Catholic School Learning Plan for St. Albert of Jerusalem Elementary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1. By the end of June 2016, through the intentional development of self-regulation
strategies and the development of respectful conditions for learning, St. Albert of Jerusalem
will see a decrease in the proportion of students reporting that they have felt not accepted
at school as evidenced by the CCCC School Climate survey results.
Outcome Progress Comments
5/31/2015: At St. Albert of Jerusalem, we have been intentional in creating inclusive, engaging, respectful
conditions for well-being and learning. The school Catholic Community and Caring Action Team was comprised of
administration, teachers, the school CYW, a parent representative and a student representative. The team
reviewed the CCCC survey data and determined areas of success and areas of need. An action plan was developed
to address and respond to issues of exclusion, especially in the junior grades. Our school council applied
successfully for a pro-grant and the money allocated was used for a Girls Night In and a Boys Night In for our Grade
6 students. Our intermediate students successfully applied for a Speak Up grant and the money allocated was used
to facilitate an Intermediate Career Fair. Our Faith Ambassadors and our student council are two student groups
which have been established and which foster inclusion and student voice. Programs run by our CYW, such as "Be
Cool", "Relational Aggression" and "Roots of Empathy" have supported students in developing proactive, healthy
relationships. We purchased a Bullying Prevention Program, Second Step, to foster a whole school approach to
bullying. Initial implementation took place beginning September 2014 with teachers and our CYW. We regularly
review organizational structures to ensure they are flexible and respond to the needs of the students. We are
continually looking at the learning environment to ensure it is both intellectually challenging and developmentally
appropriate for all students and is organized to optimize teaching and learning. A number of teachers have worked
with the Special Assignment Teacher and the Student Work Study Teacher and have developed 'responsive
classrooms' .
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2. By the end of June 2016, the development of a co-learning stance within an inquiry based
approach to learning will deepen understanding for all learners. Collaborative practices will
invite the voice of all learners and increase the Catholic learners’ feelings of inclusivity,
efficacy, engagement and commitment.
Outcome Progress Comments
5/31/2015: At St. Albert, we embrace collaborative inquiry as a process for learning. Our school wide collaborative
inquiry question focused on self-regulation.
There are opportunities for grade level partners/divisional partners and staff as a whole to reflect on their practice
through joint planning time, divisional learning team meetings and staff meetings. During staff meetings and
divisional learning team meetings, teachers have continued to develop a co-learning stance while building their
knowledge and capacity related to collaborative inquiries. We strive to foster a 21st Century learning environment
which promotes risk-taking, is inclusive, promotes the intellectual engagement of all students and reflects
individual student strengths, needs, learning preferences and cultural perspectives.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Albert of Jerusalem Elementary School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3. By the end of June 2016, there will be successful practices and processes in place which
support student seamless transitions in a variety of contexts. All stakeholders (students,
parents, families and staff), will have the necessary information to make informed decisions
at key transitional stages (e.g., home to school, grade to grade, division to division,
elementary to secondary).
Outcome Progress Comments
5/31/2015: At St. Albert of Jerusalem, we engage collaboratively in transitional practices to support learner wellbeing and development. It is our intent that our students will progress in their journey of self-discovery and selfdirection toward their vocation. School level transition processes are established and continually reviewed and
planning is in place to ensure that transitions are smooth and supportive of each learner. There is support for at
risk students (at all grade levels) in their transfer in or out of St. Albert of Jerusalem School. The staff of St. Albert
has continued to support the successful transition of our students from elementary to secondary school. Parent
meetings, student visits and staff-to-staff transition meetings allow our students to not only prepare for grade
nine, but to also ensure that the secondary staff is prepared to support our students within this critical transition.
My Blueprint is utilized to assist our Grade 7 and 8 students with goal setting and planning. Connections meetings
support students who are entering or returning from Intensive Behaviour Intervention. Individual education plans
highlight transition strategies that help learners to adjust to change. Our Welcome to Kindergarten evening, which
was held during Catholic Education Week, provided an opportunity for our new kindergarten children and their
parents to begin their road to learning through activities and an information session.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4. By the end of June 2016, there will be an increase in the proportion of students able to
articulate strategies supporting their learning, as demonstrated by perceptual data survey
results (EQAO questionnaire, anecdotal notes, metacognitive survey).
Outcome Progress Comments
5/31/2015: At St. Albert we have actively engaged the learner in the assessment process through the use of cocreated learning goals and success criteria. We strive to ensure that learning goals and success criteria are
expressed in language that is meaningful to students and that the students can articulate their understanding of
the learning goals and the success criteria. Contextual EQAO data was analyzed and areas of improvement and
identification of strategies for improvement were identified. We continue to build teacher capacity in
understanding assessment for and as learning. Our primary Grade 1 and 2 teachers and our junior Grade 6 teachers
were involved with co-plan/co-teach sessions. We continue to investigate research based mathematics
assessment tools to inform assessment for and as learning and to increase our professional knowledge related to
Math assessment tools. Quality evidence of learning is determined collaboratively (e.g. through moderation, coplanning) to determine student learning needs. Student learning is a focus in order to inform educator and student
next steps.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Albert of Jerusalem Elementary School
Annual Progress Report
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5. By June 2016, there will be an increase in the proportion of students improving their
EQAO achievement level in the area of Mathematics, between assessment years.
Outcome Progress Comments
5/31/2015: Through a co-plan/co-teach model of professional development, and extensive support from our SAT
teacher, the teaching staff of St. Albert have focused their professional development on the implementation of the
3 part lesson and the effective development of student centered learning goals and success criteria. EQAO data has
been utilized in the area of Math to focus in on student need and to inform next steps in learning and instruction.
We continue to work on designing effective lessons and making use of collaborative work (three-part lesson,
guided practice) in flexible student groupings. Our students are developing communication skills and critical and
creative thinking to develop and apply the 7 math processes. Our goal is to ensure that the mathematical process
expectations are integrated into math instruction and assessment. We continue to seek out research based
mathematics assessment tools to inform diagnostic assessment (for/as learning). Students are demonstrating the
skills of metacognition and the learning needs of each student are supported using the Focus on Five strategy.
Information from this Focus on Five strategy is utilized to inform next steps in learning and instruction.
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SkoVision™ Report
6/29/2015