St. Luke Elementary School
Learning Plan
Mission *
St. Luke Catholic Elementary School
The community of St. Luke School, teachers, parents and parish, strives to nurture all students so that they may attain their full spiritual, academic and
physical potential as envisioned by Ministry and Board standards. We endeavour to provide a comprehensive system of assessment, analysis and support to
ensure a safe and effective Catholic learning environment.
As members of the St. Luke Community, we strive to be a caring community of teachers and parents who, together with our two parishes, celebrate the
values and traditions of our Catholic faith with our children. We all work together in mutual trust and respect for each other and for the children in our care. We
provide a positive, safe school environment, where the talents, gifts and potential of every child are encouraged and cherished.
Motto
Caring ~ Nurturing ~ Growing
Catholic Focus
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St. Luke Elementary School
Learning Plan
St. Luke’s Catholic Focus
St. Luke 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 five key groups: students; the parish; home and community; teachers and support staff; and trustees. The school 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, it strives “…to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who
contribute to society.” St. Luke Catholic 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 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, St. Luke Catholic School fosters and nourishes an inclusive atmosphere rooted in tradition and
scripture 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, we 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
The school community model, celebrates and nourishes gospel values in the teaching of our Christ-centred programs and provision of services by:
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foregrounding the Virtues in all that we do;
regular virtues assemblies
using the newsletter to share and reflect throughout the year;
developing programs and opportunities to support Student and Adult Faith Ambassadors;
student led Angels in Action team
creating Sacred Spaces in classrooms and common areas of the school;
using daily Gospel readings on the announcements to pause, reflect and highlight a focus for the day;
developing a Pastoral Plan that includes regular opportunities for School Liturgy;
working with the Parish Teams of St. Mary Star of the Sea and St. Christopher;
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St. Luke Elementary School
Learning Plan
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teaching about Social Justice and creating opportunities to engage in community and global outreach;
focusing on the renewal and stewardship through participation in the EcoSchool program;
welcoming newcomers;
providing assistance for families in need.
Learning Environment
Summary of the School's most recent EQAO Primary Division (Grade 3) Assessment Performance:
Primary Reading: 72% at Levels 3 & 4
Primary Writing: 81% at Levels 3 & 4
Primary Mathematics: 72% at Levels 3 & 4
Observations regarding school progress in Primary EQAO:
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Scores decreased by 7% in reading. No students achieved a level 1; 14/53 students achieved a level 2; therefore how can we move these students
from a level 2 to a level 3. Next Steps: Students will be provided with opportunities to develop test-taking skills across all grade levels.Teachers will be
provided with opportunities to look at EQAO tests and exemplars and collaboratively determine success criteria for open response questions. They will
be provided with opportunities to reflect on how their success criteria aligns with EQAO's rubric.
Guided Reading will continue to be a focus in collaboration with our SAT teacher.
Scores decreased by 8% in writing. No students achieved a level 1; 9/53 students achieved a level 2; therefore how can we move these students from
a level 2 to a level 3. Next Steps: Students will be provided with writing workshop activities to support their test-taking skills. As well, guided writing will
continue to be a focus.
Scores decreased by 15% in mathematics. Only 1 student achieved a level 1 and 15/53 students achieved a level 2. Therefore, how can we move
these students. We will continue to incorporate the 3-part lesson and consistent assessment practices. Next Steps: Staff will be incorporating the
UMCL model so students have more of an opportunity to practice thinking and application.
Summary of the School's most recent EQAO Junior Division (Grade 6) Assessment Performance:
Junior Reading: 81% at Levels 3 & 4
Junior Writing: 85% at Levels 3 & 4
Junior Mathematics: 61% at Levels 3 & 4
Observations regarding school progress in Junior EQAO:
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Scores decreased by 7% in reading. 2/54 students achieved a level 1 and 8/54 students achieved a level 2. 81% of our students met the provincial
standard. Next Steps: Students will be provided with opportunities to develop test-taking abilities across all grades. Teachers will be provided with
opportunities to look at EQAO tests and exemplars and collaboratively determine success criteria for open response questions. They will be provided
with opportunities to reflect on how their success criteria aligns with EQAO's rubric.
