Catholic School Learning Plan for St. Richard Separate School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0: By June 2016, teachers will observe an increase in the proportion of students
demonstrating the work habits of initiative, self regulation and independence. Students will
learn to respond without judgement and will help facilitate risk-taking in a safe and inclusive
environment.
Outcome Progress Comments
5/20/2015: Various interventions are offered for students that include academic, social, counseling and different
types of accommodations. By knowing the individual student and his or her needs - physical, emotional, spiritual
and intellectual - the school strives to shepherd each child and lead them to achieve to their fullest potential.
Through the school focus on math and accountable talk, students are beginning to practice the skills of
independence and initiative. Their attention and participation in group or paired work is improving as is their
willingness to communicate ideas with each other. In recognizing each other's strengths including their own,
students are more accepting of other group members. The PALS program, Virtues and Bullying Prevention
assemblies and efforts made by the Youth Faith Ambassadors and Gather Club have contributed to a more positive
and safe school climate. In addition to the programs in place that foster an increase in feeling safe, a new reporting
tool has been added to the school website in order to provide a private ability to report bullying. The message
continues to be that reporting bullying is not the same as tattle taling. It is needed for the immediate and future
safety of all.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0: By 2016 the increasing use of collaborative practices and inquiry by teachers and
students will increase active and critical listening.
Outcome Progress Comments
5/19/2015: In various subject strands throughout the year, students and teachers work together to decide on the
elements of student work that would demonstrate successful learning. Students are beginning to incorporate
these criteria in their daily work and self- reflection. We will continue to provide feedback in a timely manner as
we move forward with our inquiry. Added to communication in core language based subjects is the development
of communication in math. School wide improvements in computational and mental math capacity is evident.
Consequently, problem solving success is also improving. The added focus on computational and mental math will
continue. Students continue to be required to demonstrate the skill of listening and responding as appropriate to
the situation. Over all communication skills are improving. Many opportunities are given for students to express
and respond in class.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Richard Separate School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0: By 2016 all staff will provide equitable, diverse, inclusive and responsive programming
and continue to plan for and participate in the support of student transitions in a variety of
contexts.
Outcome Progress Comments
5/19/2015: St. Richard transition planning assists students with diverse needs as they move up the grade levels. In
addition, the grade 8 to grade 9 transition process includes a review of individual needs and effective
accommodations in an IPRC hosted by the school and attended by school staff, receiving staff and parents. In
addition, students deemed to be at higher risk are identified at shared meetings between grade 8 staff and
receiving Secondary School staff. Work continues in the area of responding to student needs and in creating
conditions early in the year to share key information between teachers. In addition to My Blue Print, the school
will be providing guided reflections using the Creating Pathways to Success/Who Am I program.
The staff has been actively engaged in dialogue and efforts to provide programming and assessment strategies that
are responsive to student needs. There has been progress, especially in the areas of language and math to
effectively differentiate tasks as required.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4.0: By June 2016 there will be an increase in the proportion of students who effectively
apply descriptive feedback to their learning and who can articulate that learning.
Outcome Progress Comments
5/19/2015: Students and parents have a greater awareness of classroom expectations as well as the achievement
level expectations in different strands of the curriculum. Teachers continue to conference regularly with students
and teachers in order to continue to provide individual feedback for improvement.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0: By 2016, the continued implementation of effective instruction using expected
practices that are responsive to student needs, collaborative and focused, will lead to
improved communication of student learning.
Outcome Progress Comments
5/19/2015: The school inquiry was expanded to include communication in math problem solving journals.
Experience gained in the practice of accountable talk during Language Arts assisted students in applying it to math.
School, Board and Provincial assessment data demonstrated a need for improvement in math communication.
This past year, teachers are reporting an improvement in this area. All teachers are now regularly and effectively
posting learning goals and co-constructed success criteria in their classrooms. Students moving from grade to
grade have become used to these effective classroom practices as they apply to their learning.
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SkoVision™ Report
6/29/2015