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SCHOOL LEARNING AND IMPROVEMENT PLANNING (SLIP) DIALOGUE GUIDE:

School Reflection – February 2021

Dear School Staff,

 

This is a guide for dialogue and reflection on each area of the Board Learning Improvement Plan (BLIP) and to support learning and planning during the pandemic.  Each Board SMART goal was identified in 2018 with the timeline of achieving it by June 2021.  Under each area of focus, you will find questions for dialogue regarding your school to help inform planning.  Please reflect on these questions as an entire school staff and provide one response to represent the voice of your school by February 26, 2021.   As part of the improvement cycle, schools will be asked to review and revisit their plans toward the end of the school year.

 

Note: some of the questions are only relevant for elementary or secondary and may not apply to your school.

 

There are three parts to this SLIP Dialogue Guide: 1) BLIP Areas of Focus, 2) Learning During the Pandemic and 3) School Learning Improvement Plan.

 

YOUR SCHOOL:

Msgr. John Corrigan

 

PART ONE: BLIP AREAS OF FOCUS

 

Following team reflection, for each BLIP Area of Focus, please indicate the overall status as follows:

                        Green              On target: On track

Yellow             Monitor: On track but requires additional support

Red                  Action required: Not on track and requires further action

If yellow or red has been identified, then describe next steps.

 

A.                 Home, School and Parish: Nurturing our Catholic Community

BOARD SMART GOALS

Initiatives that promote Catholic values

·         By June 2021, there will be increased engagement in initiatives that promote Catholic values.

School-parish connection

·         By June 2021, there will be increased engagement in initiatives that strengthen school-parish connections.

(SEF 6.1-6.4)

 

Team Reflection

a.      How has my school:

·         participated in culminating celebrations (e.g., The Toronto Catholic Family Film Festival, Parish Family Day, and Spotlight on Your School), in support of the Pastoral Plan?

·         encouraged staff and student engagement in faith development with a focus on the Pastoral Plan and the year of “we Become”?

·         participated in in-services that focus on Nurturing Our Catholic Values?

·         promoted and implemented initiatives and strategies that foster a strong home-school-parish connection?

b. How has staff participated in days of reflection or retreats?

c.  How has staff made explicit connections between monthly virtues and school related activities?

 

1.      Our overall STATUS for Home, School and Parish: Nurturing our Catholic Community is:                                                                         Green              Yellow             Red

 

If yellow or red, identify next steps:

To participate in in-services that focus on Nurturing Our Catholic Values

B.                  Curriculum, Teaching and Learning: A Focus on Assessment Practices

BOARD SMART GOALS

Student Achievement

·         By June 2021, student achievement in literacy and numeracy will improve.

Assessment for, as and of learning practices

·         By June 2021, assessment for, as and of learning practices will be more targeted and promote a more culturally responsive approach to addressing student learning needs.

(SEF 1.1-1.7; 4.1-4.7)

 

Team Reflection

a.      What assessment tools are we using to identify student learning needs in Literacy and Numeracy (e.g., classroom assessments, Knowledgehook dashboard, Zorbits dashboard, teacher anecdotal observations)?

b.      For elementary schools: Has our school implemented the new Math Curriculum (Grades 1 – 8)?  

c.       Research has shown that students are more likely to succeed when they see themselves reflected in school culture and the curriculum. Has there been a focus in culturally responsive pedagogy in various curricular areas? What does it look like?  

d.      How has our school implemented evidence-based strategies (e.g., Growth Mindset, Graphic Organizers, Thinking Classroom, etc.)?

e.      How have we identified specific sub-groups within learning groups and planned appropriate and timely interventions (e.g., ELL, Special Education, Students ‘at risk’)?

f.        Is our school equipped to use online tools to support student learning? How?

 

2.      Our overall STATUS for Curriculum, Teaching and Learning: A Focus on Assessment Practices is:                                                           Green              Yellow             Red

 

If yellow or red, identify next steps:

PD days to learn how to use online tools to support student learning (ie. Knowledgehook)

PD days to learn new Math Curriculum with Math Dept. staff

 

C.      Pathways, Planning and Programming: Student Engagement and Well-being

BOARD SMART GOALS

Pathways Programming

·         By June 2021, there will be an increase in the level of participation in Pathways Programming.

Student engagement and well-being

·         By June 2021, there will be an increase in usage of online tools (All About Me, myBlueprint) that promote student understanding of themselves as learners.

·         By June 2021, there will be improvement in students’ perception of themselves, their self-image.

·         By June 2021, there will be increased or continued participation in Mental Health and Well-being initiatives (e.g., “Stop the Stigma”)

(SEF 5.1-5.4)

 

Team Reflection

a.         How has our school implemented strategies to promote Mental Health and Well-Being?

b.         How has our school highlighted the contributions of role models and champions from racialized and other marginalized communities as a way to promote the university pathway, as well as other career pathways where they are under-represented?

For Elementary:

c.         How have we worked with central board staff to:

·         promote All About Me in primary/junior grades?

