school name: st. agatha catholic school gerard … · strategy divisional consideration timeline...

SCHOOL NAME: St. Agatha Catholic School PRINCIPAL: Gerard MacNeil

SUPERINTENDENT: Mark Fenwick TRUSTEE: Paul John Crawford

SCHOOL ADDRESS: 49 Cathedral Bluffs Dr , Toronto ON , M1M 2T6

STUDENT ENROLMENT: 410

School Learning PlanSt. Agatha Catholic School

2008 - 2009

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2008 - 2009

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To raise the conscious level of the whole school community about the plight of children in 3rd world nations and to look for ways in which the St. Agatha students, through Me To We activities can work with the "Save the Children" Foundation to to both educate our students and to financially support those students in their educational and life pursuits.

Ongoing Teacher, Principal Community Resources

Ongoing The students are now more aware of their responsibilities as future citizens of the world. Through our Me To We involvement, our core team is able to pass on the message to the wider school community, thus creating a greater awareness. We are seeing more student willingness to get involved in the program and a greater desire to make a difference.

To raise the awareness among the students of their responsibility to assist the less fortunate in society, especially in those within their own community and city and to share some of the material riches with which they are abundantly blessed in our St. Agatha community.

Academic Year teachers, parent volunteers and students.

Community Resources

Ongoing The students in Grade 8, working with their teachers and a volunteer parent, will take on the responsibility for the organization of several pizza lunches. They will do sufficient research to determine who or what communities can benefit from their intervention. They will learn that even their individual efforts can and will make a difference in the lives of others. All monies raised will be used to benefit those who are most in need. The students have stermined to focus in on causes which benefit children.

Division Intermediate (7 - 8)

Strategy Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Faith Development

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.

Priority Nurturing Our Catholic Community


2008 - 2009

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To strengthen the connection between the school and parishes with respect to the reception of sacraments and participation in the liturgies. The students will also deepen their faith as they prepare for the reception of the sacraments appropriate for their grade.

Ongoing Principal, Teachers and Pastoral staff

Community Resources

Ongoing Frequent visits by parish staff who will celebrate both liturgies of the Word and the Eucharist. Parish staff will assist the teachers through classroom visits and in this way develop a positive rapport with the students.

A para-liturgy centered around the Advent wreath and involving all the primary classes is being organized for early December A Pre-Christmas Mass with our local Parish Priest will be planned and celebrated in the in our school gym before Christmas

Term 1 Teacher, Principal School resources In progress Teachers and Parents will work together to plan the Mass and involve as many students as possible. The students will be involved in preparing the readings and petitions. An effort to reflect the uniqueness of the school community and its particular needs will be evident in the petitions prepared. A Power Point centering on the theme will be used at appropriate moments during the mass. The aim is to allow the students to realize that it is the people present who are the Church. We may not be in an actual church building, but we are still a church community at prayer.

Encourage St. Agatha School community to be conscious of its gifts and talents and also its responsibility as a prudent user of God's earthly gifts and its obligation to be aware of its obligations in the area of social justice

Academic Year Principal, Teachers and Parish Priest and other Pastoral and parish organization team members

Community Resources

Ongoing Participate in Thanksgiving Food Drives Adopt a family for the St. Vincent de Paul Christmas Basket program in collaboration with St. Boniface Parish. Participate in Share Life Campaign through Lenten Classroom penny drive Participate in Clean Earth Day by helping to clean up school yard . Encourage conservation of resources and recycling.

Division JK - 8






2008 - 2009

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The students will deepen their convicttion that we are a community of faith and prayer through the daily practice of Morning Prayer recited over the P.A. system to begin the school day.

The younger studenst will learn by modeling the practices begun by the older studnets

Ongoing Principal, Teacher Students

Prayers used from school and Board resources as well as prayers prepared by students in class

In progress The students will become more comfortable with the practice of reciting prayer in public. The practice of daily prayer will be carried forth fromthe school setting into their home life as well. The students are learning to both speak and pray in a public forum.

