School Plan for Continuous Growth 2020-2023 (year 2)

School Mission: Sister Annata Brockman Elementary Junior High School is a vibrant, flexible learning community centered in Christ, where every student progresses and experiences success as a 21st century learner..
School Vision: Inspired by God, in relationship with home, school and parish, students are nurtured to become their best selves through faith, hope and love. With Christ as our role model and Sister Annata Brockman as our namesake, seeing each person as a gift of God with special talents, our school staff adapts our teaching and learning environment in many ways so that every student can progress and experience success. Blessed with the Holy Spirit, our students strive to love according to the Gospel to show respect for all people, to appreciate diversity, to work hard in a spirit of joyful, creative, collaborative achievement in a balanced program of academics, arts, physical activity and technology.
School Charism: With Sister Annata Brockman as our namesake, Christ as our role model, and blessed with the Holy Spirit, our students strive to show respect for all people, appreciate diversity, work hard in a spirit of joyful and creative collaboration, and share our best selves through faith, hope and love.

Priority:  Growing in Faith
Our students and staff will learn and live the Word of God through worship, witness, and service.
Key Strategies:
F.1 Empower students and staff to express and share their gifts from God and explore the school’s charism and its importance.
F.2 Understand that we are in a Catholic school as the result of Christ’s call, and recognize ourselves as members of the Catholic Church.
F.3 Provide an excellent Catholic education that empowers students to discern current events from a Catholic worldview and to witness our faith to all.
Actions we will take
We will continue our participation in Social Justice initiatives which may include Warm Hands Warm Hearts, Macaroni and Cheese Drives. RunWild, International Women's Day, Christmas Hampers for the St. Theresa of Calcutta community and Chalice For Schools (with all of these ideas contingent on the input from students and staff). Leadership of these initiatives will take place through a joint partnership between the Staff Social Justice Committee and Student Leadership.This will ensure that the students in Leadership, who represent our students, have a voice in social justice alongside of this staff committee. Students will continue to prepare prayers to be shared on morning announcements which reflect on our Gospel teachings. We will continue to explore a school-wide theme book where students will reflect on how we are all called to be inclusive. Students will share their reflections on the teaching of the story through discussion, written and/or artistic expression.A pairing of elementary with junior high classes to prepare a celebration to be shared school wide will be undertaken.We will look for ways to include Good Shepherd Parish as well as Father Glenn McDonald in our school community and will organize a Teaching Mass. We will create a Board in order to recognize the Sacraments our students have received. Both our Elementary and Junior High Flex sessions will offer a faith-based activity related to the Catholic Church’s teachings.Our whole school staff meetings will begin with Liturgy of the Word. We will continue the extensive work undertaken with students in the areas of Equity, Diversity, Inclusion and Anti-Racism including: continued offering of lessons surrounding these themes, continuing to bring in speakers from the community, displaying of students work and the continuation of our grade seven Student Equity Council.
Performance Measures:
Our performance in this area will be evaluated using the following Local Measure:
  • ECSD Assurance Survey of Theme - Catholic Identity.
  • .Division Social Justice Template
  • .Submission of student prayers
  • -Undertaking of lessons on the various themes
  • -Speakers coming in to the school
  • -Number of social justice initiatives undertaken
  • -Number of staff meetings which begin with the Liturgy of the Word
  • -Number of student pieces displayed and documented
  • -Involvement of both the staff Social Justice Committee and Student Leadership in social justice initiatives
  • -Involvement of Good Shepherd Parish (including a Teaching Mass)
  • -Sacrament Board
  • -Initiatives shared in our monthly newsletter
Priority:  Student Success
Through a holistic approach, students will develop to their fullest potential through multiple pathways.
Key Strategies:
S.2 Implement teaching and assessment practices to deepen students’ understanding and to increase ability to target teaching and improve learning.
S.4 Continue to support students’ diverse needs through best practice and responsive and flexible programming.
