St. Leo Plan for Continuous Growth

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St. Leo Plan for Continuous Growth 2019-2022

School Mission: To provide a Catholic education that inspires students to learn

and that prepares them fully and to serve God in one another.

School Vision: By following in Christ’s footsteps and through collective

effervescence, we aspire to create an environment of positivity and continuous

growth that will allow the entire school community to live their God given

purpose.

School Charism: All are welcome. With the diverse cultures and needs that come

into our building, St. Leo is a place where all are welcome. We strive to meet all

those who enter our building where they are at, by being agents of God’s love.

School Context: St. Leo is a small community-based school, built in 1956, that

currently has 193 students from the following communities: Newton, Montrose

and Highlands in the greater Beverly area. This year we have 1 half day 100

voices class, 2 full day kindergarten and 1 class of each in grades 1 through 6. Our

population is made up of 19.7% ELL, 15% FNMI, 32% special needs and 36%

identified as requiring tier 3 or 4 supports from our continuum of supports for

Ready to Learn. We provide a breakfast for students who may need it and a

school wide daily snack program. Our multidisciplinary team provides a variety of

necessary supports for our students every day.

Review of Previous Year’s Goals:

Goal

Achieved/continue

Evidence/data used

Create opportunities to build and showcase pride in being contributing members of St. Leo Catholic Elementary school.

#1. This sub goal was not

addressed last year and we

are deferring it to next year.

#1. No data

#2. Improved school accountability survey results: Students feel proud

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Sub Goal #1

Gather feedback from student, staff and parent community and finalize a new mission and vision statement that is reflective of our current school community.

Sub Goal #2

Create opportunities to showcase pride in our school.

#2. Achieved. Will continue

to celebrate with the school

community.

(+6%), Parents feel welcome (+4.3%)

Improved Our School survey results: Students are more interested and

motivated in their learning (+5%)

Create and sustain opportunities for staff to plan and implement

methods of infusing faith in all areas of curriculum.

Continue. Improved Our School survey results: Students agree that attending a Catholic school helps them explore their love of God and service to the

community (+10%)

Students will meet or exceed their predicted levels of achievement on school-based assessments and PAT exams

Sub Goal #1

Supports will be

established and delivered to ensure that students are “ready to learn” (able to focus, control their

emotions, adjust to change and engage in learning)

Continue

We will continue our journey with the Collaborative Response Model to ensure that our

students are successful and to support them when they are not ready to learn.

Improved District

Satisfaction survey results: Students are happy with how much they are learning and feel safe at school (same)., Staff – providing necessary supports for students with special needs (+31%), non-academic supports for students met and resources provided (+25%)

Improved Our School

survey results: Students feel safe at school and are

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interested and motivated in their learning (+19%)

Data Analysis:

Areas to celebrate

Accountability Pillar Achievement Measure

HIGH: Student Learning Opportunities - Education quality HIGH: Continuous Improvement – School Improvement Overall Measure

GOOD: Continuous Improvement – School Improvement District Satisfaction

Survey

Two Year Comparison Students (Gr. 4-6)

(16) My school teaches me to make healthy food choices and to be active (7) I am happy with how much I am learning

Parents

(23) At school my child is developing technology skills that enhance his/her learning

(27) I feel welcome in my child’s school Staff

(19) Our school is providing the necessary supports for children with special needs

(20) Non-academic needs of students are met in our school through a variety of supports and services

Table C (Top five) Students (Gr. 4-6)

(16) My school teaches me to make healthy food choices and to be active (12) My school teaches me to show respect for other cultures and religions (1) Prayer is important at my school

(15) My teacher expects my work to be well done (19) My teacher helps me learn

Parents

(37) Overall, how satisfied are you with the programing and progress of your child with special educational needs

(32C) Indicate your level of satisfaction with your opportunity to access information about resource allocation

(32B) Indicate your level of satisfaction with your opportunity to access information about decision-making

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4 (32E) Indicate your level of satisfaction with your opportunity to access information about overall student achievement in the school

(27) I feel welcome in my child’s school

Staff

(39) I am satisfied with the communication from my school/department (18) School professional development provides me with the opportunity to improve my work skills

(12) District professional development provides me with the opportunity to improve my work skills

(31) I am satisfied with the decision-making processes that take place at our school/site

(13) Our school /site demonstrates care for the environment Regression Analysis Social Studies (=)

English Language Arts (=) Science (=)

PAT/Diploma analysis Our grade 6 PAT results were all below the district average. It is difficult to compare the year before as the number of students writing was 15 (18-19) to 29 (17-18).

