May 2016 Page 1

St. Philip School School Plan for Continuous Growth

2016-2019

As God’s chosen ones, holy and beloved, clothe yourselves with

compassion, kindness, humility, meekness, and patience (Colossians 3:12)

May 2016 Page 2

Edmonton Catholic School District Foundation Statements

District Mission Statement

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-centred 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.

A Statement of 21st Century Learning in Edmonton Catholic Schools

Preparing our students for a world not yet realized

May 2016 Page 3

In keeping with our Foundation Statement, the students and staff of Edmonton Catholic

Schools commit to 21st century learning. In support of hopeful Christ-centred 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.

Defining Statement of Inclusive Education for ECSD: 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. (*as defined by the School Act).

May 2016 Page 4

St. Philip School Plan for Continuous Growth 2016-2019

School Mission: St. Philip School is a faith-filled inclusive and collaborative learning community

where the light of the gospel permeates all our learning and guides us to be witnesses to our faith,

helping each individual student to fully grow academically, physically, socially and spiritually to live fully

and serve God in one another. Our school promotes vibrant growth of the Italian language and culture

by integrating oral based learning models, celebrating and promoting cultural activities and building

strong ties with the greater Italian Canadian community.

School Vision: The staff of St. Philip School is committed to transforming Catholic education and

student learning through a collaborative approach which focuses on continuous improvement in our

curricular practices by working interdependently to achieve common goals. We aim for an inclusive and

positive faith-based learning atmosphere where children feel safe, valued and welcome. Students grow

academically, physically, socially and spiritually through engaged student-centered learning - integrating

effective literacy, numeracy and competency based strategies.

School Context: (2 paragraphs)

St. Philip is a school with two programs – regular program mostly for students within our

catchment area and an Italian Language and Culture Program which has been in existence for 18

years and includes students from across North East Edmonton. Our surrounding community

demographic has changed in recent years, which has led to a marked increase in our ELL student

population. The population of struggling readers is increasing somewhat. St. Philip School is

focusing on effective school-wide literacy practices, high interest programming such as FLEX,

technological learning tools and varied extracurricular experiences to meet the needs of our

population.

The Italian Language and culture program, which attracts many families from beyond the

school’s catchment area has seen some declining numbers in the last few years. Steps have been

taken to reverse this trend recently, including a more student centered and oral based curriculum,

extended bussing routes and fostering stronger relationships with the Italian community groups

and Preschool. Work done to this date has proven successful in increasing Italian enrollment.

Further emphasis on literacy, ELL programming and Italian community support and growth is

engrained in our School Growth Plan to further the goals of bringing the best out of every child

in a safe, inclusive, faith filled school community.

May 2016 Page 5

Review of Previous Year’s Goals:

Goal Achieved/continue

modify

Evidence/data used

Ethical, Engaged and

Entrepreneurial School

Community growth

Ongoing for 2016 to 2019

We have achieved much as a

school and faith community

building, but are still, in data,

seen as rebuilding our reputation.

We need to continue what we

have started - building

community within and beyond

our school.

Parent Satisfaction Survey suggests that St. Philip is still rebuilding its positive reputation in the community. Ongoing for some years now, but clearly moving in a positive direction

Early Learning Literacy

focus

Some success - will be refined for

2016 – 2019, with more focus on

ELL learning strategies, cross

graded and differentiated learning

strategies, changing roles of EAs

and with more technological and

occupational therapy tool

integration.

Numbers of struggling

readers and struggling

learners remain higher than

in past years. Slightly lower

ELA writing results in 2016

grade 6 PATs. Other PAT

results such as Reading

Comprehension, Math and

Social are satisfactory and

Science is excellent.

21 Century Learning

innovation and Transform

A good portion of this goal has

been achieved. Technology is

being thoroughly and strategically

integrated in learning and being

used regularly to increase student

learning. Parts not yet achieved

will be adapted and integrated

into the Early Learning focus

goals for the 2016-19 growth plan

Systematic and consistent

integration of technology in

all classes. Positive ongoing

acceptance and

implementation of new

technological tools.

