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

School Mission: Tell a New Story... A Story of Hope..
School Vision: In this circle we are trauma informed. We connect before we correct. We understand behavior is communication. We believe in co -regulation. We think can't not won't. We believe in restoration not punishment. We believe that relationships buffer stress and build resilience. Resilience means we see you, we hear you and we are with you.
School Charism: From the tradition of patron St. Gabriel know as a divine messenger charism can be brought forth through effective communication with all those served at Centre for Diverse Learning at St. Gabriel School.

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.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
Students will be given the opportunity to write and read prayers to share with other students/buddy classrooms and over broadcast. Students will plan and organize various classroom celebrations. Students will have the opportunity to smudge and pray daily. Recognize students for their positive behaviors through praise and reward systems. Model appropriate interactions with others and help them pair positive feelings with positive interactions. All programming for students is strength based - work from student strengths. Teachers will teach the students about social justice and charity – using the five levels. During the school year, students, together with their teacher will choose a social justice project based on the Catholic teachings. Students will participate in various activities that demonstrate the importance of charity and caring for the environment.
Performance Measures:
Our performance in this area will be evaluated using the following Local Measure:
  • ECSD Assurance Survey of Theme - Catholic Identity.
  • Reduction of incidences of negative behavior from students – Behavior Plan data.
  • Students naturally using compassionate language while interacting with others without prompting.
  • Increase in appropriate social interactions amongst peers.
  • Reduction of incidences of negative behavior from students – Behavior Plan data.
  • Students naturally using compassionate language while interacting with others without prompting.
  • Increase in appropriate social interactions amongst peers.
  •  Positive attitude towards helping others
  •  Increase in tolerance and acceptance of others
  •  Students are engaged and excited to continue work for charities and service to others
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.3 Continue to create opportunities for students to engage in hands on learning experiences that transition to career pathways.
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
GIST transitional classrooms will emulate the community schools more closely Provide monthly PD to our staff based on the needs of our current students. Provide professional reading materials and follow up with discussions The CFDL team will provide professional development to community school teams in behavioral intervention and trauma and development. EDIAR training and conversations within our school community. Daily coaching and mentoring provided to the support person attending CFDL. Transitional Facilitator follow up with community schools once our students have transitioned support if needed and ensure success.
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
  • Data collection to create plans and make informed decisions.
  • Decrease in behaviors.
  • Increase in skills.
  • Track the progress each student is making via the data collected.
  • Daily follow up with teams on successes and failures.
  • Students successfully integrated into community classrooms with supports diminishing and the students becoming more independent.
  • Behavior Plans.
  • Increase high school graduation rates.
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.
E.5 Continue to create opportunities and pathways for staff to develop and pursue advancement within their employee groups for robust succession planning within the Division.
Actions we will take
Create visuals for our FNMI students regarding their graduation path, post-secondary path, and career development. Encourage lifelong learning through modelling. Students will be given the opportunity to smudge and pray so they are engaged in cultural traditions. Plan collaboratively with Indigenous Learning Services to build capacity within CFDL by sharing cultural activities such as drumming and storytelling. Provide mentors for coaching and guidance. Provide opportunity for all staff to access division professional development to continue to foster and enhance their learning. Check ins with our FNMI high school students.
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
  • Data collection to create plans and make informed decisions.
  • Track the progress each student is making via the data collected.
  • All students at CFDL will have an IPP.
  • Behavior Plans.
  • Transition students successfully back to their community schools. Coach the community school’s faculty to ensure success with the transitioning.
  • Weekly follow up with teams on successes and failures.
  • Students successfully integrated into community classrooms with supports diminishing and the students becoming more independent.
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
Very strategic and methodical intake and transition process which involves all stakeholders Support from our mobile BCBA Team Support from our Transitional Facilitator Collaboration between our programs with community schools and staff Learning Coach meets with classroom team to determine the focus prior to the teacher visit The day of the teacher visit the Learning Coach and classroom team meet with teacher prior to entering the classroom to discuss the focus of the visit After the teacher visit the CFDL Learning Coach and the CFDL classroom team will debrief Daily morning meetings with CFDL classroom team and support staff to discuss strategies and interventions Continually modelling specific interventions and providing explanations of effective strategies throughout the school day PD offered throughout the duration of the support staffs time at CFDL and encouragement to continue attending after they have returned to their community school Opportunity to work with specific members of the CFDL Multidisciplinary team Provide research-based professional reading to support best practice
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
  • Teachers are more focused and engaged during visits.
  • Teachers ask questions and request more information after each visit.
  • Teachers apply the knowledge that they have learned at CFDL to their own classrooms.
