Catholic School Learning Plan for Our Lady of Providence
Annual Progress Report
Shared Priorities:
Outcomes:
Creating Catholic Conditions for Well-Being, Learning and Leading
1.0 By the end of three years, there will be an increase in the proportion of students that feel included at school, as demonstrated by the CCCC School Climate Survey results.
Outcome Progress Comments
5/25/2015: We have continued to build on the development of a positive school climate. Students have engaged in Bullying Prevention initiatives (B.R.A.V.E., new Anti-Bullying Pledge, Day of Pink to highlight inclusivity). As well, students have engaged in Physical and Wellness activities such as Wellness Day, 6 school wide walks, Skating for
Primary students, Swimming for Gr. 3s, Cheerleading competition, Dance competition, Track & Field day etc..
Students have engaged in Charitable projects such as Dr. Simone, 3 Food Drives, Helping Hands baskets, Virtues assemblies, Christmas Concert funds for Share Life and HATS OFF TO KIDS programme for Leukemia research.
School teams and clubs have also encourage a positive school climate. As well, Faith formation is critical in creating a positive school environment (Masses, Liturgies, Social Justice Projects).
Shared Priorities:
Outcomes:
Building Collaborative Practices Through Inquiry
2.0 By the end of June 2015, teams of learners will embrace the power of "co" through the collaborative inquiry process to improve well-being, learning, and achievement as demonstrated through co-planning/teaching/learning.
Outcome Progress Comments
5/25/2015: Teachers have engaged in Professional dialogue and have filled out surveys to determine needs regarding improving student achievement. Issues elicited from the dialogue and surveys included: student selfregulation, transitions, varying levels of ability, how to increase independence, how to increase engagement to name a few. With this information teachers developed an Inquiry question for the Professional Learning
Communities work (PLC) this year. The question: "If we implement rich, authentic Mathematical problems, then all students will meaningfully represent their own thinking and learning." Teachers were selecting and utilizing various strategies to address Math problem-solving (ie - how to deconstruct the problem). These strategies and samples of student work were shared and addressed together in Divisional groups during the PLC meetings throughout the year. An exit Survey was also provided to staff to determine next steps. Teachers wish to know more how to include Math manipulatives in their work with students. This will be considered for the following school year.
Page 1/3 SkoVision™ Report 6/29/2015

Catholic School Learning Plan for Our Lady of Providence
Annual Progress Report
Shared Priorities:
Outcomes:
Enhancing Transitional Practices
3.0 By the end of June 2015, team of learners will include transitions in a variety of contexts through active engagement and team processes.
Outcome Progress Comments
5/25/2015: We continue to support seamless transition processes of our students as necessary. Cross Panel transition meetings (sharing of 'at-risk' students) continue to take place between OLOP Staff and Secondary School
Staff. Students with Special Needs, such as ASD, have had a transition meetings and IPRCs as required to ensure the best possible placements for Secondary school as necessary. Special Education support plans have addressed the diverse learning needs as required (IEPs, Safety Plans etc.). Welcome to Kindergarten event was once again organized as an evening event to support families whose children are entry formal education for the first time.
FDK Staff have taken part in Registration evening and in the Welcome to Kindergarten evening activities. Parents of students transitioning to Secondary school are provided information of possible Secondary school programmes and options to assist with determining best placement for their children. Gr. 8 students have participated in the
Orientation Day at the feeder school.
Shared Priorities:
Outcomes:
Knowing the Learner through Assessment
4.0 By the end of June 2015, team of learners will include the 6 practices as outlined in
Growing Success (responsibility, organization, independent work, collaboration, initiative, and self-regulation) and will actively engage students in the assessment process.
Outcome Progress Comments
5/25/2015: Teachers continue to identify with students the Learning Goals for instructional planning. They coconstruct Success Criteria with students which help students to reflect and determine their own achievement level.
Teachers provide descriptive feedback during work time. Teachers have taken part in the PLC work for the year which assisted with determining strategies for both instructional planning and teacher and student self-assessment techniques. The expected practices of Guided Reading and Guided Math practice are still included in the instructional planning and assessment. Particular strategies such as UMCL problem-solving technique and the 3part Math lesson assisted students in utilizing how to work with Math problems to ultimately solve them.
Teachers also make use of Rubrics with the help of Success Criteria. Teachers are also provided a variety of resources and links for their own professional development.
Page 2/3 SkoVision™ Report 6/29/2015

Catholic School Learning Plan for Our Lady of Providence
Annual Progress Report
Shared Priorities:
Outcomes:
Responding through Effective Instruction
5.0 By June 2015, teachers will emphasize the process of problem solving and teach students to use problem solving strategies and critical thinking in order for students to be able to approach Inquiry Based Learning.
Outcome Progress Comments
5/25/2015: Teachers continue to implement effective teaching practices to support instructional planning. Each teacher took part in the Professional Learning Communities (PLC) group. In their work, teachers examined data to determine an area of need related to student achievement. This data helped to determine a learning focus (this year it was to solve Math problems). The PLC also helped to determine teacher learning required to address their students' area of need. They were able to review current instructional practice and research related to learning goals. Teachers were able to design instruction using research based instructional strategies and a differentiated approach to address all of their students' needs. Teachers monitored student learning and shared and analyzed evidence of this learning (student work samples etc.).Ultimately, teachers were able to reflect on the learning from the PLC and decide next steps.
Page 3/3 SkoVision™ Report 6/29/2015