Evidence of good

collaboration in individual

programing strategies being

planned and implemented

between Learning Coach,

Tech Coach and teachers.

May 2016 Page 6

Data and Survey Analysis from 2015/16 School Year:

Areas to celebrate

Accountability Pillar Safe and Caring Schools – Maintained at EXCELLENT

Student Learning Achievement (Grades K-9) Both Acceptable and

Excellence levels MAINTAINED AT GOOD

Preparation for Lifelong Learning, World of Work, Citizenship –

MAINTAINED AT EXCELLENT

Work Preparation IMPROVED

District Satisfaction

Survey

High levels of satisfaction in the following survey categories:

The approach to conflict management with adults in our school/site

is reflective of our core values

The approach to conflict management with adults in our school/site is

reflective of our core values

I am satisfied with the communication from my school/department.

I enjoy learning about the Catholic faith

My school teaches me to take care of the environment

I can make choices about my learning.

My child is developing math and number skills that will prepare them

for the future.

My child is developing reading and writing skills that will prepare

them for the future

My child has the opportunity to participate in Social Justice activities

at school

Regression Analysis Our school has achieved above the regression standard (+) in Science

and a stable result (=) in Social Studies and Mathematics in June

2016 PAT’s

PAT/Diploma analysis There is a general trend of increased results in Science (greatest) and

Social. Mathematics has remained stable.

Tell Them From Me High levels of satisfaction in:

Student participation in School Sports

School Participation in School Clubs

Students do homework for their classes with a positive attitude in a

timely manner

Effort – Students try hard to succeed in their learning

5 Marks of Catholic

School Identity

Assessment

Strongest Catholic School Identity Mark in our school:

Imbued with a Catholic Worldview

Areas to target for growth Data Source Process Goals in response to data

May 2016 Page 7

Accountability

Pillar

Not one measure has declined nor is

any measure below GOOD.

Excellent news!

District

Satisfaction

Survey

Areas of focus : Continue building of a positive

reputation in the community

Our school is to work on providing

necessary supports for children with

learning challenges

Safety on the playground during

school hours

Emphasis on Community building –

First Goal: Improve student community

pride, both individually and as a school

collective

Regression

Analysis Increase English Language

Arts/Literacy focus

Literacy focus within goals of Goal 2:

Increase Literacy Learning by better

meeting individual student needs PAT/Diploma

analysis We have declined somewhat in

English Language Arts.

The writing portion results fall just

below the district average (last year

only; not a trend in previous years)

Tell Them

From Me Focus on students meeting

Canada’s food guide daily

Ensure that religious celebrations

and prayer are important to all in

the school and our community

Opportunities to explore their love

of God and service to their

community

Foster and promote a reputation of

commitment to nurturing ethical,

engaged and entrepreneurial students

shaped by a spirituality of communion

with parents, students and staff

5 Marks of

Catholic

School Identity

Assessment

Mark #5: Shaped by a Spirituality of

Communion.

Our area of targeted focus for improvement:

The Catholic School has a plan to increase

involvement of parents in the life of the

school and parish.

Included throughout goals 1 and 3

Goals:

May 2016 Page 8

Goal 1: Foster and promote a reputation of commitment to nurturing ethical, engaged and

entrepreneurial students shaped by a spirituality of communion with parents, students and staff

District Correlation: District Goal One: Live and Enhance the Distinctiveness of Catholic

Education 1.1 Demonstrate the distinctiveness and advantages of Catholic education. a) Cultivate and support a Catholic ethos/environment within each site. b) Demonstrate a way of life rooted in the Catholic Christian call to discipleship and service.

