, emotional and

behavioral needs. Many supports are in place for our students including:

o Learning Coach 1.0 FTE o Emotional/Behaviour Specialist 1.0 FTE o 2 Therapeutic Behavioural Assistants working with students from K-6 o ELL Support Teacher o Tech Coach 0.1 FTE o Family-School Liaison Worker 0.5 FTE o School Chaplain 0.2 FTE o EA support in most rooms (9 EA staff members) o RCSD support that includes mental health, speech & language and OT o Daily snack program with healthy food choices o Supplementary lunch program

We offer full day Reggio inspired Kindergarten Programs (2.5 classes). Each class is supported by a Classroom Teacher, an Early Learning Facilitator, Therapeutic Behavior Assistant along with an Early Learning Multi-Disciplinary Team (MDT); including a speech and language pathologist, occupational therapist, family school liaison worker, psychologist, and mental health specialist. Our school is supported by an active parent community and a School Council who are currently working to build a new playground. We have a strong partnership with St. John Bosco Parish, led by Father Raja and the parish team. We are looking forward to a large renovation of the school that has developed a new wing on the south side of the school and a new front entrance to be completed in the spring of 2018.

May 2017 Page 6

Review of Previous Year’s Goals: (brief is better) Goal Achieved/continue

Modify Evidence/data used

(Write in the goal)

(What will you do with that goal?)

(What data supported your decision?)

Live the Distinctiveness of Catholic Education

Teaching 21st Century Digital Citizenship (Continue)

Explicit behavior teaching (Modify)

Satisfaction Survey- Catholic teachings and traditions are important at our school site- 100%.

Every Student is Successful

Modify

Staff worked with the Language Arts consultant to implement the Daily Five Program in each classroom (Continue)

Multi-class Guided Reading groups (Continue)

Buddy Reading/Writing with Kindergarten

LLI (Achieved)

Word work will be a focus initiative (Continue)

Increased staffing to support differentiation(Achieved)

Staff will participate in professional learning activities that build their capacity to support

PAT Results, Satisfaction Survey

May 2017 Page 7

students’ needs in math development. (Continue)

Grade Level Community of Practice meetings biweekly to discuss strategies. (Continue)

Every Student is Successful

Continue to provide students with supports that are proactive and build skills (modify)

School conduct policy (modify)

Staff will participate in professional learning activities that build their capacity to support and develop healthy and caring environments for students (continue)

Surveys: Tell Them From Me; Satisfaction Survey and Alberta Education Pillar results

Areas to celebrate

Accountability Pillar

St. Maria Goretti School has achieved an Excellent rating in the following Measure Categories:

-Safe and Caring Schools -Student Learning Opportunities -Preparation for Lifelong Learning, World of Work, Citizenship -Parental Involvement -Continuous Improvement St. Maria Goretti School has achieved a Very High rating in all of

the Achievement Measure Evaluations: -Safe and Caring Schools

-Student Learning Opportunities -Preparation for Lifelong Learning, World of Work, Citizenship -Parental Involvement -Continuous Improvement

St. Maria Goretti School has demonstrated Improvement in the

above Measure Evaluations: -Safe and Caring Schools -Student Learning Achievement: PAT Acceptable -Preparation for Lifelong Learning, World of Work, Citizenship -Parental Involvement

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St. Maria Goretti School has achieved an Overall Rating of Excellent and Good in: -Safe and Caring Schools (Excellent) -Student Learning Opportunities (Excellent) -Student Learning Achievement: PAT Acceptable (Good) -Preparation for Lifelong Learning, World of Work, Citizenship (Excellent) -Parental Involvement (Excellent) -Continuous Improvement (Excellent)

District Satisfaction Survey

The five highest differences between St. Maria Goretti School and ECSD for each survey. All Staff 19. Our school is providing the necessary supports for children

with special needs. (+12.6) 22. School/department finances are being allocated in keeping

with our core values of fairness. (+10.1) 29. I have appropriate opportunity for input into school/site

level decisions that affect my job. (+12.6) 34. Feedback that I hear from the greater community reflects a

favorable opinion of our school district. (+11.7) 38. I have appropriate opportunity for input into decisions that

affect my job. (+14.4) Students (4-6) 4. I enjoy learning about the Catholic faith. (+3.7) 9. I can make choices about my learning. (+6.8) 13. Student behaviour is handled fairly. (+5.6) 17. I know what I need to do to improve my school work. (+3.6) 21. I feel safe in my school building. (+3.9)

