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

School Mission: The mission at École Our Lady of the Prairies is to foster a Christ-centered life where our children collaborate, explore, and communicate as 21st Century learners..
School Vision: We inspire in our children humility, fairness, and open-mindedness to support their: - love of God and Jesus - bilingualism and an appreciation of our community’s multi-cultural mosaic - journey as engaged & ethical learners who will become global citizens - critical thinking skills - love of learning - social justice awareness - desire to celebrate success
School Charism: To provide a Catholic educational environment in which each child can grow and develop to his or her fullest potential. Through this we want to inspire our students to grow academically, socially, and spiritually.

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.
F.5 Engage families, parishes, and Catholic organizations to provide opportunities for growing in faith.
Actions we will take
1. The Our Lady of the Prairies School Prayer will be prayed every Friday. 2. The Our Lady of the Prairies School Prayer will be posted in every classroom and in the hallways. 3. The Our Lady of the Prairies School Prayer will be directly tied to our school charism. 4. Each homeroom will have opportunities throughout the year to share personal prayers over morning broadcast as well as plan and lead a school wide celebration. 5. Each homeroom will be asked to initiate one social justice project throughout the school year. 6. The grade 4 students will continue to have receive their Bible and participate in a celebration and will continue with their collaboration with the seniors at Touchmark. 7. Using our Division theme of, “God Calls us Each by Name” staff will use a theme book in all subject areas. The teachers will develop a document of activities and reflections for each subject area that every staff member can have access to.
Performance Measures:
Our performance in this area will be evaluated using the following Local Measure:
  • ECSD Assurance Survey of Theme - Catholic Identity.
  • Newsletter and Spotlight entries to highlight our performance for our community and the community at large; continuing with our partnership with Good Shepherd Parish; continue recognizing students with MVL recognition weekly; two teaching masses per year for each division; students will become more knowledgeable about the Seven Sacred Teachings and how they relate to them as children of God; teachers will have used many of the activities from the google document of activities and reflections for each subject area related to the theme book.; teachers will have used many of the activities from the google document of activities and reflections for each subject area related to the theme book; Students will be able to articulate and use language outside of the classroom of how the theme book relates to their everyday life.
Priority:  Student Success
Through a holistic approach, students will develop to their fullest potential through multiple pathways.
Key Strategies:
S.1 Identify and apply best practices for curriculum implementation to ensure student success.
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.
S.5 Support student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education.
Actions we will take
1. Staff participation in professional development through workshops, retreats and communities of practice setting in the eight competencies for the strategic planning and incorporation of competencies in daily classroom practices. 2. Collaboration with tech coach to determine the best use of the learning tools at their disposal in The Learning Commons and Maker Space to target specific POS learning outcomes in a setting that provides increased engaging hands on opportunities. 3. Promote discovery and increased inquiry-based learning utilizing a more playful approach to learning towards the increased use of the eight competencies as part of the inquiry process. 4. Support Staff is encouraged to attend a variety of Professional Development opportunities offered by the District on selected Thursdays to help support their personal target goals as well as the school’s goals. 5. Actively target and track struggling readers to increase their use of reading strategies to increase their ability to read and comprehend as well as to improve their reading level. 6. Continue with implementing new “Math Up” resource school wide. 7. Allow students to demonstrate their skills and knowledge in different ways (student choice) to meet more student needs (Flipgrid, technology use, pencil and paper, projects, etc.). 8. Small, guided math groups to focus on specific skill development (learning sprints). 9. Balanced, on-going assessment to drive instruction. 10. Daily read aloud to model what proficient readers do. 11. Gradual release of responsibility to gradual increase of independence (I do, we do, you do).