Scores increased by 3% in writing. Last year the emphasis was on the continued emphasis on generating, gathering and organizing ideas and
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St. Luke Elementary School
Learning Plan
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information to write for an intended purpose and audience. This focus resulted in a 3% increase. Next Steps: Continue with the above noted focus.
Introduce students with writing workshop activities.
Scores increased by 8% in mathematics. Next Steps: Provide students with a model (UMCL) that they can use when solving math problems so
students have more of an opportunity to practice thinking and application. Continue to incorporate the 3-part lesson and consistent assessment
practices.
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St. Luke School Practices that Support Life-Long Learning
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Teachers are lifelong learners as well, acting as role models by attending in-services, courses and workshops.
Administrators and staff make it a priority to continue implementing the positive strategies developed through Professional Learning.
Administrators share responsibility of leading school-wide Collaborative Inquiry (CI) sessions.
All teaching staff are involved in Collaborative Inquiry.
Educators work collaboratively in developing grade level CI’s that meet the data identified need.
Grade partner planning allows for opportunities to moderate assessments and plan instructional pathways.
Special Assignment Teacher works with teachers to co-plan and co-teach literacy and numeracy strategies in the primary and junior divisions.
Joint work with School Council - Principal Updates, Special Presentations, Support for Literacy Room and Math Manipulative collections.
Information nights and guest speakers for our parent community assist in developing community and school connections.
All Star Reading Parent Volunteers.
Information and access to Math Homework Help.
Transition Planning for Grade 8 to Grade 9.
Special Education model values and promotes Inclusion of All.
Variety of extra-curricular and co-curricular clubs, both athletic and non-athletic.
Demonstrated Commitment to Continuous Improvement in Student Achievement and Well-being of All Learners
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Educators believe that all children can learn, progress and succeed.
High expectations are set for all learners.
Teaching strategies and instructional time is directed to the use of research-based effective practices which support all learners.
Collaborative Inquiry and instructional practices utilize Differentiated Instruction Strategies that will assist moving learners to increased achievement.
Teachers support student use of assistive technology as a means to communicate and develop learning.
Timely and tiered interventions, supported by a team approach, respond to individual student needs.
Literacy blocks in Primary, Junior and Intermediate.
Grade level and Division planning.
Focus on data to inform our teaching practices.
Consistent assessment tools (i.e., PM Benchmarks, CASI, collaboratively generated assessments).
Teacher Moderation.
SMART Board technology and use of ELMOs is used to enhance program delivery and is being expanded upon with the purchase of additional
SMART Boards.
Regular use of anchor charts, descriptive feedback and effective lesson design to support the teaching and learning.
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St. Luke Elementary School
Learning Plan
Community Engagement
The school community ensures that Catholic School Councils reflect the diverse Catholic community through the following actions:
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Parents are strongly encouraged to join in the partnership of their child’s education.
An open and transparent process for Catholic School Council elections has been followed.
A friendly and inviting Catholic School Council presence is evident at all community events. New members are actively recruited.
Invitations extended to the community to attend school events (e.g., classroom celebrations, virtues assemblies, Welcome to Kindergarten, Liturgies,
School Masses and opportunities to meet teachers).
Inclusion of School Council activities in monthly newsletter and on announcement board outside school.
School Council delegates funds for speakers, drama productions for students, and supports school initiatives as per the school plan which reflects the
diversity of our community.
Maintaining and nurturing a collaborative partnership with our trustees, Mario Pascucci and Sharon Hobin.