Social Studies

Standard of Excellence (+7.4%)

Areas to target for growth

Data Source Measures Goals in response to data

Accountability Pillar

Declined:

Student Learning Opportunities • Program of studies

• Education Quality Parental Involvement

• Parent involvement Significantly Declined

Preparation for Lifelong Learning... • Work Preparation

In response to the results, we have great difficulty in getting surveys returned. GOAL: to increase survey return – any family that returns a completed survey will be eligible for a draw of some sort.

St. Leo has a high number of English Language learners and lower socio-economic status -

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this is a reflection of the demographics within our community.

District Satisfaction Survey

Student:

I show respect for others in my school. Student behaviour is handled fairly. (1) I know how well I am doing in my schoolwork. I know what I need to do to improve in my schoolwork.

I learn better by using technology in my school. I feel safe on the playground during school hours. (2)

Overall, I am happy with my school. (3) I am challenged to do my best. (4) My faith inspires me to help others. (5) Parent:

Overall the difference between the two years was small or insignificant.

Teachers:

Our students are taught to use the skills of critical thinking and inquiry in their approach to learning. I am satisfied with the way student discipline is handled in our school.

The approach to conflict management with adults in our school is reflective of our core values. Learning experiences at our school support the development of creative, critical thinking global citizens.

Student:

The handling of student

behaviour is under the umbrella of fair is not always equal. St. Leo is moving toward trauma informed practice.

Playground safety: the students at St. Leo this year have bonded positively with their homeroom teachers. Teachers are aware that they need to exhibit active supervision, be on time, don’t leave classes unattended … as this causes many students to feel unsafe.

Teachers:

Continue to work with the existing school council to promote active parent participation and succession planning.

Teachers in division 1

identifying and inviting engaged parents to consider school council.

Parental involvement & engagement in education of children – continue to host parent information meetings, encourage attendance at demo of learning and school events. Create a welcoming

environment for parents. Input affecting my job – Administration has

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School finances are being allocated in keeping with our core value of fairness.

I receive the resources required to do my job given the limits on school and district resources. (5) Parent/guardians are involved in the decisions about their child’s education. (2)

I have an appropriate opportunity for input into school level decisions that affect my job. (3) I have appropriate opportunity for input into decisions that affect my job.

I am satisfied that our school council is fulfilling its advisory role (1)

Our school is providing the necessary supports for children with special needs. (4)

and has extended an open invitation to current staff to buy into the vision or be offered support in securing a new position.

Administration is open to dialogue from staff either formally or informally through personal growth plan meetings.

Regression Analysis

Math (-) Decimals

Regrouping

Lacking competency in basic facts across the board.

PAT/Diploma analysis

Due to the smaller population size in 2018-19, the percentage of change is quite skewed. We do have a significant decrease in Math even with the difference in population size.

Math: significant decrease in decimals (in general),

regrouping and an overall issue with basic facts (foundational)

Goals:

Catholic Identity Goal: “Feed my sheep” (John 21:15-17) To emphasize that we are first and

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called to this most Holy work. God has provided us nourishment to in order to “feed his sheep”, our school community. Working together as a Christ centered community, the staff will create a clearer vision of where we want to be as a faith-filled community and to be accepted as a valued member.

District Correlation: My Catholic school has a charism where our gifts are shared.

(A) Explore how our school’s charism is permeated throughout school culture and discuss why it’s important.

Strategy 1: At the August meeting staff will visit the theme of school culture and could visualize “where we want to be.”

Actions

1. At the first staff meeting in August 2019 ask staff to participate in an activity to identify the following areas of discussion: what is the current culture ( the good, the bad and the ugly), what is culture, what are we doing right and where do we see ourselves in the coming year.

