St. Jerome Separate School
Learning Plan
Mission *
Motivated by a quest for knowledge and understanding, inspired by faith and impelled by God’s call to love, students will discover their potential
and utilize their God-given talents to work respectfully and co-operatively.
Empowered with a positive sense of self-esteem, our students will be encouraged to live fully and to use their talents in service to the
community of God’s people, thereby making the world a better place.
St. Jerome School, in partnership with family and church, provides a spiritual journey into Catholic education which fosters spiritual and
intellectual growth rooted in the gospel teachings of Christ.
Motto
Living and Learning in Faith
Catholic Focus
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St. Jerome Separate School
Learning Plan
St. Jerome’s Catholic Focus
St. Jerome Catholic School believes that the Catholic faith, as expressed through Gospel values, is the driving force in the school’s community of learners,
which includes four key groups: students; the parish; home and community; teachers, support staff and administration. The school strives to be Christcentred so that all may work and learn in a supportive, inclusive, meaningful, and respectful environment. Within the context of an authentic Catholic learning
community, St. Jerome Catholic School strives “…to provide students with the opportunity to realize their potential and develop into highly skilled,
knowledgable, caring citizens who contribute to society.”
Our school 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 school-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. Jerome fosters and nourishes an inclusive atmosphere rooted in tradition and scripture. Our
school 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:
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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, St. Jerome Catholic School 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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Virtues education, celebration of mass and liturgies, celebration of prayer
Explicitly teaching the Catholic Graduate Expectations
Sacred space in all classrooms and common areas
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St. Jerome Separate School
Learning Plan
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Gospel readings and reflections over the announcements every day
Various Social Justice initiatives occurring all year long
Environmental focus – renewal and stewardship/ ECO School
Strong relationship with parish
Diversity Team/Safe Schools Team and Youth Faith Ambassadors
Welcoming newcomers and providing assistance to families through the School Social Worker and Child and Youth Worker
Learning Environment
1. Please summarize the school’s most recent EQAO primary division (Grade 3) assessment performance.
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Primary Reading: 80%
Primary Writing: 83%
Primary Mathematics: 71%
Observations regarding school progress in primary EQAO: Scores were above both Board and Province results.The support of Stream in the area of
primary math helped consolidate the use of the three part lesson format and the use of math manipulatives. Guided practice will continue be a focus in
literacy and numeracy. We will be focusing on problem solving strategies in numeracy. We will be focusing on helping students infer when they are
reading.
2. Please summarize the school’s most recent EQAO junior division (Grade 6) assessment performance.
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Junior Reading: 81%
Junior Writing: 83%
Junior Mathematics: 75%
Observations regarding school progress in junior EQAO: Scores were above both Board and Province results. Our score in math will be our focus
again this year. Our math score increased significantly. By continuing to implement the three part lesson format, incorporating math manipulatives
throughout the various math strands, using a co-teaching approach and consolidating concepts, we will focus on explicitly teaching problem solving
strategies and refining open ended rich tasks. We will continue to focus on guided practice in both literacy and numeracy.
3. Describe how the school community supports and provide opportunities for life-long learning.
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Secondary School students volunteer and provide tutoring
Math Homework Help
Transition Planning for Grade 8 to Grade 9
Teachers are lifelong learners as well, acting as role models by attending inservices, courses and workshops
Special Education model values and promotes inclusion of all
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St. Jerome Separate School
Learning Plan
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Various extra-curricular and co-curricular clubs, both athletic and non-athletic
Parent volunteers help to support struggling students
Co-op students help to support struggling students
EQAO support
Various initiative with the Youth Faith Ambassadors
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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Primary and junior grades work intensively with SAT
Primary and junior grades are involved in the Teaching and Learning Cycle and teacher moderation
Intermediate grades involved in Literacy and Science Initiatives
Intermediate grades, including grade 6 are co-planning and co-teaching
Differentiated Instruction is occurring in many classrooms
SMART Board technology is used to enhance program delivery
Common grade level planning time, where possible
Common PAR
Monthly Divisional Meetings with a focus on our inquiry goal and planning for instruction
Integration meetings to plan next steps for students
Student generated anchor charts has been a focus
Student voice and accountable talk continues to be a focus
Teachers using Learning Goals and Success criteria (Language and Math focus)
Descriptive feedback will be used to anchor the teaching and learning cycle (Assessment and Evaluation)
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
Building a strong, open and collaborative relationship with our trustee Bruno Iannicca
Representatives from the parish form a strong bond
OAPCE rep has made an effort to attend meetings and conference to bring information and begin developing a greater awareness of issues facing
Catholic education
PRO Grants have been applied for and utilized to:
ƕ Increase volunteerism
ƕ Increase communication and engagement
ƕ Increase involvement in childrens’ learning/social interactions through guest speakers
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St. Jerome Separate School
Learning Plan
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Increased discussions on student learning, bullying, mental health in children
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 RAID program and various other community outreach programs
Peel Police Youth programs and presentations
PALS
Mississauga Clean City and Recycling
Fire Department Visits
Peel Public Health
Huron Community Center programs
Artists in the Schools
Scientists in the Schools
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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School celebrates mass as a commmunity four times per year, both at church and at school
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. Jerome Feast Day celebrations
Parents invited to monthly virtues liturgy
Parish team invited to various school events (eg. Year end BBQ/Open House)
Physical Environment
1. What activities does the school engage in that models and promote good stewardship of resources?
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School ECO Club
Celebration of Earth Day
Accredited ECO school
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St. Jerome Separate School
Learning Plan
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School gardening initiative
Litterless Lunches are encouraged
Use of reusable water bottles is encouraged
Tree planting in partnership with City of Mississauga and Councilor Iannicca
Moving towards paperless newsletters
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. Jerome Separate School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
1.0 Creating Catholic Conditions For Well-Being, Leading And Learning: By June 2016 the voice of all learners will be supported and students will engage in
active listening to support their well-being. There will be 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.
Action Plans
CCCC Action Team and Initiatives
Building Collaborative Practices Through Inquiry
Outcomes
2.0 Building Collaborative Practices Through Inquiry: By June 2016 teachers and students will routinely engage in collaborative inquiry across all curriculum
areas, as demonstrated in the classroom and through professional learning opportunities. 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.
Action Plans
Collaborative Inquiry
Enhancing Transitional Practices
Outcomes
3.0 Enhancing Transitional Practices: By June 2016 students, staff and parents will use a strength-based profile to inform transitional planning. Students will
routinely use self-regulation as a means of gaining fostered independence and there will be an increase in the proportion of students who demonstrated
improvement on the learning skill and work habit of self-regulation.
Action Plans
Transitions
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St. Jerome Separate School
Learning Plan
Knowing the Learner through Assessment
Outcomes
4.0 Knowing The Learner Through Assessment: By June 2016 staff and students will develop a growth mindset. There will be an increase in educators that will
gather information from multiple and varied sources, while exploring individual interests, learning styles, preferences, needs and experiences of all learners.
There will be an increase in the proportion of students able to articulate strategies supporting their learning, as demonstrated by perceptual data survey results.
Action Plans
Assessment Information and Strategies
Learning Goals
Success Criteria
Responding through Effective Instruction
Outcomes
5.0 Responding Through Effective Instruction: By June 2016 teachers and students will incorporate 21st century global perspectives, learning skills, content,
resources and technologies to increase the proportion of students attaining a level 3 or 4 on EQAO.
Action Plans
Data Analysis
Outcome Timeframe
Action Plan Priority
Long-term
High
Medium-term
Medium
Short-term
Low
Not Assigned
Not Assigned
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