St. Patrick Separate School
Learning Plan
Mission *
St. Patrick School Mission Statement
We are a Catholic school whose mission is based on the Good News of Jesus Christ.
We are rooted in a long history of academic excellence and exemplary moral development in a constantly changing world.
We welcome and value the involvement of all who have an interest in our world.
We are Church. The Catholic Church bonds our community to God.
Together we experience the rich tradition of our Catholic heritage.
The priesthood of Jesus leads us to a full understanding of dogma, faith and values.
Students Are the Focus of Our Enterprise.
We challenge them to excellence in everything they do - spiritually, academically, socially, emotionally and physically.
Together we grow in respect for self, others, authority and property.
Faculty Members Are the Agents of Our Enterprise.
We commission them to be teacher, mentor and friend.
Together we model Catholic values by setting the examples of fairness, respect and a positive attitude.
Parents Are the Supporters and Guardians of Our Enterprise.
We share in supporting the education of our children.
In a positive and constructive way we challenge the process of education.
We all live in the broader community of province, nation and the global family.
We serve that community by developing Catholic leaders, and
We are served by that community through the provision of resources - spiritual, physical and personal.
We are St. Patrick School.
Motto
A Vibrant, Caring, Faith Community
Catholic Focus
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St. Patrick Separate School
Learning Plan
St. Patrick 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 and trustees. The school strives to be a Christ-centred community in which
all may work and learn in a supportive, inclusive, meaningful, and respectful environment. Within the context of an authentic Catholic learning community, we
strive to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who contribute to
society.
St. Patrick School History:
In 1907, under the pastorage of Father Williams a new brick one-room school house was built with church funds and it was this building that served the
children of St. Patrick’s for the next half-century. Declining enrollment became serious during the twenties and acute during the thirties. As time passed more
of the Gore’s offspring were attracted to the city in the general trend of post-war urbanization. Families which remained were few and generally less prolific
than the previous generation... by May of 1966 a Combined Separate School Section was formed and the first unified Board of Trustees took office in the
1967 amalgamating in 1969 when the Dufferin-Peel School Board came into existence and local administration ceased. St. Patrick’s School and Holy Family
School continued in the 70’s to share their facilities and their principal. A transfer bus operated between the schools for several years. From 1972 to 1976 St.
Patrick’s was utilized as part of the Board’s Outdoor Education Program but with increased population in the area, the program ended and plans were
initiated to accommodate local growth. Plans submitted to the Ministry of Education in 1976 and again 1977 for the construction of a new structure housing
eight classrooms, auditorium and library was built beside the existing school.” [Taken from St. Patrick’s Wildfield, 150th Anniversary, Published by the St.
Patrick’s Research Committee, 1985, pages 57-58
Core Principles
Catholicity
1. St. Patrick School community celebrates and nourishes gospel values in the teaching and learning of our Christ-centred programs and
services:
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By living the School Mission Statement;
By integrating and expressing the Virtues within the school community;
By featuring the St. Patrick daily P.A. Prayer Services & daily prayer for each virtue and the monthly virtues awards
By fulfilling the principles of the Ontario Catholic School Graduate Expectations beginning in JK and to Gr. 8;
By preparing for and receiving the Sacraments of: Reconciliation, Eucharist & Confirmation, in school Masses facilitated by the Church Pastor & St.
Patrick School staff;
By creating and appreciating a sacred space in each classroom: establishing a prayer corner (with candles, crucifix, bible, rosary)
By making students/parents and the community aware of the St. Patrick School Prayer
By participating in social justice projects which may include: Sharelife fundraising; Terry Fox Run for cancer research; food drives at Thanksgiving,
Christmas and Lent;
By organizing liturgies and celebrations throughout the school year: Remembrance Day, Advent Liturgy, Ash Wednesday Liturgy, Catholic Education
Week liturgy and Graduation liturgy;
By fostering positive home/school/parish relationships, e.g., Pastoral School Visits, parent/community invitations to school masses, Sacramental and
other celebrations;
By supporting Adult and Youth Faith Ambassadors and inviting their leadership in faith development and outreach such as volunteering at the Knight's
Table and the Davis Center with the Elderly;
By continuing the Safe Schools Policies, Bullying Prevention and Character Building/Leadership Programs, e.g., Restorative Justice Initiatives; Peace
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St. Patrick Separate School
Learning Plan
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Garden; Social Worker Presentations;
By continuing the Child and Youth Worker activities that promote self -esteem;
By participating in the BNE Stations of the Cross for staff;
By organizing and participating in Catholic Education Week activities and initiatives;
By continuing regular adult prayer services for staff and school council members;
Learning Environment
1. EQAO primary division (Grade 3) 2013-2014 assessment results.
Primary Reading:
65%
Primary Writing:
85%
Primary Mathematics:
70%
2. EQAO junior division (Grade 6) 2013-2014 assessment results.
Junior Reading:
89%
Junior Writing:
89%
Junior Mathematics:
50%
3. The school community supports and provides opportunities for life-long learning:
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By integrating high yield strategies to foster inclusion, leadership and teamwork to support increased student achievement, such as divisional
intervention meetings and BNE Family POD meetings;
By endeavouring to ensure students strive to achieve the ‘Ontario Catholic School Graduate Expectations;’
By implementing resource and support programmes, such as ‘Welcome to Kindergarten’, ‘Junior Achievement, ‘RAID’ program, Peel Police
Presentations, Social Worker Parent and Student Presentations, PALS program and Artists in the School
By providing a variety opportunities for extra curricular activities such as: clubs, sports, teams, Youth Faith Ambassadors, Student Council.