Parents 6. My child has the opportunity to participate in Social Justice

activities at school. (+2.9) 9. I am satisfied that my child’s school provides a caring

environment. (+2.8) 17. I am satisfied with the way that student discipline is handled

in my child’s school. (+4.0) 21. Critical thinking skills are taught at my child’s school. (+3.0) 32A. Please indicate your level of satisfaction with your

opportunity to access information about activities in the school. (+3.0)

Regression Analysis According to the Regression Analysis – Provincial Achievement Test

Expectations for 2016-2017, St. Maria Goretti Grade Six Students were statistically within expectations (=) in all subject areas. Mathematics

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and Science were slightly above the predicted score whereas, English Language Arts and Social Studies were slightly below the predicted scores.

PAT/Diploma analysis

We achieved above the Province in the following subject areas: Language Arts:

Standard of Acceptable- 100% compared to 91.5% Below Acceptable Standard- 0.0% compared to 8.5%

Science: Standard of Acceptable- 92.3% compared to 86.0% Below Acceptable Standard- 7.7% compared to 14.0%

We improved in the following subjects from 2015-2016 to 2016-2017 Language Arts:

Standard of Acceptable- from 93.8% to 100% Below Acceptable Standard- from 6.3% to 0.0%

Mathematics: Standard of Acceptable- from 66.7% to 71.8% Standard of Excellence- from 6.1% to 7.7% Below Acceptable Standard- from 33.3% to 28.2%

Science: Standard of Acceptable- from 78.8% to 92.3% Standard of Excellence- from 24.2% to 28.2% Below Acceptable Standard- from 21.2% to 7.7%

Social Studies: Standard of Acceptable- from 63.6% to 74.4% Below Acceptable Standard- from 36.4% to 25.6%

Our School Survey According to the Tell Them From Me/Our School – Elementary Survey, St. Maria Goretti School scored better than the District in the following categories: Student Participation in School Sports: 77% - 72% Student Participation in School Clubs: 56% - 53% Students with a Positive Sense of Belonging: 83% - 82% Student with Positive Relationships: 86% - 84% Students that Value Schooling Outcomes: 97% - 96% Students who are interested and motivated in their learning:

90% - 89% Effort- Students try hard to succeed in their learning: 98% - 94% Hours per day students spend doing moderate physical activity

during a typical week day: 1.2hrs – 0.9hrs Students agreed that religious celebrations and prayer are

important at their school: 97% - 95%

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Students agreed that attending a Catholic school helped them to explore their love of God and service to community: 97% - 92%

5 Marks of Catholic School Identity Assessment

Mark 3: Animated by a Faith-Infused Curriculum -New religion curriculum working well, increase curricular links

Areas to target for growth Data Source Measures Goals in response to data Accountability Pillar

Measure Category: Safe and Caring declined from

previous year: 89.2% to 88.7 Continuous Improvement declined

from previous year: 89.2% to 86.7% Achievement Measure Evaluation: Eight of the nine categories are

either very high or high. PAT: Excellence measure category is

intermediate Improvement Measure: All areas have either improved or

maintained Overall Measure Evaluation: Seven out of the nine categories

were Excellent PAT Acceptable: Good PAT Excellence: Acceptable

• By the end of 2017-2018, our students and staff will better experience and demonstrate a safe community of learners along with positive mental health supports (as measured on satisfaction and other surveys).

District Satisfaction Survey

The scores that are furthest from the District Average for each survey are: All Staff: 25. In our school, technology is

meaningfully integrated into instruction. (-0.8)

26. Our school is a safe environment for children to learn. (0.3)

42. Overall, the district is a good place to work. (-1.6)

Students (4-6) 5. I am happy with the school

activities. (-0.1)

• By the end of 2017-2018, our students will better experience a safe environment with the modernization of the building and children will be more engaged by providing a conducive learning environment.

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14. My teacher expects my work to be done well. (-0.2)

15. My school teaches me to make healthy food choices and to be active. (-1.8)

I feel safe of the playground during school hours. (-5.5)

Parents: 16. My child is learning the attitudes

and behaviours that will make him/her successful in the world of work. (-2.2)

18. My child’s school focuses on continuous improvement. (-0.5)

19. My child is developing reading and writing skills that will prepare them for the future. (-0.6)

20. My child is developing math and number skills that will prepare them for the future. (-1.2)

37. Inclusive Education – Overall, how satisfied are you with the programming and progress of your child with special education needs? (-6.8)

Regression Analysis According to the Regression Analysis –

Provincial Achievement Test Expectations for 2016-2017, St. Maria Goretti Grade Six Students were within expectations (=) in English Language Arts and Social Studies, which was a slight drop from the previous year.

