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The WCDSB School Effectiveness Framework celebrates the talents of educators and highlights the natural alignment of school improvement planning with enriched learning opportunities for the students entrusted to our care.

The primary objective of The WCDSB School Effectiveness Framework is for elementary schools within The Wellington Catholic District School Board to engage in professional learning to enhance their understanding of effective practices, assess the manner in which essential indicators are alive in our classrooms and build the capacity of our educators to provide excellence in Catholic education.

The Principal and SIT for your school community are invited to reflect upon the indicators listed in this document. The collegiality and focused conversation that emanate from your discussions will continue the growth of our Catholic schools to support excellence in achievement for students.

Please examine each of the indicators with the corollary evidence. Discuss the evidence you have within your school community to support each indicator and how this can be reflected in:

Please examine the following questions as you discuss the clarity, rigour and transparency of each of the indicators:
There is a culture of high expectations for students from all backgrounds and experiences as manifested in:
  • a belief that all children can learn;
  • multiple opportunities for students to produce and display their best work;
  • student belief and confidence in their ability to succeed;
  • students' career aspirations and expectations;
  • planning
  • Accommodations and modifications are evident in daily planning.
  • Differentiated instruction occurs in large groups, small groups, and with individuals.
  • Ambitious targets have been set for all students (IEPs, SIP, case management records).
  • There is an intentional cyclical review of IEPs as well as the review of struggling students.
  • Student work on display is linked to curriculum expectations & achievement levels.
  • There are multiple opportunities for students to produce and display their best work.
  • Student leadership positions are filled by a diverse group representative of the school population.
  • Continuous improvement in student achievement is evident.
  • Ongoing assessment that provides clarity of student needs and appropriate interventions.
  • Groups of teachers problem-solve to ensure success for all students.
  • Active use and ongoing revision of data walls to ensure student progress.
  • Students are involved in the assessment process and can articulate steps for improvement.
  • Students state learning goals and show evidence of how their learning has progressed.
  • Groups of teachers problem-solve to ensure success for all students.
  • The specific needs of groups and individuals are addressed individually and flexibly in ways such as community mentoring and buddy programs.

Ambitious targets have been established for student achievement.
  • Targets are clearly identified in the School Improvement Plan (SIP) and in individual classroom planning.
  • Short term targets are set for struggling students and progress is closely monitored.
  • Data wall or other tracking mechanism is current, used for ongoing dialogue about student progress, and student progress is evident (i.e. what targeted intervention is required, priorities for intervention).
  • Student portfolios or work folders include samples of student work that demonstrate progress and identify strengths and areas for improvement.

Ongoing analysis of student achievement is integral to the work of the professional learning community and informs instructional decisions.
  • Collaborative assessment of student work.
  • Grouping for student needs is flexible and dynamic.
  • Ongoing analysis of student achievement informs decision making such as budget priorities, staffing and capacity building needs.
  • School has a plan for multiple layers of intervention and monitoring of student growth.
  • Common assessments at grade-level and board-level are used.

There is:
  • early and focused intervention for struggling students;
  • clear and consistent documentation of progress;
  • tracking and celebration of student achievement.
  • Students' interests, prior learning, culture, learning styles, IEPs, are used to inform instructional decision-making.
  • Willingness and persistence to assume responsibility for all students is demonstrated through focused conversations with grade/division partners & specialty teachers.
  • Evidence of collaborative planning with specialty teachers.
  • Plans/next steps and monitoring process for struggling students are clearly delineated.
  • Student achievement is celebrated in a number of ways (e.g., work displayed, certificates, letter or call home).

Students are engaged in self-assessment and setting goals for the next steps in their learning.
  • Students contribute to the development of assessment rubrics and lists of criteria.
  • Student reflection is built into the program.
  • Students are prepared to take part in student-led conferencing.
  • Students are actively engaged in the reflective process of building a portfolio.
  • Students use the language of instruction.
  • Student reference teacher/student created anchor charts and exemplars
  • that support self reflection.
  • Students can communicate their thinking in a variety of ways (e.g., in writing, oral communication).

There is a clear emphasis on literacy learning in the school
  • Teachers can articulate that literacy is a priority and can demonstrate how their classroom goals align with the School Improvement Plan.

