St. Augustine Secondary School
Learning Plan
Our Mission Statement
St. Augustine of Hippo, the patron of our school, was a Bishop in North Africa whose life was a great story of conversion. We, the St. Augustine community, are challenged to respect all people and work towards the improvement and perfection of the world we live in.
St. Augustine Secondary School is a community that:
• proclaims the Catholic message
• upholds family values
• stresses the integration of the spiritual, intellectual and moral development of the total person
• emphasizes gospel values.
Our school motto is "Ever Ancient, Ever New". This reminds the members of our community that we can always look to the past and our successes and how we achieved success as a strategy to deal with new and future learning, challenges, and opportunities.
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St. Augustine Secondary School
Learning Plan
The Dufferin-Peel Catholic District School Board and the St. Augustine school community believe 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 school strives to be a Christ-centered 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 St. Augustine school community strives “…to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who contribute to society.” The St. Augustine school community is further committed to:
• 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.
As a diverse educational community responding to God’s call, St. Augustine fosters and nourishes an inclusive atmosphere rooted in tradition and scripture. The St. Augustine school community continues to commit to the guiding principles of Learning for All: K-12 (draft) and to Dufferin-Peel’s
Equity and Inclusive Education Policy (developed in accordance with the provincial Equity and Inclusive Education Strategy), while:
• being authentic witnesses to our Catholic faith;
• being responsible stewards of God’s grace in the world;
• respecting human dignity;
• modeling all learners after Jesus, as ministers of compassion and service.
To strengthen its Catholic identity, St. Augustine will continue to develop opportunities for faith formation of students and staff, together with an
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Core Principles School Response
The following are the ways in which St. Augustine Secondary School models, celebrates, and nourishes gospel values in the teaching and learning of our Christ-centered programs and services:
•
Student Chaplaincy Team
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St. Augustine Charity Drives
•
Nicaragua Project
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St. Augustine Secondary School
Learning Plan
• Open access to our Chapel
• Student Liturgical Team
•
Social Justice projects
•
Terry Fox Run
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PIP students take active roles in all school celebrations
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Outreach to local Senior Home through COOP
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Daily reflections on Gospel values
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Diversity team
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Youth For Christ
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Staff Pastoral Group
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Social Justice Action Committee
• Student worship group
Learning Environment
St. Augustine's most recent EQAO Grade 9 mathematics assessment performance:
•
Grade 9 Academic Mathematics: 82%
•
Grade 9 Applied Mathematics: 49%
St. Augustine's most recent Ontario Secondary School Literacy Test (OSSLT) performance:
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OSSLT results for First-Time Eligible Students: 76%
Student Engagement
•
Student Leaders
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Professional Learning Teams (PLCs)
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Staff PD team
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Technology Training
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D2L and Blended Learning training
• Smart Board and Tablet Training for Teachers
• Resource Room for students
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St. Augustine Secondary School
Learning Plan
• Literacy classes after school
• Connections to local university libraries
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Math and Science after school homework clubs
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Rising Stars Program that works to engage our grade 10 students and provide leadership opportunities for our grade 11 students.
Student Achievement
The following are the ways that St. Augustine Secondary School demonstrates commitment to continuous improvement in student achievement, and supports the well-being of all learners:
• Continuous and regular data analysis of student and school data
• Planning that is data driven
• Activities of Team
• Formation of PLC’s
• Individual Educational Plans for students, as required
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Re-engagement processes
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Alternative Education programs
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Credit Recovery programs
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SHSM –Transportation and Construction
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Co-op and Dual Credits
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Developing Smart Goals based on school needs
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Staff leading the Professional Learning Team whose aim is to increase student achievement that is aligned with our Catholic School Learning
Plan
Community Engagement
The following are ways that St. Augustine Secondary School ensures that our Catholic School Council reflects the diverse Catholic community:
• Sharing information with the parent community via newsletter, website and message board
•
Work to develop an understanding of the diverse needs of our community
The following are ways that St. Augustine Secondary School builds and sustains community partnership:
• Engaging partners in wide range of co-op programs
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Colleague partnership for dual credit programs
•
SHSM partners for Transportation and Construction programs
•
Rising Stars Program
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St. Augustine Secondary School
Learning Plan
• Parish-Home-School relationship
• Grade 9 retreats at our school’s parish
• Christmas Baskets
• Pastor is invited to speak to grade 12 religion classes
The following are ways that St. Augustine Secondary School models and promotes good stewardship of resources:
• Green Team activities to promote and carry out recycling programs and recycling awareness program
• Nicaraguan Project
•
Social Justice outreach projects
•
Increase of effective use of technology in classrooms reduces printing costs
Physical Environment
In 2015 ongoing improvements continue to be made to the school building. In the summer of 2015 all ceiling tiles were replaced. The front entrance to the school's landscaping was upgraded.
In 2014-2015 the school forum and all the interior doors have been painted. The front entrance of the school was repainted, the cross and name of the school was refreshed and new blue trim was painted inside the building. In the gym, the floor was resurfaced and the walls were painted.
Outside the sports field was fenced; it was also regraded, resodded and seeded. Four new bleachers were installed sitting on paved pads. The goal posts have been painted. In classrooms thirteen new smart boards and several projection units were installed.
Financial Responsibility
St. Augustine Secondary School demonstrates financial responsibility through the following means:
• Transparent Budget process where Principal oversees all spending
• Training for all staff involved with budget tracking and ordering
• Prioritizing of projects that require school based funding
• Using 3 and 5 year plans as part of the budget process
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St. Augustine Secondary School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
1.1 By 2016, the proportion of students indicating they feel excluded at school will decrease compared to the CCCC School Climate Survey baseline data (Spring
2012)
Action Plans
SEF Indicator 2.5: Staff, students, parents and school community promote and sustain student well-being and positive student behaviour in a safe, accepting, inclusive and healthy learning environment.
SEF Indicator 3.2: Students’ stated priorities that reflect the diversity, needs and interests of the student population are embedded in School
Improvement Plans (SIPs).
Building Collaborative Practices Through Inquiry
Outcomes
2.1 By 2016, there will be an increase in the proportion of teachers who intend to continue to develop their knowledge of practices that support collaborative inquiry.
Action Plans
SEF Indicator 2.1: Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.
Enhancing Transitional Practices
Outcomes
3.1 An increase in the proportion of students, per applicable cohort, sucessfully completing their respective secondary program requirements or tranistions into the community.
Action Plans
SEF Indicator 5.2: Opportunities for authentic learning experiences and experiential learning exist in all classrooms and programs.
Knowing the Learner through Assessment
Outcomes
4.1 An increase in the proportion of students able to articulate strategies supporting their learning, as demonstrated by perceptual data survey results and teacher student interviews.
Action Plans
SEF Indicator 1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student actions and co-constructed success criteria.
SEF Indicator 2.2: Processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement.
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St. Augustine Secondary School
Learning Plan
Responding through Effective Instruction
Outcomes
5.1 An increase in the proportion of students improving their EQAO achievement level between assessment years.
Action Plans
SEF Indicator 1.2: A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps.
Outcome Timeframe
Long-term
Medium-term
Short-term
Not Assigned
Action Plan Priority
High
Medium
Low
Not Assigned
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