Sub Goal a) Improved community perception of the school

Strategy

Increased parent involvement

in school and improved

communication between

school and parents

Actions

Provide opportunity to

meet the staff as well

as parents in a casual

setting at a school

council sponsored

opening barbeque

Provide more

information regarding

quality programming

taking place at school

through newsletter

information and

Synervoice promotion

Provide more

information and

incentive to parents

regarding the

participation in School

Advisory Council

Parents will have the

opportunity to see how

their children are

being celebrated by

having Awesome

cards sent home and

posted near school

office

Promote effectiveness

of Flex programming

by instructing parents

how to learn about and

Measures/ Evidence of

effectiveness

-positive parent feedback

-level of participation

-increased numbers at School

Council meetings

-increased participation in

surveys and decision making

processes

May 2016 Page 9

register for flex

sessions at home with

their children

Provide opportunity

for parents to be "in-

serviced" on basic

computer usage for

their child:

Powerschool, flex,

google classroom

Use new strategies and

more deliberate

approach in inviting

and involving parents

in school elebrations

Sub Goal b) Improve student community pride, both individually and as a school

collective

Strategy

Provide more opportunities

for students to celebrate their

success

Actions

Implement the use of

“Awesome cards”

which are staff

recognitions of student

leadership and acts of

integrity and ethical

citizenship

Students then

celebrate these, first

with the admin, then

as a school community

at monthly assemblies

and broadcast

Implement the public

celebration at

assemblies of students

who meet their

monthly home reading

goals

Increase the

promotion of school

sports teams through

Measures/evidence of

effectiveness

-increase in the incidence of

student acts of leadership and

collaboration with peers

-significant increase in the

number of students who meet

their monthly reading goal;

inevitable long term evidence

of improved reading levels

increase in the number of

student participation in school

May 2016 Page 10

Focus on improving student

Cross Curricular

Competencies with a Catholic

Worldview - Responsible

Citizen and Critical Thinker

more participation in

tournaments and

enthusiastic promotion

during broadcast and

assemblies

Recognize school

clubs at School Spirit

gatherings

Sharing examples of

Hope and Mercy

together as a school

community at School

Spirit gatherings,

ingraining in school

celebrations and in

classroom visits by

Father Paul, Sister

Mara, Father Dean

and other clergy

Student reward to

include celebration

time with Principal

Draws for Buddy

Bench reading

Promote new chapel area to school community

Have students see

good in others, though

PATHS program,

Seven Habits of

Healthy Kids "Hall of

Awesome" Board,

Talent Show, local

and global social

justice initiatives. Provide opportunities

for student leadership One School Spirit day

should include faith

element Awesome and

Compliment area in

hallways

teams as well as increased

spectator numbers

May 2016 Page 11

Students visiting

extended care centers;

reading to seniors Faith in action: ie.

Food drive, clothing

donations, mitten tree YESS - celebrating

everyday moments;

Student reflection on

gratefulness and

giving. Paint buddy bench to

encourage usage

Goal 2: Increase Literacy Learning by better meeting individual student needs

District Correlation: District Goal Two: Every Student is Successful 2.1 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. 2.2 Ensure the educational experiences meet the diverse needs of our learners and are available to all students. a) Continue to research and consider programs of choice that are aligned with the Ministerial Order on Student Learning d) Continue to implement strategies related to the success of our English Language Learners, which includes identifying and exploring strategies to ensure the success of our refugee students

Sub Goal a)

Students reading levels will increase getting closer to their grade levels

Strategy

More frequent LLI groupings

Guided Reading

Actions

More LC time

scheduled for LLI

groups.

More teacher training

and support for the

LLI model

Schedule blocks of

ELA across grades

Measures/ Evidence of

effectiveness

A significant rise in reading

comprehension levels and

more success across all

subjects. Continued success

on PAT scores.

Decreasing total amount of

struggling readers.

May 2016 Page 12

Reformed ELL approach

Reformed role of EAs in

classrooms

Renewed school wide writing

focus

In November begin

Cross-graded guided

reading model

Make sure students are

learning in class in

appropriate reading

level groupings.

