Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Baker, Thad

TRUSTEE: Mary Ann Robillard

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

The Divine Infant Catholic School

Anthony Petitti

30 Ingleton Blvd Toronto ON M1V 3H7

186STUDENT ENROLMENT:

www.tcdsb.org

Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8

Curriculum and Accountability Team

Josie Di GiovanniSuperintendent of Education,

Angela GauthierAssociate Director, Academic Services

Angela KennedyChair of the Board

Director of Education

2009 - 2010

IMPROVEMENT PLANSCHOOL LEARNING

K - 8

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

The Divine Infant Catholic School20092010

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

The Divine Infant Catholic School

Focus : Literacy / K-6

20092010School year:

Specific

Area for Improvement - The school will focus on the students' understanding of the text and being able to go beyond the literal text by infering meaning that will state the main idea. The students will use evidence from the text in order to support their concepts. - Based on the EQAO results of 2008/2009 the school will be looking at inferring meaning of unfamiliar words by the use of various strategies ie building vocabulary, through the use of various cues such as semantic syntactics and graphophonics - Students will be looking at making predictions which will be based on explicit information and then they will make connections by using prior knowledge as well as contextual clues. Rationale - In previous years students demonstrated some difficulties in the area of inference and making connections. - Making connections by inference - this will lead to a true understanding of text and will assist in carrying out an investigation of the text in locating and supporting the main idea. The students will then be able to make predictions, hypotheses and use prior knowledge. The teacher will focus on problem solving and decision making which would be linked to real world authentic learning. - The student will be making connections between concrete and abstract learning.

Measurable

Using previous years EQAO assessments to assess the understanding and applying their knowledge in making connections by inferring information for meaning. Teachers will use common assessments and evaluations to chart students improvement - CAT-3 data, QCA, and QAR. Teachers will use the Teacher Learning Cycle Pathway and incorporate pre and post assessment to analyze and gain information for the development of differentiated instruction progress. Teachers will analyze the Running Records.

- To assist student learning in the area of reading to demonstrate an understanding of a variety of literary text, graphic and informal text using a range of strategies to construct meaning. - The school will focus on raising 20% of level two students to level 3&4 as shown from EQAO testing of the 2010 assessment.

Results- Oriented

Resources and professional learning Comprehensive Literacy Handbook - Comprehensive Literacy assessment Literacy in the middle grades Reaching readers - QCA assessment - QAR assessments Library Funding initiatives. Nelson Literacy programme 1-6 Use of the computer for evidence base learning. Readers Theater Reading With Meaning - Debbie MIller Strategies That Work - Harvey & Goudvis

Attainable

Teachers will assist students in making connections with different texts by asking questions about the text which would infer meaning from real life situations. Students will focus on determining the important idea which will engage them in utilizing prior knowledge. The students will focus on inferring meaning of unfamiliar words by using textual clues. - drawing conclusions about a character - determining an author's perspective - (the big picture) The teachers will focus on the gradual release model in the area of guided reading. The teachers will align their expectations and instructions across grade level The teachers will focus on differentiated instruction and critical literacy. Teachers will dedicate 1/2 of the staff meeting to discuss and share strategies that can be used to reinforce and facilitate learning .

The school will examine our indicators of success on an on-going base to determine: 1) is the school making progress 2) to examine where more development is needed .

Evaluation:

Timeline

Staff meeting - brain storming to start in January 2010. Book talk amoung the teachers - Dec. 2009 Learning cycle / gradual release - Oct. 2009

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

The Divine Infant Catholic School

Focus : Numeracy / K-6

20092010School year:

Specific

The Area of Concern The students' achievement in the processing of problem solving. Rationale- Problem solving is central to current definitions of Mathematics. Through problem solving , students can apply procedures they have learned and deepen their understanding. Problem solving is a way in which students make sense of mathematical theories.- To assist in reasoning /problem solving by making connections from one area of mathematics to another and to be able to apply to real life problems. - Provide students with opportunities to solve problems involving multi-step processes, and model strategies that engage students in the key areas. - underlining key words and values in the question - making connections to classroom experiences

Measurable

EQAO open response scores from IIRs 2007-2008, 2008 -2009 - Logical Mathematics will be introduced in order to enable the students to problem solve by using deductive and inductive reasoning, and to discriminate by the representation of patterns in relationship to the problem Teachers will use common assessments and evaluations to chart student success at regular intervals within each strand. ..

EQAO data from 2008/2009 demonstrated a concern in the area of open response questions. Students demonstrated difficulty in the area of measurement and geometry with questions that had multi step problem solving. - The school will be focusing on moving 20% of the students to level 3&4 as shown from EQAO testing of the 2010 assessment year

Results- Oriented

- Teachers will use common assessments and evaluations to chart student improvement at regular intervals within each strand. - The students will exhibit the ability to understand multi step questions by demonstrating an understanding and predicting logical outcomes. -Teachers will be given the opportunity to do some co-teaching.

Attainable

Goal The students will exhibit the ability to understand the concept of problem solving which will include questions with multi steps. They will demonstrate understanding by using concrete material and by predicting and testing logical outcomes. The students during computer lab time will use the Nelson Math web site. This will reinforce mathmatical concepts and Strands which have been taught and discused in class. The creation of a Math wall to assist in the developing of math vocabulary. Numeracy Resource Teacher The Resource Teacher will in service the classroom teachers on the Math Learning cycle, problem solving strategies, and how to implement differentiated instruction. Math Rep. To relay to staff the Numeracy Assessment for Learning Cycle (NAfLC), Anchor charts to assist in problem solving. To have part of the staff meeting dedicated to brainstorming about best practices and different strategies to present different math topics.