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The school team builds and sustains community partnerships and collaboratives through:
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Relationships with Parishes;
Relationship with our neighbourhood police officers and education officer- our liaison with Peel Police includes programs within the classroom and for
the school such as visits to Peel Safety Village, CPA Cops for Kids Safety, RAID program;
Peel Public Health which supports our community with several initiatives including Welcome to Kindergarten, and the Child to Child initiative;
Speakers on cyber bullying and internet safety;
Junior Achievement
Partnerships with St. Catherine of Siena Breakfast Program, St. Vincent de Paul, the Heart & Stroke Foundation, Hats Off 4 Kids, and the Terry Fox
Foundation;
Mississauga Clean City and Recycling;
Fire Department Visits;
Promotion of the Eye See / Eye Learn initiative to ensure that all children of kindergarten age access the services of a registered optometrist.
Parish-Home-School
The school promotes the engagement and active participation of the parish and home as a fundamental component of student success through:
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Updates in the monthly school newsletter;
Sharing Pastoral Plan with parents;
Celebrating mass at the church and in the school;
Engagement in Outreach programs, social justice issues;
School Parish reps;
Youth Faith Ambassadors group.
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St. Luke Elementary School
Learning Plan
Physical Environment
To model and promote good stewardship of resources, the school organizes and/or engages in the following activities:
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Participation in a recycling programs - fine paper, batteries, blue bin programs.
Participation in Eco School initiative and certification as an Eco School Gold level.
An increase of electronic opportunities to communicate with staff & parents.
Participation in Earth Week.
School “Green Team."
Participation in "Waste-free Challenge" and encouragement to bring litterless lunches.
Planting in Peace Garden.
Social justice projects.
Maintaining a clean, safe building both inside and outside.
Teaching respect for school environment.
Demonstrating Financial Responsibility
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Ensure that the school budget is aligned to system and school goals vis-à-vis improved student achievement, (i.e., allocating budget monies to meet
school goals).
Continue to utilize the Board accounting software to track expenditures.
Continue to participate, as appropriate, in training sessions related to the finance template tool and other budget initiatives.
By way of a presentation assist school council in understanding school budget setting and budget procedures.
Ensure that all financial reports are transparent, accurate and submitted appropriately.
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St. Luke Elementary School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
1.0 By June 2016, 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
1.0 Creating Catholic Conditions for Well-being, Learning and Leading
Building Collaborative Practices Through Inquiry
Outcomes
2.0 By June 2016, there will be an increase in successful practices that support collaborative student inquiry, as evidenced by an increase in the proportion of
students who have demonstrated improvement on the learning skill and work habit of collaboration.
Action Plans
2.0 Building Collaborative Practices Through Inquiry
Enhancing Transitional Practices
Outcomes
3.0 By June 2016, there will be an increase in successful practices that support student transitions as demonstrated by FDK parent transition survey and
conversations with recent Grade 8 graduates and/or their parents.
Action Plans
3.0 Enhancing Transitional Practices
Knowing the Learner through Assessment
Outcomes
4.0 By June 2016, there will be an increase in the proportion of students able to articulate strategies supporting their learning, as demonstrated by perceptual
data survey results and the "explain your thinking" section of open tasks across the curriculum.
Action Plans
4.0 Knowing the Learner Through Assessment
4.1 By June 2016, there will be an increase in the proportion of educators who increased their understanding of "assessment for and as learning," as
demonstrated by professional learning feedback from collaborative school-level work.
Action Plans
4.0 Knowing the Learner Through Assessment
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St. Luke Elementary School
Learning Plan
Responding through Effective Instruction
Outcomes
5.0 By June 2016, there will be an increase in the use of successful practices that support effective instruction, as evidenced by an increase in the proportion of
students improving their EQAO achievement levels between Grades 3 and 6.
Action Plans
5.0 Responding Through Effective Instruction
5.1 By June 2016, there will be an increase in the use of successful practices that support effective instruction, as evidenced by an increase in the proportion of
educators who through feedback/surveys identify that have gained more confidence and professional knowledgeable in their area of focus (by division/subject;
in. literacy, numeracy, effective lesson design).
Action Plans
Outcome Timeframe
Action Plan Priority
Long-term
High
Medium-term
Medium
Short-term
Low
Not Assigned
Not Assigned
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