Block ELA classes for

all grades to increase

cross graded activities

Home reading minute

charts in classrooms

Increased classroom teacher support for Individualized and purposeful ELL goals and KLOs formed in collaboration with ELL consultant and ELL designate

Increased ELL teacher support within classroom framework

Seek and integrate

new technology

support for ELL

students

More small group

learning activity and

support in classrooms,

especially with

students below grade

level

More one on ones and

collaborative planning

work between

administration/teachers

and EA’s

Successful student growth

and confidence observed by

teachers with effective and

consistent use of classroom

and cross graded reading

model

Pace of increased benchmark

levels is faster

More success (and less

frustration) in reaching

proficient grade level learning

Consistent evidence of EAs

working on academic goals

with small groups of students

May 2016 Page 13

School wide review of PAT

and SLA results

Italian Language and Culture

oral Language focus

implementation

Review and system of

reintegrating 6 plus 1

writing strategies

throughout grades

more emphasis by

grade teachers in

modeling good writing

strategies with students

Celebrate writing

events in school such

as shared writing days

and Write on days and

/or one per term

writing prompts

Extra focus and

practice on writing

with grade 6 class in

preparation for PATs

Consider

implementing school

wide writing rubric/

assessment. (ie. SLA

and PAT writing

assessment rubrics

Data review with all

teachers every Spring

as we plan direction

for the following year.

Reinforce the use of

communicative

teaching strategies

Use more oral

activities as

assessment tools

Increase the amount of

teacher led oral

language spoken

Provide more

opportunities for

students to use, as well

as hear the Italian

language during the

course of the school

Increased PAT results to meet

or surpass the district average

in ELA writing.

More effective and targeted

unit and lesson planning,

resulting in improved learning

and better PAT results

Increased levels of Italian

students’ oral language

proficiency

More retention of students in

Italian moving from grade 3

to 4 (when French becomes

an alternative).

May 2016 Page 14

day(broadcast,

celebrations,

assemblies, newsletters

Short “breaking news”

video clips from Italy

on Broadcast

Prepare skits or

dialogues for World

FM Italian program

High interest creative

written activities such

as skits, buddy letters

and prayers

Work on having at

least on Italian FLEX

session on Flex days.

Sub Goal b)

Integrating new technology in Learning

Strategy

Technology mentor and

Learning Coach support for

teachers

Actions

New MDM model of

upgrading iPad apps.

Increase time or

opportunities for Tech

coach to work in class

with teachers

modelling new

effective technologic

learning integration

Have dedicated LC

time with Tech coach

to increase base of

knowledge for

technologic learning

models

Use newly purchased

3D printer to meet

various curricular

objectives

Measures/evidence of

effectiveness

Efficient and timely updates

of new IPAD apps on school

iPads

Teacher familiarity and

comfort in integrating new

effective technology with

student learning

May 2016 Page 15

Assistive technology for

differentiated student learning

Personal devices used in

grade 3 to 6 classes

Be innovative in using coding

in classrooms

Tech. Coach and

Learning Coach take

PD and training

looking for new

assistive technologies

for students

Encourage FLEX

activities driven by

technology

Encourage teachers to

invite more frequent

use of personal devices

and not be held back

because of limited

class sets of

Computers or iPads

Prepare with Tech

coach and Learning

Coach a school plan

based on district

initiatives on

implementing coding

in our learning

More students using assistive

technology in their learning

and for especially in helping

meet needs for those students

who are challenged in

learning using traditional

models

Personal devices being seen

by students as powerful

learning tools

Coding implemented as a

basic learning tool across all

grades and subject areas

Sub Goal c)

Increased student engagement and choice with implementation of FLEX session learning

Strategy:

Create effective Elementary

Flex model

Actions:

Work with IT

department to develop a

PowerSchool system

unique to our needs

PD the staff on how to

create and run effective

sessions

Encourage parent

involvement by

instructing parents how

to learn about and

register for flex

sessions at home with

their children

Measures/Evidence of

Effectiveness:

High student engagement,

with emphasis on student,

increased community spirit

and cross curricular learning.

