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

School Mission: Ecole/Escuela Holy Child is a Christ-centered environment in which students develop the necessary competencies to be successful and ethical global citizens. Languages, culture and faith deepen our sense of community..
School Vision: Within our Christ-centered school community, students, staff and parents: • value continuous language and cultural development through connection with the local and global community; • encourage a safe, supportive school community where we are respectful of ourselves, of others and of the environment; • foster independence, self-efficacy, perseverance, resilience through learning opportunities that nurture the child’s dignity; • are motivated to acquire current attitudes, skills and knowledge to see beyond self-interests in order to achieve the school community’s success.
School Charism: Celebrating our faith through language and culture in the heart of the city.

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.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
Our school celebrates language and culture through the lense of our faith. At Holy Child we teach our students about the rich language history of the school (Francophone School, First Spanish Bilingual School) and explore the meaning of our charism by deepening our understanding of our faith every year when we celebrate Fete/Dia Holy Child. -As part of our work to support faith opportunities at Holy Child, we will be adding infographics to our website and monthly newsletter as a way to share and deepen our understanding of our faith as a community.
Performance Measures:
Our performance in this area will be evaluated using the following Local Measure:
  • ECSD Assurance Survey of Theme - Catholic Identity.
  • Students will understand and represent our school charism to their peers and their families through writing and/or art.
  • Publication of infographics in newsletters
  • Publication of infographics and links on website
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.
S.6 Continue programs and enhanced academic and cultural supports for all students that lead to successful transitions and encourage life-long learning.
Actions we will take
1) Being a language school we feel it is important to maintain a focus on language proficiency and expectations for our students and staff. To continue to enhance our language programs, French Immersion and Spanish Bilingual students will continue to strengthen their oral fluency in French and Spanish as defined by the Alberta Program of Studies and the Common European Framework. -Teachers will share best practices for ensuring meaningful oral production across subject areas and grades within their classrooms. -The school music program will be adapted to include musical theatre as another form of developing oral production across subjects. 2) Based on assurance performance measures our school will focus on providing our students with mental health supports for the coming year. The main area of focus will be on resilience and growth mindset to help support our students in literacy and numeracy needs. - Teachers will participate in PD on Social-Emotional Regulation programs including: "Zones of Regulation", "PATHS" & "Focus" -Students will learn and participate in school wide Social-Emotional Regulation activities 3) Based on our Literacy and Numeracy screeners teachers will provide learning intentions and success criteria to allow students will improve their ability to identify learning goals, self-assess and know what they need to do to move their learning forward in numeracy and literacy.
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
  • Language Performance Assessment Tasks and Oral benchmarks for each grade level, based on the Alberta POS.
  • Reading and Writing assessments
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
To ensure our staff is prepared to support our students in learning and growth our teachers, educational assistants and other support staff will participate in a Collaborative Response Model meetings to facilitate discussions surrounding the ongoing needs of our students. These meetings will utilize our assurance model measures and assessments such as math and reading screeners to address the needs for our students and to address areas for continued improvement. -Teachers will participate in professional development in the areas of differentiation, language, numeracy, literacy, FNMI knowledge and English language learner supports in order to maintain current understanding of foundational FNMI knowledge and best practices. -With our Learning coach, our FNMI lead teacher and our ELL designate we will be providing PD to our staff to ensure all students are successful.
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
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
-Staff and students will participate in cultural activities offered by Indigenous Learning Services during our Faith Day, Dia Holy Child and Indigenous People's Day that offer a deeper understanding of the history of the Indigenous peoples in Canada and around the world. -As part of this work, and in collaboration with Indigenous Learning Services, teachers and students will participate in an Spanish Indigenous Cultural Day that includes Canadian FNMI culture and traditions as another activity to further the Truth and Reconciliation Commission.
