St. Benedict Elementary School
Learning Plan
Mission *
We at St. Benedict, in partnership with the parents and parish community, believe that each individual is a unique gift from God. Together we foster
our student's spiritual, intellectual, emotional, social and physical development in a secure, warm and welcoming environment. Working as a team, we can be
successful in developing the maximum potential of each child, so he/she will acquire the values, beliefs and knowledge to become successful contributors in
our society.
Motto
Faith, Family, Future
Catholic Focus
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St. Benedict Elementary School
Learning Plan
St. Benedict School’s Catholic Focus
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.
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 (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;
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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
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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We promote the integration of gospel values by implementing the Board’s Catholicity goals, the Ontario Catholic School Graduate Expectations and
Virtues Program daily.
Active Youth Faith Ambassadors’ Program participates in school Masses, Diversity and Social Justice Conferences and related activities.
Student involvement in social justice projects – food drives, DARE (Drugs Abuse Resistance Education) greeting cards and creating International
Peace posters.
Strong student participation in the Parish’s Edge Program.
Ongoing involvement and support from our Pastor, Youth Minister, Parish Representative and Catholic School Council throughout the school year.
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St. Benedict Elementary School
Learning Plan
LEARNING ENVIRONMENT
1. Please summarize the school’s most recent EQAO primary division (Grade 3) assessment performance.
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Primary Reading: 55% - slight decrease from previous year's results.
Primary Writing: 68% - maintained last year's EQAO results.
Primary Mathematics: 63% - increase of 10% compared to previous year’s EQAO results.
Observations regarding school progress in primary EQAO:
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Best practices include: ongoing student assessment, individualized instruction and the use of visual and auditory learning aids
Boys literacy rate scores are decreasing
No students received a level 1 score in Primary reading
Focus on moving our level 2 students forward
2. Please summarize the school’s most recent EQAO junior division (Grade 6) assessment performance.
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Junior Reading: 78% - increase of 1% compared to previous year's EQAO results.
Junior Writing: 93% - increase of 8% compared to previous year’s EQAO results.
Junior Mathematics: 62% - increase of 8% compared to previous year’s EQAO results.
Observations regarding school progress in junior EQAO:
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0% of students achieved a level 1 in Reading or Writing
Focus on moving our level 2 students forward
Boys literacy made some gains in the Junior grades
Best practices include: differentiated instruction, use of manipulatives, 3 part lesson planning, anchor charts, use of UMCL problem solving model (Uunderstand*M-make a plan*C-carry out plan*L-look back).
At. St. Benedict, our Professional Learning Community reviews data (EQAO, PM Benchmarks, CASI scores, CCCC Survey results, etc.) to determine school
goals. Collaborative planning and professional learning processes are in place. Additional efforts and more curriculum delivery focus is required to ensure
improved student academic achievement in the primary division throughout the current school year. The primary division will focus on the
continued implementation of expected practices in both literacy and numeracy, including the use of Learning Goals and Success Criteria, as well
as using flexible groupings for guided practice. Boys literacy will also be a focus. We will strive to enhance student well-being through effective instruction,
and by encouraging a Growth Mindset in our students and staff. Through the focused consultation model of professional development, our staff will be better
able to consolidate growth from previous year’s goals and focus on the specific needs and goals of the current year.
3. Describe how the school community supports and provide opportunities for life-long learning.
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St. Benedict Elementary School
Learning Plan
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Parent Information sessions are provided for the school community that involve presentations about topics on student well-being such as:
improving children's mental health and bullying awareness and prevention strategies.
The Catholic School Council is a partner in discussions regarding school improvement planning and the most effective ways to support this life-long
learning (Faith Ambassador in-services, retreats, hallway bulletin boards with faith themes)
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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Staff members are committed to a collaborative culture of care that supports high standards for all, continuous improvement for all, and is responsive
to the full range of each learner’s unique gifts and abilities.
