Catholic School Learning Plan for St. Elizabeth Seton School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0 By June 2016, the proportion of St. Elizabeth Seton students in grade 4 and 5 indicating
that they feel excluded will decrease by 5% compared to the CCCC School Climate Survey
baseline data (Spring 2014).
Outcome Progress Comments
6/3/2015: Staff continues to have pro-active and productive conversations with students from FDK to Grade 8 on
the issue of bullying prevention. The online reporting tool was introduced to parents (through Catholic School
Council) and to students in Grade 4 – 8 through student assemblies and we have not had one incident reported
through this reporting vehicle. Again this year, Catholic School Council has sought to address the issue with the
parent community through the presentation of a guest speaker on the topic, with a focus on awareness and
prevention of cyberbullying. The school continues to raise student and parent awareness on the critical role of the
bystander in bullying scenarios. We also plan on using Parents Reaching Out grant money in 2015-2016 to partner
with St. Theresa of Avila School, to offer a series of parent workshops centered on the creation and maintenance of
self-esteem – for both students and adults.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 By June 2016, there will be an increase in the proportion of students who have
demonstrated improvement on the learning skill and work habit of collaboration.
Outcome Progress Comments
6/3/2015: This year, the school has added some intentional work with regard to learning skills specifically in the
development of a deeper understanding among school staff of the learning skills section of the Provincial Report
Card and Progress Reports. Specifically, we have focused on co-constructing success criteria with students to
develop a richer understand of each skill. We have also worked in partnership with our Student Achievement
Officer to incorporate parent input, with regard to learning skills. Finally, we have sought to add information about
learning skills into the set of data that we collect, track and analyze.
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0 By June 2016, there will be an increase in the proportion of students who have
demonstrated improvement on the learning skill and work habit of self-regulation.
Outcome Progress Comments
6/3/2015: The school is aware that transitions can be a major cause of anxiety, both for students and parents. The
school seeks to play a greater role in facilitating smooth transitions, and enhance transitional practices through
grade-to-grade planning meetings, as well as through the sharing that takes place between classroom teachers,
school administration and Special Education Support Services during case conferences and our Special Education
TEAM meetings throughout the school year. Our "Welcome to Kindergarten" Parent Information Night inspired the
creation of a "Welcome to French Immersion" Parent Information night this year, in order to make that particular
transition easier for parents and students moving from FDK into Grade 1 French Immersion. Anecdotal evidence
suggest that our efforts were appreciated and well received.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Elizabeth Seton 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 able to articulate
strategies supporting their learning, as demonstrated by perceptual data survey results, e.g.
EQAO Questionnaire.
Outcome Progress Comments
6/3/2015: The school's focus on learning goals and success criteria continued this year, with the goal of assisting
students to be able to articulate strategies that support their learning. The school established three Twitter
accounts this year (1 school-wide and 2 classroom-based), with the explicit goal of reflecting students' learning
back to them, and to their parents. It was felt that if we could attempt to make learning more visible (e.g. through
the photos that we post), this would be an important step towards having students reflect more deeply on their
learning. (e.g. not only what they learned, but how the learning happened). We are in the early stages of this
initiative, and feel that it will form an important part of our strategy in support of this shared priority.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0 By June 2016, there will be an increase in the proportion of students improving their
EQAO achievement level between assessment years.
Outcome Progress Comments
6/3/2015: As a school we have focused on effective instruction, through the work that classroom teachers have
done to foster collaborative inquiry among themselves, their colleagues and their students. We have incorporated
the three-part lesson format and have made effective use of high yield instructional strategies across the
curriculum, from FDK to Grade 8. This year, the school incorporated Student Intervention Meetings in order to
collect, track and analyze data over time in the areas of student well-being and achievement. This mechanism has
allowed teachers to differentiate instruction in an even more intentional way that supports the needs of individual
learners. EQAO data will be added to this data collection template in 2015-2016.
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SkoVision™ Report
6/29/2015