St. Anne Elementary School
Learning Plan
Mission *
Modelling God’s Forgiveness and Love: our community rooted in faith, responsibility and learning. We have faith in God and therefore we have courage. We
are able to be open with each other. We care about the earth we live on. Precious gifts from God, both teachers and children share with and learn from each
other, leading to a better understanding of ourselves and the world around us. God’s forgiveness and love are modelled in our lives. In our daily work and
learning may we be witnesses to Christ’s death and resurrection. We realize our responsibility to share our gifts and serve others.
Motto
Modeling God’s Forgiveness and Love: Our Community Rooted in Faith, Responsibility and Learning
Catholic Focus
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St. Anne Elementary School
Learning Plan
The Dufferin-Peel Catholic District School Board believes that the Catholic faith, as expressed through Gospel values, is the driving force in the board’s
community of learners, which includes five key groups: students; the parish, home and community; teachers and support staff; administrators and supervisory
officers; and trustees. The board strives to be a Christ-centred system in which all may work and learn in a supportive, inclusive, meaningful, and respectful
environment. Within the context of an authentic Catholic learning community, the Dufferin-Peel Catholic District School board strives “…to provide students
with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who contribute to society.” The board is further
committed to:
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deepening the understanding, appreciation and practice of the Catholic Christian lifestyle, with Jesus as role model;
aligning a system-wide approach to Catholicity, whereby all educational practices are implemented through a Catholic lens;
developing graduates who are fully alive in Christ, “not only in terms of knowledge and skills, but in terms of values, attitudes and actions”;
encouraging unique approaches to support system priorities and the principal strands of faith education: prayer and liturgy; sacramentality; morality
and justice; and scripture and church.
St. Anne is a diverse elementary school of approximately 490 students from Junior Kindergarten to Grade Eight. While the adjacent school neighborhood is
urban and home to large Spanish and Portuguese speaking communities, the Extended French program brings students with a range of backgrounds from
across a wider area of Brampton. Staff celebrate the strength of this diversity through athletics, the arts, spirit days, and school outreach activities. Classes
take advantage of school's location to access learning opportunities in the rich downtown fabric of the City of Brampton. Our educators and
special services team work promptly to serve the unique needs of students and their families during their time at St. Anne School.
As a diverse educational community responding to God’s call, Dufferin-Peel fosters and nourishes an inclusive atmosphere rooted in tradition and scripture.
The board continues to commit to the guiding principles of Learning for All: K-12 and to Dufferin-Peel’s Equity and Inclusive Education Policy (developed in
accordance with the provincial Equity and Inclusive Education Strategy), while:
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being authentic witnesses to our Catholic faith;
being responsible stewards of God’s grace in the world;
respecting human dignity;
modelling all learners after Jesus, as ministers of compassion and service.
To strengthen its Catholic identity, Dufferin-Peel will continue to develop opportunities for faith formation of students and staff, together with an educational
program which strives to integrate the board’s fundamental beliefs and values into all of its endeavours.
Core Principles
Dufferin-Peel’s Core Principles
The Dufferin-Peel Catholic District School Board underwent a 2008-2009 Strategic System Review, commissioned by trustees, to help shape the board’s 5year strategic plan. This review included meetings with a variety of stakeholders, web-based information, and a comprehensive survey of the community. As
a result of this review process, five core principles and their corresponding goals were identified for the board’s 2010-2015 strategic plan, and they are as
follows:
Catholicity
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St. Anne Elementary School
Learning Plan
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Model gospel values in the teaching and learning of our Christ-centred programs and services;
Celebrate and nourish the distinctive Catholic nature of our school communities.
Learning Environment
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Support the needs of all learners;
Support and provide opportunities for life-long learning;
Commit to continuous improvement in student achievement and well-being for all learners
A new Strategic System Review was completed in 2014, which will shape the coming strategic plan for 2016-2020.
Community Engagement
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Ensure that Catholic School Councils reflect the diverse Catholic community;
Support and advocate that Catholic School Councils receive resources required to fulfill their role;
Build and sustain community partnerships and collaborative (e.g., collaborative relationships, Success By 6 Peel);
Continue to enhance and use technology to communicate and connect with our partners in support of student needs.
Parish-Home-School
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Affirm that the local parish is an essential part of the Catholic school community;
Promote active participation of home and parish as a fundamental component of student success.
Physical Environment
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Model and promote good stewardship of resources;
Be financially responsible;
Respond to the emerging needs and trends within our diverse community.