• Language Arts: key areas on reading, grammar skills, and comprehension (addressed in our literacy goal for this year).

• Math: focus on Math

vocabulary, number sense, basic math facts for all students (addressed in our math goal).

• Social Studies:

increasing vocabulary and comprehension

PAT/Diploma analysis

We achieved below the province in the following subject areas: English Language Arts:

Standard of Excellence- 15.4% compared to 20.9%

Mathematics Standard of Acceptable- 71.8% compared to 76.2% Standard of Excellence- 7.7% compared to 13.7%

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Below Acceptable Standard- 28.2% compared to 23.8%

Social Studies Standard of Acceptable- 74.4% compared to 81.3% Standard of Excellence- 10.3% compared to 25.1% Below Acceptable Standard- 25.6% compared to 18.7%

Science Standard of Excellence- 28.2% compared to 33.2%

We decreased our achievement scores from the previous year in the following subject areas: English Language Arts

Standard of Excellence- from 15.6% to 15.4%

Social Studies Standard of Excellence- from 21.2%

to 10.3%

will help. In addition, more PBL and inquiry projects will be implemented.

Our School Survey According to the Tell Them From Me/Our School Elementary Survey, St. Maria Goretti School scored below the District in the following categories: Hours per day students spent

reading books for fun during a typical week day: 0.7hrs – 0.9hrs

Hours per day students spent using the phone during a typical week day: 0.6hrs – 0.5hrs

Students do homework for their classes with a positive attitude and in a timely manner: 65% - 74%

Hours per day students spent doing homework during a typical week day: 0.7hrs – 0.9hrs

Students with Positive Behaviour at School: 89% - 93%

Students with Moderate or High Levels of Anxiety: 30% - 21%

• By the end of 2017-2018, our students will better experience, demonstrate and contribute as a “community of learner” as described in our mission statement. Positive Mental health with specific strategies will be targeted as strategies are listed in Goal 3.

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Students meeting and nearly meeting Canada’s Food Guide: 38% - 47%

Students consuming less than 5 sweets for fatty foods per day: 45% - 58%

Bullying and Exclusion: 33% - 23% Feel safe attending this School: 68%

- 75% Positive Teacher-Student Relations:

8.5/10 – 8.6/10 Positive Learning Climate: 7.2/10 – 7.4/10

5 Marks of Catholic School Identity Assessment

Mark 2 – Imbued with a Catholic Worldview • This is addressed in goal #1. By the end of 2017-2018 school year, our school community (students, families and staff) will seek out ways to spread Christ’s message and carry on with the mission of Jesus.

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Goals:

School Goal #1: By June 2018, our students will grow in their understanding than an excellent Catholic School has a visible and tangible Catholic vision evident in its physical space, liturgical celebrations and prayer life on a daily basis. Guided by Mark Two of the “Five Marks of Catholic School Identity” Imbued with a Catholic Worldview. District Correlation: Live and enhance the distinctiveness of Catholic education

District Key Strategies: 1.1 Demonstrate the distinctiveness and advantages of Catholic Education. 1.3 Demonstrate commitment to and excellence in Catholic Education. Strategies: The staff and students will cultivate and support a Catholic environment and ensure that permeation of faith remains central in all our day-to-day practices at St. Maria Goretti School.

Actions

All staff will strive to explore, know and

strengthen The Five Marks of Catholic School Identity within the school context; in particular, Mark Two: Imbued with a Catholic Worldview.

Continue to enhance the interior and exterior physical environment to capture the spiritual essence that is present in our Catholic learning community; chapel in the school.

Purchase age-appropriate bibles for each classroom (5 per classroom) for students to utilize on a daily basis.

Prayer center is visible in each classroom with a crucifix, candle and Bible and 3 cloths (purple, green and white) for each liturgical period.

School year theme, that celebrates our Catholic and unique school dimension as part of one Catholic community, “a community of Catholic learners”

Continue to increase, revise and freshen the visual and spiritual presence of

Measures/ Evidence of effectiveness The Five Marks of Catholic School Identity Satisfaction Survey-importance of learning about our Catholic Faith

May 2017 Page 15

catholicity in the building (i.e. school garden, exterior of building; creation of a chapel in the school).