There is a clear emphasis on mathematics learning in the school.
  • Teachers can articulate that numeracy is a priority and can demonstrate how their classroom goals align with the School Improvement Plan.

Manipulative, visual organizers, and children's literature is available for easy student access and to set the context to support student learning for solving lesson problems.
  • Student work that reflects the mathematics that students are currently learning is displayed and referred to.
  • Student learning stems from student access and engagement in solving open-routed problems at their own level of readiness.
  • Students learn mathematics by explaining their solutions, analyzing different solutions, and consolidating their understanding from the class discussion.

Effective mathematics learning environments are challenging, developmentally appropriate for all students, and strategically organized.
  • There are visible, organized mathematics areas in the classroom for mathematical exploration, practice, and problem solving (e.g., math table, math wall, math bulletin board, cleared blackboard space).

Instructional time is protected. (e.g., time on task and minimal interruptions)
  • The school and classroom timetables are built to ensure large blocks of uninterrupted time and divisional consistency.
  • Interruptions in general are avoided.
  • Efficient school protocols are in place and protect instructional time (e.g., sign out processes for equipment, rules regarding use of announcements).
  • Large blocks of time for learning are timetabled in every classroom.
  • Instructional practices ensure student accountability and engagement are employed (e.g., account- able talk, interactive teaching strategies where students are actively engaged such as think, pair, share, use of manipulative, quick write, etc.).
  • Special programs and guest speakers are chosen based on the goals of the SIP and the connection to the curriculum.
  • Students are on task and are actively engaged in lessons.
  • Accountable/purposeful talk is evident.

Principals and teachers work together to align curriculum and classroom practice with the goals in their school improvement plan.
  • SIP is written to address needs identified in the school.
  • Teacher plans align with the goals in the SIP and reflect the non-negotiables listed above.
  • SIP is a living document to which all staff can speak.

Non-negotiables for classroom practice have been established.
  • Examples:
    • common assessment tool(s)
    • differentiated instruction
    • assessment drives instruction
    • co-operative learning
    • early interventions for struggling students
    • comprehensive/balanced literacy program
    • use of manipulatives in mathematics instruction
    • classrooms have uninterrupted blocks of time for literacy and numeracy (100-120 minutes for literacy and 60 minutes for numeracy are recommended)
    • other (please specify)
  • Common assessment tools (e.g., daily practice includes informal running records to inform classroom instruction, running records submitted to principal monthly, to board twice per year, use of DRA, CASI or PM Benchmarks).
  • Instruction is differentiated based on assessed student needs, learning styles, interests, prior learning, IEPs, etc.
  • Ongoing assessment drives instruction and teachers make adjustments that align with the data.
  • Application and extensions of skills through co-operative learning (e.g., mixed ability groupings pursue a topic of interest, literature circles, open - ended problem-solving).
  • Assessment determines focus for early interventions for struggling students and confirms progress.
  • A comprehensive literacy program that includes approaches that scaffold learning for students and enables them to become increasingly independent (i.e., the gradual release of responsibility. see appendix).
  • Use of manipulatives in mathematics instruction.
  • Classrooms have uninterrupted blocks of time for literacy and numeracy (100-120 minutes for literacy and 60 minutes for numeracy are recommended).
  • Learning is relevant, engaging and authentic.

There is job-embedded professional learning for all staff and teachers systematically share successful practices, challenges and expertise.
  • Capacity building strategies and foci are identified in the SIP.
  • Agendas list areas of professional learning.
  • Staff have access to and make use of professional learning resources (e.g., book study, sharing of journal articles).
  • Support from consultants, literacy teachers, time for shared planning, dialogue with colleagues, classroom observation.

