THE NORTHWEST CATHOLIC DISTRICT SCHOOL BOARD

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1 Our Vision We will be the system of choice, instilling Gospel values and educating students to be responsible citizens and life-long learners with a positive vision. THE NORTHWEST CATHOLIC DISTRICT SCHOOL BOARD Literacy/Numeracy Secretariat Improvement Board Action Plan Background During the spring of each school year, the Education Quality and Accountability Office (EQAO) assess all grade 3 and 6 students within Ontario Schools in Reading, Writing and Mathematics proficiency. The purpose of EQAO is to ensure greater accountability in the publicly funded education system and to improve the quality of education in Ontario. The results of the assessment provide schools, and school boards, data on student achievement at two key stages of elementary education. Recommendations Building upon last year s Literacy/Numeracy Secretariat Improvement Plan, the Board will continue working in the three key areas of Reading, Writing and Mathematics and will focus on strategies that will target level 2 students in grades 2, 3, 5 and 6. The plan will: 1. Provide opportunities for all teachers and the school community to be involved in shared, collegial approaches in both the analysis of student achievement information and to the development and implementation of strategies across all grades to address student achievement. 2. Provide teachers with opportunities for professional development in assessment, literacy, and differentiated instruction and, in particular, in using assessment data along with best practices to develop strategies for improvement. 3. Principals and teachers, with support from their Superintendent of Education, the Board and in consultation with parents and school councils, analyze the data presented in their school results and, through their school improvement plans, act on the subject-specific recommendations of their plans in correlation to the Board action plan.

2 Lit Num Secretariat Improvement Bd Action Plan.DOC Page 2 of 5 The Board plan will incorporate the Literacy and Numeracy Secretariat Ontario Focused Intervention Partnership strategies as a focus, to improve student achievement which includes: The following are the prescribed OFIP expectations: 1) Uninterrupted literacy and numeracy blocks. 2) A common assessment tool for primary and junior divisions. 3) A School Improvement Team. 4) Targeted resources to implement a comprehensive literacy and numeracy program. 5) A mechanism to regularly monitor the growth and progress of specific students. 6) Strategies will focus on the implementation of high yield classroom and school strategies which will include; a) Instructional practice and assessment practices. b) Classroom organization. c) School organization and scheduling. d) Literacy and numeracy coaching. e) PLC s. f) Building a school culture that makes school improvement a priority g) School improvement plan must show ambitious targets (we have set 70% for this year). h) An effective mechanism to monitor the growth of targeted level 2 students in our targeted grades. i) Ensure targeted interventions for low achieving students. j) Building lateral and vertical capacity. k) Disaggregate data for Level 2 students in grades 2,3,5,6. Principals will implement school improvement plans in the following manner: 1. Uninterrupted literacy and numeracy blocks Schools will have dedicated large blocks of time between minutes within the classroom to target individual student learning needs. Schools are following the principals of Carmel Crevola (precision, professional learning and personalization) which include strategies to design personalized student instruction through Differentiated Instruction. 2. A common assessment tool for Primary and Junior and divisions Webb Based Teaching Tool is used to assess all grade Kindergarten to grade one students within the system. The Developmental Reading Assessment Tool (DRA) is used in all primary divisions within the system. The Comprehensive Assessment Strategies Indicators Tool (CASI) is used in all junior and intermediate grades within the system. EQAO and Footprints data are used to focus on targeting intervention strategies across the grades. Schools within the system are developing in-between assessment strategies such as running records to track student achievement after DRA, CASI and WBTT assessments are administered. Additional assessments may be completed by SERTS when the need is identified for individual students.