All teachers and classrooms promote and support social justice projects (i.e. Sign of Hope and ECSD Foundation) through the guidance of the school chaplain.

Each grade in collaboration will carry out their social justice project in addition to the whole school social justice projects (to be determined by staff).

Support from Parent Society with Grade 6 WE day in the gym for all grade 6 to participate in this inspiring day.

Implementation and review of the Grade 1, 2, 3 Religion program and support by Chaplain and the new Gr. 4 Implementation of the Religion Program

Read and discuss as a staff (WAAG) and share in the newsletter with the parent community the “Amoris Laetitia” on a monthly basis.

Introducing and providing the link in the WAAG for teachers the “Quid Novum” (electronic newsletter from the Archdiocese to staff)

Father Raja from St. John Bosco Parish visits classrooms 3 times this year to enhance/supplement curriculum objectives.

School Chaplain will support 8 Characters of Catholic Education through collaboration time as well as support the presence of Catholic values within the school.

Use of the support of the school chaplain to facilitate successful celebrations and follow the liturgical calendar and process.

On a daily basis (broadcast), proclaiming the Gospel, faith-based music and student-led prayers shared.

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Review Date 1: February 2018 Review Date 2: June 2018

Teachers will practice excellence, professional preparation and quality of resource materials for Religious Education instruction as for other academic instruction. Continue to enhance and strengthen our Catholic identity through the Five Marks of Catholic School Identity Implementation plan (2015-2018) and continue teacher faith formation through the Five Marks of Catholic School Identity and the Excellent Catholic teacher.

The book, “When you teach in a Catholic School” has been purchased for all teachers. On a monthly basis, there will be collaboration time to delve into each chapter of the book.

The school chaplain shall work in collaboration with St. John Bosco Parish to help enhance the sacramental preparation. All dates will be included in the monthly newsletter and website so that parents are informed.

Mrs. Spitzer’s Garden school theme celebrates our catholic community and coincides with the district theme, “Rooted in Jesus… Hearts to love, Hands to serve

PATHS Implementation of Emotional Intelligence: to support Catholic values and teaches students to follow in the footsteps of Jesus.

Staff are continually encouraged to take courses online through Newman Theological College.

Learner Competencies are permeated on a daily basis within the whole school community through a Catholic perspective.

PD Faith Formation Day -teachers collaborating with the Learning Coach to embed the example lessons from the Catholic Learner Competencies.

School Chaplain will post the 3-minute retreat from Loyola Press on the WAAG every week. https://www.loyolapress.com/3-minute-retreats-daily-online-prayer

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School Goal #2: By June 2018, students will experience the educational experiences at St. Maria Goretti School as a 21st century Catholic learning community, continue to meet the diverse needs of our learners, are available to all students, and teachers are committed to improving student learning through engaging authentic literacy and numeracy teaching practices. District Correlation: ECSD students are successful District Key Strategies: 1.1 Identify and implement best practices that align with excellent early learning pedagogy

and learning environments to realize transformed education as described in the May 6, 2013, Ministerial Order on student Learning. An excellent start to learning necessitates a focus upon developing competencies and, in particular, the foundational competencies of literacy and numeracy, content and procedural knowledge.

1.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students.

District Correlation: ECSD has excellent teachers, school and school district leaders District Key Strategies: 4.1 Provide professional learning opportunities that build the capacity and leadership of all

staff to improve learner success. 4.4 Promote excellent teaching practices consistent with the Teaching Quality Standard,

which guides student achievement.

Sub Goal a) By June 2018, our students will communicate their understanding and grow their mathematical mindsets to enhance student learning as measured by classroom teacher assessments. Strategy All teachers will become experts with the Program of Studies with one grade level below and above to implement guided math strategies and differentiate for each child within their small group instruction.

Actions Support by learning coach and

school EA’s with guided math to develop differentiated lessons.

School wide Performance Assessment (MIPI) Administered October 2017.

All K-6 classrooms will have a student-led math word wall.

Two staff members trained with SIOP to PD staff on ELL learners specifically with a focus on math vocabulary.

Measures/ Evidence of effectiveness MIPI assessment, PAT, guided math, SLA’s. Teachers collaborating during allotted time with the Learning Coach.