Division JK - 8






2008 - 2009

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To allow the students of St. Agatha to grow as responsible and caring students in safe and caring environment

Ongoing Principal, teachers,students and parents

Board, school and community resources

In progress The students will become more healthy through the physical and learning activities of our school H.A.T. team. Based on the evidence from the surveys conduted in 2007-08 school year, classroom presentations using learning kits allowed the students to discuss specific areas of concern and develop strategies to address them.

Note: The principal will report to the school community on the effectiveness of each strategy at the end of the year how the plan worked based on the evidence of improvements.

Division JK - 12

Identified Goal/Need Divisional Consideration Timeline Responsibility Resource Status Evidence of Improvement

Goal Safe, Inclusive and Healthy Learning Environment

To enhance the quality of the working and learning experience through improving schools and workplaces so that they contribute to positive healthy and respectful relationships.



2008 - 2009

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Invite the community to attend Open Houses, school curricular and extra-curricular events and liturgies at the school.Encourage parents and community members to share special talents and areas of expertise through classroom presentations and demonstrations.

Ongoing Teacher, Vice Principal, Principal

Board-wide resources Ongoing Open House for JK potential registrants will allow them see and hear about the school communityOpen House for French Immersion program will increase the profile of the program and the school.Parents will feel welcome in the school and will be more willing to offer their time and talents within the school communityParent willingness to be a part of CSAC will increaseThe faith life of the school community will be strengthened through the participation of parents in our school liturgies and celebrations.

CSAC to use money provided through grants to enhance communication withing the school community and the community at large.

Academic Year Parents, teachers, administrators

Community Resources

In progress A regular bulletin of information and events will provide all E.Mail subscribers with valuable information.CSAC will seek to obtain and use a permanent outdoor sign to publicize eventsParents will speak at registration events to relate their positive experiences in the school and encourage involvement.A positive feeling about the school and its role in the community will be achieved through better communication.

Division Primary (JK - 3)


Goal Increasing Enrolment and Retention in Grades JK-12

To support and implement a variety of local and system initiatives that actively enhance the school profile and promote the benefits of Catholic education.



2008 - 2009

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Using the TCDSB Primary Grades Comprehensive Literacy Document, French Immersion teachers and English Instruction teachers will work collaboratively to implement teaching and assessment strategies to support student learning and comprehension.

Ongoing Teacher Professional Development

In progress -Teachers will attend inservices to familiarize themselves with the Comprehensive Literacy Document. -French teachers will work with their English conterparts to follow and implement the Comprehensive Literacy Document with their students. -Teachers will have a better picture of the students' progress in reading and comprehension. -Students will be better prepared when they begin the English component of the FI program in Grade 3.

Charts EQAO-Reading-20072008-Grade 3-All Students

Gap Analysis:

1. The Early French Immersion students do not complete the Reading and Writing portions of the assessment. 2. 50% of the grade 3 students meet the provincial standards 3. Look at the "No Data" students: 8% = 1 student 4. Look at the Level 2 students at 42%: - 42% = 5 students 5. 3 "look for" students in the 2.7 - 3.1 range. 6. 2 of the 5 students = 16% are between 2.7 - 2.9 in the raw level scores 7. Therefore, target the 16% + 50% = 66%: potential of students meeting the provincial standards.



Goal Literacy

To improve the overall level of students' literacy skills by enhancing their reading and writing proficiency through an interdisciplinary approach.

Priority Improving Student Learning and Achievement


2008 - 2009

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Term 3 Teacher, Vice Principal, Principal

Board-wide resources In progress Increased use of, understanding and analysis of running records data to inform instruction.

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 / secreatariat sponsored workshops

Academic Year Teacher Board-wide resources In progress -Teachers will put more emphasis on using rubrics and exemplars geared to Levels 3 and 4 performance to encourage students to strive higher. -Teachers will use anchor charts to display and model student responses.