The intent of the strategic plan is to shape school, classroom and corporate decision-making and direction over five years. The development of the DufferinPeel Catholic Board Learning Plan (CBLP) and the Catholic Board Corporate Plan (CBCP) has been undertaken within the context of these five core
principles. All five principles are reflected throughout the plan.
At. St. Anne School...
Core Principle School Response
Catholicity
1. How does the school community model, celebrate and nourish gospel values in the teaching and learning of our Christ-centred programs and services?
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Virtues education, school Masses, and liturgies
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St. Anne Elementary School
Learning Plan
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Sacred space in all classrooms and common areas
Gospel readings and reflections over the announcements every day
Various Social Justice initiatives occurring all year long
Environmental focus – renewal and stewardship
Strong relationship with parish
Youth Faith Ambassadors
Breakfast Club
Snack Club
Welcoming newcomers and providing assistance to families through the School Social Worker
1. Please summarize the school's most recent EQAO primary division (Grade 3) assessment performance.
Percentage of students achieving level 3 or 4 on the Primary EQAO Assessment in 2014/2015
Reading: 44%
Writing: 41%
Mathematics: 13%
Observations regarding school progress in primary EQAO: There were major declines across the three subject areas at St. Anne from the previous year,
particularly in math. A number of practices have been introduced to better track and target areas of student need over the past two years: whole-school
reading data wall, daily guided reading, an instructional focus on clarity of writing and accountable talk, the consistent use of learning goals and success
criteria in lessons and assessments, a greater emphasis on formative assessment and descriptive feedback, as well as using strategies to instill a love of
reading. In response to the low math results, the focus of school improvement has shifted to enhancing the 3-part math lesson, especially in the creation of
differentiated tasks. While practice with multi-step problem solving and writing tasks should improve achievement on open response questions, there is also
a clear need to improve basic math operations through confidence-building activities.
2. Please summarize the school’s most recent EQAO junior division (Grade 6) assessment performance.
Percentage of students achieving level 3 or 4 on the Junior EQAO Assessment in 2014/2015
Reading: 89%
Writing: 89%
Mathematics: 56%
Observations regarding school progress in junior EQAO: Year over year, scores improved in all three subject areas: by 11% in both reading and writing, and
10% in math. All three scores were higher than both the school board and provincial averages; however, math is still an area that requires concerted
attention. Last year math diagnostic assessments were piloted in grade six and professional development focused on utilizing resources to support 3-part
math lessons and the creation of open and parallel tasks. Our school inquiry concentrated on increasing the use of formative assessment and enhancing the
conditions for learning (posting of learning goals, success criteria, and anchor charts; the use of flexible seating arrangements; improving access to learning
tools such as math manipulatives, etc.). This year these practices continue with an added emphasis on the use of technology to improve student
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St. Anne Elementary School
Learning Plan
engagement.
3. Describe how the school community supports and provide opportunities for life-long learning.
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Family Information Nights – home/school connection
Big Brother / Big Sister Program at the school
Boys and Girls Club
Girls Night In
Math Help Hotline
Transition Planning for Grade 8 to Grade 9
“Go Girls” program in place
Teachers are lifelong learners as well, acting as role models by attending in-services, courses and workshops
Special Education models values and promotes inclusion of all
Homework clubs
School Council Movie Night and Christmas Open House
4. Outline ways the school demonstrates commitment to continuous improvement in student achievement and supports the well-being of all learners.
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Young Minds At Play program
Empower Reading Program
Reading Recovery
All Star Reading Program
RazKids Online Reading Program
Math Prodigy Online Program
All grades are involved in the Teaching and Learning Cycle and teacher moderation
Differentiated Instruction is occurring in all classrooms
SMART Board technology is used to enhance program delivery
Common grade level planning time
Monthly Divisional/Staff Meetings with a focus on a SMART goal and planning for instruction
Whole Division Half-Day TLCP's
Integration meetings to plan next steps for students
Student generated anchor charts
Breakfast Club
Community Engagement
1. How does your school community ensure that Catholic School Councils reflect the diverse Catholic community?
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Parents are strongly encouraged to join in the partnership of their child’s education
Student representatives reflect the student body
Representatives from the parish form a strong bond
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St. Anne Elementary School
Learning Plan
2. In what ways does the school team build and sustain community partnerships and collaboratives (e.g., collaborative relationships, Success By 6 Peel)?
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Peel Police programs
P.A.L.S.
Students attend the safety village
EDGE program
Big Brothers and Sisters
Brampton Clean City and Recycling
Go Girls
Christmas Open House
Meet The Teacher Night Presentation
Fire Department Visits
HEAL Network
NPU Neighboring Police Unit
Parish-Home-School
1. Comment on how the school promotes the engagement and active participation of the parish and home as a fundamental component of student success.