A continuous cycle of assessment for learning and intervention planning within a multi-disciplinary team process is utilized.
Staff are involved in a professional learning community where teachers reflect, share and improve the delivery of curriculum instruction.
COMMUNITY ENGAGEMENT
1. How does your school community ensure that Catholic School Councils reflect the diverse Catholic community?
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The Catholic School Council is committed to providing support so that our school is a community of belonging, inclusivity, support and safety rooted in
Gospel values, dignity of all, assistance for the poor and vulnerable.
Catholic School Council members actively encourage new parents to become involved with Council activities and initiatives throughout the year.
We value respect for individual needs in light of the common good.
2. In what ways does the school team build and sustain community partnerships and collaboratives (e.g., collaborative relationships)?
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Continual communication and planning with the Parish Team.
Numerous interactions with the Orangeville Police Services regarding Safe Schools initiatives, anti-bullying program, cyber safety, drug awareness,
and community safety.
Collaborate with the Orangeville Library to promote and support young readers.
Participate annually in the Georgian College Career Pathways sessions with our Grade Eight students.
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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Students are encouraged to participate in the Parish’s Edge Program.
Parish Youth Minister is present at the school weekly.
Catholic School Council Parish Representative maintains a Parish-home information bulletin board in the school’s main hallway.
Parish Team is involved in school-wide activities such as the Open House, monthly liturgical celebrations, Christmas concert, school Blessing, etc.
Parish updates included in the monthly newsletter
PHYSICAL ENVIRONMENT
1. What activities does the school engage in that models and promote good stewardship of resources?
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St. Benedict Elementary School
Learning Plan
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School-based recycling program encourages environmental awareness.
Promote litter less lunches – reusable containers are encouraged.
School-based composting program encourages a reduction in garbage being sent to the local landfill.
Participate in immediate school community and park cleanup activities.
School has attained gold standard of Ontario Eco School certification for the past two years
2. Outline the ways the school demonstrates financial responsibility.
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Principal and administrative assistant meet to make financial planning recommendations to ensure a balanced school budget
Budget is aligned with school goals and priorities
All staff are aware of and follow financial procedures
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St. Benedict Elementary School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
Through the promotion of a growth mindset atmosphere within our classrooms, the learning environment will become more inclusive and better reflect student
strengths, needs, learning preferences and cultural perspectives.
Action Plans
Building Collaborative Practices Through Inquiry
Outcomes
Through job-embedded (school based) and inquiry based professional learning opportunities staff will become more consistent and precise with the
implementation of guided reading / practice and growth mindset classroom strategies.
Action Plans
Use school based professional development opportunities to continually promote and improve instructional practice and the school culture of learning.
Enhancing Transitional Practices
Outcomes
Through comprehensive school based initiatives and processes ( transitional plans, co-planning of learning goals and success criteria, development of self
assessment skills, promotion of a growth mindset ) students will be better able to plan and prepare for educational and life aspirations.
Action Plans
Improve student's abilities to effectively co-plan learning goals, success criteria and self assess learning goals and aspirations.
Knowing the Learner through Assessment
Outcomes
More consistent and explicit implementation of learning goals and success criteria will lead to improved student achievement in both literacy and numeracy.
Action Plans
Consolidate students and educator's common understanding of student learning by more consistent classroom use of explicit student learning goals and
success criteria.
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St. Benedict Elementary School
Learning Plan
Responding through Effective Instruction
Outcomes
The promotion of a culture of high expectations through effective and innovative classroom instructional practices and the encouragement of a growth mindset
among staff and students will better enable students to learn, progress and achieve.
Action Plans
Use ongoing professional development opportunities to enable staff to help students co-plan and use appropriate learning goals, success criteria and selfassessment strategies.
Outcome Timeframe
Action Plan Priority
Long-term
High
Medium-term
Medium
Short-term
Low
Not Assigned
Not Assigned
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