2. Post the new culture in a space where staff can view it and be aware daily.

3. Revisit the new culture in February 2020 to review, celebrate the successes and refocus to ensure that the new culture rooted in Christ.

Measures/ Evidence of effectiveness

1. Staff is able to reflect on where they have been and collaborate to create a new vision of culture

2. The new culture is apparent in the daily interactions with staff, students and families through observation of improved relationships and positive interactions 3. There is an increase in

the willingness and readiness to change attitudes and perceptions of what is expected at St. Leo through observations and dialogue

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(students):

I show respect for others in my school (modeled by adults in the building)

(Staff): Our staff works as a

team in our school

Strategy 2: Work with Leadersharp to identify personality styles and then use that

information to create a positive, collaborative work environment where everyone is seen and valued as a child of God. (Relationship building is a priority)

Actions

1. Work with Leadersharp to facilitate a workshop with ALL staff at the end of September 2019 to explore and discover each other's personal personality profiles. 2. Share profiles with administration and other staff and

take time to see how everyone compares to their colleagues.

3. When working on collaborative projects, staff consider how their colleagues could be at their best by meeting them halfway based on the comparison profiles.

4. Administration considers the profiles during the one to one personal growth plan meetings in order to assist staff in attaining their goals

1. Staff begin to

understand how each person’s profile is a window to that person. Staff share their strengths and stressors within a work environment. Staff uncover new ways to work with each other based on their new knowledge of their colleagues resulting in a more positive, collaborative, supportive environment

2.& 3. Self-reflection and creation of positive workplace relationships

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I am treated with dignity and respect by my co-workers.

The approach to conflict management with adults in our school is reflective of our core values.

I am satisfied with the way student discipline is handled in our school.

Catholic Education Goal: By June 2020, staff, students and parents will become more

informed with our Catholic faith and be able to apply this new knowledge and discovery to their daily lives.

District Correlation: Live and enhance the distinctiveness of Catholic education.

1.3(C) Continue to develop the role of the school-based chaplain to support the faith formation of students and staff and support sacred space environments.

Strategy 1: Use Advent as a time to reflect on the Gospel of Luke so that on Christmas morning we wake up knowing who and why we celebrate.

Actions

1. Starting on December 1 staff will be given the first chapter of Luke in an email. Each chapter will also have a reflective question for staff to ponder. Each chapter will be shared daily for the next 24 days.

1. Staff open to the Word of God and have the time to apply it to their daily

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2. Staff are invited to come together one morning to discuss the week’s readings.

life though the reflective process. 2. Staff come together

with a readiness and willingness to discuss our faith.

Satisfaction Survey (students):

My faith inspires me to help others.

(Parents): My child’s school

creates and promotes a Catholic learning environment.

(Staff): Care and concern of

others is evident in day-to – day interactions at our school.

Strategy 2: Lenten Reflection – using “Rediscover Jesus” to invite staff to take time for peace filled and personal reflection.

Actions

1. Using the book “Rediscover Jesus”, staff receive a short reflection through the 40 days of Lent.

2. Staff are invited to come to share their thoughts and reflections about our faith.

1. Staff are given an opportunity to reflect on their faith journey and connecting with God.

2. Build a positive, Catholic community.

Satisfaction Survey (students):

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(Staff): I am satisfied with the

way student discipline is handled in our school.

Strategy 3: Introduce “Practice Makes Catholic” book to staff and together re-awaken our Catholic faith foundational knowledge

Actions

1. Staff are given the book “Practice Makes Catholic” and will be used as a book study throughout the year. 2. Staff will be invited to attend “Coffee with Jesus” once

a week in the morning before school starts.

3. Staff are encouraged to share moments when they touched God – moments when their actions or the actions of students were made in love.

1. Staff will have read the book and made applications to their daily life and shared new information with their students.

2. Increase in the number of staff attending the weekly get together to have questions answered and share in a dialogue about our faith.