Actions we will take
After engaging in professional development (PD) surrounding the 5 Pillars of Literacy (Reading Screeners) throughout the course of the 2020/21 school year, elementary teachers will now utilize the screeners in identifying the reading levels/behaviors of students in order to effectively plan for small group reading instruction and individual programming.The use of the Haggerty Phonemic Awareness Program will continue to be undertaken in Primary.The junior high staff will pilot the Reading Screeners for the Division as well as continue their use of SmarterMarks to deepen assessment practices as undertaken within the 2020/21 school year. Implementation of the Write On will continue in the 2021/22 school year. We will continue to support our elementary teachers in the use of the Math Up program in order to effectively identify students needs in Mathematics. The MAST will be offered to effectively program for diverse student needs schoolwide. Continued focus on Power Teacher Pro in elementary will be pursued. We will continue to provide additional ELL support through our Learning Coach, dedicated teacher time and Educational Assistants (EA's).We will continue to look for creative ways to undertake the Collaborative Response Model to generate creative ideas for inclusive programming. During the 2021/22 school year we will support the teachers with the provision of adapted programming and share strategies to most effectively utilize the EA in their classroom as well as peers as natural supports. We will offer PD to our EA's in this area by bringing in consultants through the Division focussing on such topics as working with students with challenging behavior, adapted vs. alternative programming and using peers as natural supports. We will continue to meet twice a month as a Learning Team to set direction and problem solve in this area.
Performance Measures:
Our performance in this area will be measured using:
  • Alberta Education Assurance Measure of Student Learning (Provincial Achievement Tests and Diploma Exam Results)
  • Alberta Education Assurance Measure of High School Completion
  • Alberta Education Assurance Measure of Citizenship
  • Alberta Education Assurance Measure of Student Learning Engagement
  • Alberta Education Assurance Measure of Welcoming, Caring, Respectful and Safe Learning Environment
  • Alberta Education Assurance Measure of Access to Support and Services
Local Measures:
  • ECSD Assurance Survey of Theme - Access to Help, Support and Resources
  • ECSD Assurance Survey of Theme - Student Engagement
  • ECSD Assurance Survey of Theme - Safe and Caring Learning Environment
  • ECSD Assurance Survey of Theme - Foundational Knowledge about First Nations, Métis and Inuit
  • -Completion of Reading Screeners on all students (5 Pillars of Literacy)
  • -Increased Utilization of Math Up
  • -Implementation of the MAST Assessment
  • -Number of professional development opportunities in the area of inclusive programming
  • -Number of Collaborative Response Model discussions undertaken
  • -Number of Learning Team meetings undertaken
  • -Administration of MIPI from grades 2-9 as deemed appropriate by teachers
  • -School wide Write On
Priority:  An Excellent Place to Work and Learn
We will provide an optimal learning and working environment that fosters a culture of faith, trust, unity, inclusivity, confidence, respect, value and appreciation for one another.
Key Strategies:
E.3 Provide and engage in professional learning to enhance the level of subject matter, conceptual, and procedural knowledge expertise and competency.
E.6 Continue to create an excellent Catholic educational working environment through the provision of faith formation, health, and wellness opportunities and supports for all staff.
Actions we will take
We will continue to arrange opportunities for the staff to participate in Division wide professional development (PD). Within the 2020/21 school year the focus in elementary was on the use of the 5 Pillars of Literacy (Reading Screeners). We anticipate additional sessions being offered within the 2021/22 school year. We will also look for PD sessions focussing on the use of Math Up. Within the 2020/21 school year we had two teachers present to our elementary teachers in the area of comment writing in Power Teacher Pro. Knowing the positive responses that came out of this we will have other teachers present on assessment and feedback practices in targeted areas. In junior high, during the 2020/21 school year PD focussed on the use of Smarter Marks in the area of assessment and programming for our ELL learners through the Sheltered Intervention Observation Protocol (SIOP). SIOP was presented to the junior high staff by the two teachers who attended the sessions throughout the school year. The intent is to continue this work with elementary moving forward. The focus of PD in junior high will be the piloting of the new Reading Screeners. Division Language Arts consultants will be providing support in this area to both our elementary and junior high teachers. Within the 2020/21 school year we explored the area of Equity as an entire school community. PD was offered to staff in this area by administration and by Division leaders. Topics explored were anti-racism, the difference between equity and equality, privilege and the 2SLGBTQ+ community. Within the 2021/22 school year we will continue to explore equity, inclusion, diversity and anti-racism. We will organize formal opportunities for staff health and wellness. A mentor/mentee program will be offered for new teachers to SAB to ensure necessary supports.
Performance Measures:
Our performance in this area will be measured using:
  • Alberta Education Assurance Measure of Education Quality
Local Measures:
  • ECSD Assurance Survey of Theme - Teaching and Assessment Practices
  • ECSD Assurance Survey of Theme - Staff Engagement and Respect in the Workplace
  • ECSD Assurance Survey of Theme - Overall Satisfaction with Edmonton Catholic Schools
  • .Number of PD sessions undertaken as provided by the Division as well as individual teachers
  • -Number of staff health and wellness activities undertaken
  • -Feedback obtained from staff
  • -Mentor/mentee program activities
Priority:  Building Our Future Together
We will engage in good stewardship of all resources through principled governance and engagement.
