school plan for continuous growth st. clement - … · november 2017 page 1 school plan for...

November 2017

School Plan for Continuous Growth

St. Clement

Christ has no body but yours, no hands, no feet on Earth but yours.

(St. Teresa of Avila)

November 2017

St. Clement IB World School: School Plan for Continuous Growth 2017-2020

School Mission Statement:

We are committed to supporting the development of full learner potential and called to

develop responsible, respectful and reflective children in a Christ-centered global

community.

School Vision:

St. Clement is a Christ-centered, culturally diverse community that fosters critical and

creative thinking, international-mindedness and social justice. The staff and students are

devoted to creating an environment that embraces life-long learning; an environment

where everyone is inspired to achieve excellence in academics and strength in body, mind

and spirit.

Charism:

Our Charism: a unified and generous community where everyone works together to fully educate the mind, body, and soul of each child following the example of our namesake.

School Context:

There are currently 416 students at St. Clement. We are located in the Millwoods area and

are strongly connected to the Millwoods community of schools. We experienced a

significant decline in our school population due to the opening of Father Michael Mireau.

This led to the loss of over 400 students and 24 staff. We currently have two of each grade,

apart from our one grade 2 class.

We are the District site for the International Baccalaureate Primary and Middle Years

Programme. All students from K-9 participate in the IB Program. We are considered a

leader in this area and often are visited by other sites to see the incredible work we are

doing. This year is our formal IB evaluation year, something that takes place once every five

years. We prepared for this all of last year as part of the self-study process. Holy Trinity is

our partner site for our MYP Programme as it starts in grade 6 at St. Clement and continues

to the end of grade 10 at Holy Trinity.

November 2017

The foundation of all that we do is our Catholic inclusive vision. We have a strong Learning

Team which includes our administration, two Learning Coaches and our IB Coordinator.

We have 110 ELL’s, students identified as FNMI and students with mild/moderate/severe

disabilities. We have staff members including Educational Assistants, 2 Learning Coaches,

an IB coordinator, a STAY officer and a FSLW.

Review of Previous Year’s Goals

Goal What will you do with that goal?

What data supported your decision?

School Goal 1:

By June 2017, students will meet with success on assessment measures appropriate for their individualized needs on measures such as report cards and IPP’s/PLP’s. (8 strategies)

We achieved the goal of the creation of an authentic Learning Team. Due to the decrease in the student population, we have reduced our Learning Coaches from 3 to 2, no longer are able to offer the LLI model within the MYP and are unable to offer a push in model of support within the PYP. PD in the area of inclusive practices, monthly EA meetings, a flexible model of support and SIOP training to our MYP LC will continue.

Analysis of report cards, IPP’s and PLP’s. Student goals are individualized and appropriate for their unique learning needs.

School Goal 2:

By June 2017, increased student level of achievement will reflect quality teaching practices and the promotion of differentiated learning, Catholic education and collaboration in an inquiry based environment. (4 strategies)

Teachers attended various Communities of Practice and brought back information at staff meetings and through lunch box sessions. We will continue to have staff bring back their learning after attending PD. We will no longer be able to offer a push in model of support. Staff will continue to attend local and international IB training.

Looked at impact of staff provision of PD as offered through the district and outside of the district.

November 2017

Goal 3:

By the end of the 2016-2017 school year, our students will grow in their understanding of Catholic identity with an IB framework as expressed in “The Five Marks of Catholic School Identity” and “Learner Competencies Formed Through Catholic Education.” ( 6 strategies)

There was an increase in visible symbols of our Catholicity, including that seen in the hallways and classrooms (prayer tables). The chaplain worked with the classroom teachers in enhancing the religion curriculum. We will modify our approach to the preparation of celebrations. Each grade level will take leadership of each of the celebrations with support from the Chaplain. We will no longer have a separate Social Justice Committee. Each grade level will pursue social justice (monthly). We will continue to focus on the mission statement.

