School’s intended outcome from working in this area: To embrace Catholic Education and advance professional knowledge while leading practices in innovative teaching and learning for the success of all learners, within the context of a 21st Century Catholic school. Every Child, Every Day, No Exceptions. - We will share touchstone books and integrate the values unpacked in meaningful ways in our school community. - Plan a series of classroom celebrations coordinated by our school Chaplain and Gr 9 Leadership students. - Maintain and strengthen the relationship with STM parish. - Creation and implementation of a parent Faith Development Evening (Faith Formation) using an online platform. - Have staff members organize and lead celebrations through out the year. - Students and teachers co-create the classroom altar reflecting the values of our Catholic faith and traditions. - ‘We Belong’, is a Faith based inclusive model which places value on Edmonton Catholic Schools Core Values and has permeated our daily life here at MFO. - Continue to focus on Social Justice Projects, Building Bethlehem. Kindness Express, and Reconcili-Action.

Students will develop their literacy and numeracy competencies through targeted educational experiences. Literacy - Provide intentional learning experiences focused on improving student comprehension in reading and fostering a greater love of literature while deepening teacher capacity. - Implement the Empower Reading program for our most vulnerable students (K-3). - Implement a LLI program in all grades with teachers trained in its operation. - Revisit the Calkins Reading Kits. - Develop teacher expertise (relational work) in the following: read alouds, guided reading, shared reading and independent reading. - Develop the components of a holistic approach to literacy by placing an intentional focus on a common assessment at each grade level with a focus on writing and the writing process. - Create evidenced based literacy centers in each classroom. - LLI teacher teams will learn to assist in specific instructional strategies for ELL students (SIOP). - Incorporate a variety of technology-facilitated tools, including Microsoft and Google tools. Numeracy - Shift pedagogical practices from traditional methods to student-centered approaches in the context of 21st Century Learning where students are actively engaged in constructing their own understanding in mathematics. As well, develop numeracy rich classroom environments by making learning visible in math through hands on learning and math word wall displays. - Through our community of practice model, teachers will become more familiar with the research of Dr. Marian Small, “Open Questions for Rich Math Lessons” (K-9- 1 resource per grade level team) and utilize the Math Up resource school wide. - Delve deeper into guided math and differentiated centers in our community of practice sessions.

To have continued professional development in applying “current and comprehensive effective assessment practices to meet the learning needs of every student” (Assessment 360): - Continue to develop a clear understanding of grade-level standards and curricular outcomes. - Gathering evidence via triangulation of data (conversations, observations, and products). - Communicate on a regular basis (timely/effective feedback) with student and parents via PowerTeacherPro. The Collaborative Response Model (CRM) is a framework where school establish structures and routines that identify students in need and facilitates a solution focus response for the student. We will continue our commitment to developing CRM structures and routines as a means of enhancing our school's culture. The teachers will be collaboration though monthly PLC meetings (grade groups/cross grade) to improve teaching pedagogy and to understand previous student learning profiles to develop targeted instruction for better student success. Through the combination of the Assessment-360 model and the Collaborative Response Model (CRM) we will develop a clearer understanding of the needs within each class and help facilitate the appropriate assessment practices to meet the learning needs of every student.

- Acquire the skills and understandings that meet and exceed the foundational knowledge of First Nations, Metis and Inuit people as outlined in the Alberta Education Teaching Quality Standards. - Create a library of age appropriate books with content that reflect  Indigenous peoples' experiences. - During our Community of Practice, teachers will be meet with grade level colleagues through TEAMS) to read and discuss resources and identify content that are aligned with outcomes on residential schools and its impact on the Indigenous peoples. - Consultants will be invited to facilitate professional development with staff on residential schools to gain foundational knowledge of our indigenous community, Indigenous traditions and customs. - Continue School Wide Initiative “Reconcili-action”, teachers will lead their students in the Reconcili-action project to further their historical and foundational knowledge in the residential school system. - Staff will participate in the Legacy School Project, (Downie & Wenjack Fund)

As a school we have focused on positive mental health and looking at strategies for helping students be aware of their own mental health states. We have had time for professional development focused on the results of our ECSD Mental Health survey done in the fall and addressing the main target areas. One of those focuses on having an adult that students feel connected to and can approach if needing to talk. We have addressed strategies in level meetings, looking for students who may be needing more of this in our school. We have also looked at our student leadership group and with them come up with plans to support positive mental health discussions in our school. We have also spent dedicated time to be in the classes and talking about the strategies as a result of the surveys done in grades 4 to 9. We have also focused staff development time to look at assessment (especially in the areas of language arts and math). Highlighting students who are in need of intervention, we have focused on small literacy groups with teaching some of the basic strategies. We have teachers dedicated to literacy and English Language Learners as these are some of our areas where we see great potential for growth. With the goal of continuing to walk together recognizing the calls to action from the Truth and Reconciliation Commission, we have been very purposeful in making our land acknowledgement something that is tied to teachings about what it means to be treaty people. We include regular reflections into our morning announcements and there have been class activities focused on our Orange Shirt day and Metis week.

We have continued work on our Mental Health goals with students and staff. This includes a Mental Health day coming up in March for all students with guest speakers, events through the day, and reflection on the whole process. We have continued with student leadership projects focused on positive mental health and building school culture. We continue to share resources with students. We also look as a staff at our students who may need someone to connect with as we meet by division and talk through needs and what we are seeing in our classes. We have also focused staff professional development on supporting our First Nations, Metis, and Inuit students along with exploring resources that help bring knowledge to all our students. One staff member led us through a variety of resources and websites that will help teachers at all levels incorporate more into their teaching from an Indigenous perspective. We shared ways we have successfully used materials that supported our students in that direction. We have also continued to plan for assessment and share strategies with grade level partners. This is ongoing in our staff meeting time and time is set aside for collaboration among our teachers.