4. St. Patrick School demonstrates commitment to continuous improvement in student achievement and supports the well-being of all learners:
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By implementing the Ontario Curriculum and Board Catholic Learning Plan;
By implementing and supporting the Catholic School Learning Plan;
By supporting professionally our Catholic School Learning Team;
By utilizing current data, classroom profiles and individual student profiles to improve student achievement and well being;
By integrating high yield strategies to address diverse learning needs, such as those included in the ‘Learning for All’ document (Universal Design for
Learning, differentiated program, transition planning);
By utilizing the Professional Learning Communities (PLCs) to support ‘research in action’, inquiry based learning opportunities for staff, and to enhance
student learning/outcomes;
By using Intervention Meetings to focus on teaching/assessment practice including school & board wide assessments; Diagnostic, Formative and
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St. Patrick Separate School
Learning Plan
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Summative, formal assessments, PM Benchmarks, CASI, CCAT, classroom assessments, informal assessments, observations, descriptive feedback,
etc.).
By developing student IEP’s to support exceptional learner needs and provide learning opportunities for growth and student well being;
By organizing Transition meetings and plans to support the transition of learners: into Kindergarten, from grade to grade, from elementary into
secondary schools, for students at risk and students with exceptional learning needs.
Community Engagement
1. Our school community ensures that Catholic School Councils reflect the diverse Catholic community:
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By recognizing the importance of the partnership of schools, parents/guardians, the Church and the community to create a positive learning community
and environment;
By recognizing that active participation of parents/guardians is the purpose of School Councils and encouraging parents to join and participate in
School Council activities and also on the Central Committee for Catholic School Councils;
By encouraging open and continuous dialogue and increased involvement among our community partners;
By striving to promote increased student achievement and to enhance accountability;
By promoting equal opportunity and recruiting volunteers via newsletters, posters etc.
By continuing to follow the St. Patrick School Catholic School Council By-laws in order to promote the vision, Sacramental life and Catholic practices of
the Board;
By continuing to plan for presenters/facilitators that promote professional development and meet the needs of parents/guardians.
2. The school team builds and sustains community partnerships and collaboratives (e.g., collaborative relationships):
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By promoting safe and healthy schools initiatives by including outside community partnerships: Peel Health initiatives, Police presentations such as
‘Cyber-bullying’, ‘RAID’ program and presentations such as from the Blue Veil Group;
By inviting community partnerships in supporting curriculum, such as presentations and workshops; By promoting the ESL Assessment Center as
appropriate;
By supporting the PERMITS process that would bring outside community teams and groups into the school after school hours;
By offering medical support initiatives to parents for their children’s needs, such as the ‘See/Hear’ program and the ‘No Child Without Medic Alert’
program;
By involving the ‘Junior Achievement’ program for the Intermediate students;
Parish-Home-School
1. The school promotes the engagement and active participation of the parish and home as a fundamental component of student success:
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By inviting staff to attend the Parish meetings in support of Sacramental preparation for the Gr. 2, Gr. 7 & Gr. 8 students;
By promoting the Parish information and events in the school newsletters and on the school’s website;
By displaying copies of the Parish bulletin in the school;
By supporting and planning for Parish priest’s visit to classrooms;
By supporting the Parish activities such as: gathering blankets for the homeless
By supporting food drives and Christmas outreach;
By inviting members of the staff and community to participate in Board initiatives such as the Annual Wilf Hartzenberg Walk/Run and other ShareLife
activities;
By inviting School Council members to fill the roles of Parish representative and OPACE representative.
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St. Patrick Separate School
Learning Plan
Physical Environment
1. The school promotes good stewardship of resources:
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By continuing to have a recycling committee that is composed of a lead teacher and student members to promote the recycling program to all
classrooms and announcements regarding conservation of energy and taking care of our environment;
By participating in the ECO schools initiative
By encouraging staff to monitor the amount of photocopy paper they use and to find ways to conserve in their classroom such as turning out the lights
as appropriate.
2. The school demonstrates financial responsibility:
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By implementing all Board Financial accountability policies and procedures
By providing to all staff members the budget outline that details the school operating budget expenditures at the start of each year and providing
updates of the budget expenditures periodically throughout the year;
By inviting input from staff on school expenditures;
By providing the Catholic School Council the Budget Outline regarding the school operating budget expenditures to promote transparency and
accountability;
By monitoring the school operating budget monthly through IREN and the Board’s Financial Department;
By accessing the Board’s tendors;
By working collaboratively with the school staff.
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St. Patrick Separate School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
1.0 By the end of 2016, there will be an increase in the proportion of students who have demonstrated improvement on the learning skill and work habit of
initiative.
Action Plans
Provide leadership opportunities for students
Building Collaborative Practices Through Inquiry
Outcomes
2.0 By the end of 2016, there will be an increase in the proportion of educators who intend to continue to develop knowledge gained through professional
learning opportunities in a collaboration with others, as demonstrated by CBLP professional learning feedback.
Action Plans
Collaborative Inquiry Model
Enhancing Transitional Practices
Outcomes
3.0 By the end of 2016, there will be an increase in the proportion of students who have demonstrated improvement on the learning skill and work habit of selfregulation.
Action Plans
Increasing students' awareness of self-regulation strategies
Knowing the Learner through Assessment
Outcomes
4.0 By the end of 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 (e.g., EQAO questionnaire)
Action Plans
Teachers will focus on making thinking and learning visible.
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St. Patrick Separate School
Learning Plan
Responding through Effective Instruction
Outcomes
5.0 By the end of 2016, there will be an increase in the proportion of students improving their EQAO achievement level between assessment years.
Action Plans
There will be a focus on developing common understandings of best practices in literacy and common language between grade levels.
Outcome Timeframe
Action Plan Priority
Long-term
High
Medium-term
Medium
Short-term
Low
Not Assigned
Not Assigned
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