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Teachers and students will utilize at least five strategies to encourage meaningful math talk to support students’ ability to reason mathematically and communicate reasoning through 10-15 minutes of “Math Talks”

Technology is embedded into the delivery of the programs of study. Continue to organize and re-configure classroom and so as to facilitate multi-media math learning environments which is robust and effective, and Math Apps are purchased and utilized i.e. Mathletics.

Continue to purchase and or update tech-based devices that will deserve to enhance student learning in math.

Develop and implement a learning commons area for inquiry in differentiated math activities.

Dedicated school wide math blocks.

Dedicated Monster Math Games on Fridays for 30 minutes school wide

School wide Kids Convention: math-based activities and school wide during Numeracy Week.

Communities of Practice with Math consultant and the lead Math Team at SMG: (October, November, January and March, May).

Professional Development with all teachers on Math Talks in October 2017.

Math Numeracy Environments in all K-6 classrooms which include math bins, math talks, anchor charts in every classroom.

Admin classrooms walkabouts and be engaged with “Math Talks” in the classroom (Sandra Herbst Professional development in Jasper 2017) Note of Math Anchor charts outlining strategies

Sub Goal b) By June 2018, our students will become proficient and improve their reading comprehension and strategies as measured by assessment practices.

Strategy All staff utilize texts to deepen the knowledge

Actions Continue to enhance literacy by

actively promoting and

Measures/evidence of effectiveness F&P assessments, LLI Intervention, Guided

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dialogue with literacy practices that will enhance student learning.

supporting Guided reading within the classroom in a dedicated block each day school wide.

Continue to enhance and support literacy by actively promoting and supporting formal writing programs within each classroom such as Lucy Caulkins, Empowering Writers and 6+1 Write Traits

Support by learning coach and school EA’s with guided reading and small group instruction.

Language Arts consultant: Communities of Practice: Professional development in January on Balanced Literacy

LLI intervention in the classroom through the Learning Coach and classroom teacher for the struggling readers

School wide Home Reading Program with acknowledging all readers in the monthly newsletter.

All teachers will create their PGP to guide their teaching practices.

Every week on the WAAG, TQS competencies and indicators will be noted for teachers to ponder and reflect on.

reading sessions, Running records, SLA’s and PAT’s Outside support from learning consultants, learning sessions and Professional conferences attended by teachers Professional Learning Community with grade partners, Learning Coach every two weeks for 45 minutes.

Review Date 1: February 2018 Review Date 2: June 2018

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School Goal #3: By June 2018, students and staff will grow in knowledge and understanding of Mental Health and wellbeing as measured by increase in healthy attitudes and participation in active activities. District Correlation: ECSD is an Inclusive School District District Key Strategies 3.1 Implement strategies to ensure that schools focus on the creation of inclusive, safe,

healthy and caring environments for all students and staff. 3.7 Continue to provide and develop services and model initiatives that promote student

health, using the Mental Health Strategic Plan.

Strategy Engage on professional development and dialogue on mental health and well- being.

Actions Principal to share

Go-educator booster videos with staff and with all students on Fridays during DPA time (30 minutes per week)

Dr. Stan Kutcher PD in November 2017: Learning coach and Principal to share with staff at Thursday PD in December 2017

Kids Convention in March: Focus on Community Building and Healthy Relationships

Implementation of the PATHS program school wide through multi-level groupings

Games Club led by the EBS throughout the day to promote student engagement and healthy wellbeing.

Communication and supports through the hiring of additional specialty area personnel in the school such EBS, T.A. BT, FSLW, Learning Coach.

Regular review of roles and responsibilities of a students/staff and parents as per p. 6 in the agenda book.

President’s choice PD grant for Promoting Health Eating: Providing

Measures/ Evidence of effectiveness Staff and student satisfaction surveys TTFM survey Review of the Mental Health Strategic Plan with all staff Learning Coach, E.B.S. TA BT and Educational Assistant support in classrooms

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Review Date 1: February 2018 Review Date 2: June 2018

All students from K-6 will have opportunities to eat healthy foods through our supplementary snack program and supplementary lunch program All staff will support a caring, safe environment with professional development on the Comprehensive School Health Framework as to provide students with: - positive and safe

physical environment

- teaching and learnings of social emotional well being

- healthy school policy - supports and

services with outside agencies

supplementary snack and lunch program for students in need.

Wellness room in the school Supports of EA’s in almost all

classrooms Family Orientated Programs

offered to Kindergarten students and their families on a regular basis through early learning facilitators.