Gap Analysis:





2008 - 2009

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Using the TLCP, to focus on improved reading instruction and improved student reading comprehension in the primary grades


Board-wide resources In progress -Teachers will use the primary EQAO scores as evidence of areas of need. -Teachers will focus on the skills of implicit reading and making connections. -Teachers will focus on the format of open response answers.


Gap Analysis:




Goal Literacy




2008 - 2009

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In the pre-primary division, the teachers were involved in the implementation of the Early Development Initiative, wherein students/parents completed an extensive survey to assess school readiness as our younger children first enter school in their early years.

Program components may include: -Implement the Welcome to Kindergarten™ Program. -Meet with your on-site/off-site child care partners to review and discuss the EDI results and collaborative next steps. -Connect with your local Ontario Early Years Centre regarding available programs. -Ensure that families are aware of the Parenting and Family Literacy Centre in your area. -Consult your 2008-2009 School Health Services Guide for programs that promote Healthy Schools in Toronto. -Provide Getting Ready for School guides for newcomers.

Ongoing Principal, Coordinator Board-wide resources In progress The results of the survey will assist teacher in focusing on the individual needs of the students and in planning, programming, and implementing interventions to address these needs. Specific areas of focus may be: -Physical Health and Well-Being -Emtional Health and Maturity -Social Knowledge and Competence -Language and Cognitive Development -Communication Skills and General Knowledge


Gap Analysis:




Goal Literacy




2008 - 2009

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French Immersion teachers and English Instruction teachers will work collaboratively to implement teaching and assessment strategies to support student learning and comprehension in reading.

Academic Year Teacher Classroom / school resources

In progress -French teachers will work with their English conterparts to follow and implement high yield teaching strategies with their students. -Teachers will explicitly teach reading comprehension strategies. -Teachers will have a better picture of the students' progress in reading and comprehension.

Using the TLCP, to focus on improved reading instruction and improved student reading comprehension in the junior grades.


Classroom / school resources

In progress -Teachers will use the junior EQAO scores as evidence of areas of need. -Teachers will focus on the skills of implicit reading and making connections. -Teachers will focus on the format of open response answers.


Gap Analysis:

1. 64% of students meet the provincial standards in reading 2. 1 student is exempt 3. 29% = 14 students at level 2 4. 11% = 5 of the level 2 students are at the 2.7 - 2.9 range. 5. 11% = 5 of the level 2 students can be targeted: therefore potential 75% of students can meet the provincial standards in reading.

Division Junior (4 - 6)


Goal Literacy




2008 - 2009

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Implementation of the Empower Reading Program from the Hospital for Sick Children -- a remedial reading research program which will improve the overall level of students' literacy skills by enhancing their decoding skills through small group instruction. This is a highly scripted program which targets students in Grades 2 to 5 who are continuing to struggle with decoding.

Ongoing Special Education Board-wide resources In progress Ongoing assessments conducted by the TCDSB central staff will indicate the progress of the students. Improved engagement in learning activities of the students involved. Enhancement of student self-esteem and attitude towards school due to success in learning to read and understand which strategies to implement to read the written word.

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

Ongoing Teacher Classroom / school resources

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


Gap Analysis:

1. 64% of students meet the provincial standards in reading 2. 1 student is exempt 3. 29% = 14 students at level 2 4. 11% = 5 of the level 2 students are at the 2.7 - 2.9 range. 5. 11% = 5 of the level 2 students can be targeted: therefore potential 75% of students can meet the provincial standards in reading.



Goal Literacy




2008 - 2009

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Action to be taken -Teachers will use the primary EQAO scores as evidence of areas of need. -Teachers will focus on the strand of patterning and algebra. -Teachers will focus on the format of open response answers.

Using the TLCP, to focus on improved numeracy instruction and improved student numeracy comprehension in the primary grades.



