Catholic School Learning Plan for St. Teresa of Avila Separate School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0 By June 2016, there will be a decrease in the proportion of students indicating that they
feel bullied as indicated in the CCCC School Climate results.
Outcome Progress Comments
5/20/2015: This year we have been focusing on developing consistent practices in the area of Learning Skills on a
school-wide basis utilizing student, teacher and parent feedback. We have also initiated Gotcha awards to promote
positive behavior and we are in the beginning stages of implementing the MindUp curriculum. We are taking part
in a series of workshops with another school community to engage students, parents and teachers in activities that
focus on self-esteem and how this is related to achievement. After the CCCC survey analysis we will be able to
determine the impact these initiatives have had in the decline in the proportion of students indicating that they
feel bullied.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 By June 2016, there will be an increase successful practices that support collaborative
inquiry gained through professional learning opportunities. There will be an increase in the
proportion of students who have demonstrated improvement on the learning skill and work
habit of collaboration
Outcome Progress Comments
5/20/2015: The entire school has been involved in various collaborative inquiries personalized to individual roles.
e.g. FDK, Classroom teachers, Planning time etc. Classroom teachers have been focusing on utilizing manipulatives
in math and focusing on the UMCL process for problem solving. A variety of PD opportunities have been offered
where staff had an opportunity to apply strategies and reflect and determine next steps for their inquiry.
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0 By June 2016, there will be an increase in successful practices that support transitions.
Outcome Progress Comments
5/20/2015: Students are being supported as they transition into kindergarten, between grades and into secondary
school through specific planned events including but not limited to, “Welcome to Kindergarten Night”. We are
continuing to improve technology access for our students and have noted that this has improved student
engagement and student self-regulation. Our Grade 8 students use the myBlueprint.ca software to choose their
Grade 9 courses on-line and explore potential career opportunities. We believe that by using this program,
students will be more prepared for their future academic pathways and careers. We have formed a Creating
Pathways team to implement the K-6 document, "All About Me" which will happen in the fall of 2015.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Teresa of Avila Separate School
Annual Progress Report
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4.0 By June 2016, there will be an increase in successful practices that support knowing the
learner through assessment specifically an increase in the proportion of students
demonstrating the ability to articulate strategies that support their learning and increase in
the proportion of educators who increased their understanding of assessment 'as', 'for' and
'of' learning, as a result of professional learning opportunities.
Outcome Progress Comments
5/21/2015: Professional development activities have focused on "Knowing the Learner' through effective
assessment strategies.('as', 'for', and 'of', learning.) A variety of assessment strategies inform instruction eg.observations, demonstrations, work samples etc. The importance of differentiated instruction to provide students
with an entry point for their learning has been a focus of professional development. Discussion on how
assessment must be connected to the curriculum and the importance of using learning goals, co-created success
criteria and timely descriptive feedback has taken place and has been implemented in the classroom. The purpose
has been to develop consistency of common assessment language and practices between grades and divisions.
Common assessments and student intervention meetings have been useful to determine next steps. The topic of a
growth mindset for all has been discussed and revisited. Student assessment folders from Junior Kindergarten to
Grade 8 have been implemented and will be completed at the end of June. We have also partnered with another
school to bring a key-note speaker in to explore the link between self-esteem and achievement and provide inservice to students, parents and teachers in the fall of 2015.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0 By June 2016, there will be an increase in successful practices that support effective
instruction. Evidence for growth will include an increase in the proportion of students
improving their EQAO achievement level between assessment years and an increase in the
proportion of educators who intend to apply knowledge gained through professional
learning opportunities.
Outcome Progress Comments
5/20/2015: Through professional development opportunities, staff have effectively used resources to enhance and
refine their instructional practices. We are listening to the voice of all learners. Student intervention meetings
have been beneficial to provide supports to our students. Our teachers are posting learning goals, co-constructing
success criteria and providing descriptive feedback to their students. Staff have participated in professional
development opportunities to consolidate their knowledge of the 3-Part Mathematics lesson, collaborative inquiry
and Guided Reading practice. School-wide use of the UMCL model has been a focus. Staff have utilized the four
categories of achievement when designing assessments and have had professional learning on the use of math
manipulatives.
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SkoVision™ Report
6/29/2015