Mental Health Champion and team of 4 students: Presenting information on Broadcast on a weekly basis promoting health and nutrition.

Maintain a safe and secure school environment by having the exterior doors always locked.

Increase the supervision outdoors to ensure students safety especially during our renovation.

Having all visitors report to the office and sign in.

Within our inclusive school community, all classes will have the opportunity to read and discuss the book, “The Juice Box Bully: Empowering Kids to Stand for Others”.

Physical literacy Lead teacher EA’s encouraged to participate in

Professional Developments Teachers are encouraged to take

their own personal teacher day All teachers will be trained in the

Non-Violent Crisis Intervention program in January 2018.

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Linked Resources

Linked Foundation Statements:

A Statement of 21st Century Learning in Edmonton Catholic Schools Preparing our students for a world not yet realized A Defining Statement of Inclusive Education in Our District – Katholos: Education for Life for All

Links on how to develop Vision and Mission Statements: “Vision and mission statements provide schools with an essential overview of where they want to go and what they want to be.” Gabriel and Farmer (2009)

Dufour and Eaker documents on mission and vision

http://centerforschoolchange.org/publications/minnesota-charter-school-handbook/vision-and-mission/

http://www.ascd.org/publications/books/107042/chapters/Developing-a-Vision-and-a-Mission.aspx

http://www.ascd.org/publications/books/103019/chapters/Vision-as-the-Compass.aspx

http://www.uscsd.k12.pa.us/Page/33

Links on Goal Setting

http://www.schoolimprovementcoach.org/manual/11%20Helping%20Teams%20Convert%20Goals.pdf

http://topachievement.com/smart.html

May 2017 Page 23

References

Colorado Department of Education. (2009). Sample SMART Performance Goals for District

Educational Improvement Plans. Cook, Timothy J. (2015). Charism and Culture: Cultivating Catholic Identity in Catholic Schools,

Arlington, VA: National Catholic Educational Association. Crockett, Lee, Jukes, Ian, and Churches, Andrew (2011). Literacy in NOT Enough: 21st Century

Fluencies for the Digital Age, 21st Century Fluency Project copublished with CORWIN, a Sage Company.

Danielson, C. (2002) Enhancing Student Achievement. Alexandria, VA: Association for

Supervision and Curriculum Development. Deal, T., and Peterson, K. (1999). Shaping School Culture: The Heart of Leadership. San Francisco, CA: Wiley, John and Sons Inc. Dufour, R., and Eaker, R. (1998). Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement. Bloomington, Indiana: National Education Service. Eaker, R, Dufour, R. and Dufour, R. (2002). Getting Started: Reculturing Schools to become

Professional Learning Communities. Bloomington, Indiana: National Educational Service.

Edmonton Catholic Schools. (2015). Developing Alberta’s Cross-Curricular Competencies from a

Catholic Worldview. Edmonton, AB: Author. Edmonton Catholic Schools. (2017). Edmonton Catholic Schools’ District Plan for Continuous

Growth 2017-2020. Edmonton, AB: Author. Edmonton Catholic Schools. (2015). The Five Marks of Catholic School Identity (Assessment tool

brochure). Edmonton, AB: Author. Edmonton Catholic Schools. (2015). The Five Marks of Catholic School Identity (poster).

Edmonton, AB: Author. Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Bristol, PA: The

Falmer Press. Gabriel, J., and Farmer, P. (2009). How to Help Your School Thrive Without Breaking the Bank.

Alexandria, VA: Association for Supervision and Curriculum Development. Mooney, N., and Mausbach, A. (2008) Align the Design: A Blueprint for School Improvement.

Alexandria, VA: Association for Supervision and Curriculum Development.

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National Association of Secondary School Principals. (2009). Breaking Ranks: A Field Guide for Leading Change. Reston, VA: Author. Reeves, D. (2002). The Daily Disciplines of Leadership. San Francisco, CA: Jossey-Bass.

Reeves, D. (2009). Leading Change in Your School. Alexandria, VA: Association for Supervision and Curriculum Development.

Robbins, P., and Alvy, H. (2004). The New Principal’s Fieldbook: Strategies for Success. Alexandria, VA: Association for Supervision and Curriculum Development. Schmoker, M. (2001). An ASCD Study Guide for The Results Fieldbook: Practical Strategies from

Dramatically Improved Schools. Alexandria, VA: Association for Supervision and Curriculum Development.