St. Rose of Lima Separate School
Learning Plan
It is the mission of St. Rose of Lima Catholic Elementary School to challenge students to welcome and value the involvement of all that have an interest in our community, to challenge students to excellence in everything they do spiritually, academically, socially, emotionally and physically, grow in respect for self,
others, authority and property and develop Catholic leadership skills.
"Learning Together"
St. Rose of Lima Catholic Elementary School, which is located at 4590 The Gallops, first welcomed students in December 1986. This suburban Mississauga school has 372 students from the neighboring community and two specialty programs: a regional Congregated Gifted Program for students in Grades 5 through 8 and Extended French, Grades 5 to 8.
The school, which is dedicated to St. Rose of Lima, the patron saint of Latin America and the Philippines, was blessed on October 18, 1987, by Fr. D. M.
O’Neill of St. Ignatius of Loyola. St. Rose of Lima lives out its motto, “Learning Together,” in a variety of programs. Leadership opportunities allow all students to model faith through monthly virtues assemblies, sponsorship of families at Christmas, and social justice initiatives which include fundraising for ShareLife and Terry Fox as well as participation in food drives for the St. Vincent de Paul Society.
St Rose of Lima is a part of Merciful Redeemer parish. The St. Rose of Lima community is enriched by the spiritual leadership of our Parish priests at liturgies to mark our student’s initiation into the sacraments as part of their spiritual journey. We also benefit from Church leadership at our Virtues assemblies, class visits to support sacramental years and support for our Intermediate students in various Youth Programs.
1. How does the school community model, celebrate and nourish gospel values in the teaching and learning of our Christ-centred programs and services?
The St. Rose of Lima community models, celebrates and nourishes gospel values on a daily basis through:
• Integration of Gospel values into teaching and learning as we continually follow the example of Jesus
• Fostering of spiritual development through daily prayer, classroom and school-wide liturgical celebrations, sacred spaces in each classroom and through our virtues education program
• Provision of Social justice opportunities organized by staff and student leaders, including food drives for St. Vincent de Paul.
• Focus on virtues through assemblies, daily prayers, student participation in Stewardship opportunities including Youth Christian School Council and
Youth Faith Ambassadors and social justice opportunities including food drives, support for St. Vincent de Paul, Christmas baskets, Share Life, and
Powered by SkoVision™ 12/17/2015 10:13:49 AM 1/6

St. Rose of Lima Separate School
Learning Plan the Terry Fox Foundation.
• Planning for Instruction with Catholic Graduate Expectations in mind
Learning Environment
1. Please summarize the school’s most recent EQAO primary division (Grade 3) assessment performance.
• Primary Reading: 90%
• Primary Writing: 86%
• Primary Mathematics: 81 %
• Observations regarding school progress in primary EQAO: St. Rose of Lima continues to perform well on EQAO assessments in the areas of Reading,
Writing and Mathematics. Continued growth in mathematics and guided practice will be supported through the work of the Special Assignment
Teacher and teachers involved in a whole school Professional Learning Cycle to refine the 3 part lesson as well as differentiate learning in mathematics through guided practice.
2. Please summarize the school’s most recent EQAO junior division (Grade 6) assessment performance.
• Junior Reading: 92%
• Junior Writing: 91%
• Junior Mathematics: 86%
Observations regarding school progress in junior EQAO
St Rose of Lima's results continue to exceed Board and Provincial results and will continue to be supported through teacher participation in a Professional
Learning Cycle with an emphasis on numeracy and support for differentiated learning through guided practice.
3. Describe how the school community supports and provides opportunities for life-long learning.
At St. Rose of Lima all stakeholders are provided with many opportunities for life-long learning. Students are engaged in a rich learning environment that incorporates technology and current methodology in their curriculum. Through volunteer opportunities, information sharing at Catholic School Council, program nights for Extended French and Gifted programs and guest speakers, parents are provided with opportunities for lifelong learning. Information to inform the community is regularly shared through the monthly school newsletter and the regularly updated school website.
Teachers are involved in professional development opportunities at the school, Board and Ministry levels that continue to expand their knowledge of current research and best practice in teaching. Student leadership opportunities and authentic student learning is embedded in social justice projects, academic and athletic competitions and opportunities through field trips and curriculum plans to promote integration of our three streams of learners, Congregated Gifted,
Extended French and Mainstream students.
4. Outline ways the school demonstrates commitment to continuous improvement in student achievement and supports the well-being of all learners.
At St. Rose of Lima we believe that all children can succeed. Practices that support this belief begin with the analysis of data to plan for instruction that meets
Powered by SkoVision™ 12/17/2015 10:13:49 AM 2/6

