Catholic School Learning Plan for St. Raphael Elementary School
Annual Progress Report
Shared Priorities:
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 who feel that their
voice is valued and heard within a supportive community. A safe learning environment
encourages risk-taking needed for relevant learning. This will be demonstrated in class
observations, conversations and documentation.
Outcome Progress Comments
6/6/2015: While we have not had a deliberate focus on Accountable Talk this past year it has been consolidated
among staff and students and has become an essential tool in the toolboxes of our staff and students as we focus
on observing and documenting learning and being responsive that learning through descriptive feedback, student
personal goal setting and instructional strategies responsive to that learning made visible.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 By June 2016, there will be an increase in the proportion of students who feel they are
co-learners who can take ownership for their own learning as demonstrated in student
engagement and academic results.
Outcome Progress Comments
6/6/2015: Our Full Day Kindergarten classrooms have been run on this premise for the last four years. Through
various types of student inquiry including the use of the three part lesson model and other strategies, a co-learning
environment is developing and strengthening throughout our learning community. As a result many students feel
more included and engaged in their learning and their learning environment. Many students confidently engage in
the learning process by using accountable talk, being on task, self-advocating, demonstrating curiosity, selfregulating, persevering and taking ownership for their learning/classroom. In the past year we have deepened our
focus by giving more deliberate attention to how we give descriptive feedback to our students so that they can set
specific personal goals for learning. We then respond together to these learnings to shape our learning journey.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.1 By June 2016, there will be an increase in the proportion of staff who are able to
effectively utilize the Collaborative Inquiry Learning Model to further their own learning and
instructional effectiveness as demonstrated in Collaborative Inquiry consolidation and
reflection activities.
Outcome Progress Comments
6/6/2015: We are in the process of sustaining a learning environment that supports professional dialogue about
the big ideas and content in the curriculum and how to implement instructional practices that engage students and
lead to deep conceptual understanding. We are trying to ensure that structures, processes and practices are
collaboratively established at the school and school community and are used to determine day-to-day decisionmaking, based on student needs. We continue to strive for a school where co-learning is a part of most educator
and student learning and a leaning environment that is responsive to student interests and needs within the
context of the Ontario Curriculum.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Raphael Elementary School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0 By June 2016, there will be an increase in the proportion of students who are supported
seamlessly and consistently throughout their entire educational journey so that they can
reach their full potential as demonstrated by successful transitions between grades and
panels.
Outcome Progress Comments
6/6/2015: We ensure smooth transitions to and from the full day early learning kindergarten program through:
Kindergarten Registration/Information nights; Welcome to Kindergarten night; staged integration of Junior
Kindergarten students; training of kindergarten staff; and transition planning meetings between kindergarten and
primary staff. As a result we have successful transitions into and out of the full day Early Learning Kindergarten
program. We are using timely and tiered interventions, supported by a team approach, to respond to individual
student learning needs. Student learning profiles are current and are used to support student learning. IEP's are
developed to describe the programs and services that are to be implemented as part of the students' educational
program. This has led to successful transitions from grade to grade and successful and appropriate access to
Special Education interventions. We are integrating the new document "Creating Pathways to Success" into our
practices. This has included establishing a consistent framework for recording and modifying student career and
life goals and providing artifacts which are reflective of those goals.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Raphael Elementary School
Annual Progress Report
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4.0 By June 2016, there will be an increase in the proportion of students who are able to
use: learning goals; success criteria; descriptive feedback; peer and self-assessment; and
personal goals for improvement to be more reflective and effective learners as
demonstrated in their overall achievement.
Outcome Progress Comments
6/6/2015: In many of our classrooms we try to ensure that assessment is connected to the curriculum,
collaboratively developed by educators and used to inform next steps in learning and instruction. As a result, for
many of our students, assessment for and as learning processes are evident as students undertake authentic and
relevant performance tasks. In most subject areas and learning environments a variety of relevant and meaningful
assessment data is used by students and educators to continuously monitor learning, to inform instruction and
determine next steps. This had led to instructional decisions being made and actions taken in response to student
learning being made visible.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
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 a result of professional learning
opportunities, as demonstrated by CSLP professional learning feedback, observations by the
Principal and student engagement in the process.
Outcome Progress Comments
6/6/2015: In many of our classes students and educators build a common understanding of what students are
learning by identifying, sharing, and clarifying the learning goals and success criteria. During learning, for most of
our classes, timely, ongoing, descriptive feedback about student progress is provided based on student actions and
co-constructed success criteria. Through descriptive feedback students will know specifically what they need to
improve their work in order to achieve the learning goals. In most classes students are explicitly taught and
regularly use self-assessment skills to monitor, improve and communicate their learning within the context of the
Ontario curriculum and/or Individual Education Plan (IEP). As a result students are able to more successfully
monitor, improve and communicate their learning. This year our focus has been to be more responsive to the
learning made visible in order to modify instruction or instructional strategies in order to meet the needs of each
student.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Raphael Elementary School
Annual Progress Report
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0 By June 2016, there will be an increase in the proportion of educators who effectively
implement the expected practices of guided reading, guided practice, and the three part
lesson model as observed by the Principal and demonstrated in student achievement.
Outcome Progress Comments
6/6/2015: In our classrooms the teaching and learning environment is inclusive and reflects individual strengths,
needs and learning preferences. Students are involved in the problem solving process as in the 3-Part Math Lesson.
Students also demonstrate confidence in their capacity to learn and succeed (e.g. risk taking, willingness to try new
tasks and share learning with others). Students are better able to master Numeracy "Big Ideas" through the 3-Part
Lesson Model. Through the expected practices of Guided Reading and Guided Practice, instruction and assessment
are differentiated in response to student strengths, needs and prior learning. Collaborative learning is encouraged,
students work in their zone of proximal development and (for most students) reading fluency and reading
comprehension levels steadily improve.
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SkoVision™ Report
6/29/2015