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
  • Continue with school wide digital literacy profile; Student knowledge and understanding of 8 competencies is shown in their formative and summative assessments; Planned teacher strategic collaboration time to incorporate the use of competency skills continues; Increase in collaboration to assist with cross curricular integration; Teachers use of Daily 5 + 1(adding a speaking component for Daily 5); Teachers and students using common language, graphic organizers, rubrics, anchor charts and resources per grade level based on SIOP strategies; Continued use of google read and write, speech to text and other assistive technologies to meet all student needs; Explicit formative and summative assessments will be stated in year plans and will be reviewed, which include all forms of assessment (self-assessment, goal setting and reflection);Students are aware of and use “I can” statements throughout a unit to show where their learning
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.1 Ensure that all teachers and leaders have the acquired skills to meet the foundational knowledge of First Nations, Métis and Inuit standard as outlined in Alberta Education Teaching, Leadership, and Superintendent Leadership Quality Standards.
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
1. Shared Partnership with Braided Journeys teacher from HE Beriault to create continuity amongst families and transition from grade 6 to 7. 2. All FNMI students in K-6 will be part of an FNMI, LLI and cultural group to receive a supplementary literacy program enriched with Indigenous culture. 3. All FNMI reading data will be provided to our Learning Coach as a baseline for making LLI groups. 4. School FNMI designate will attend three-part series of the Lead Teacher professional development sessions offered through Indigenous Learning Services. 5. Each grade level will develop a lesson during their collaboration time on Thursdays dedicated in applying foundational knowledge of FNMI to their program (one per term). 6. Continue to embed the Seven Sacred Teachings in all aspects of student recognition initiatives. 7. Orange Shirt Day- bigger focus on residential schools (books and resources shared by representative and committee). 8. More treaty six acknowledgement with the students with an explanation as to why we are acknowledging. 9. French Carnaval Day- Add FNMI games and stations.
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
  • • Baseline data: F & P, GB+ and CCAT scores will be used to create groups and then reviewed to ensure groups are still cohesive.
  • • F and P / GB+ testing will be used to test growth of students in this small group setting of literacy intervention.
  • • Reading levels of all FNMI students will improve.
  • • Continue to gain a better understanding of Treaty Six and calls to action.
  • • An increased awareness and knowledge of FNMI foundational knowledge will be substantial on the part of all teaching staff.
Priority:  Building Our Future Together
We will engage in good stewardship of all resources through principled governance and engagement.
Key Strategies:
B.3 Ensure that resources are being used effectively and efficiently while providing flexibility for how schools and departments meet their unique needs.
B.4 Continue to nurture collaborations, relationships and partnerships to provide programs and services for students from Pre-K-12.
B.5 Ensure decisions are data-informed; enable best practice indicators and transparency to ensure continuous improvement.
Actions we will take
1. School-wide Professional Development (3 sessions) on assessment (use of assessment 360 resource), cultural literacy and building background vocabulary knowledge with common guidelines, standards, language, and strategies. 2. Professional development through a community of practice with the goal of improving assessment practices of reading and writing. 3. Collaborative planning time on Thursday mornings to focus on continued improvement in student achievement in mathematics while using the new Math resource “Math Up”. 4. Continue to use collaborative planning time on Thursday mornings to focus on continued improvement on student achievement in literacy and 8 learner competencies while ensuring the Teacher Quality Standard is being adhered to. 5. Continue PATHS model school initiative. 6. Homeroom teachers will send weekly parent emails to keep home/school life balance and check in with students and parents more frequent to ensure positive relationships. 7. Pyramid of intervention to ensure student success and target struggles.
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
  • • Staff is strategically using the 8 competencies tools provided (posters, key ring cards) for ongoing processes.
  • • Staff school wide intentional focus on 2 competencies per academic school year.
  • • Improvement in student problem solving skills, independence, and reasoning.
  • • Increased opportunities to integrate math cross curricular to increase student exposure and enhance connections to “real-world” logic and experiences.