  • Support staff are more effective in using specific strategies and in implementing interventions.
  • Support staff have increased confidence in following the behavior plan.
  • Support staff and student are successful after returning to community school.
  • Support staff use proactive positive strategies to prevent challenging behavior.
November Review:
Focus on Literacy: Since the beginning of the school year teachers have been using baseline data to support students on their literacy journey. In CFDL we know that students have diverse learning needs and some of our students have significant gaps in their literacy skills. Baseline data has enabled the team to put individualized plans in place to bridge the gap. Along with data, CFDL has been looking at resources and using division approved resources such as Heggerty, to put solid literacy instruction in place. In our GIST program we have had sessions with the SLP on how we can support our most emergent learners with accessing literacy appropriate to their learning profile. The team works with the SLP and with the support from the SLP the team uses core boards and AAC devices to engage students in meaningful literacy learning. In our PBS and Pathways programs teachers again have used baseline data to drive programming. Working alongside consultants we at CFDL are looking at resources and best practices to work towards students feeling confident and successful in their literacy journey. We continue to look at the pyramid of intervention and implement support for those who require a certain level of intervention. Whether it is one-on-one or small group with the learning coach or teachers intentionally using a specific strategy universally to support literacy skills. With the support from the reading consultants, we are hoping to have a consistent understanding of how to help our students move to next steps and look at how teachers can target the 5 pillars across subject areas. EDIAR: Currently at Centre for Diverse Learning we are focusing on conversations centred around EDIAR (Equity, Diversity, Inclusion and Anti- Racism) with our school community. Below is an overview of how we continue to support our exciting goals as well as looking to the future. As a staff we are analyzing our school’s mental health and EDIAR surveys.Through our professional development day and staff meetings we are able to analyze the data to create action plans to support our vision to educate around EDIAR and Mental Health. In order for our staff to educate our students and children, we as adults must first understand and have discussions to educate the students in our building. We have created staff focus groups (small group discussion from our Division’s EDIAR Booster videos and questions) and school PD where we are starting to unpack and understand ourselves and each other. We have brought in our Division’s Assistant Manager in Social Work to support our staff with a Professional Development around difficult conversations. We are doing classroom and staff circles with FSLW and Assistant Manager in Social Work around EDIAR. Our Leadership team is doing professional development for division administrators and staff, CFDL staff and students around trauma and understanding the impact of this. We are building community among staff and students through actions such as school wide BINGO’s and Be Seen on Broadcast interviews.Student leadership groups were created to build positive relationships, support EDIAR and social justice initiatives with a focus on strengthening student advocacy in our school community. We have created opportunities for students to participate in harp therapy, drumming, art therapy, physical literacy and pet therapy.
February Review:
Focus on Literacy: Since November, our team has been busy gathering and assessing the data from The Fluency Reading Assessments, LeNs and CC3. From these results we have been able to analyze this date and create learning plans for our students. These learning plans from our past assessments has given us a starting point for where the student is at with their phonological understanding. The students will work with our Learning Coach to target the specific goals that were created based on where they were at from the data.We continue to look at the pyramid of intervention and implement support for those who require a certain level of intervention. Whether it is one-on-one or small group with the learning coach or teachers intentionally using a specific strategy universally to support literacy skills. With the support from the reading consultants, we are hoping to have a consistent understanding of how to help our students move to next steps and look at how teachers can target the 5 pillars across subject areas. EDIAR: We continue to focus on conversations centered around EDIAR (Equity, Diversity, Inclusion and Anti- Racism) with our school community. Below is an overview of how we continue to support our existing goals as well as looking to the future. As a staff we are analyzing our school’s mental health and EDIAR surveys. In order for our staff to educate our students and children, we as adults must first understand and have discussions to educate the students in our building. We continue to have conversations as staff (small group discussion from our Division’s EDIAR Booster videos and questions) to unpack and understand ourselves and each other. We have brought in our Division’s Assistant Manager in Social Work to support our staff with a Professional Development around difficult conversations. This has led to important conversations with staff and students and we continue to understand our ever involving world we live in. We are doing classroom and staff circles with FSLW and Assistant Manager in Social Work around EDIAR. Our Leadership team is doing professional development for division administrators and staff, CFDL staff and students around trauma and understanding the impact of this. We continue to build community among staff and students through actions such as school wide staff and student talent shows. We are working with ADR and Gina Daus to provide professional development around restorative justice for our CFDL team. Students continue to have access to our drumming residency program, harp therapy, art therapy, physical literacy and pet therapy. Through these programs, our students have a more holistic approach in which health and wellness are supported here at CFDL. These programs continue to be vital for the multiple pathways that are needed to meet the diverse needs of our learners.