More work is needed on looking for ways for the Chaplain to support classroom teachers as well as the mission statement.

November 2017

Data Analysis:

Areas to celebrate

Accountability Pillar Measure Category: Excellent: SAFE AND CARING SCHOOLS- Safe and Caring Excellent: STUDENT LEARNING OPPORTUNITIES- Program of Studies Excellent: STUDENT LEARNING OPPORTUNITIES- Education Quality Excellent: STUDENT LEARNING OPPORTUNITIES- Drop Out Rate Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Citizenship Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Parental Involvement Excellent: CONTINUOUS IMPROVEMENT- School Improvement Achievement Measure: Excellent: SAFE AND CARING SCHOOLS- Safe and Caring Excellent: STUDENT LEARNING OPPORTUNITIES- Program of Studies Excellent: STUDENT LEARNING OPPORTUNITIES- Education Quality Excellent: STUDENT LEARNING OPPORTUNITIES- Drop Out Rate Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Citizenship Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Parental Involvement Excellent: CONTINUOUS IMPROVEMENT- School Improvement Improvement Measure: Excellent: STUDENT LEARNING OPPORTUNITIES- Education Quality Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Excellent: CONTINUOUS IMPROVEMENT- School Improvement Overall Measure Evaluation: Excellent: SAFE AND CARING SCHOOLS- Safe and Caring Excellent: STUDENT LEARNING OPPORTUNITIES- Program of Studies Excellent: STUDENT LEARNING OPPORTUNITIES- Education Quality Excellent: STUDENT LEARNING OPPORTUNITIES- Drop Out Rate Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Work Preparation Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Citizenship Excellent: PREPARATION FOR LIFELONG LEARNING, WORLD OF WORK, CITIZENSHIP- Parental Involvement Excellent: CONTINUOUS IMPROVEMENT- School Improvement

November 2017

District Satisfaction Survey

STUDENTS Grades 4-6: (20) I learn better by using technology in my school. (7) I am challenged to do my best. (22) I feel safe on the playground during school hours. (13) Student behavior is handled fairly. (19) My school gives me the opportunity to use a variety of technology tools. STUDENTS Grades 7-9: (25) In my school, I am given the opportunity to communicate my learning through a variety of media. (24) I am satisfied with my access to computer technology at school. (23) My school gives me the opportunity to use a variety of technology tools. (27) I feel safe in my school building. (26) Critical thinking and inquiry are taught at my school. PARENTS: (32 B) Opportunity to access information about decision-making processes. (32 C) Opportunity to access information about resource allocations. (32 D) Opportunity to access information about your child’s educational progress and achievement. (32 E) Opportunity to access information about overall student achievement in the school. (17) I am satisfied with the way student discipline is handled in my child’s school. STAFF: (19) Our school is providing the necessary supports for children with special needs. (38) I have appropriate opportunity for input into decisions that affect my job. (29) I have appropriate opportunity for input into school/site level decisions that affect my job. (22) School/department finances are being allocated in keeping with our core value of fairness. (32) Our school works as a team in our school/department.

Regression Analysis Grade 6: English Language Arts (+) This has improved from an (=) the previous year to a (+) this year. Mathematics and Science (=) This has remained unchanged from the previous year. Grade 9: English Language Arts (+) This has remained unchanged from the previous year.

PAT/Diploma analysis We achieved above the province in the following subject areas:

• Mathematics 6 Standard of Acceptable- 73.3%

• Science 6 Standard of Acceptable- 82.2%

November 2017

• English Language Arts 6 Standard of Acceptable- 92.2% Standard of Excellence- 21.1%

• Mathematics 9 Standard of Acceptable- 72.7%

• Science 9 Standard of Acceptable- 77.3%

• English Language Arts 9 Standard of Acceptable- 87.5% Standard of Excellence- 25.0%