  • • Continue to review TQS with staff and continue to share ideas on how we have been and can continue to adhere to this framework
  • • Strategic review of pre and post data using a variety of assessments (MIPI, Mathletics Tests, class assignments) to inform instruction and guide planning
  • • Data results will be used to select two numeracy Learning Sprints for the next school year, specifically October to December.
  • • Review Mathletics analytics to track usage, areas of strength and areas for growth by homeroom.
November Review:
Goal 1) This year, Ecole Our Lady of the Prairies staff and students continue to be grounded in their faith by beginning each day sharing personal prayers over morning broadcast. Our school book this year is Sulwe, and classes reflected and participated in classroom activities centered around seeing the beauty in others, self-acceptance, self-esteem, and shining your brightness. Students’ social justice projects have shared positive messages with seniors’ homes and health care workers. Goal 2) Staff have participated in and benefitted from authentic collaboration in Communities of Practice. Other professional development has centered around literacy and numeracy, assessment, trauma-informed practice, as well as subject-area curriculum professional development. Struggling students in Grade 3 at Ecole Our Lady of the Prairies have benefitted from daily reading and math intervention from specialists. All teachers continue to focus on enhancing reading and writing skills on a daily basis in whole group, small group and individual settings. Goal 3) Teachers participated in an art-based indigenous professional learning activity with Barbara Derrick based on the Seven Sacred Teachings. Teachers have attended professional development opportunities provided by the division, and are more consistently using approved print and media indigenous resources in their instruction. Goal 4) As a PATHS model school, we know the importance of positive self-esteem and self-acceptance. We continue to recognize and give compliments to the PATHS Student of the Day in each classroom. Our Most Valuable Leopard awards recognize students’ progress and achievement in a specific area. Thursday mornings are dedicated to collaborative planning time, which includes opportunities for the multi-disciplinary team to meet with teachers, support staff, and administrators to focus on learners with exceptional needs.
February Review:
Goal 1) The school’s morning Télé TV broadcast continues to unite us in prayer as a school community and we acknowledge each day that we are on Treaty 6 territory as an act of reconciliation and gratitude. It is also a time for us to collectively share our joy and celebrate our successes. Classrooms have continued to reach out to others in the community, and often focus on actions that students can take. Our students have thanked our health care workers, made Christmas ornaments and sent New Year’s wishes to seniors, collected and recycled markers, collected food for Scare Away Hunger, and helped to clean up our community yard. We highlight all our school has to offer through our website, our monthly newsletters, and our frequent posts on Twitter and Instagram. As registrations for the upcoming school year begin, we have created a new Open House presentation and a Virtual Tour presentation that emphasize the unique aspects of our school. Goal 2) Our staff is invested in the well-being of our students, attending professional development sessions on student mental health, supporting student leadership groups, promoting green initiatives, and more recently, taking part in the Apple Schools group – a healthy lifestyle initiative. Teachers have developed and implemented more effective assessment practices and tools in their classrooms, including the use of success criteria to allow students to assess their own learning. Goal 3) Teachers support the learning of their students by using approved resources, appropriate to their grade level, that accurately reflect and honour the history and the experiences of First Nations, Métis and Inuit peoples. Activities that reflect the history of First Nations and Métis peoples, and provided by Musée Heritage, were included in our Carnaval day. Grade levels have collaboratively planned lessons that apply foundational knowledge of First Nations, Métis and Inuit peoples such as historical and cultural differences between the various groups, legends and stories, how geography created diversity within Indigenous groups in Canada, and the role and importance of Canada’s First Nations, Métis and Inuit peoples in shaping Canada as it is today. Goal 4) Additional support at the kindergarten level has added to the expertise of the school-based multi-disciplinary team, allowing for the wider implementation of universal and targeted strategies to address students’ learning challenges and areas for growth as early as possible. The division screening tools in reading and mathematics have enabled teachers in the primary grades to more clearly identify and address students’ areas for growth. In this quarter, struggling students in lower elementary will take part in math and reading intervention groups with specialist teachers.