As a community of learners, created in the image of God, we inspire and ... Celebrate the board theme, Faith in Action,
ALCDSB BOARD IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT 2014-2015 THE ALGONQUIN AND LAKESHORE CATHOLIC DISTRICT SCHOOL BOARD SUPPORTS STUDENTS TO BECOME DISCERNING BELIEVERS, LIFELONG LEARNERS AND RESPONSIBLE CITIZENS Discipleship
Scholarship
Stewardship
As a community of learners, created in the image of God, we inspire and nurture strong communities of Catholic faith with all partners in Catholic education-home, school, parish and community.
As a community of learners, created in the image of God, we inspire and nurture engaged communities of learning that promote high levels of student achievement, in a culture that supports the belief that all students can learn.
As a community of learners, created in the image of God, we inspire and nurture compassionate communities of service that give witness to Catholic social teaching.
Theory of Action:
Theory of Action:
If through an inquiry stance and growth mindset, we build and adapt knowledge of our practice to determine and meet student needs, then student thinking, learning and achievement will increase.
If we model and teach responsible and accountable practices and the call to care for all of God’s creation, then our students will grow as responsible citizens who respect the environment and contribute to the common good.
Theory of Action: If we model and teach Catholic faith then students will grow in their understanding that one’s call in life comes from God and will strive to discern and live out this call throughout life’s journey. Discipleship - System Priorities: 1. Religion and Family Life instruction will reflect the current curriculum policy documents from the Institute of Catholic Education (2013-2014). • Support implementation of new elementary curriculum policy documents in Religious and Family Life Education through in-service and collaboration of SATs and classroom teachers. • Provide leadership for secondary focus group regarding teacher practice and student engagement in religious education. 2. All partners will adopt the philosophy of a whole school approach to promote communities of belonging that are safe, caring, inclusive, respectful, and healthy. • Adopt and implement at a system level specific approaches to restorative practice for implementation in every school using a whole school approach. • Provide staff training and continue to develop an understanding of the Violence Threat Risk Assessment (VTRA) process and protocol at the school level. • Support all staff in understanding social and emotional skills required for health and wellbeing reducing barriers to learning and stigma and to increase acceptance and understanding of mental health. • Schools will review their codes of conduct using an asset based, whole school approach ensuring alignment with the Board Code of Conduct. 3. All students will demonstrate an awareness and commitment to living a life of faith. • Celebrate the board theme, Faith in Action, in liturgy and workshops at Faith Day, at Faith and Leadership conferences, and through support material provided throughout the year. • Nurture adult faith formation through the By Name I Have Called You program, on Forming Vibrant Faith Communities, and the ongoing work of Faith Life Liaisons, school administrators and chaplaincy leaders. • Support and create opportunities to apply the principles of Catholic social teaching and respond to the needs of our local and global communities. 4. Pathway and transition planning will promote engagement and success for all students. • Support school teams to deepen understanding of transition practices for all students who have Individual Education Plans (PPM 156). • Promote discernment for all students, K – 12, through implementation of Creating Pathways to Success.
Scholarship - System Priorities 1.
Curriculum, teaching and learning in achieving excellence from K-12 in literacy and numeracy. • Teaching and learning is rooted in inquiry, co-planning and co-teaching (rich, relevant and engaging work for teachers and students) and tightly aligned to school improvement plans. • Classroom practice is transformed so that students are active participants in the learning agenda working together to share, build knowledge and demonstrate learning through multiple modalities. • Learning environments are designed to effectively use technology at point of instruction. Students leverage learning with technological resources at the desk based on individual needs. • Accountable talk (dialogic stance classroom) and shared/guided practice (gradual release) will be utilized so that students will demonstrate high levels of cross-curricular achievement in literacy and numeracy. • Early Years educators (FDELK team and child care) will build further understanding of the pedagogical approaches that support a seamless program. • Creation of Board FSL committee with mandate to support FSL programs K-12.
2. Assessment for, as and of learning in achieving excellence from K-12 in literacy and numeracy. • Triangulation of student learning: conversation, observation, product (both written and oral) • Continuous and on-going use of visible learning goals and success criteria that is coconstructed with students. • Assessment data informs daily and long term instructional practice and planning (Big Ideas). • Precise descriptive feedback, directly related to co-constructed success criteria, is given to students both in the moment (formative) and for planning improvement/next steps (summative). 3. Timely and strategic interventions are implemented in response to individual student need or subgroup needs. • Formalize Board protocol for use of alternative programming, assessment and evaluation strategies in the regular K-12 classroom. • Extend pedagogical teaching practices to be culturally responsive to all students.
Stewardship - System Priorities 1. Students will be empowered to demonstrate Faith in Action through leadership, service, advocacy and commitment to environmental stewardship. • Encourage participation in the Peacequest initiative, particularly through the provision of resources and activities that reinforce peace as the language of our faith. • Student leadership will be supported through Student Voice strategies and forums. • All school communities will support and enhance the principles of sustainable practice and demonstrate commitment to environmental stewardship. 2. Promote the physical, spiritual and mental health and well-being of all community members. • Assist schools to deliver the Roots of Empathy program to develop emotional literacy and empathy, and the Rainbows program to assist students who are grieving a loss. • Support schools in the implementation of bullying prevention and intervention strategies that focus on building and maintaining healthy relationships.
