St. Thomas More Separate School
Learning Plan
Mission *
We, at St. Thomas More Catholic School aspire to nurture in partnership with Church, community and home, the Roman Catholic Faith and to provide our
children with every opportunity to grow and develop in Faith and life-long learning so they meet the challenges of the future.
It is our goal at St. Thomas More Catholic School to ensure the best interest of the student and school community, while helping students develop all of their
talents to their full potential. Students have the right to live, work, play and study in an environment that promotes one’s potential, self-worth and selfdiscipline. It is our intent that students grow in respect for neighbour, sense of self-worth, personal responsibility and love of God. In placing children first, we
want students to learn all they are able to from classes, activities, and friendships and to celebrate life through the teaching of Gospel values in a ChristCentered community.
Motto
Welcome One Another, as Christ has Welcomed You
Catholic Focus
St. Thomas More School believes that the Catholic faith, as expressed through Gospel values, is the driving force in the school’s community of learners,
which includes five key groups: students; the parish, home and community; teachers and support staff; administrators and supervisory officers; and trustees.
The school strives to be Christ-centered in which all may work and learn in a supportive, inclusive, meaningful, and respectful environment.
Core Principles
Catholicity
1. How does the school community model, celebrate and nourish gospel values in the teaching and learning of our Christ-centred programs and
services?
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School, classroom and staff Liturgies
Monthly Virtue assemblies
Preparation for / Celebration of Sacraments
Virtue Displays
Gospel values and virtues highlighted in school/classroom newsletters
Youth Faith Ambassador gatherings and activities
Social Justice activities
Learning Environment
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St. Thomas More Separate School
Learning Plan
1. Please summarize the school’s most recent EQAO primary division (Grade 3) assessment performance.
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Primary Reading: 81%
Primary Writing: 88%
Primary Mathematics: 83%
Observations regarding school progress in primary EQAO:
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On the student questionnaire, 65% of students indicated they like mathematics most of the time
Males scored slightly higher (+7%) than Females in Gr. 3 Math at or above the provincial standard
44% of the grade 3 students were English Language Learners
For 35% of the grade 3 students, English was not the first language learned
2. Please summarize the school’s most recent EQAO junior division (Grade 6) assessment performance.
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Junior Reading: 91%
Junior Writing: 92%
Junior Mathematics: 59%
Observations regarding school progress in junior EQAO:
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the math score dropped by 15% from last year
34% of the grade 6 students were English Language Learners
For 42% of the grade 6 students, English was not the first language learned
On the student questionnaire, 59% indicated they like mathematics most of the time
Females scored higher in all three areas (Reading +7%, Writing +4% and Mathematics +9%) at or above the provincial standard
3. Describe how the school community supports and provide opportunities for life-long learning.
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Ongoing communication(student/teacher/home) to effectively monitor student learning
School Council has meaningful role in supporting learning and achievement
School and community build partnerships to enhance and support learning opportunities (i.e. Region of Peel Health, Peel Regional Police, Welcome to
Kindergarten)
School staff professional development opportunities (i.e. Professional Learning Inquiry Communities by division, and whole staff)
4. Outline ways the school demonstrates commitment to continuous improvement in student achievement and supports the well-being of all
learners.
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St. Thomas More Separate School
Learning Plan
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Analyzing data to inform instruction and set goals and foci
Active participation in professional learning communities
Professional Development – staff meetings, divisional/grade level meetings, Lunch and Learn Meetings
Support of Special Assignment Teacher (SAT), and consultation with the Student Achievement Officer (SAO)
Community Engagement
1. How does your school community ensure that Catholic School Councils reflect the diverse Catholic community?
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School Council constitution amended to include a maximum of 19 parent elected and appointed members
School Council member attends and speaks at Open House, Welcome to Kindergarten and Extended French Information and welcome meeting
2. In what ways does the school team build and sustain community partnerships and collaboratives (e.g., collaborative relationships, Success By
6 Peel)?
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Region of Peel Health Nurse involved in PALS training and EcoSchools Initiative
Welcome to Kindergarten evenings sponsored by the Learning Partnership
Peel Regional Police presentations to all grade levels
PLASP, Early Years Center, City Library visits, Community Outreach activities, Co-op student placements, Teacher candidate placements
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.
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Parish events included in school newsletters
Triad partnership-parish, home, and school-work together to encourage and support faith-based curriculum, through prayer, liturgy, sacraments, social
justice, and scripture.
Physical Environment
1. What activities does the school engage in that models and promotes good stewardship of resources?
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EcoSchools Committee
Expand school wide recycling program
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St. Thomas More Separate School
Learning Plan
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Encourage litterless lunches, lights out
Encourage reduction in paper use
2. Outline the ways the school demonstrates financial responsibility.
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Budget expenditures reflect school goals and sound decision-making practices
Budget tracking in conjunction with secretarial staff and School Council
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St. Thomas More Separate School
Learning Plan
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
1.0 By 2015, the proportion of grade 4 students reporting that they have been bullied at St. Thomas More School will decrease, as evidenced by the CCCC
School Climate Survey results of Spring 2015.
Action Plans
Respond to school climate survey data
By Spring 2014, the proportion of grade 4 students at St. Thomas School indicating they felt bullied at school will decrease compared to the CCCC School
Climate Survey Spring 2013.
Action Plans
Building Collaborative Practices Through Inquiry
Outcomes
2.0 By the end of this year, there will be an increase in successful practice that support collaborative inquiry as evidenced by the proportion of educators who
intend to develop knowledge gained through professional learning opportunities in collaboration with others as evidenced by professional learning feedback (i.e.
exit tickets, focused conversations, teacher artifacts
Action Plans
Student Voice
2.0 By the end of this year, there will be an increase in successful practice that support collaborative inquiry as evidenced by the proportion of educators who
intend to develop knowledge gained through professional learning opportunities in collaboration with others as evidenced by professional learning feedback (i.e.
exit tickets, focused conversations, teacher artifacts).
Action Plans
Descriptive Feedback
Enhancing Transitional Practices
Outcomes
3.0 By the end of three years, there will be an increase in successful practices that support transitional practices as evidenced by the proportion of students who
have demonstrated improvement on the learning skills of work habits and self-regulation.
Action Plans
Creating Pathways to Success
Enhancing Transitional Practice
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St. Thomas More Separate School
Learning Plan
Knowing the Learner through Assessment
Outcomes
4.0 By the end three years, there will be an increase in successful practices that support knowing the learning through assessment as evidenced by an increase
in the proportion of students who have demonstrated an ability to articulate strategies supporting their learning (i.e., on EQAO student questionnaire).
Action Plans
Knowing the Learner through Assessment
Responding through Effective Instruction
Outcomes
5.0 By the end of three years, there will be an increase in successful practices that support effective instruction (i.e. guided reading, effective lesson design) as
evidenced by an increase in the proportion of students achieving a level 3 or 4 on the EQAO assessments.
Action Plans
Responding through Effective Instruction
Outcome Timeframe
Action Plan Priority
Long-term
High
Medium-term
Medium
Short-term
Low
Not Assigned
Not Assigned
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