Action to be taken -Teachers will use the primary EQAO scores as evidence of areas of need. -Teachers will focus on the strand of geometry and spatial sense. -Teachers will focus on the format of open response answers.

Ensure that a variety of instructional approaches are being used in conjunction with appropriate resources such as manipulatives and technology

Ongoing Teacher, Vice Principal, Principal

Early Math Strategy pp.19-24Manipulatives Kits provided by the CEC Math Department and In-Services

In progress Teachers know when it is appropriate to use manipulatives and can use them effectively.

Charts EQAO-Mathematics-20072008-Grade 3-All Students

Gap Analysis:

1. 56% of the grade 3 students meet the provincial standards in mathemeatics 2. 3% = 1 student did not participate 3. 3% = 1 student achieved a level 1 response 4. 38% = 14 students achieved a level 2 response 5. Of these 14 students, 7 students = 19% fall within the target range of 2.7-2.9. 6. Therefore, potetial achievement at the provincial standards is 19% + 56% = 75%.



Goal 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.



2008 - 2009

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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.

Academic Year Curriculum and Accountability Department

Board-wide resources In progress -Teachers will put more emphasis on using rubrics and exemplars geared to Levels 3 and 4 performance to encourage students to strive higher. -Teachers will use anchor charts to display and model student responses.


Gap Analysis:

1. 56% of the grade 3 students meet the provincial standards in mathemeatics 2. 3% = 1 student did not participate 3. 3% = 1 student achieved a level 1 response 4. 38% = 14 students achieved a level 2 response 5. Of these 14 students, 7 students = 19% fall within the target range of 2.7-2.9. 6. Therefore, potetial achievement at the provincial standards is 19% + 56% = 75%.



Goal Numeracy




2008 - 2009

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Through the co-teaching model, ensure that effective instructional strategies are being used in conjunction with appropriate resources such as manipulatives and technology.

Term 1 Curriculum and Accountability Department


In progress -Junior teachers will partner to prepare, observe/demonstrate and debrief a mathematics lesson through the co-teaching model with the assistance of board resource staff. -Participating junior teachers will share this strategy with other junior level teachers.



Action to be taken -Teachers will use the junior EQAO scores as evidence of areas of need. -Teachers will focus on the strand of data management and probability. -Teachers will focus on the format of open response answers.

Using the TLCP, to focus on improved numeracy instruction and improved student numeracy comprehension in the junior grades.



Action to be taken -Teachers will use the junior EQAO scores as evidence of areas of need. -Teachers will focus on the strand of measurement. -Teachers will focus on the format of open response answers.




Gap Analysis:

1. 62% = 30 students met the provincial standards for mathematics. 2. 1 student was exempt. 3. 31% = 15 students were at a level 2. 4. Of these 15 students, 10 students fell within the 2.7 - 2.9 range. 5. Therefore, these 10 = 21% students can be targeted to achieve: 21% + 62% = 83% to meet the provincial standards.

Goal Numeracy




2008 - 2009

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Review divisional assessment and evaluation practices and facilitate grade and divisional dialogue

Ongoing Teacher, Vice Principal

Board-wide resources In progress - in-school assessment practices are clearly linked to the curriculum expectations and the new Achievement Chart- all seven “mathematical processes” are assessed in a balanced way- assessment is used to inform instruction- assessment tasks accommodate students’ learning styles and ability levels

Ensure that the students are being explicitly taught comprehension strategies which will assist them in interpreting what skills are being addressed in the math program and what the problem is asking them to do.

Academic Year Teacher Classroom / school resources

In progress The students will be more successful in applying the mathematical skills required if they are able to read and understand the problems.


Gap Analysis:

1. 62% = 30 students met the provincial standards for mathematics. 2. 1 student was exempt. 3. 31% = 15 students were at a level 2. 4. Of these 15 students, 10 students fell within the 2.7 - 2.9 range. 5. Therefore, these 10 = 21% students can be targeted to achieve: 21% + 62% = 83% to meet the provincial standards.