Key Strategies:
B.2 Continue to walk together recognizing the calls to action from the Truth and Reconciliation Commission.
Actions we will take
We will continue to offer Indigenous Residencies for students, leading to a Sister Annata Indigenous Day celebration. We will invite Elders to present to our classes and be involved in setting direction in this area. Our Elementary and Junior high teachers will offer a session during Flex that promotes cultural awareness of First Nations, Metis, and Inuit.We will continue to encourage our staff to utilize the edu-kits from Indigenous Learning Services as well as invite in the consultants to support with programming. As a follow up to the session offered this year to teachers on the impact of Residential schools, we will offer additional PD sessions to staff. We will continue to offer additional supports to our Indigenous students through the involvement of our entire Learning Team.We will invite in consultants from Indigenous Learning at the start of the school year to set the direction moving forward. We will invite interested teachers to offer PD in the area of Indigenous programming to their fellow teachers. Our FNMI teacher lead will offer support to our teachers with programming and to our students with activities. We will continue to honor our Indigenous community through the Daily Treaty 6 Acknowledgement as well as displaying of spiritually significant items on our prayer tables.
Performance Measures:
Our performance in this area will also be measured using:
  • Alberta Education Assurance Measure of Parental Involvement and,
  • Alberta Education Assurance Measure of Budget-Actual Comparison
Local Measures:
  • ECSD Assurance Survey of Theme - Parent/Guardian Involvement
  • ECSD Assurance Survey of Theme - Implementing Frameworks and Procedures
  • -Student reflections indicating increased awareness of FNMI culture and traditions
  • -Incorporation of Indigenous content in lesson plans/Google Classrooms (utilization of Edu-kits)
  • -Involvement of Elders
  • -Number of lessons offered during Flex
  • -Number of consultants working with teachers
  • -Number of PD sessions offered to staff
  • -Displaying of Indigenous literature and materials
  • -Participation in Indigenous Residencies
  • -Provision of an SAB Indigenous Day celebration
  • -Number of conversations between T&R lead teachers and staff
  • -Religion tables reflecting Indigenous Brothers and Sisters spiritual Catholic sacraments
November Review:
1. Our students and staff will learn and live the Word of God through worship, witness, and service: - We have undertaken the following Social Justice initiatives: Terry Fox Run, Warm Hands Warm Hearts & Macaroni and Cheese Drive ( partnership between the Staff Social Justice Committee and Student Leadership). -Students prepare and share prayers daily on morning announcements which reflect on our Gospel teachings (Novena during Catholic Ed Week). -Daily acknowledgement on morning broadcast of faith based social action -We continue to explore a school-wide theme book where students reflect on how we are all called to be inclusive. Classes share their contributions to the SAB Equity Gallery. Teachers have been provided with lessons on Social Action to be undertaken with their students as provided by our FSLW. This is in alignment with the focus on EDIAR. We have continued our Student Equity Council meetings as offered to our grade 8 students. We have started up our GSA for students in grades 7-9. -.A pairing of elementary with junior high classes has been undertaken to prepare celebrations shared school wide . This has included a School Opening Celebration, a Thanksgiving Celebration and the Sister Annata Brockman Memorial Celebration.We have included Archbishop Smith, Father Mark, Father Leo from Good Shepherd Parish and Father Glenn McDonald. -We have had Father Leo come in to talk to our junior high students on one of the Orientation Days at the start of the school year. -Our Flex sessions have offered a faith-based activity -Our whole school staff meetings have began with a Liturgy of the Word. 2. Through a holistic approach, students will develop to their fullest potential through multiple pathways. -Elementary teachers have been engaging in PD surrounding the 5 Pillars of Literacy. -The Haggerty Phonemic Awareness Program continues to be undertaken in Primary. -The junior high staff are piloting the Reading Screeners for the Division as well as continuing their use of SmarterMarks. - Teachers piloted the Write On- a writing assessment for K-9. - The elementary staff are utilizing the MAST as an assessment tool and the junior high is undertaking a non-calculator assessment in junior high. -Continued focus on Power Teacher Pro in elementary is being undertaken. Teachers are being provided with the support from a Division consultant as well as from teacher leaders in this area. -Students have been provided with additional ELL support through one of our teachers. -We have undertaken the Collaborative Response Model to generate creative ideas for inclusive programming. This is undertaken by our Learning Coach, grade level teacher teams, TABT's and administration. -We have offered PD to our EA's by bringing in our Inclusive Education consultant This will be undertaken on a monthly basis. -We continue to meet twice a month as a Learning Team to set direction and problem solve in this area. 3.We will provide an optimal learning and working environment that fosters a culture of faith, trust, unity, inclusivity, confidence, respect, value and appreciation for one another. -We have continued to arrange opportunities for the staff to participate in Division Wide PD In the elementary the focus has been on the 5 Pillars of Literacy and the Write On. -The focus of PD in junior high is on the piloting of the Reading Screeners. -Staff Wellness Checks 4. We will engage in good stewardship of all resources through principled governance and engagement. -PD provided by our Truth & Reconciliation (T&R) lead teachers -Activity organized for all students- documentation in the Equity Gallery on an action each student will take in this area -Virtual JH Wellness Sessions for Indigenous Students.every Wednesday at lunchtime -Purchasing of Indigenous Literature as determined by our T&R teachers and parents - Daily Treaty 6 Acknowledgement -Displaying of Indigenous artifacts in our SAB Equity Gallery (incl. smudging kit).