3. Staff are encouraged to share moments of love celebrations in the WAAG and at staff meetings.

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(students):

Goal 3: By June 2020, the number of students identified as needing tier 3 and tier 4 supports in our continuum of supports for Ready to Learn will decrease by 10%.

District Correlation: ECSD respects diversity and supports inclusion.

Sub Goal a: 3.4 Provide equitable opportunities for children and students to participate in learning from Pre-K to Grade 12.

Strategy 1: Christ Centered and Trauma Informed practice

Actions

1. Continue using the Collaborative response model to identify students on our continuum of supports and using these supports to get our students “ready to learn”.

2. Implementation of collaborative team meetings in two groups, once a month

3. In January, introduce the beginning of trauma informed practice to staff to use in conjunction with the collaborative response model and our

collaborative team meetings.

1. In June 2020, the number of students in tier 1 & 2 has

increased by 10% and the number of

students requiring tier 3 and 4 supports have decreased by 10%.

2. Staff able to identify students of concern and with collaborative

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discussion come away with a set of new strategies to assist with tier 2-4 supports. 3. Staff become

informed about what trauma informed practice is and how it applies to the

classroom/school.

Satisfaction Survey: (Students): Overall, I am

happy with my school.

I know what I need to do to improve my schoolwork.

Strategy 2: Community of practice during school time

Actions

1. Starting in November 2019, staff will be given time on Thursday mornings to come together and work with their colleagues in an area they have defined to enhance their understanding of tier 1 & 2 supports for Ready to Learn

2. COP group to read “Kids these Days” by Dr. Jody Carrington and to meet weekly to discuss current chapter and how it relates to our school community and our call to serve.

1. All teaching staff have submitted a COP request identifying an area for growth. 2. Staff is accumulating

a common language, an understanding of collective

effervescence. Staff is aspiring and willing to move in a new

direction (mindset shift). Staff exhibiting enhanced

engagement with an emphasis on wanting

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to learn more (lifelong learner).

Goal 4: By June 2022, the total number of students who scored below 60% on the MIPI, in

the number strand, will improve by a minimum of 10%. In September 2019, 58% of our students grade 2 through 6, scored below 60%.

District Correlation: ECSD students are successful.

Sub Goal a: 1.2 Identify and implement best practices that align with excellent pedagogy and

learning environments while developing a string foundation in literacy and numeracy. Strong start to learning necessitates a focus upon developing competencies i.e. communication, growth and wellbeing, creativity and innovation, critical thinking, problem solving and management of information.

Strategy 1: Family math game night

Actions

1. Staff will create and implement a family evening of math games. The school will provide a variety of math games and supplies that can be taken home and used to reinforce foundational concepts in the

number strand.

2. Bring in the math consultant to ensure that the games are focused, targeted and easy for any family to use.

Increase in parent

engagement with respect to their child’s education.

Parents become better informed to assist with their child’s learning.

Student’s understanding and application of basic facts increases by one grade level.

MIPI: Students will increase

their knowledge in the area of number strand.

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guardians are involved in the decision s about their child’s education.

Strategy 2: Mental math strategies (for basic facts)

Actions

1. Pre-assessment of students (MIPI, Early Numeracy interview, basic facts running record).

2. Daily small group instruction with teacher support of every student a minimum of once per week.

3. Learning coach support to assist with planning and implementation of small groups.

4. Bring in the math consultant to assist with planning and differentiation.

5. Teaching staff will keep documentation of guided math lessons.

6. COP time for teachers who identified that math tier 1 and 2 supports as an area to develop.

Students will be able to transfer and apply their math strategies to math games and math curriculum.

MIPI: Increase in the number

of students achieving above 60% on the MIPI, in the number strand.

PATs: Improved PATs with

respect to the number strand.

Strategy 3: Implementation of daily math games to improve automaticity.

Actions

1. Utilization of a variety of math games that are taught and then implemented (dice, cards, dominoes). 2. Daily practice time is incorporated into teaching

schedule.

MIPI: Increase in the number

of students achieving above 60% on the MIPI, in the number strand.

PATs: Improved PATs with

respect to the number strand.

Review Date 1: February 13, 2020 Review Date 2: June 11, 2020