Our School Survey St. Clement Compared to the District: Elementary: Students that value schooling outcomes: 97%-96% Students do homework for their classes with a positive attitude and in a timely manner: 80%-74% Students with positive behavior at school: 97%-93% Students who are interested and motivated in their learning: 90%-89% Feel safe attending this school: 76%-75% Expectations for success: 9.1-9.0 Students agreed that religious celebrations and prayer are important at their school: 96%-95% Students agreed that attending a Catholic school helped them to explore their love of God and service to community: 93%-92% Secondary: Students with a positive sense of belonging: 75%-72% Students that value schooling outcomes: 87%-77% Students that are regularly truant: 5%-17% Students do homework for their classes with a positive attitude and in a timely manner: 84%-81% Students with positive behavior at school: 98%-95% Students who are interested and motivated in their learning: 57%-47% Students meeting and nearly meeting Canada’s Food Guide: 44%-39% Bullying, Exclusion and Harassment: 16%-17% Feel safe attending this school: 73%-70% Positive teacher-student relations: 7.1-7.0 Positive learning climate: 7.1-6.9 Students agreed that religious celebrations and prayer are important at their school: 95%-90% Students agreed that attending a Catholic school helped them to explore their love of God and service to community: 89%-80%

5 Marks of Catholic School Identity Assessment

Mark Two: Imbued with a Catholic Worldview • The school and the local parish collaborate in preparing children who

have not received the sacraments of Initiation, including Baptism, First Communion and Confirmation, and the Sacrament of Reconciliation.

• The school works with local parish to support the immediate preparation for the sacraments of Eucharist, Reconciliation, and Confirmation.

November 2017

Mark Three: Animated by a Faith Infused Curriculum Religious education is a core subject area. Teacher assignment, learner outcomes and delivery of instruction are given the same professional requirements and rigor as in all core subjects.

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

Accountability Pillar

Achievement Measure Evaluation: Results are exactly comparable to the year prior. Improvement Measure Evaluation: PAT Excellence is an area of decline (these results are comparable to last year’s scores). Overall Measure Evaluation: PAT Excellence is an area of decline (these results are comparable to last year’s scores).

PAT Achievement for Excellence is an area to continue to work on. We will develop a goal to address this.

District Satisfaction Survey

STUDENTS Grades 4-6: (9) I can make choices about my learning. (16) I know how well I am doing in my school work. (17) I know what I need to do to improve in my school work. (21) I feel safe in my school building. (11) My school teaches me to show respect for other cultures and religions.

STUDENTS Grades 7-9: (13) I feel positively about my school. (8) I am satisfied with the variety of extra-curricular activities available. (9) I am satisfied with the variety of complementary courses (options) that are available. (1) Our religious celebrations at school are important. (7) I am challenged to do my best.

PARENTS: (31 D) Level of satisfaction with the School Council (28) I am treated with dignity and respect at my child’s school.

We will incorporate greater student choice in our plan. Need to undertake greater work in the area of assessment: verbal and written feedback, creation of rubrics, provision of exemplars, self assessment, goal setting, ensuring grading is differentiated/adapted, striving for excellence. A goal will be developed for this.

A goal will be developed to have each grade lead a celebration. Perhaps they will assume greater ownership and see our celebrations as important.

November 2017

STAFF: (24) I utilize technology to enhance student learning and broaden the perspective I provide to students. (10) I am satisfied with the way student discipline is handled in our school.

Regression Analysis

Grade 6: Social Studies dropped from an (=) last year to a (-) this year. Grade 9: Mathematics dropped from an (=) last year to a (-) this year. Social Studies and Science both remained at a (-) from last year to this year.

We will be addressing all areas of concern in our goals.