Goal Numeracy




2008 - 2009

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Following the "Success for All" initiative develop teaching and assessment strategies which will continue to assist the students in their high school years.

Academic Year Teacher, Principal Board-wide resources In progress Teachers participate in Board-sponsored workshops focusing on the promoting an ongoing dialogue between Grade 7-10 teachersImproved communication with and participation in activities with local Professional Learning Community.

Develop math /science skills through interactive activities. Develop social skills and enhance self esteem and communication skills. Improve time management, organizational and focusing skills. Follow TCDSB Grade 7-10 Transition Plan.

Academic Year Teacher, Vice Principal, Principal

Board-wide resources In progress Students will learn skills from Scientsits in School, and Math presenations Students will learn the skills of self advocacy and setting of personal goals Both teachers and students will have the opportunity to work with high school teachers and students. Teachers, through participation in PLC sessions at both the elementary and secondary level, will learn how to develop apprpriate intervention skills, how to interpret and use data and how to track students at risk.

Charts CAT3-National Percentile-20072008-Grade 7

Gap Analysis:

1. Grade 7 students exceed the TCDSB percentiles in all 7 subtests. 2. Reading and Written Language are the weakest of the 7 subtests. 3. Spelling is the strongest area. 4. Computation provides the largest descrepency of 23% between school and TCDSB achievement.



Goal 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).



2008 - 2009

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Parents receive a copy of brochure detailing High School programs. Parents given a listing of all Open House scheduled. Parents receive a letter encouraging them to attend the Open Houses and to consult with Grade 8 teacher and Special Education teacher( if applicable ) about school and program choice.


Board-wide resources Ongoing Any student deemed at risk will receive appropriate information and support.Students will make appropriate course selection at time of registration.

Using the TLCP, to focus on improved reading instruction and improved student reading comprehension in the intermediate grades.



In progress -Teachers will use the CCAT scores as evidence of areas of need. -Teachers will focus on the skills of implicit reading and making connections. -Teachers will focus on the format of open response answers.


Gap Analysis:








2008 - 2009

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Action to be taken -Teachers will use the grade 7 CAT3 scores as evidence of areas of need. -Teachers will focus on the strand of data management and probability. -Teachers will focus on the format of open response answers.

Using the TLCP, to focus on improved numeracy instruction and improved student numeracy comprehension in the intermediate grades.



Action to be taken -Teachers will use the grade 7 CCAT scores as evidence of areas of need. -Teachers will focus on the strand of measurement. -Teachers will focus on the format of open response answers.


Gap Analysis:








2008 - 2009

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Staff encouraged to pursue additional qualification courses, participate in curriculum committees, courses leading to principal qualifications and Board-sponsored leadership courses such as the Foundation series.

Ongoing Principal Board-wide resources Ongoing Increased confidence in delivering curriculum in areas of literacy and numeracy.Improvement is assessment practicesImproved facility in identifying student weaknesses in curriculumMore teachers willing to consider positions of leadership within the school and the Board

Division JK - 8


Goal Empowering Catholic Leadership

To develop and support Catholic Educational Leaders who are energizing, caring, visionary, student-focused and collaborative role models in building a Catholic professional learning community.

Priority Building Capacity to Lead and Learn


2008 - 2009

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Through the TLCP, the school principal and lead teachers will participate in professional development sessions and will, in turn, pass the learning on to all classroom teachers.

Academic Year Teacher, Vice Principal, Principal

Professional Development

In progress Using data identify areas of strength and weakness, learning opportunities will be provided based on the needs of the family of schools. New learning will be passed on to all divisions. The TLCP cycle will include: target setting, alignment with ministry expectations, explicit teaching, and pre- and post-assessments.


Division JK - 8

Goal Professional Development

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.

Priority Building Capacity to Lead and Learn

school name: st. agatha catholic school gerard … · strategy divisional consideration timeline...

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