May 2016 Page 16

Goal 3: Purposeful Mental Health Awareness and Engagement for students, staff and

parent/local community

District Correlation: District Goal Three: The Edmonton Catholic School District is Inclusive: 3.5 Continue to provide and develop services and model initiatives that promote student health, using the Mental Health Strategic Plan. a) Seek practices and build staff capacity to enhance delivery of mental health supports that are both proactive and preventative in nature. b) Engage students in learning that fosters physical, emotional, social, mental, nutritional and spiritual wellness. c) Encourage and support partnerships that promote student health.

Sub Goal a)

Positive mental health awareness programming for staff

Strategy

Engage in professional

development in the area of

Mental Health

Create opportunities for

boosting staff morale,

comradery and cohesiveness

Actions

Seek out any

professional

development

available to all staff

groups and participate

in it together

Budget money for

Mental Health PD

conferences

Promote social

interaction amongst

staff by encouraging

togetherness at break

times

Plan more team

oriented professional

development

activities for ALL

staff

All staff modeling

and maintaining a

positive environment

throughout the school

day

Measures/ Evidence of

effectiveness

Sustained and steadily

increasing staff collaboration,

energy and team support

Positive staff feedback

Sub Goal b)

Positive mental health awareness and a feeling of safety for students

May 2016 Page 17

Strategy

Meaningful integration of the

PATHS programming

Pro-active problem solving

Focus on strategies Seven

Habits of Happy Kids

Guest speakers for students

and staff bringing a positive

mental health message

Actions

promote the PATHS

strategies as a school

by recognizing

students who use it

(celebrate students

school wide on

broadcast, assemblies

etc.)

encourage the routine

use of, and reference

to, these strategies by

all staff

administrators take

extra time to provide

pro-active strategies in

solving problems

participate school

wide in calendar set

mental health theme

days

Teachers to focus on

one habit each month

with their students

starting in October

Repeat on a yearly

basis over the next

three years

aim for at least three presentations yearly (ie. anti - bullying, staying positive, inspirational videos). Could be live, via SKYPE or video.

Measures/evidence of

effectiveness

Improved “feel safe at school”

data in TTFM survey

Less frequent conflict or

conduct infractions; more

respectful behavior

-

May 2016 Page 18

Sub Goal c)

Positive mental health awareness programming for parents and community

Strategy:

Provide a venue for mental

health awareness evenings

for parents

Mental Health information

made available for parents

Actions:

plan for minimum 2

sessions each year

Include mental health

tips or articles in

school newsletter

Provide links for

Mental Health

Education and

resources in new

Mental Health section

on school Website

Awareness campaign

information of Mental

health resources and

initiatives available

by our district.

Measures/evidence of

effectiveness

Positive feedback from parent

community

Review Date 1: March 17, 2017

Review Date 2: June 22, 2017

Linked Resources

Linked Foundation Statements:

A Statement of 21st Century Learning in Edmonton Catholic Schools

Preparing our students for a world not yet realized

May 2016 Page 19

A Defining Statement of Inclusive Education in Our District – Katholos:

Education for Life for All

Planning for School Improvement

http://www.centerforcsri.org/files/presentations/SchImpPlanningProcess.pdf

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.solution-tree.com/media/pdfs/Reproducibles_PRTI/PRTI_4_t2.pdf

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

Links on Goal Setting

http://www.schoolimprovementcoach.org/manual/11%20Helping%20Teams%20Conv

ert%20Goals.pdf

http://topachievement.com/smart.html

http://www.edu.gov.on.ca/eng/policyfunding/leadership/pdfs/issue8.pdf

References

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Educational Improvement Plans.

May 2016 Page 20

Crockett, Lee, Jukes, Ian, and Churches, Andrew (2011), Literacy in NOT Enough: 21st

Century Fluencies for the Digital Age, 21st Century Fluency Project copublished

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Deal, T., and Peterson, K. (1999). Shaping School Culture: The Heart of Leadership. San

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

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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

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Robbins, P., and Alvy, H. (2004). The New Principal’s Fieldbook : Strategies for

Success. Alexandria, VA: Association for

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