PAT/Diploma analysis

We achieved below the province in the following subject areas:

• Social Studies 6 Standard of Acceptance-68.9% compared to 72.9% Standard of Excellence-12.2% compared to 21.7% Below Acceptable Standard- 30.0% compared to 17.1%

• Science 6 Standard of Excellence-18.9% compared to 29.0% Below Acceptable Standard- 16.7% compared to 12.8%

• Mathematics 6 Standard of Excellence-11.1% compared to 12.6% Below Acceptable Standard- 25.6% compared to 21.1%

• Social Studies 9 Standard of Excellence-13.6% compared to 20.2% Below Acceptable Standard- 33.0% compared to 22.5%

• Science 9 Standard of Excellence-17.0% compared to 21.4% Below Acceptable Standard- 22.7% compared to 15.4%

• Mathematics 9 Standard of Excellence-14.8% compared to 19.0% Below Acceptable Standard- 27.3% compared to 21.8%

November 2017

Our School Survey

Elementary: Student participation in school sports: 69%-72% Student participation in school clubs: 32%-53% Students with positive relationships: 82%-84% Students try hard to succeed in their learning: 93%-94% Students with moderate or high levels of anxiety: 27%-21% Students meeting and nearly meeting Canada’s Food Guide: 44%-47% Hours per day students spent doing moderate physical activity during a typical week day: 0.8-0.9 Hours per day students spent doing intense: physical activity during a typical week day: 0.9-1.2 Bullying and Exclusion: 25%-23% Secondary: Student participation in school sports: 40%-48% Student participation in school clubs: 36%-37% Students try hard to succeed in their learning: 68%-73% Students are highly skilled and find their classes challenging: 60%-64% Students with moderate or high levels of anxiety: 29%-27% Students with positive self esteem: 76%-77% Hours per day students spent doing moderate physical activity during a typical week day: 0.6-0.7 Hours per day students spent doing intense: physical activity during a typical week day: 0.7-0.8 Students planning to finish high school: 76%-81%

We will address the areas of physical and mental health in one of our goals (elementary and secondary).

5 Marks of Catholic School Identity Assessment

Mark Two: Students have opportunities to pray every day in school. Mark Two: The school has a chapel or a specific space for community prayer that is used by the school community for the purpose of prayer and worship. Mark Four: Teachers and administrators demonstrate their faith through their active involvement in the school's Catholic culture, especially in liturgy, prayer, and justice activities. Mark Four: The Catholic school has a plan to increase involvement of parents in the life of the school and parish

These will be addressed in our goals.

Goals: Goal 1: Students will meet or exceed their predicted level of achievement on school based/district based/provincial assessments. District Correlation: ECSD Goal One: ECSD students are successful

November 2017

Edmonton Catholic School District Key Strategies: 1.2 Ensure the education experiences meet the diverse needs of our learners and are available to all students. ECSD Goal Four: ECSD has excellent teachers, school and district leaders 4.1 Provide professional learning opportunities that build the capacity and leadership of all staff to improve learner success. 4.5 Promote excellent teaching practices consistent with the Teaching Quality Standard, which guides student achievement.

Sub Goal a) Staff will engage in professional development to increase their capacity to work with all learners.

Strategy

• Staff will engage in PD at the school level in order to build their capacity to support their students’ diverse needs.

• Staff will engage in PD outside of the school in order to build their capacity to support their students’ diverse needs.

Actions

• Provision of PD by

Learning Coaches in areas

such as:

differentiation/adaptation,

IPP/PLP’s.

• Consultants will be

accessed in order to

support the teaching and

learning process.

• Staff will attend district PD as well as PD sessions offered outside of the district.

Measures/ Evidence of effectiveness

• Documentation of

PD sessions offered

as part of staff

meetings and lunch

box sessions.

• Number of

consultant visits will

increase.

• Number of sessions attended by staff

Sub Goal b) Students will experience a variety of instructional supports that increase their achievement.

Strategy

• Identify individual students that may come close to, but struggle to meet, Acceptable and

Actions

• Review CCAT and other assessment results and from this increase time devoted at divisional meetings to develop

Measures/evidence of effectiveness

• Generate list of students.