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Many classes attend Mass at the church bi-weekly
Provide announcements for the Parish over the PA system
Post Parish bulletin in foyer of school
Encourage parents to be part of sacramental preparation
Participation in the St. Anne Feast Day celebrations
Co-planning in support of sacramental preparations
Pastoral planning includes Parish voice
Physical Environment
1. What activities does the school engage in that model and promote good stewardship of resources?
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School “Green Team”
Implementation of "paperless newsletters"
Celebration of Earth Day
Essay Contest on stewardship
Literless Lunches encouraged
2. Outline the ways the school demonstrates financial responsibility.
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School budget is aligned to school goals and student learning
Maintain a balanced budget
All guidelines and policies are adhered to using tracking mechanisms to ensure compliance
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St. Anne Elementary School
Learning Plan
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St. Anne Elementary School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
By June, 2016, there will be a decrease in the proportion of students reporting that they have been bullied, as demonstrated by the CCCC School Climate Survey
results.
Action Plans
Bullying Prevention
Implement monthly Virtues Assemblies and Spirit Rallies
Positive School - Community - Parent Relationships
School Beautification and Repair
Building Collaborative Practices Through Inquiry
Outcomes
By June, 2016, there will be an increase in the proportion of educators who are confident to apply knowledge gained through professional learning opportunities,
as demonstrated by professional learning feedback (e.g., exit tickets, consultations).
Action Plans
Build capacity for the use of technology in assessment and instruction across divisions.
Promote the use of the 3 part lesson as the vehicle for Mathematics instruction
School wide collaborative inquiry in Mathematics
Staff to develop a common understanding of effective guided reading prompts, questions, and passages.
Theory of Action for Social Studies Inquiry
Theory of Action for Written Responses in Math
Enhancing Transitional Practices
Outcomes
By June, 2016, there will be an increase in the proportion of students who have demonstrated improvement on the learning skill and work habit of selfregulation.
Action Plans
Students practice greater self-regulation by focusing on highest priority needs and accessing the necessary resources to effect change (self-advocacy)
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St. Anne Elementary School
Learning Plan
Knowing the Learner through Assessment
Outcomes
By June, 2016, there will be an increase in the proportion of educators who increased their understanding of assessment for and as learning, as a result of
professional learning opportunities, as demonstrated by professional learning feedback.
Action Plans
Teachers will use a variety of assessment types (observations, conversations, products).
Theory of Action for Written Responses in Math
Responding through Effective Instruction
Outcomes
By June 2015, student performance will increase by 5 % on each EQAO assessment strand of literacy and math.
Action Plans
Bullying Prevention
Co-Planning and Co-Teaching with Special Assignment Teachers (SATs)
Divisional Collaborative Inquiry in Math (and continuation of strategies from prior literacy inquiry)
Guided Reading
Guided Reading/Guided Practice
Guided Reading/Guided Practice
Implement All Star Reading
Promote the use of the 3 part lesson as the vehicle for Mathematics instruction
Provide mock EQAO testing and review throughout school year in grades 3 and 6.
RazKidz to support independent reading
Reading Recovery to support literacy acquisition for at-risk learners
School wide collaborative inquiry in Mathematics
Staff to develop a common understanding of effective guided reading prompts, questions, and passages.
Student progress is measured through pre- and post-assessment.
Teachers will use a variety of assessment types (observations, conversations, products).
Theory of Action for Creation of Effective 3-Part Math Lessons
Theory of Action for Written Responses in Math
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St. Anne Elementary School
Learning Plan
By June, 2016, there will be an increase in the proportion of students achieving a level 3 or 4 on the EQAO assessments.
Action Plans
Co-Planning and Co-Teaching with Special Assignment Teachers (SATs)
Implement All Star Reading
Junior Mathematics Network to support professional development for staff
Promote the use of the 3 part lesson as the vehicle for Mathematics instruction
Provide mock EQAO testing and review throughout school year in grades 3 and 6.
RazKidz to support independent reading
Reading Recovery to support literacy acquisition for at-risk learners
School wide collaborative inquiry in Mathematics
Staff to develop a common understanding of effective guided reading prompts, questions, and passages.
Student progress is measured through pre- and post-assessment.
Teachers will use a variety of assessment types (observations, conversations, products).
Theory of Action for Written Responses in Math
Outcome Timeframe
Action Plan Priority
Long-term
High
Medium-term
Medium
Short-term
Low
Not Assigned
Not Assigned
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