Catholic School Learning Plan for St. Veronica Elementary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.1 By June 2016, the proportion of students at St. Veronica school indicating that they
feel that adults at school care about them will increase by 5% compared to the CCCC School
Climate Survey baseline data (Spring 2013).
Outcome Progress Comments
5/21/2015: Staff and students, across grade levels, celebrate and work together to foster and enhance the diversity
of all students and their well being. Through Colour House Project, Intramurals, Faith Retreat Days, PALS program,
ECO team, Healthy Schools Initiatives, Spirit Days, Social Justice Initatives, Black History Month events, the entire
school community - parents, staff, students - have and continue to connect to all aspects of a child's wellbeing.
Our staff have always been welcoming and open to the community involvement and feedback.
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.By the end of 2016 students will feel there has been opportunities to express student
voice, feel supported and included in the school community.
Outcome Progress Comments
5/21/2015: Students have been given a number of opportunities to express and share their ideas and opinions on a
daily basis. Student representatives were at the table for Spirit Week, Faith Ambassadors - Virtues assemblies,
ShareLife Initiatives, ECO team, Black History Month, masses and liturgies, and social justice initiatives.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2. By the end of 2016 students will have been effectively engaged and emersed in
collaborative practice within the school community and will experience more academic
success as demonstrated in their EQAO literacy and numeracy scores
Outcome Progress Comments
5/21/2015: Students continue to be effectively engaged and immersed in collaborative practice, inquiry and cocreating all aspects of the learning environment to increase student achievement and well-being as demonstrated
in their daily work, in-class assessments, CCCCC survey data, report cards and EQAO literacy and numeracy scores.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Veronica Elementary School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.By 2016 students will be able to better self-regulate as a means of gaining independance
by accessing school/community support to enhance their well being and development.
Outcome Progress Comments
5/21/2015: In September, storybooks were used to model and teach each learning skill.
Students co-created anchor charts about each learning skill. Students completed a multiple intelligence survey,
catered to each division. Throughout the year, students and teachers monitor and reflect on their learning profiles.
As a tool to communicate with parents, students complete a self-assessment based on each learning skill,
evaluating their progress for each learning skill and areas that need improvement. This helps parents to
understand the impact of learning skills with academic success.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4. By the end of 2016, students will demonstrate higher order thinking skills and engage in
self regulation as evidenced by their ability to set their personal learning goals
Outcome Progress Comments
5/21/2015: Students continue to develop higher order thinking skills and engage in self-regulation by staff
modeling and creating opportunities that demonstrate such skills.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Veronica Elementary School
Annual Progress Report
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5. By the end of 2016, students will effectively use mathematical language throughout the
curriculum and make mathematical connections to everyday life
Outcome Progress Comments
5/21/2015: Co-created anchor charts and bulletin boards are displayed for student reference. Concepts are taught
using the gradual release of responsibility method through modeling, partner work, and independent practice.
Accountable talk is integrated into both whole class lessons and partner work through the correct use of math
vocabulary and strategies.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.1 By the end of 2016 students will have a stronger sense of belonging in the school and
classroom through a school wide theory of action that emphasises student voice and coconstruction of the learning environment
Outcome Progress Comments
5/21/2015: The initiative of Colour House groups has allowed students to have a greater sense of belonging in the
school. Colour House groups are made up of students from each grade (grade 1-8), providing the older students in
each house a leadership opportunity. Younger students have built a sense of trust and comfort with older students
as they are engaged in non-classroom / non-structured environments.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.2 By the end of 2016 students will have a better attitude about math in and use math
language to explain their thinking with more confidence and consistency
Outcome Progress Comments
5/21/2015: Math efficacy questions have been embedded and are essential part of math pre- and post
assessments, completed for each math strand. Use and results of efficacy questions have allowed teachers to
explicitly engage in more productive, relevant and inclusive planning and guided instruction, on a regular basis, to
improve student comfort and academic confidence in math.
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SkoVision™ Report
6/29/2015