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

School Mission: “Every Child, Every Day…No Exceptions”  We believe in providing a Catholic education which inspires all staff to focus on current research and best practice in teaching and learning for the success of all students.  .
School Vision: MONSIGNOR FEE OTTERSON SCHOOL IS A PLACE WHERE EVERY CHILD IS VALUED  Through a shared vision of relational work, we place “Children First” in all decisions which impact students and their  learning.  We believe in working together to build a Catholic, Christian community which prepares and inspires our students to be active and responsible participants in shaping their own future.  We believe that Technology and Innovative Learning is central to the success of all students in an ever-changing world.  We believe the foundation for all learning experiences will take place in a Christ centered environment where our  Catholic Faith is celebrated. 
School Charism: The school is dedicated to the philosophy and legacy of Monsignor Fee Otterson who played an active role in our school until his death in September 2012. He believed in a school where “everyone belongs” and left us with his profound words of “Love is Central to all We Do” as a guiding light, leading to the statement, “We Belong” and “Every Child, Every Day…No Exceptions.” 

Priority:  Growing in Faith
Our students and staff will learn and live the Word of God through worship, witness, and service.
Key Strategies:
F.4 Provide formation opportunities for students and staff that further their participation in our faith and enable them to discern the presence of God in their lives.
Actions we will take
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.
Performance Measures:
Our performance in this area will be evaluated using the following Local Measure:
  • ECSD Assurance Survey of Theme - Catholic Identity.
  • - Review of completed teacher-lead celebrations in collaboration with our Chaplain and STM Parish.
  • - Completed our first parent Faith Development Day Via Zoom meeting – Held by Parent Council members.
  • - Use 5 marks of Catholic Education in reflection with our actions.
  • - Other school based measures are under consideration and will be utilized accordingly.
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.
Actions we will take
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.
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
  • Measures/Evidence we will use to check our progress and confirm our growth:
  • - Instructional Walk Abouts Professional Development using the resource MathUP.
  • - Improved math attitudes as determined by student directed surveys.
  • - Improved math scores in formative and summative assessments, as well as noted in evidence of triangulation (conversation, observation, product) .
  • - Visible evidence in classroom physical environments.
  • - Students will have demonstrated increased comprehension and improved writing as determined by school based benchmarks (LLI, F&P and anecdotal notes).
  • - Identify areas of growth and areas of concern with respect to math competencies.
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.2 Develop, promote, and oversee the application of excellent professional practices consistent with the Teaching Quality Standard, Leadership Quality Standard, and Superintendent Leadership Quality Standard, all which guide and support student achievement.
E.3 Provide and engage in professional learning to enhance the level of subject matter, conceptual, and procedural knowledge expertise and competency.
Actions we will take
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.
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
  • - Hold Grade level Q & A meetings on the use of PowerTeacherPro and guide staff on effective and balanced utilization of this tool.
  • - Ongoing dialogue on various assessment methods and practices that were used through the CRM and discuss the various needs of the students in their classrooms (Grade-level cohort specific) and how the supports for those students have worked and where we need to improve.
  • - Review of CRM structures and routines in consultation with staff.
Priority:  Building Our Future Together
We will engage in good stewardship of all resources through principled governance and engagement.
Key Strategies:
B.1 Continue to develop collaborative plans with the Council of Elders and Indigenous communities to enhance supports and services for Indigenous students.
B.2 Continue to walk together recognizing the calls to action from the Truth and Reconciliation Commission.
Actions we will take
- 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)
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
  • - Review of student responses, dialogue, conversations, assignments, projects from K-9, & student reflection upon newly acquired understanding. 
  • - Grade level and Division cohorts (K-9) will participate in a reconciliation project, using quality literature recommended by Elders and the Division.
  • - Online professional development sessions with our FNMI Consultants to build our knowledge on residential schools and Indigenous traditions and customs.
November Review:
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.
February Review:
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.