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Welcome to Welcome to Curriculum Night at Curriculum Night at Our Lady of Mount Carmel Our Lady of Mount Carmel September 23 September 23rd

rd, 2008

, 2008

Prayer For A New School Year

Good and gracious God, as this new school year begins, Fill the hearts of our students with an eagerness to learn about the world You have created, About themselves and, most of all, about You. Bless our staff with the gifts of wisdom and patience that they may help students find the truth. Give our parents generous hearts to encourage and support their sons and daughters. Help us all work together to form a community of learning that teaches not only skills for material success, but all that we need to live our faith fully in this world. Amen

Agenda

Welcome/Introductions Catholic School Council Elections

• St. Mary Catholic Secondary School

Volunteering The Board Mission statement System Priorities French/Primary Science/Social Studies: Madame Salciccioli,

• M. Fragomeni and Mrs. Comin

Special Education Resource: Mr. Floreano Teacher-Librarian: Mr. Mota LRT: Mrs. Comin

• Mr. Iassogna: School Climate; Spirit Awards

Artsaround EQAO Results, 2007-2008 School Improvement Plan and School Goals Bill 212:Safe Schools Act Questions, Closing Reflection Class Visits

Welcome to OLMC all of our new staff and families

• Mrs. Kilmer
• Mrs. Jamieson
• Mrs. Grosso
• Mrs. MacDonald
• Mrs. Warren
• Mrs. Posavad
• Mrs. McPhail
• Mr. Moser
• Mrs. Kapuscinski
• Mrs. White
• Mrs. Goulet

Congratulations to the OLMC Catholic School Council 2008-2009

The Board Mission

The mission of Catholic Education in Hamilton- Wentworth, in union with our Bishop, is to enable

all learners to realize the fullness of humanity

• f which our Lord Jesus Christ is the model.

This fullness will be realized if learning takes place in an appropriate and challenging environment in which members of the school community exemplify the teachings of Jesus Christ which reflects Gospel values and responsible use of human, financial and natural resources which promotes academic excellence and clear indicators of achievement.

How we incorporate this into

• ur daily lives at OLMC

Our main goal is the safety and well- being of your children, All students learn with the proper support, High and clear expectations for all, Focus is on student learning/achievement, and All activities are Christ-centred

System Priorities

Always on-going: Faith Formation Year 3:

Success for All Extended Literacy (4 - 8) Assessment Framework to improve Student Achievement

Year 2:

Safe Schools Differentiated Instruction (JK – 12)

Year 1:

Numeracy: Assessment/Evaluation (4-8) Catholic School Effectiveness – School Improvement Promotions and Communications

Madame Salciccioli and M. Fragomeni

• Mr. Floreano
• Mr. Mota
• Mrs. Comin
• Mr. Iassogna

Artsaround

A 32-week arts enrichment program through funding from the Ministry of Education and Hamilton Community Foundation For grades 1-6; Grades 4-6 on Monday, Grades 1-3 on Tuesday at OLMC The program is a unique learning experience as it brings local artists into our classrooms to not only teach the children different aspects of the Arts (music, drama, visual arts and dance) that tie into the Ontario curriculum, but to create an awareness of and appreciation for local arts/artists. These arts lessons actually integrate the teacher’s mandatory time requirements for several subject areas including DPA.

Artists and the arts community have an opportunity to share their passion for the arts and have a positive influence on children in their developing years. Artsaround brings the outside world into our school and the inside world out. Each Grade 6 student will have an "out of classroom" arts experiences in that will be tied to the curriculum and allow the children the opportunity to see some of the cultural heritage of our community.

EQAO Results 2007-2008

Looking at Gender Differences

Going a little deeper!

The “Cohort” Effect

Similar % for Writing and Math

Some other possible factors

However….

What the results help to tell us:

What does this all mean for OLMC?

Every student deserves the best education Large-scale testing, such as EQAO, are just one of the many tools that support student learning These results are just a “snapshot” of achievement and should be considered alongside school-based info (i.e. report cards, reading records) Regular assessments conducted in the classroom remain the fundamental method of assessing and supporting students However, these results are valuable for all teachers in “differentiating” instruction for children dependent on their current level

Improving Student Achievement in Literacy at OLMC

Teach reading and writing everyday Balanced literacy program Assessment ( Quick Assessment, DRA, teacher developed assessment, CTBS, running records) informs instruction Use of diagnostic, formative and summative assessments The teacher facilitates large group, small group and individual instruction Use of a variety of texts to meet students’ instructional reading levels

Provide differentiated instruction and differentiated student tasks Assign purposeful student tasks not busy work Grammar and spelling instruction is integrated in reading and writing Use of interactive word walls Use appropriate questioning techniques to develop critical thinking skills and reading comprehension – e.g. head and heart questions, not just hand questions Use cross-curricular connections

Improving Student Achievement in Literacy at OLMC

Continue with daily Classroom Instruction Teaching the Mathematics Curriculum expectations Helping students develop a deep understanding

• f Mathematical concepts.