3 Lit Num Secretariat Improvement Bd Action Plan.DOC Page 3 of 5 3. A School Improvement Team Principals with teachers are forming school improvement teams and using the assessment data to drive and improve teacher instructional practices. Principals with teachers are forming school improvement teams and using the assessment data to drive and improve student achievement and to target and develop strategies to address strengths, weakness and next steps for students, class groupings or divisional groupings. Principals and classroom teachers are developing professional learning communities (PLC s) to enhance precision research based steps to improve teacher instruction and student achievement. 4. Targeted resources to implement a comprehensive literacy and numeracy program All schools have been allotted a pro rated amount of funds from the NOEL project to address school learning needs. CODE project funds have been used to enhance student achievement within the system. OFIP funds have been pro rated for all the schools to administer the OFIP strategies. Principals and teachers have identified targeted resources in the area of literacy and numeracy to enhance student achievement. 5. A mechanism to regularly monitor the growth and progress of specific students Diagnostic assessments used in the system include DRA, CASI, WBTT. Formative assessments used in the system include accelerated reader and math, EQAO, student profiles, journals, checklists, writing and math portfolios. Summative assessments include Ministry exemplars, rubrics, DRA continuum, report cards, Footprints. Parental contact and meetings. Reports from outside agencies such as Integrated Services Northwest. 6. Strategies will focus on the implementation of high yield classroom and school strategies which will include; Instructional Practice and Assessment Practices Teachers are following The Ontario Curriculum. Teachers following A Guide to Effective Instruction in Reading/Writing/ Mathematics. Teachers use a variety of instructional practices to meet DI needs of all students. Teachers use varied assessment tools to determine student achievement. (a) Classroom Organization Each classroom schedule includes uninterrupted literacy and numeracy blocks each day. Classroom teachers use leveled reading groups to provide differentiated instruction for all students.

4 Lit Num Secretariat Improvement Bd Action Plan.DOC Page 4 of 5 Classroom libraries. Classrooms have dedicated time for guided reading. Word walls. Classroom posters display key language and math concepts (eg. parts of a letter, hundreds chart, alphabet). (b) School Organization and Scheduling School schedules include uninterrupted numeracy and literacy blocks for every classroom in grades. Teachers have been given release time to assess students with DRA (October and May each year). Teachers are scheduled for release time to continue assessment for learning and team planning. Leveled readers in library. Teachers are scheduled for math and writing workshops and release time. (c) Literacy and Numeracy Coaching Teachers receive assistance and support from the RRT and SERT. Staff members who have Reading and Math Specialist qualifications and are readily available to assist fellow staff members. Teachers have attended professional development sessions -- Carmel Crevola, WBTT training. (d) Catholic PLCs Teachers have been meeting at lunch and after to school in order to work together and develop ideas for a variety of topics such as literacy groups. RRT and teachers have been meeting to develop strategies to meet the needs of the students. SERTS have been meeting with other SERTS throughout the board as well as classroom teachers and principal. Staff meetings have been used as a tool to further develop Catholic PLCs. Teaching staff have all been given a copy of Dufour s resource book Professional Learning Communities. (e) Building a School Culture that Makes School Improvement a Priority Teachers have discussed the EQAO results and use the results to address student learning. Development of DRA results charts by RRT for each school to be kept in each school for teacher reference. Development of DRA wall for teachers constant review. Attending professional development and workshops. (f) School Improvement Plan Must Show Ambitious Targets Goal to meet EQAO results is 70% for math, writing and reading for the school year. Schools are electing a focus on reading, writing or math Literacy focus is on level 2 students in grade 3, 5, and 6 who will be moved up to level three. Level two students will receive additional support from RRT. Level one students receive special education intervention.

5 Lit Num Secretariat Improvement Bd Action Plan.DOC Page 5 of 5 (g) An effective Mechanism to Monitor the Growth of Targeted Level Two Students in Targeted Grades DATA DECISION wall charts will be updated to reflect the changes made to students achievement and growth. Teachers will monitor students through assessment (DRA, CASI, and WBTT). Classroom teachers and RRT will monitor students daily through leveled reading groups, running records, anecdotal reports and daily work accomplished. Teachers will review student accomplishments and determine further interaction (using Data Wise Improvement process). (h) Ensure Targeted Interventions for Low Achieving Students Students in the level two reading groups will receive remedial intervention from RRT and classroom teachers. Students will receive differentiated instruction from the SERTS, classroom teachers as well as assistance from assigned educational assistants. Some schools will use interventions such as Reading Recovery. (i) Building Lateral and Vertical Capacity NOEL funding project which allows for lateral and vertical capacity. Linking with other schools and teachers within in the system. Release days used for teachers to allow for ongoing assessment and reevaluation of programs. Release days to attend sessions in Literacy and Numeracy. (j) Disaggregate Data to Level Two Students in Grades Two and Three DRA, CASI, EQAO results will determine those students who have not reached level three in reading and writing. DATA DECISION walls grouped by gender. Targeted assistance will be given to those grade three (and two) students in level two to ensure growth. Specific interpretation of EQAO data for data driven decision making. FOR THE INFORMATION OF TRUSTEES Al Cesiunas Superintendent of Education Mary-Catherine Kelly Director of Education Reference: Regular Meeting of the Board, January 16, 2007.

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