Catholic School Learning Plan for St. Edmund Campion Secondary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1. By June 2016, there will an increase in successful practices that support well-being.
Evidence of growth for students will include: an increase in the proportion of students
indicating that they feel accepted by students in the school as demonstrated by the CCCC
School Climate Survey results; an increase in the proportion of students indicating that they
are likely to report incidents at school, as demonstrated by the CCCC School Climate Survey
results.
Outcome Progress Comments
5/26/2015: With the support of the school psychologist and community partners, we facilitated a wellness
awareness week. Each grade participated in workshops and attended presentations geared toward each age group.
Topics included mindfulness, healthy living, conflict resolution, and spirituality. Student leaders ran a campaign in
which students made a pledge to live a balanced life and completed a survey. Over 300 students took part in the
survey which will provide the school valuable information moving forward.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2. By the end of three years, there will be an increase in successful practices that support
collaborative inquiry. There will be an increase in the number of students who have
demonstrated improvement on the learning skill and work habit of collaboration. There will
be an increase in the number of educators who intend to continue to develop knowledge
gained through professional learning opportunities in collaboration with others.
Outcome Progress Comments
5/26/2015: Each department continues to work on the theory of action they developed earlier in school year based
on the needs they identified from the last school year. Each department focused on the implementation of growth
mind-set strategies and continued use of high yield strategies to support student engagement, achievement and
overall well-being..
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SkoVision™ Report
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Catholic School Learning Plan for St. Edmund Campion Secondary School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3. By the end of 2016 there will be an increase in the proportion of students, per applicable
cohort, successfully completing their respective secondary program requirements (i.e.
OSSD, OSSC CoA) or transitions into the community.
Outcome Progress Comments
5/27/2015: In an effort to increase the proportion of students successfully completing their respective secondary
programs St. Edmund Campion has focused upon and embraced the Ministry of Educations Student Success
Strategy in an effort to tailor each student’s individual pathway plans to their strengths, goals and interests. St.
Edmund Campion has focused on the use of the educational planner myBlueprint for all students to help complete
their individual pathway plan. The usage of this program has increased each year over the past five years, from
2108 logins in 2011/12 to over 12,000 logins this year alone. The use of this software allows for a smooth
transition to their initial postsecondary destination and helps students create detailed plans to achieve their goals.
Other Student Success initiatives that Campion has embraced include Specialist High Skills Majors, E-Learning,
Expansion of Cooperative Education, and Dual Credits. St. Edmund Campion has seen a dramatic increase in
participation in all of the aforementioned initiatives which has allowed our students to increase in the proportion
of our students to successfully complete their respective secondary program or transition into the community.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4. By June 2016, there will be an increase in successful practices that support the learner
through assessment. Evidence of growth for students will include an increase in the
proportion of students able to articulate strategies supporting their learning. Evidence for
faculty will include an increase in the proportion of educators who increased their
understanding of assessment for and as learning.
Outcome Progress Comments
5/28/2015: Each department uses pre-assessment activities at the start of each semester to determine a starting
point for instruction. Each department has also employed pre-assessment activities at the beginning of each unit to
determine the learning needs of their students. The data is collected and studied year to year to determine the
effects on student achievement. The data allows us to determine that learning outcomes of a course are being
achieved, provide rich and timely feedback, and to evaluate the effectiveness of teaching enabling them to
improve their performance.
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Catholic School Learning Plan for St. Edmund Campion Secondary School
Annual Progress Report
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5. By the end of 2016, there will be an increase in the proportion of students improving
their EQAO
achievement level between assessment years.
Outcome Progress Comments
5/29/2015: Focus on helping students to use all Mathematical Processes: We find that the EQAO questions allow
for students to use different mathematical processes. (Problem Solving, Reasoning and Proving, Reflecting,
Selecting Tools and Computational Strategies, Connecting, Representing, and Communicating). Therefore, we
place more value on students using these various processes compared to the value placed on the final answer.
This strategy of focusing on process enhances a student’s ability to be able to justify and explain their answers to
the open response style questions on the EQAO test.
5/29/2015: Use of EQAO anchors throughout classroom activities and lessons: Once the pre-assessment stage is
complete, we begin to present lessons based on the Grade Nine curriculum with a better understanding of where
each student in the class is in terms of past achievement. When we are ready to begin assessment on the new
curriculum, each student is presented with an Anchor from the EQAO website with different achievement levels
ranging from a score of 10 (Level 1) to 40 (Level 4). These Exemplars are presented as part of a whole class
discussion with the intention of teaching the students about how to progress to their desired level of achievement
(hopefully Level 4!) This style of grading is used consistently on further assessments and evaluations. All
assessments and evaluations closely resemble EQAO style questions, leading to opportunities for self and peer
assessment in terms of what they have learned from the EQAO Exemplars.
5/29/2015: Assessment for Learning - Pre-Assessment strategies: We begin the semester with a review of the
Grade 6 to 8 expectations. The intention of this strategy is to identify any deficiencies that exist from previous
student learning. Pre-Assessment tests are created together as a department reflecting the reviewed Grade 6 to 8
curriculums. The results are used to better inform our teaching practice and also to open communication with
parents and/or guardians about any students that have scored lower than the Ministry standard (Level 3). Early
discussions with parents include providing the results of this pre-assessment test. This enables us to create an
open forum with parents that will provide valuable information of how they can best support their child in
achieving success in Math. Students IEP’s are reviewed and appropriate accommodations are implemented.
Given the use of co-operative learning and group activities, the results of this pre-assessment strategy provide the
necessary information to effectively place students together that will enhance student learning.
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