St. Rose of Lima Separate School
Learning Plan and differentiates learning for all students and includes:
• Regularly scheduled TEAM & TRIAD meetings
• Review of PM Benchmarks, CASI, EQAO & classroom data to improve learning
• Assistive technology as intervention for learning needs
• Professional learning as part of staff meetings
• Teacher & Administration participation in professional development opportunities, e.g. ,Ministry System Implementation Inquiry and Professional
Learning Cycles
Community Engagement
1. How does your school community ensure that Catholic School Councils reflect the diverse Catholic community?
At St. Rose of Lima all parents are invited and welcomed to meetings and events through information shared in the monthly Newsletter, the use of an open & transparent election process for Council, invitations extended to the community to attend school events e.g. Welcome to Kindergarten, Volunteer Tea,
Virtues Liturgies, School Masses and Meet the Teachers. Council information is also included in the monthly newsletter.
2. In what ways does the school team build and sustain community partnerships and collaboratives (e.g., collaborative relationships, Success By
6 Peel)?
St. Rose of Lima has strong community partnerships with Peel Public Health which supports our community with several initiatives including Welcome to
Kindergarten, PALS, as well as representation on the Catholic Community of Culture and Caring Action Team. Our liaison with Peel Police includes programs within the classroom and visits to Peel Safety Village for Grades 1, 2, 3 and 5. We also support partnerships with St. Vincent de Paul and the Terry
Fox Foundation. Youth Faith Ambassadors support Doctor Simone's Canada Food for Children through a Halloween Candy Drive. The Peel Public Health program, PALS, is supported by our Junior students.
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.
St. Rose of Lima continues to foster active engagement with Merciful Redeemer Parish. This is achieved in several ways including:
• Timely communication with parents regarding parish sacramental meetings, The Edge program, Teen Mass and parish events
• School support for St. Vincent de Paul Food Drive and Christmas baskets
• Invitations extended to parish priests and Sister Diane DiCarli to visit classrooms and join in school liturgies and celebrations to support all students on their spiritual journey and especially those students involved in sacramental preparation.
• Inclusion of a Parish representative on Catholic School Council and Community of Culture and Caring Action Team
• Pastoral plan developed in collaboration with Parish team and shared with school community to highlight liturgical and sacramental dates at Merciful
Redeemer Parish
Powered by SkoVision™ 12/17/2015 10:13:49 AM 3/6

St. Rose of Lima Separate School
Learning Plan
Physical Environment
1. What activities does the school engage in that models and promotes good stewardship of resources?
St. Rose of Lima continues to be actively engaged in opportunities to promote good stewardship of resources including:
• Participation in a recycling program
• Participation in Eco School initiative and certification as an Eco School Silver level
• An increase of electronic opportunities to communicate with staff & parents
2. Outline the ways the school demonstrates financial responsibility.
St. Rose of Lima demonstrates financial responsibility by adhering to Board financial policies and procedures and by aligning resource purchases to school success and improvement. As well, Council funds are aligned to school goals.
Powered by SkoVision™ 12/17/2015 10:13:49 AM 4/6

St. Rose of Lima Separate School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
1. By the end of June 2016, through the intentional creation of respectful conditions for learning, all learners will feel safe, included, supported and welcomed as evidenced by the CCCC School Climate survey results.
Action Plans
Diagnostic Assessment in Numeracy
Building Collaborative Practices Through Inquiry
Outcomes
2. By the end of June 2016, through the continued use of collaborative inquiry as a process for learning, all learners will be engaged in building and sharing knowledge as evidenced by exit tickets and collaborative conversations.
Action Plans
Co-Learning Stance
Enhancing Transitional Practices
Outcomes
3. By the end of June 2016, through the use of successful TEAM/TRIAD practices that support student transitions in a variety of contexts, there will be an increase in the proportion of learners supported with guided practice.
Action Plans
Supporting Transitional Practices
Knowing the Learner through Assessment
Outcomes
4. By the end of June 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 (EQAO).
Action Plans
Diagnostic Assessment in Numeracy
Powered by SkoVision™ 12/17/2015 10:13:49 AM 5/6

St. Rose of Lima Separate School
Learning Plan
Responding through Effective Instruction
Outcomes
5. By June 2016, there will be an increase in the proportion of educators who are confident in applying knowledge gained through professional learning opportunities as demonstrated by professional learning feedback (exit tickets, focused conversations between staff and administration)
Action Plans
Effective Instruction
Outcome Timeframe
Long-term
Medium-term
Short-term
Not Assigned
Action Plan Priority
High
Medium
Low
Not Assigned
Powered by SkoVision™ 12/17/2015 10:13:49 AM 6/6