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Catholic School Learning Plan for Our Lady of Fatima
Annual Progress Report
Shared Priorities:
Outcomes:
Creating Catholic Conditions for Well-Being, Learning and Leading
1.0 By the end of 2016, there will be an increase in the proportion of students indicating that they feel accepted by other students in the school, as demonstrated by the CCCC school climate survey.
Outcome Progress Comments
6/9/2015: We continue to implement a number of programs in response to the CCCC School Climate survey data.
Through the support of the Speaking Out Grant we continue with Our Smiley Friends program for our primary students to aid in developing conflict resolution skills and strategies. During our monthly assemblies and retreats we highlight strategies as well as the importance of creating a safe and caring environment through various activities and presentations. Our Virtue voucher program rewards our students for their kind and caring acts throughout the year. Throughout the year we meet in teams consisting of students from Kindergarten to grade eight to build a school wide community using the Our Lady of Fatima Forest to promote inclusivity and responsibility to all . Our Child and Youth Worker, Social Worker and School Psychologist work closely with large and small groups promoting positive social interaction and anti bullying programs. Over one third of our student population is involved in the Team Orange program to promote inclusion and respect for all. Students from grade one to eight support each other and our students with special needs by participating in a variety of activities during the recess times. Throughout this year, we addressed the topics of cyber bullying, anti-bullying and self-esteem building through presentations delivered by our Peel Police NPU team, the School Community Officer as well as a variety of presenters including an end of the year school wide presentation and day of Hip Hop with Saidat. With the support of our Peel Health Nurse, we implemented healthy eating and active lifestyle activities including the newly designed outdoor line painting activities. Students enjoyed the participation in the school wide "Big Crunch" day and nutrition fair.
Shared Priorities:
Outcomes:
Building Collaborative Practices Through Inquiry
2.0 By the end of 2016, there will be an increase in successful practices that support collaborative inquiry and applied knowledge gained through professional learning opportunities and networking, as demonstrated by the Catholic Board Learning Plan professional learning feedback.
Outcome Progress Comments
6/9/2015: The school wide focus has been on knowing the learner. Through extensive work with the Special
Assignment teacher, administration and the Student Achievement Officer, common grade and or divisional teachers completed class profiles and used this information to focus conversations during various meetings throughout the year. Information shared at the Profile meetings have determined strategies and next steps to support all students with a focus on moving our students forward thus supporting student achievement. Common strategies such as effective guided practice, the co-planning/teaching model, co-creation of learning goals and success criteria, descriptive feedback and the use of accountable talk have been shared and implemented . By meeting as a group teachers are able to share and understand best practice with a goal of creating consistency across grades and divisions. Our participation in the Tablet pilot has supported the effective implementation of technology across the curriculum. Teachers have attended professional development workshops, access the support of consultants and share this information with all staff at divisional and staff meetings to build capacity.
SkoVision™ Report 6/29/2015

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Catholic School Learning Plan for Our Lady of Fatima
Annual Progress Report
Shared Priorities:
Outcomes:
Enhancing Transitional Practices
3.0. By the end of 2016, Our Lady of Fatima school will see an increase in the proportion of students who have demonstrated improvement on the learning skill and work habit of self regulation as evidenced through report card data.
Outcome Progress Comments
6/9/2015: Transitional practices include monthly in-school Team meetings with all Special Service staff and Triad meetings, to support the diverse students in our school and provide them with programs that promote self regulation, self-esteem, well-being and student achievement. Students continue to work on self-regulation strategies in both structured and unstructured settings. Staff continue to listen to student voice and use teaching practices that are engaging and allow for students to self-regulate, become engaged and learn at their individual pace. This year we have implemented various strategies within the classroom environment such as quiet work spaces, self check-ins, as well as the implementation of larger tables instead of individual desks to encourage students to work more collaboratively at the same time as practicing greater independent skills. We have used the
Ronald Morrish book "With All Due Respect" to support our practice as we reviewed and implemented these strategies throughout the year.
Shared Priorities:
Outcomes:
Knowing the Learner through Assessment
4.0 By the end of 2016, there will be an increase in successful practices that support knowing the learner through assessment resulting in an increase in the proportion of students able to articulate strategies supporting their learning.
Outcome Progress Comments
6/9/2015: The staff at Our Lady of Fatima school has successfully implemented practices related to knowing the learner such as the use of diagnostic assessments to determine the starting point for our students. Our school wide
Inquiry focused on the collection of student data for the purpose of improving teaching practice and the development of independent learners. All staff collected and recorded achievement data in the area of Reading,
Writing, Mathematics and Learning Skills. This data was studied and shared in the context of a classroom profile in order to determine individual learning needs and next steps. Staff were engaged in teacher moderation and worked closely with the school team to review pertinent student information that impacts learning. Data analysis of E.Q.A.O, PM Benchmarks and CASI continue to be a practice to guide our teaching practices. Portfolios are being developed and shared with the next year's teacher and the school team. We continue to analyze our practice to ensure the consistent and successful implementation of curriculum.
SkoVision™ Report 6/29/2015

Catholic School Learning Plan for Our Lady of Fatima
Annual Progress Report
Shared Priorities:
Outcomes:
Responding through Effective Instruction
5.0 By the end of 2016, there will be an increase in successful practices that support effective instruction as evidenced by an increase in the proportion of students achieving a level 3 or 4 on the E.Q.A.O. assessment.
Outcome Progress Comments
6/9/2015: Members of the staff have successfully implemented CILM through their participation in both the family of school POD sessions and professional learning at the school level to support their inquiries. Our work this year with the Student Achievement Officer and Special Assignment Teacher has helped us in continuing to develop our understanding and implementation of successful strategies such as Guided Practice, the 3 Part Math
Lesson the co-planning and teaching model and other high yield strategies. Staff are committed and access opportunities to network amongst their peers throughout the year to share their learning, recognizing the importance of creating and implementing effective and consistent teaching practices to support improvement in student achievement.
Page 3/3 SkoVision™ Report 6/29/2015