·         ensure that all Grade 8 students have access and opportunity to complete the myBlueprint Exit survey?

For Secondary:

d.      How have we promoted student participation in the following Pathways Programs:

·         central co-op placements (virtual or face to face)?

·         OYAP opportunities through co-op, OYAP participation, Accelerated OYAP

·         SHSM opportunities

·         SWAC

·         Dual Credits

e.      How has our school participated in centrally organized virtual opportunities to meet SHSM requirements?

f.        How have we worked with central board staff to:

·         ensure that all Grade 12 students have access and opportunity to complete the myBlueprint Exit survey?

 

3.   Our overall STATUS for Pathways, Planning and Programming: Student Engagement and Well-being is:                                      Green              Yellow             Red

 

If yellow or red, identify next steps:

PD days to learn about All About Me in primary/junior grades and how to implement

 

D.     School and Classroom Leadership: Professional Learning, Collaboration, and Engagement

BOARD SMART GOALS

Inquiry-based professional learning, staff collaboration and engagement

·         By June 2021, there will be an increase in inquiry-based professional learning, staff collaboration and engagement, guided by culturally relevant and responsive pedagogy.

Staff well-being

·         By June 2021, there will be improved staff well-being as measured by surveys.

(SEF 2.1- 2.5; 3.1-3.4)

 

Team Reflection

a.         How has our school:

·         engaged in a cyclical learning process of inquiry: plan, act, observe and reflect, with a focus on culturally relevant and responsive pedagogy?

·         provided opportunities for dialogue with colleagues about assessment and responsive (and diverse/inclusive) teaching/learning strategies?

·         supported a collaborative approach to addressing diverse student needs?

·         encouraged teachers to share knowledge and effective evidence-based instructional practices (through co-planning, co-teaching, mentoring, coaching and consulting)?

·         encouraged risk-taking, trying new instructional practices and strategies and developing a growth mindset?

·         collaborated as a school team to plan, act, review and monitor progress in meeting student learning needs?

b.   How has our school acknowledged and celebrated the achievements, gifts and strength of individuals and teams?

 

4.      Our overall STATUS for School and Classroom Leadership: Professional Learning, Collaboration, and Engagement is:                 Green              Yellow             Red

 

If yellow or red, identify next steps:

With health and safety on all staff minds, collaboration, co-teaching, consulting etc. has been hard.  Next steps, when TPH protocols allow, will be to engage in school teams to act, review and monitor student progress.

 

PART TWO:  LEARNING DURING THE PANDEMIC

 

Research findings point to several areas that require focus in support of an effective distance learning environment to foster student learning and achievement.  Areas that should be addressed include: student engagement, social-emotional connections, inequities that impact learning, methods of delivering quality instruction, and the access to and use of technology.  As a school team, please reflect on each of these areas for your school and identify the status at this time.  If yellow or red has been identified, then describe next steps and what supports would help.

 

Student Engagement

5.      Our status is:              Green              Yellow             Red

 

a)      If yellow or red, identify next steps:

Next steps is to be able to access technology in school as practice for distance learning

 

b)      If yellow or red, what supports would help?

More technology in the school (ie laptops) in order to teach students to use them

 

Social-Emotional Connections

6.      Our status is:              Green              Yellow             Red

 

a)      If yellow or red, identify next steps:

 

 

b)      If yellow or red, what supports would help?

 

 

Equity

7.      Our status is:              Green              Yellow             Red

 

a)      If yellow or red, identify next steps:

 

 

b)      If yellow or red, what supports would help?

 

 

Access and use of technology

8.      Our status is:              Green              Yellow             Red

 

a)      If yellow or red, identify next steps:

More technology in the school (ie laptops) in order to teach students to use them

 

b)      If yellow or red, what supports would help?

More technology in the school (ie laptops) in order to teach students to use them

Teaching and Learning online (hybrid or virtual)

9.      Our status is:              Green              Yellow             Red

 

a)      If yellow or red, identify next steps:

More technology in the school (ie laptops) in order to teach students to use them

 

b)      If yellow or red, what supports would help?

More technology in the school (ie laptops) in order to teach students to use them

 

 

PART THREE:  SCHOOL LEARNING IMPROVEMENT PLAN 

 

We are committed to the achievement and well-being of all students.  During these unprecedented times, please identify the top two areas of focus for your school that you would like to work on this school year (one must be in domain of student achievement; e.g., literacy, numeracy).  After considering your school team discussions based on the reflection questions focused in Parts 1 and 2 above (BLIP Areas of Focus and Learning During the Pandemic), and your school data (e.g. achievement data, perceptual data, contextual data, behavioural data, and anecdotal observations), complete your School Learning Improvement Plan below.

 

Identify areas of focus:  February 2021

 

1.     STUDENT ACHIEVEMENT AREA OF FOCUS

Our area of focus is to develop the language proficiency, from K-8, and to read Math language in order to develop an understanding to solve word problems in all divisions.