February Review:
1. Our students and staff will learn and live the Word of God through worship, witness, and service: -- We collected and delivered Food Hampers for St. Teresa of Calcutta School ( partnership between the Staff Social Justice Committee and Student Leadership). -Students prepare and share prayers daily on morning announcements which reflect on our Gospel teachings. -We continue to explore a school-wide theme book where students reflect on the importance of taking social action. Classes share their contributions to the SAB Equity Gallery. Teachers have been provided with lessons on Social Action to be undertaken with their students as provided by our FSLW. This is in alignment with the focus on EDIAR. The focus in February has been on Black History Month. ECSD Marketing profiled one of the lessons surrounding Black History Month occurring in our junior high. -We have continued our Student Equity Council meetings as offered to our grade 8 students. We have started up our GSA for students in grades 7-9. A speaker has been arranged for Feb 24 (Tim Adams) to speak to students from grades 4-9 on social action. The Assistant Manager of Social Work will be coming to do a presentation with the Student Equity Council on February 16. -.A pairing of elementary with junior high classes has been undertaken to prepare celebrations shared school wide . Since the start of November this has included a Remembrance Day Observance as well as Advent and Epiphany celebrations. We have included Father Leo from Good Shepherd Parish. - Father Leo has been coming in weekly to visit classrooms as well as during Flex in junior high. -Our whole school staff meetings have began with a Liturgy of the Word. 2. Through a holistic approach, students will develop to their fullest potential through multiple pathways. -Elementary teachers have been engaging in PD surrounding the 5 Pillars of Literacy. -The Haggerty Phonemic Awareness Program continues to be undertaken in Primary. -The junior high staff are piloting the Reading Screeners for the Division as well as continuing their use of SmarterMarks. The junior high staff have engaged in PD surrounding vocabulary and comprehension. - The elementary staff are utilizing the MAST as an assessment tool and the junior high is undertaking a non-calculator assessment in junior high. -Students have been provided with additional ELL support through one of our teachers. -We have undertaken the Collaborative Response Model to generate creative ideas for inclusive programming. This is undertaken by our Learning Coach, grade level teacher teams, TABT's and administration. -We have offered PD to our EA's by bringing in our Inclusive Education consultant This is undertaken on a monthly basis. Our support staff has been provided with training in Non Violent Crisis Intervention over the course of two Thursday afternoons. -We continue to meet twice a month as a Learning Team to set direction and problem solve in this area. -The mentor/mentee program was offered to all of our new teachers and their mentors. 3.We will provide an optimal learning and working environment that fosters a culture of faith, trust, unity, inclusivity, confidence, respect, value and appreciation for one another. -We have continued to arrange opportunities for the staff to participate in Division Wide PD In the elementary the focus has been on the 5 Pillars of Literacy. -The focus of PD in junior high is on the piloting of the Reading Screeners. -Staff presentations on such topics as: mental health, Read Write Google, assessment and the language of inclusion. 4. We will engage in good stewardship of all resources through principled governance and engagement. -A week long Indigenous Residency offered to our K-9 students by an Indigenous artist in the community. -Weekly Braided Journeys program for our jh students. -Purchasing of Indigenous Literature as determined by our T&R teachers and parents. This has been placed in our SAB Equity Gallery.