November 2017

Excellent thresholds.

• Generate targeted

learning strategies

for specific

students.

strategies that allow these specific students to reach the next achievement level.

• Teachers and Learning

Coach with work together

to complete a classroom

profile.

• Increased allocation of time at divisional meetings and between grade level teachers to discuss strategies for individual students. MYP subject area teachers to meet and discuss students and cross curricular strategies within the classroom.

• Increased teacher planning of assigned, yet flexible, student groupings for project-based work.

• Teachers to provide more opportunities for check ins and checking for understanding (student-teacher, student-student)

• Provide staff with continued LC support, and EA support, when available within the classroom to support critical thinking among students.

• Classroom profiles

are completed and

updated regularly.

• Identification and documentation of strategies.

• Use of flexible groupings.

• Staff will have formative routine dialogues/ check-ins with students

• Improvement in achievement results

November 2017

• Recognition of students demonstrating significant improvement will be undertaken.

• Teachers will identify individual students demonstrating significant improvement as candidates for recognition programs within, and perhaps beyond, the classroom.

• Students will be systematically recognized for significant improvement.

Review Date 1: January 2018 Review Date 2: June 2018

Goal 2: By the end of the 2017-2018 school year, our students will grow in their understanding of our Catholic identity as expressed in Mark 2 of “the Five Marks of Catholic School Identity” and “Learner Competencies Formed Through Catholic Education”

District Correlation: ECSD Goal: Live and enhance the distinctiveness of Catholic education Edmonton Catholic School District Key Strategies: 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. c) Ensure that permeation of faith remains central in all our day to day practices.

1.2 Promote and foster the presence of Edmonton Catholic Schools in the education, Church, civic business and government communities b) Create opportunities to be a visible presence in the broader community including evangelization of our families

Sub Goal a) The school will have a chapel or a specific space for community prayer that is used by the school community for the purpose of prayer and worship.

Strategy

• Create a space in the school that is used for prayer and worship.

Actions

• Create a chapel/prayer space for our school community.


• That a prayer space is created and used on a regular basis, including for priest visits.

Sub Goal b) That service projects undertaken by students reflect and articulate Catholic teaching on social justice and charity.

November 2017

Strategy

• Students and staff will plan and participate in service initiatives throughout the year.

Actions

• Grade level committees will be created where each grade level is responsible for liturgical celebration, daily prayer, and a service initiative.

• Students will be given choice as to whether they would like to partake in an individual or whole class initiative.

• There will be connections made with the classroom teachers and the religion teacher/Chaplain in the MYP.

• Opportunities for bringing in members of the community will be identified.

• The 5 stages of social justice will be discussed with students.


• Student created prayers are shared each morning

• Service initiatives are carried out and reflected on by the students at the end of their month

• Liturgical celebrations are planned for each month.

Sub Goal c) Incorporation of the Archbishop’s pastoral letter with regards to prayer.

Strategy

Actions


November 2017

• Prayers/blessings in classrooms said at lunch and at end of day from K-9.

• Announcements made to remind teachers.

• Provide inks to teachers for prayer ideas.

• Prayer will continue without reminders.

• Prayer person will be selected every week.

• Teachers will utilize links provided to them.

Sub Goal d) Parents will play an active role in school celebrations and activities.

Strategy

• Parent volunteers will be invited to participate in different roles during liturgical celebrations.

Actions

• Personal invitations will be sent to parents.


• Parents will be more actively involved in school celebrations and activities.


Goal 3: Students will be able to self assess their learning in order to set goals for achievement.

District Correlation: ECSD Goal Four: ECSD has excellent teachers, school and school district leaders Edmonton Catholic School District Key Strategies: 4.4 Promote excellent teaching practices consistent with the Teaching Quality Standard, which guides student achievement. Sub Goal a) Students will be provided with a variety of assessment tools and strategies to meet their individual needs. Strategy

• Teacher will make

students aware of the

outcomes of a unit of

study.