School organization decisions are designed meet the needs of all students.
  • Allocation of support staff and resources is based on student needs.
The school follows the policy and/or procedures of the board's assessment and evaluation policy. The policy:
  • is clearly articulated and communicated to students, parents and caregivers;
  • identifies how and when students' learning will be assessed and evaluated;
  • includes modifications and accommodations to promote student learning;
  • ensures that parents are aware of student progress in a timely manner.
  • Staff are aware of the board policy and follow it.
  • Informal and formal assessment practices are identified at each grade level.
  • It guides assessment and evaluation for every teacher.
  • The IEP has been developed by the classroom teacher, based on assessed needs of the student, student progress is and the IEP is updated as needed.
  • Where students demonstrate potential areas of risk, parents are informed of next steps at the school level and how they can support continued improvement.
Assessment is used to inform classroom instruction.
  • Common assessments have been identified for each division and grade.
  • Planning for intervention is based on assessed needs of all students.
  • A variety of assessment practices are imbedded daily in programming (i.e., analysis of running records determines a particular reading group, on CASI some students are unable to determine main idea, therefore teacher plans instruction in this area.)
  • Collaboration in planning and assessment systematically occurs between and among staff that mutually support students.
The school follows the policy and/or procedures of the board's assessment and evaluation policy. The policy:
  • is clearly articulated and communicated to students, parents and caregivers;
  • identifies how and when students' learning will be assessed and evaluated;
  • includes modifications and accommodations to promote student learning;
  • ensures that parents are aware of student progress in a timely manner.
  • Staff are aware of the board policy and follow it.
  • Informal and formal assessment practices are identified at each grade level.
  • It guides assessment and evaluation for every teacher.
  • The IEP has been developed by the classroom teacher, based on assessed needs of the student, student progress is and the IEP is updated as needed.
  • Where students demonstrate potential areas of risk, parents are informed of next steps at the school level and how they can support continued improvement.

Teachers collaborate to develop and evaluate common assessment tools and practices to ensure consistency of standards across grade levels.
  • Common assessment tools are in place.
  • Rubrics, anchor papers, exemplars or lists of criteria are collaboratively developed. Assessments are collaboratively scored.

Resources for students are suitable, relevant, current and inclusive. Texts of all types and genres are used in instruction (e.g., books, video, posters, magazines, advertisements, web logs, hand-held messaging devices, charts, maps, graphs, movies).
  • Student backgrounds and interests are known and planned.
  • Students see themselves in the texts used in the school.

A wide variety of remedial and extended opportunities are available for students (e.g., more time, reteaching using different strategies, assessment modifications, self-help checklists, graphic/visual organizers, peer tutoring, buddy programs, study skill strategies).
  • Gap analysis identified needs based on student population and skill levels.

Technology is integrated in a meaningful way across the curriculum in order to enrich student learning and to address a range of learning styles.
  • Students have ease of access to computers.
  • Students are able to navigate the World Wide Web, locate information efficiently, evaluate the information critically, synthesize it and communicate it.
  • Information and communication technologies (ICTs) including the internet, wikis, blogs, video sites, audio sites and e-mail are used to teach online reading comprehension.

The Individual Education Plan (IEP) is being used as a planning communication and accountability tool.


IEPs describe the accommodations and curriculum modifications that are to be implemented as part of the student's educational program.


Differentiated instruction is designed and delivered in a manner that helps to reduce the need for accommodations and curriculum modifications.


A comprehensive/balanced literacy program is in place. Approaches include: language and word study, read- aloud, modeled writing, shared reading and writing, guided reading and writing, independent reading and writing.
  • Flexible groupings for instruction.
  • Within the approaches, students:
  • are taught the strategies they need to know to process & understand text critically
  • are explicitly taught that making and conveying meaning is the goal
  • are engaged in cross-curricular activities in order to deepen comprehension and increase vocabulary
  • have blocks of time to read texts that are engaging and manageable in order to build
  • fluency and comprehension
  • read & interpret information represented in graphic organizers, maps, legends, diagrams
  • have frequent opportunities for purposeful talk with partners & in groups in order to clarify their thinking, learn to respect & build upon the ideas of others and articulate their views effectively
  • draw on prior knowledge of text, form, author, topic & similar texts to make predictions
  • monitor comprehension by confirming predictions, self-questioning, visualizing, making connections and determining main ideas
  • self-correct or reread when meaning breaks down or when predictions are perceived as incorrect
  • look at texts and identify the purpose in response to the way it is written
  • use meaning, structure, visual cues and knowledge of spelling and word patterns to help them decode unknown words