The school will examine our indicators of success on an on going base to determine 1) is the school making prgress 2) to examine where more development is needed. Additional data will be used -ie manipulatives will be used and distributed in the Jr. and Int. classes.

Evaluation:

Timeline

- The students will be able to understand the concepts as related to geometry and measurment. The teacher will monitor the progress based on the evidence collected by assessments -pre and post testing and student responses. - Differentiated instruction will be provided for the teachers - 2009/2010 school year Evidence-based strategies and co-teaching opportunities. Jan - June 2010 Timelines Numeracy Assessment and learning cycle September 2009 - June 2010 Math Rep meetings September 2009 - June 2010 Staff meeting brainstorming - January 2010 - June 2010

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

The Divine Infant Catholic School

Focus : Pathways / K-6

20092010School year:

Specific

K-6 - The school will increase the number of presentations and visits for students, and job-embedded professional development for students. All students will be better informed about career opportunities. Students in primary and junior grades will have access to Pathways experiences and therefore at the point of choosing secondary school programmes, they will do so with sufficient understanding of the opportunities available 7&8 - Students and parents need to be informed about the information which is needed in respect to the selection of and the transition to secondary school. They should be aware of the courses and the different levels that will lead students to make informed decisions in secondary schools which will lead to positive career choices. - Students will recognize the value of all human work and recognize that each individual is unique and will be encouraged to follow their own pathway. By increasing the number of presentations, visits and hands -on activities available to students. The students will be better informed when making post-secondary destination decisions.

K-6 To implement Explore and Discover Pathways Curriculum Resources in Grades 1 - 6, delivering 1,2,or 3 components of each grade-specific lesson by June 2010, as measured by the completion of the activity specific 7&8 To increase the number of Pathway activities for all grade 7 & 8 studentrs by June 2010, as measured by the completion of specified activities. To increase by 1, the number of opportunities available for students in grade 7/8 to access age appropriate, authentic Pathway experiences as measured by the completion of specific activities.

Evaluation:

Results- Oriented

Resources identified that can aid in achieving our results. Over a three year period , our school will participate in at least one pathway program. Books and resources will be provided in the area of career development.

Timeline

Parent Information night will be conducted in the spring of 2010. Vistit to the high school November 2009 Visit to the community college spring of 2010 Review the survey to see how effective the pathway programme is. Spring 2010

Attainable

- The teachers will receive a resource "Choices into Action" which will be used to integrate career exploration lessons. This will be incorporated into the curriculum as part of their Social Studies unit. - The students will be exposed to career opportunities by having presentations given to the students from different companies. The students will have the opportunity to visit the community college to see different programmes that are available and what the requirements are for the different professions. - The teachers will conduct a parents information night for the grade 7 and 6 students to inform them of the different areas of study that the students can take in high school giving them a better understanding of - academic , general and basic.

Measurable

-Teachers will take part in the survey conducted by the board to assess how they have incorporated pathways activities into their instruction. ( i.e. community helpers, invitations to community members to tell about their job.) - The school will keep an evidence log to record the different pathway presentations - Jr. achievement, Skills Canada, college visits. - The data collected will become the bases for future goal setting. Grade 6 students will complete a survey about their participation in pathways experience. - The team will review participation numbers after each event to evaluate progress toward the overall goal.

School

(i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

The Divine Infant Catholic School

Focus : CCCC / K-6

20092010School year:

Specific

- All students will be encouraged to demonstrate respect for each other by having a warm and welcoming atmosphere which will foster positive learning. - The school will strive to create a safe environment which will enable all to learn in a non threatening and non discriminative way. Rationale - Students will be empowered to be leaders by taking responsibility for helping and caring for others. A school community that encourages caring and empathy leads to a safer environment where students are able to learn. - Students will learn to reconcile with one another through conversations and actions. They will demonstrate respect towards each other and adhere to the expectations as outlined in the code of behaviour.

Measurable

- Student involvement by the student council members will assist in bringing about a positive environment and a stronger identity with the school. - There will be an improved interpersonal relationship and reduced behavioural problems.

- To Implement a set of strategies which will lead to developing a safe and nurturing learning environment guided by: Reason, Respect and Responsibility.

The school will examine our indicators of success on an on going base to determine: 1) is the school making progress 2) to examine where more development is needed Additional data will be used the assess the success of our programme

Evaluation:

Results- Oriented

Timeline

- Student Council will be implemented Oct. - June School Community Involvement team - CYW - School improvement team

Attainable

- The school will develop a student council which will encourage a positive attitude towards school activities. - The school will provide a safe and nurturing environment guided by the spirit of respect, responsibility and reason. - The student council will develop a pro social attitude ie Good News Assembly Recognition of the Student of the Month and Peace Keeper of the month. Focusing on the virtues of the month Celebrating the Sacred Word - The student council will develop co-operative interactive games which create an inclusion of all. - Lessons will be directed at modelling positive conflict resolutions through - role playing - discussions - and modelling appropriate behaviour and interaction with each other. This will build on positive relationship and demonstrate respect, responsibility and reason - Promoting leadership skills Gathering students for morning prays and set up for morning announcements Announcing the birthdays of the students Leading charitable fundraiser - Free the Children , - Advent /Christmas adopt a family Assist in planning school activities - Play Day, Carnival, Valentine activities.