Catholic School Learning Plan for St. Jerome Separate School
Annual Progress Report
Shared Priorities:
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.
Outcome Progress Comments
5/22/2015: 5/22/2015: The school continues to access the services of our NPU officers, CYW, Social Worker and
various community partners to support the needs of all learners. The school is working diligently to create
respectful conditions for well-being by inviting the voice of all learners and by promoting active listening in an
effort to provide students a safe, inclusive, supported and welcoming environment. With the efforts of our Youth
Faith Ambassadors and ECO Club, the students have participated in bullying awareness, food drives, social justice
issues, virtue assemblies, greening and recycling projects, communal prayer, celebrations and stewardship
projects. Staff continues to engage in positive and constructive conversations about bullying prevention. Our goal
continues to focus on student safety and helping students to achieve a healthy mind, body and soul.
Shared Priorities:
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.
Outcome Progress Comments
5/22/2015: 5/22/2015: Teachers, in collaboration with the Special Assignment Teacher and teacher-librarian, are
engaged in an inquiry-based approach to learning. All teachers, through divisional meetings and staff meetings, are
engaged in professional reading and dialogue related to inquiry based learning. We are using collaborative learning
to inform instructional practices to meet the needs of all students. We continue to strive to ensure that all students
will confidently engage in the learning process by using student voice, accountable talk, being on-task,
demonstrating curiosity, demonstrating independence, showing self-advocacy and engaging in self-regulation. We
offer positive learning experiences that teach students to take ownership for their learning and offer students
choice in their learning.
Page 1/3
SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Jerome Separate School
Annual Progress Report
Shared Priorities:
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 selfregulation 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.
Outcome Progress Comments
5/22/2015: 5/22/2015: The school continues to engage in TEAM meetings, Connections meetings and Cross Panel
discussions to ensure smooth and informed transitions for all students. We employ consistency of language when
creating Individual Education Plans and consult with all stakeholders to ensure that student needs are met.
Shared Priorities:
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.
Outcome Progress Comments
5/22/2015: 5/22/2015: This year staff has focused on implementing assessment for and as learning practices as a
regular part of their teaching practice. By offering students multiple and varied assessments, exploring learning
styles, interests and preferences, students were able to engage more in their learning and clearly articulate the
strategies they used to support their learning. Additionally, using a case management approach has helped to
deepen the knowledge about specific learners and has allowed for more timed, tiered and focused interventions to
meet the needs of all learners. There is evidence of the use of problem solving strategies, consistency of language,
choice tasks and guided practice in most classrooms.
Page 2/3
SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Jerome Separate School
Annual Progress Report
Shared Priorities:
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.
Outcome Progress Comments
5/22/2015: 5/22/2105: We continue to use assessment results to guide instruction. Teachers are using high yield
strategies across the curriculum. They continue to reflect on and refine instructional practices to meet the needs of
all learners. Using a multi-disciplinary team of educators, we continue to analyze data to plan and inform next
steps to support student achievement. The routine use of design down planning, using cross-curricular links and
differentiated tasks and strategies is used by most teachers to meet the needs of all learners. There has been a
substantial increase in the routine use of technology to compliment lesson planning and in executing and
presenting meaningful lessons, thus enhancing student engagement and making meaningful connections to the
21st century learner. Additionally, there has also been a substantial increase in critical thinking skills, use of choice
tasks, and a purposeful emphasis on student voice and problem solving opportunities in all classrooms.
Page 3/3
SkoVision™ Report
6/29/2015