Introducing and modeling the use of mathematical language in class discussion. Modeling effective communication and providing

• pportunity for students to develop and practice

(orally and in writing) communication skills.

Improving Student Achievement in Numeracy at OLMC

Introducing students to a variety of problem solving strategies, and allowing for and assisting in the development of their problem solving skills Model appropriate problem-solving strategies and provide students with opportunities to solve multi-step problems in a variety of learning contexts Provide students with strategies to read through problems for understanding.

Improving Student Achievement in Numeracy at OLMC

Work with other teachers in the Division as a literacy and Numeracy team to examine student achievement data and plan for improved student achievement Work with same grade teachers to plan curriculum and appropriate assessment tasks with clear criteria ( achievement charts and rubrics) Work with ministry and board documents and seek support from Board staff, when necessary

Improving Student Achievement in Professional Learning Communities at OLMC

School Improvement Plan

• Updated plan to come following PA Day
• n Sep 26th

Our School Goals

Academic Excellence: Working together to improve Student Achievement Catholic Distinctiveness Social Skills Enhancement Active Living Communication Professional Development

Academic Excellence

post Ministry exemplars in the classroom (especially in Reading and Writing) to help students and parents develop a visual awareness of expectations use of student agendas to encourage good study habits and organizational skills motivation through Board sponsored events such as Spelling Bees, Public Speaking, and Science Fair utilizing Board support staff

Analyzing data for improving student achievement!!!

Catholic Distinctiveness

daily scripture readings on the p.a. each morning school prayer recited each day at the end of regular prayer large school masses GOTCHAs Roots Spirit Awards Student Council Fundraising

Communication

daily use of agenda and the homework board School Success Team assemblies displaying and sharing of ministry documents such as curriculum resources, achievement charts, and anchor papers Newsletters, class and school The website www.carlisleolmc.com

Social Skills Enhancement

Continuing the “Roots of Empathy” program while also continuing to utilize the Second Step program in this capacity bringing in outside “people” resources to help decrease bullying, inappropriate touching, physical challenges Spirit Awards

Active Living

incorporation of curriculum expectations in subject areas such as PE/Health including Daily Physical Activity, drama and dance promoting participation in co-curricular activities, especially in CYO and Intramural sports Continue to discuss and develop an awareness of the revised Board Nutrition policy with staff, students, and parents, especially in terms of ramifications it has on current school practises

42

The Safe Schools Act

Part XI I I of the Education Act

43

7 Major Principles of Bill 212

Emphasis on Progressive Discipline

• A whole-school approach that

utilizes a continuum of interventions, supports and consequences to address student behaviour

• Early and ongoing

interventions

44

Bullying is defined as:

“a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause distress and/or harm to another person’s body, feelings, self-esteem, or reputation.”

45

Suspensions

Bill 212 replaces the current mandatory suspensions with a discretionary model; Principal will be required to “consider” imposing a suspension; “Bullying” has been added to the list of infractions.

46

What are the steps leading to possible suspension?

A principal shall consider whether to suspend a pupil if he

• r she believes that the pupil

has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging the activity will have any negative impact on the school climate.

47

I nfractions Leading to Possible Suspension

• Uttering a threat to inflict serious bodily harm on

another person

• Possessing alcohol or illegal drugs and/or use

thereof

• Being under the influence of alcohol/drugs or other

hazardous substances

• Swearing at a teacher or at another person in a

position of authority

• Vandalism
• Bullying
• Any act considered by the principal to be injurious

to the moral tone of the school

48

I nfractions Leading to Possible Suspension (cont’d)

• profane or improper language
• habitual neglect of duty
• persistent opposition to authority
• wilful destruction of school property

49

What are the mitigating factors that a principal must take into account?

• The pupil does not have the ability to

control his or her behaviour;

• The pupil does not have the ability to

understand the foreseeable consequences of his or her behaviour

• The pupil’s continuing presence in the

school does not create an unacceptable risk to the safety of any person.

50

Are there “other factors” to be considered? (cont’d)

• How the suspension or
• r expulsion would affect the

pupil’s ongoing education;

• The age of the pupil;
• In case of a pupil with an

individual education plan, whether the behaviour was a manifestation of a disability identified in the IEP

Any questions?

Class and hallway Visits until 7:30 p.m.

Closing Reflection

I dreamt I stood in a studio And watched two sculptors there. The clay they used was a young child's mind And they fashioned it with care. One was a teacher - the tools he used Were books, music and art. The other, a parent, worked with a guiding hand And a gentle loving heart. Day after day, the teacher toiled With touch that was deft and sure.

While the parent labored by his side And polished and smoothed it o'er. And when at last, their task was done They were proud of what they'd wrought. For the things they had molded into the child Could neither be sold nor bought. And each agreed they would have failed I f each had worked alone. For behind the teacher stood the school And behind the parent stood the home.

Thank you!!! Thank you!!!