Catholic School Learning Plan for Loyola Catholic Secondary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1. By the end of June 2016, there will be an increase in the proportion of students that feel
safe at school as evidenced by the CCCC School Climate Survey results.
Outcome Progress Comments
6/3/2015: Together we continue to focus on creating a safe, healthy and inviting learning environment. Bullying
prevention programs, mental health programs and presentations along with all teaching and support staff working
diligently to foster an inclusive and caring environment (Peel Health bicycle assembly, MADD, Black History
presentation, Crime stoppers, Get Ready, Violence Against Women Awareness - Put your Pinkies Up
demonstration, Remembrance day Ceremony, Mental Health pres - Dan McCann, Rock Pro pres, Gwyn Dyer pres,
Sweet Life Road Show on Driving Safely, Lunch and Learn for Mental Health Awareness). Teaching staff have also
been focusing on the effective practice of providing Feedback during the learning process, students have
responded positively to this increased level of engagement. We plan on extending this use of the classroom time
with students to invite more student voice in the learning process. Our School T of A in 2015/16will be focused on
effective questioning and eliciting information to guide instruction to further enhance the learning environment.
10/22/2014: - Continued focus on increasing students' need to feel safe through programs such as Crime Stoppers,
Rising Stars, Anti-Bullying Presentations (ROCK PRO); Grade specific presentations on Internet Safety, cyberbullying, social media.
- Programs in place to promote wellness in mental health (i.e. workshops for students provided by school
psychologist; in-services provided to staff on mental health awareness).
- Various initiatives offered throughout the year to ensure student well-being: Girls Night-In; Boys Night-In;
Leadership Camp; H.O.P.E.; LINK Crew; retreats.
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SkoVision™ Report
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Catholic School Learning Plan for Loyola Catholic Secondary School
Annual Progress Report
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2. By the end of June 2016 there will be an increase in the proportion of staff implementing
the practice of using descriptive feedback as a means of providing students with
information about their own learning, improving student achievement as demonstrated in
"Learning Walks", teacher performance appraisals, class pilot projects and the provincial
report card.
Outcome Progress Comments
6/3/2015: Focus on 2015/16 Theory of Action - Eliciting information and Effective Questioning. We hope to
enhance student engagement while providing the teacher with better information with which to consider when
establishing next steps in the learning process. Our goal is to create a safe and caring environment where students
and teachers work collaboratively, sharing, creating and growing together. We plan on enhancing the growth
mindset so that it is authentically embraced by all. Staff are now familiar with our mobilization framework and
have already demonstrated an interest in our plan for next year!
6/3/2015: Teaching staff are proficient in the practice of establishing Learning Goals and Success Criteria. Further
to this our school focused on the effective instructional practice of providing Descriptive Feedback during the
learning process. Department heads were asked to develop a relevant related theory of action tailored to their
particular departmental needs/interests. Our CSLT in serviced our staff during staff meetings and department
heads lead their department members through the learning throughout the year. Department heads shared their
learning both at staff meetings and at Heads meetings. This two tiered strategy to mobilize this year's theory of
action was highly successful and resulted in a great deal of learning, as demonstrated in staff presentations and in
the evolution of departmental theories of action over the course of 2014/15.
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 or
transitions in the community.
Outcome Progress Comments
6/3/2015: Continue with Get Ready Program, visits to feeder schools and grade 9 open house information night.
Analysis of taking stock report instrumental in identifying "hot spots" requiring attention. Continue with SST
support identifying students "at risk" and working to rescue/recover credits. Guidance department to continue to
meet individually and in small groups with all students transitioning from grade to grade and on into post
secondary destinations. Continue with post secondary planning (College/University Fair, Skills and Training
Presentation) . Continue to provide students with experiential opportunities in our community throughout
Secondary School (Sir John A MacDonald, Students on Ice, Peel Police Employment, Outreach activities- HOPE helping other people everywhere.. ect). Continue to provide feedback to elementary feeder schools as to how their
graduates are managing in high school. Continue to collaborate across panels to share best practice and develop
good working relationships with our elementary counterparts.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Loyola Catholic Secondary School
Annual Progress Report
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4. By the end of June 2016, there will be an increase in the proportion of educators who
have increased their understanding of assessment for, as and of learning.
Outcome Progress Comments
6/3/2015: Continue to provide professional development opportunities internally. Continue to encourage
leadership within our community (staff sharing of new learning). Our school Theory of Action this past year focused
on assessment "as" learning. Staff shared best practice which resulted in the mobilization of this effective
instructional strategy. Staff extended their thinking to include an analysis of the impact this strategy on student
learning. Staff shared innovative strategies to impart the use of new technology while assessing "for, as and off"
learning.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.1 By the end of June 2016, there will be an increase in student performance on the OSSLT
by all students, including at-risk, identified and previously eligible.
Outcome Progress Comments
6/3/2015: Continue with Loyola Literacy Plan. Results this year proved favourable as our OSSLT score increased by
7%, due to: Documents posted to school website, Grade 10 School Wide Literacy In-Class preparation, After School
Literacy Classes, Previously Eligible Literacy In-Class Preparation, School Wide Literacy Blitz -after the March Break,
School wide Grade 9 Literacy In-class Prep during semester 2.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.2 By the end of 2016, students will increase their understanding of the literacy within
Mathematics courses which will improve their overall literacy skills and ensure an increase
in the number of students (applied and academic) who successfully complete the Grade 9
Math EQAO.
Outcome Progress Comments
6/3/2015: - Continue to implement math literacy skills/strategies (i.e. glossary word list, word walls) in all Grade 9
math classes. - Continue to use open response and multiple choice style questions on their assessment pieces that
help students become more familiar with the style and format of the EQAO test. - Differentiated instruction
strategies to continue to be used in all math classes. - 3-part math lessons to be integral in curriculum delivery. Continue to provide step-by-step instructions (including more visual examples, manipulatives, and peer
teaching/evaluation). - Provide staff with professional development opportunities related to math literacy and
implementation of math strategies (SMARTboard technology). Departmental sharing of best practice. Continue
with "Math Power Hour" and Peer Tutoring program. Use of exit tickets to obtain feedback from students eliciting
information about their learning. Math department adopted idea of assessing more evaluating less.
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