Our Lady of Peace Separate School
Learning Plan
Mission *
Our Lady of Peace Catholic Elementary School Mission Statement
OPEN DOORS: We feel accepting warmth. We hear laughter. We see joy and awe. We recognize a secure environment. We speak prayers of welcome.
OPEN HEARTS: We feel a loving spirit. We hear equality in God’s message. We see togetherness. We recognize unity in diversity. We speak prayers of
compassion.
OPEN MINDS: We feel challenge. We hear the voice of all. We see the benefits of lifelong learning. We recognize creative independence. We speak prayers
of community. We are “Our Lady of Peace.”
Motto
"... Let your light shine before others,
so that they may see your good works... "
Matthew 5:14
Catholic Focus
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Our Lady of Peace Separate School
Learning Plan
Catholic Focus
Our Lady of Peace School believes that the Catholic faith, as expressed through Gospel values, is the driving force in our community of learners, which
includes five key groups: students, the parish, home and community, teachers and support staff; administrators and supervisory officers and trustees. We
strive to be a Christ-centred system in which all may work and learn in a supportive, inclusive, meaningful, and respectful environment.
In alignment with the School Board’s values, our school is further committed to:
- 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 Catholic graduates who are fully alive in Christ, in terms of knowledge and skills, values, attitudes and actions, and as developing global citizens;
- Encouraging unique approaches to support system priorities and the principle strands of faith education: prayer and liturgy; sacramentality; morality and
justice; and scripture and church.
As a diverse educational community of co-learners, responding to God’s call, we foster and nourish an inclusive atmosphere rooted in tradition and scripture.
Our school continues to commit to the guiding principles of Learning for All: K-12 and to Dufferin-Peel’s Equity and Inclusive Education Policy (developed in
accordance with the provincial Equity and Inclusive Education Strategy), while:
- 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 our 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 school’s and board’s fundamental beliefs and values into all of its endeavours.
Core Principles
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?
- Celebrating masses and liturgies
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Our Lady of Peace Separate School
Learning Plan
- Ensuring sacred space in all classrooms and front foyer
- Incorporating the virtues, Catholic Graduate Expectations and daily scripture readings during morning announcements.
- Participating in Social Outreach
- Ensuring active CCCCAT (community building activities, anti-bullying focus, iCARE initiative, Creating Pathways to Success)
- Focusing on Environmental issues through Eco School Initiatives
- Maintaining the Parish-Home-School triad
- Welcoming families new to the school community
- Participating in Catholic Education Week activities
- Creating an environment that fosters learning (Open Stance)
- Nurturing active Youth/Adult Faith Ambassadors
- Collaborating with Peel Health Nurse (PALS, Wellness Initiatives)
- Supporting students in realizing the Ontario Catholic School Graduate Expectations to the fullest extent possible
1. Please summarize the school’s most recent EQAO primary division (Grade 3) assessment performance.
Primary Reading: 70
Primary Writing: 72
Primary Mathematics: 64
Recent trends have indicated a need for the continued focus on primary literacy (guided,shared and independent reading) and numeracy (three part math
lesson) through collaborative inquiry with on-going support from our Special Assignment Teacher, Student Work Study Teacher and Student Achievement
Officer. Long term trends indicate that this is having a positive impact on student achievement.
2. Please summarize the school’s most recent EQAO junior division (Grade 6) assessment performance.
Junior Reading: 72
Junior Writing: 62
Junior Math: 30
Recent trends indicate an ongoing need to continue to build upon expected practices in literacy while deepening and expanding our focus on mathematics.
Through collaborative inquiry with our Special Assignment Teacher , Student Work Study Teacher and Student Achievement Officer we will continue to work
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Our Lady of Peace Separate School
Learning Plan
on building teacher knowledge and effective practices in order to positively impact student well-being, learning and achievement in the area of mathematics.
.
3. Describe how the school community supports and provides opportunities for life-long learning.
- Secondary co-op students assist learners during the day through primary class and Special Education class placements
- Teacher candidates from various Faculties of Education are welcomed
- Use of the Raz-Kids, Homework Help Line, Prodigy in support of reading and mathematics
- Use of Social Media to document and share learning (i.e. Twitter)
- Open House/ Curriculum Night
- Welcome to Kindergarten Evening
- Support Youth Officer Educational Presentations/Programs by Peel Regional Police(RAID)
- Liaise with YMCA Childcare Centre
- Participate in Eco Schools initiatives (Brampton Clean City, Peel Region, EcoLeague)
- Volunteers for reading groups in the classroom
- Liaise with Peel Public Health Nurse
4. Outline ways the school demonstrates commitment to continuous improvement in student achievement and supports the well-being of all learners.