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
November Review:
1) Holy Child has begun the work required to establish a school wide Social Emotional Self Regulation program. Teachers have been provided 2 PD sessions focused on SEL (Social Emotional Learning) and learning Zones of Regulatiuon. Teachers have been provided the resources and tools that are required to begin the programs in their classrooms. Students have begun lessons on Zones of Regulation. 2) Teachers have participated in various Language PD on oral proficiency and students have demonstrated an increase of target language use in hallways, at recess and in the office. 3) Teachers have completed the first round of Reading and Math screeners and have established Phonemic/Phonologial/Phonics awareness lessons in their classrooms to address needs in literacy. In the areas of Math, teachers have provided students foundational basic skills practice weekly in their classes. 4) Since early October, Reading Intervention teacher has established and has begun working with students who were identified as high needs through reading screeners. 5) Learning Coach has established and begun working with students who demonstrated need for support in math- working with various groups Gr. 1-6. 6) Empowered Reading Program was established and offered to ELL students, as well as, students who require intensive reading support in Div 1. The teacher who is providing the Empowered Reading program works with these children 4-5 times a week. 7) Teacher have participated in various PD on Indigeneous Knowledge to augment and support conversations in their classrooms, in light of our name change. Students participated in a virtual assembly to begin the work on establishing and/or identifying our "new" charism. 8) Catholic Social Services presented information to teachers and how the school could get involved in various Social Justice projects in collaboration with them. 9) Collaborating with Kikosewin Family Network and Bent Arrow Traditional Healing Society to provide community supports for our FNMI families in need.
February Review:
1) Holy Child has begun the work required to establish a school wide Social Emotional Self Regulation program. Update: All classrooms have established a routine for Zones of Regulation and Social Emotional learning activities daily with a morning check in. All students and staff are using the same vocabulary when they require supports outside of the classroom. 2) Teachers have participated in various Language PD on oral proficiency and students have demonstrated an increase of target language use in hallways, at recess and in the office. Update: Students are now heard speaking French or Spanish in the hallways with various staff. When students drop by the office they are requesting items or help in their target language 90% of the time. The school music program now includes musical theatre as another form of developing oral production across subjects, students will demonstrate their musical and theatre language abilities at our Spring concert (end of April) 3) Teachers have completed the first round of Reading and Math screeners and have established Phonemic/Phonologial/Phonics awareness lessons in their classrooms to address needs in literacy. In the areas of Math, teachers have provided students foundational basic skills practice weekly in their classes: Update: This item is ongoing and continues as a focus in all classrooms. 4) Since early October, Reading Intervention teacher has established and has begun working with students who were identified as high needs through reading screeners. Update: In addition to the Reading Intervention teacher we have had a Math Intervention teacher. All students who participated in this intensive reading and writing support have made progress enough that further intensive intervention is no longer needed. 5) Learning Coach has established and begun working with students who demonstrated need for support in math- working with various groups Gr. 1-6. pdate: This item is ongoing and continues as a focus of support for students who have been targeted as having needs (this group changes as needs are identified). 6) Empowered Reading Program was established and offered to ELL students, as well as, students who require intensive reading support in Div 1. The teacher who is providing the Empowered Reading program works with these children 4-5 times a week. Update: This item is ongoing and continues as a focused support for students with literacy needs. 7)Teachers will participate in professional development in the areas of differentiation, language, numeracy, literacy. Update: Teachers in French Immersion have participated in professional development specifically aimed at supporting content through language and language through content in partnership with teachers and administrators at Father Leo Green lead by French Immersion consultants. Teachers in Spanish Bilingual have attended all Spanish Bilingual Professional development that specifically targets two areas of growth; Latin American Indigenous culture and the Neurolinguistic Approach to develop language. 8) Teacher have participated in various PD on Indigeneous Knowledge to augment and support conversations in their classrooms, in light of our name change. Students participated in a virtual assembly to begin the work on establishing and/or identifying our "new" charism. Update: This new charism work has been/will be completed school-wide- Culture Day on March 8 & in April as part of our school Faith Day. 9) Catholic Social Services presented information to teachers and how the school could get involved in various Social Justice projects in collaboration with them. Update: Collaborations have taken place, in particular a Christmas/Epiphany activities that Catholic Social Services provided- "Backpacks of Hope" 10) Collaborating with Kikosewin Family Network and Bent Arrow Traditional Healing Society to provide community supports for our FNMI families in need. Update: This is an ongoing support for families identified.