Actions

• Displaying outcomes of the units in the classroom.

• Outcomes will be shared at the start of


• Students will articulate the outcomes when asked.

November 2017

• A range of

assessment tools will

be utilized.

• Students will engage

in self reflection.

a unit and following a unit in order to enable students to identify how each item on the exam connects to the outcome.

• Students will be involved in the creation of assessment rubrics.

• Working with students to identify “WHAT” excellence is (what it looks like, etc)…”HOW” to work toward it and achieve it (various resources-thoughtbooks, visible thinking and learning, student-infused rubrics, dissecting rubrics, self assessment)

• The use of multiple

choice will be one

form of assessment.

• Teachers will model

the process of self

assessment for

students.

• Assessment will be reported upon using a range of options.

• Creation of self assessment tools.

• Exit slips at the door to check for understanding

November 2017

• Reflection on their work through eportfolios on Discovery Education.

• Complete boardbuilder for goal setting and reflection.

• Student improvement in content and quality of work.

• Students taking initiative and ownership of learning

• Have students reflect on their BEST, “EXCELLENT” work.

Sub Goal b) Teachers will provide more frequent written and verbal feedback to guide student achievement.

Strategy

• Teachers will provide specific and constructive verbal feedback for improvement of skills.

Actions

• Provision of feedback through Google classroom.

• More in-depth Powerschool comments.

• Analytic notes specific to student’s achievement and behavior.

• More frequent check ins with students.

• Running records completed more frequently.


• Students are able to articulate next steps for improvement in their learning.

• Satisfaction surveys (students know where they are in their own learning).

November 2017

Sub Goal c) Individual goal setting that will support high levels of achievement.

Strategy

• Students will set Individual goals every report card term.

Actions

• Students will use goal rubrics/templates to create individual/personal goals.


• Improvement in academic success and in mental health awareness.


Goal 4: Students will improve their mental health (anxiety/self-esteem) and physical health (healthy eating and increased physical activity).

District Correlation: ECSD Goal Three: ECSD is an inclusive school district Edmonton Catholic School 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 Sub Goal a) Students will improve their overall physical health and well being.

Strategy

• Students will be provided with a range of options for physical activity.

Actions

• Students will participate in bootcamp weekly.

• Students will be given the opportunity of a choice of alternative environments (fitness center, classroom, outside).


• Data will be collected on the range of options provided for physical activity.

November 2017

• Students will be provided with increased opportunities for physical activity.

• Students will make healthier food choices.

• Students will participate in physical activity daily.

• Students will be encouraged to bring healthy choices for lunch and special occasions

• Elementary classes will have a set schedule of party food and participants with Canada food guide in mind.

• The gym space will be effectively utilized.

• Students will communicate their physical activity each day.

• Students physical skills will improve.

• Amount of healthy choices for snacks, lunches and special occasions will increase.

• Each teacher will have created a set schedule for class parties.

Sub Goal b) Students will improve their overall mental health and well being.

Strategy

• Students will be provided with opportunities to relieve stress and anxiety during their day.

Actions

• Students will participate in daily brain breaks (yoga, meditation, exercise, breathing, stretching)

• Provision of strategies such as: reflecting, deep breaths, walking away, thinking happy thoughts, talking to


• Incorporation of daily brain breaks

• Students are able to express and utilize strategies to cope with stress.

November 2017

• Teachers will involve other professionals.

• Teachers will be provide opportunities for discussion about ways to relive stress.

someone, peer support.

• Students have the opportunity to suggest wellness breaks throughout the day.

• Teachers will access FLSW, STAY Officer and behavior specialist to provide support.

• Opportunities will be provided during prayer morning meetings and at other times.

• Students suggestions are honored.

• Students will develop relationships with other individuals within the school setting including: teachers/support staff/admin where they are comfortable to share their thoughts, feelings, and stresses.

• Discussions will be held with students.


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