- Learning team and staff meetings that focus on measuring, improving and monitoring student well-being, learning and achievement
- Ongoing focus on building growth mindset
- Teacher Collaborative Inquiry
- Collaboration with the Special Assignment Teacher
- Collaboration with Student Work Study Teacher
- Collaboration with Ministry Student Achievement Officer
- Implementation of differentiated instruction at all grade levels
- Inclusion of the virtues in cross-curricular teaching
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Our Lady of Peace Separate School
Learning Plan
- Technology to enhance program delivery (e.g. SMART Board, ELMO, iPad lab)
- Common grade level planning time blocks
- Common guided reading periods
- Special education team meetings to discuss/review progress/transition and program for at-risk students
- Active Social Worker, Child and Youth Worker, Speech and Language Pathologist and Psychological Associate
- Bi-weekly community building activities
- Consistent use of high yield strategies across all grade levels
- Volunteers in classrooms
- Extensive extra-curricular activities for students
Community Engagement
1. How does your school community ensure that Catholic School Councils reflect the diverse Catholic community?
- Guest speakers/artists who reflect the various cultures represented in our school community, invited by school and/or Catholic School Council
- Recruitment of School Council membership at Open House/ Welcome to Kindergarten evenings
- Attendance at Family and Board CCCSC meetings
- Participation in CCCSC sponsored workshops
- Appointment of a parish representative on School Council
- Appointment of an OAPCE representative on School Council
2. In what ways does the school team build and sustain community partnerships and collaboratives (e.g., collaborative relationships, Success By
6 Peel)?
- Presentations and visits by Neighbourhood Policing Unit/Youth Safety officers (RAID)
- PALS Program on the Playground
- Presentations by Peel Health (re: medically fragile students, Food and Beverage Policy, Bullying, Gambling)
- Brampton Clean City and Recycling
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Our Lady of Peace Separate School
Learning Plan
- Participation in Take Your Kid to Work initiative
- Peel Safety Village visits
- Participation in Knights of Columbus Free Throw
- Participation in Royal Canadian Legion Literary and Poster Contest
- Support of St. Louise Outreach and local families (Thanksgiving, Christmas, Easter Food Drives, Toy, Hat and Mitten Drive)
-Participation in Terry Fox, Jump Rope for Heart, MS Read-a-thon
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.
- Celebrate masses and liturgies linked to the liturgical year
- Facilitate dissemination of information for parents from the Parish through School Council Parish Rep
- Collect donations for ShareLife in Support of St. Jerome Parish
- Prepare students for sacraments in conjunction with St. Jerome Parish
- Create retreats for students preparing to receive the Sacraments
- Facilitate Youth Faith Ambassador formation and outreach to community
Physical Environment
1. What activities does the school engage in that models and promote good stewardship of resources?
- School Green Team
- Brampton Clean City Campaign
- Celebration of Earth Day/Earth Week
- Weekly recycling program
- Composting
- Waste Free Wednesday Lunches
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Our Lady of Peace Separate School
Learning Plan
- Eco Schools Initiatives
- School Garden and planting initiative
2. Outline the ways the school demonstrates financial responsibility.
- Maintain a balanced budget
- School budget is aligned to Board Learning Plan
- Adhere to guidelines and policies and use recommended tracking methods to ensure compliance
- Review of monthly budget statements
Members of the Our Lady of Peace CCCCAT team are:
C. Cauduro-Principal
J. Vieira- Vice Principal
M. Pace-Teacher
M. Marino- Teacher
J. Fleming- Teacher
S. de Sousa- Teacher
A. Oliveri-Mifsud- Teacher
J. McLean- Child Youth Worker
M. Bowen- Parent
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Our Lady of Peace Separate School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
1.0 By the end of June 2016 there will be an increase in the proportion of students reporting that they feel accepted at school as demonstrated by the CCCC
School Climate Survey results.
Action Plans
Develop a variety of initiatives, programs and events facilitated through our CCCCAT team.
Building Collaborative Practices Through Inquiry
Outcomes
2.0 By the end of June 2016 there will be an increase in the number of teachers who continue to develop knowledge gained through professional learning
opportunities in collaboration with others as demonstrated by CSLP professional learning feedback.
Action Plans
Ongoing particpation in collaborative inquiry practices.
Enhancing Transitional Practices
Outcomes
3. 0 By the end of June 2016 there will be an increase in the proportion of students who have transitioned successfully from one grade to the next as
demonstrated through improvement in the learning skill of self-regulation.
Action Plans
Transition Planning for grade to grade, FDK to Grade 1, at risk students, students with special learning needs, Grade 8 to Secondary School.
Knowing the Learner through Assessment
Outcomes
4.0 By the end of June 2016 there will be an increase in the number of students able to successfully employ strategies supporting their learning as demonstrated
through improvement on the learning skill and work habit of self-regulation.
Action Plans
Common instruction and assessment language in all classrooms
Descriptive Feedback
Student Self Assessment
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Our Lady of Peace Separate School
Learning Plan
Responding through Effective Instruction
Outcomes
5.0 By the end of June 2016 there will be an increase in the proportion of students improving their achievement level between assessment years as
demonstrated in EQAO cohort data.
Action Plans
Data Analysis
Student Self Assessment
Outcome Timeframe
Action Plan Priority
Long-term
High
Medium-term
Medium
Short-term
Low
Not Assigned
Not Assigned
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