 

Refer to SEF Indicators Look-fors to support school improvement and student success (see Appendix A – page 9 of BLIP Report Back https://www.tcdsb.org/Board/BoardLearningImprovementPlan/Documents/blip-report-back-2019-2020.pdf )

Choose a total of 2 to 4 SEF Indicators from the following BLIP/SEF components (Assessment for, as and of Learning; Curriculum, Teaching and Learning) that will inform your SMART goal:

 

Assessment for, as and of Learning

o   SEF 1.1 Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning and instruction.

o   SEF 1.2 A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and determine next steps.

o   SEF 1.3 Students and educators build a common understanding of what students are learning by identifying, sharing, and clarifying the learning goals and success criteria.

o   SEF 1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided based on student actions and co-constructed success criteria.

o   SEF 1.5 Students are explicitly taught and regularly use self-assessment skills to monitor, improve and communicate their learning within the context of the Ontario curriculum and/or Individual Education plan (IEP).

o   SEF 1.6 Assessment of learning provides relevant and meaningful evidence to evaluate the quality of student achievement at or near the end of a cycle of learning and to determine next steps.

o   SEF 1.7 Ongoing communication about learning is in place to allow students, educators and parents to monitor and support student learning

 

Curriculum, Teaching and Learning

o   SEF 4.1 A culture of high expectations supports the belief that all students can learn, progress and achieve.

o   SEF 4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident in throughout the school.

o   SEF 4.3 Teaching and learning in the 21st Century is collaborative, innovative and creative within a global context.

o   SEF 4.4 Learning is deepened through authentic, relevant and meaningful student inquiry.

o   SEF 4.5 Instruction and assessment are differentiated in response to student strengths, needs and prior learning.

o   SEF 4.6 Resources for students are relevant, current, accessible, inclusive and monitored for bias.

o   SEF 4.7 Timely and tiered interventions, supported by team approach, respond to individual student learning needs, and well-being.

 

Student Achievement SMART Goal

Specific, Measurable, Achievable, Realistic and Time-bound (SMART) Goal (after considering school data)

If the students understand what is being asked of them, they gain confidence in mathematical proficiency.

 

Next Steps - Evidence-based strategies:

To monitor progress through the assessment and reporting periods to see movement and growth

 

Supports Needed: 

We will work with the math resource team and then transfer the skills to the students.

 

Monitoring (tools, timeline, staff involved):

Math team check ins, timeline June reporting period, all school staff

 

 

2.     Other Area of Focus

Student Engagement

 

Choose a total of 2 to 4 SEF Indicators from the following BLIP/SEF components (School and Classroom Leadership; Student Engagement; Programs and Pathways; Home, School, Parish and Community Partnerships) that will inform your SMART goal:

School and Classroom Leadership

o   SEF 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.

o   SEF 2.2 Processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement.

o   SEF 2.3 Organizational structures are coherent, flexible and respond to the needs of students.

o   SEF 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.

o   SEF 2.5 Staff, students, parents and school community promote and sustain student well-being and positive student behaviour in a safe, accepting, inclusive and healthy learning environment.

 

Student Engagement

o   SEF 3.1 The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths, needs, learning preferences and cultural perspectives.

o   SEF 3.2 Students’ stated priorities that reflect the diversity, needs and interests of the student population are embedded in School Learning Improvement Plans (SLIPs).

o   SEF 3.3 Students are partners in dialogue and discussions to inform programs and activities in the classroom and school that represent the diversity, needs and interests of the student population.

o   SEF 3.4 Students demonstrate a wide range of transferable skills such as teamwork, advocacy, leadership and global citizenship.

Programs and Pathways

o   SEF 5.1 Comprehensive education and career/life planning programs meet the learning needs, interests and aspirations of all students and provide opportunity to complete the Ontario Catholic Graduate Expectations.

o   SEF 5.2 Opportunities for authentic learning experiences and experiential learning exist in all classrooms, schools and community programs.

o   SEF 5.3 Students, parents, families, and educators understand the full range of pathways, programs, options and supports that are available.

o   SEF 5.4 Students build on in-school and out-of-school experiences to further explore and reflect upon their interests, strengths, skills and education and career/life aspirations.

 

Home, School, Parish and Community Partnerships

o   SEF 6.1 The School Council has a meaningful role in supporting learning and well-being and achievement for students.

o   SEF 6.2 Students, parents and community members are engaged and welcomed as respected, valued partners in student learning.

o   SEF 6.3 The school and community build partnerships to enhance learning opportunities and well-being for students.

o   SEF 6.4 Learning opportunities, resources and supports are provided to help parents support student learning and have productive ongoing parent-teacher-student conversations.

 

 

 

Other SMART Goal

 

Specific, Measureable, Achievable, Realistic and Time-bound (SMART) Goal (after considering school data):

 

 

Next Steps - Evidence-based strategies:

 

 

Supports Needed:

 

 

Monitoring (tools, timeline, staff involved):

 

 

 

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