Catholic School Learning Plan for Father C.W. Sullivan School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0 By the end of three years, there will an increase in the proportion of students indicating
that they are likely to report incidents at school as well as an increase in the number of
students who report that they have an adult in the school who cares about them, as
demonstrated by the CCCC School Climate results.
Outcome Progress Comments
6/3/2015: Incidences continue to be reported to a trusted adult within the school. We continue to create a safe,
inclusive environment where students develop a sense of trust. We have instituted an online reporting tool for
bullying-related incidents. At this time, no incidents have been reported using the tool. We continue to encourage
our students to report incidents related to negative interactions immediately so they can be dealt with in a timely
and effective manner. We believe that the proportion of students who feel comfortable reporting incidents has
increased. In June 2015, school staff will receive data from the biannual CCCC School Climate Survey and based on
these results, the school will plan to further improve the learning community at Father C.W. Sullivan School
through our Catholic Community Culture and Caring Action Team.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 By the end of three years, there will be an increase in successful practices that support
collaborative inquiry. 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: Educators have worked diligently throughout this school year to embrace the co-plan, co-learn, co-teach
model through collaborative inquiry within divisions and grade-level partners. Common planning time between
like/similar grade teaching partners has allowed for professional dialogue to occur about the learning occurring
within classrooms. Use of the Special Assignment Teacher through co-planning days has engaged educators in jobembedded professional development. Other supports through the Program Department and the Superintendentsponsored POD sessions have allowed for a deepened understanding of mathematics in the classroom. A schoolwide focus on numeracy has allowed for focused time has allowed educators to deepen their understanding of the
importance of the mathematical processes and how these processes can improve student understanding of math
concepts. Within classrooms, educators continue to focus on collaborative norms for students, fostering sound
relationships between peers to move learning forward. Educators report seeing positive change for students in
their interactions in the classroom, particularly in the area of self-regulation.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Father C.W. Sullivan School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0 By the end of three years, there will be an increase in successful practices that support
transitions. 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: Successful practices that support smooth transitions continue to be implemented with a number of staff
involved including administration, educators, resource staff, Special Services staff and parents. Strategies are in
place to provide near-seamless transitions from home to Full Day Kindergarten, from grade to grade as
appropriate, and from elementary to secondary. These practices provide the best opportunities to set students up
for success ensuring their individual needs are met prior to moving on to the next grade or school. Educators
continue to individualize transitional needs for students for year-to-year, class-to-class changes, but also
complement this focus by examining in-class needs (e.g., subject-to-subject, class-to-recess, etc.). This focus aids in
supporting students with self-regulation and managing learning and social experiences throughout the school day.
Full implementation of the Creating Pathways for Success program continues to rollout, with particular focus in the
Intermediate grades through the use of myBlueprint. Moving forward, the All About Me portfolios will be
implemented from Kindergarten to Grade 6, providing an additional layer of supports for student transitions.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4.0 By the end of three years, there will be an increase in successful practices that support
knowing the learner through assessment specifically an increase in the proportion of
students demonstrating the ability to articulate strategies that support their learning and an
increase in the proportion of educators who increased their understanding of assessment'
for' and ' as' learning, as a result of professional learning opportunities.
Outcome Progress Comments
6/3/2015: Professional development activities have focused on "Knowing the Learner" through effective
assessment strategies in mathematics. Educators have worked with students to focus on using accountable talk
within the 3-part math lesson. A further focus on the Mathematical Processes has given educators and students a
focus for communication during lessons and, in turn, allowed for educators to have a better understanding of
student thinking and comprehension. Use of self and peer assessment have been beneficial to promote
collaboration and to identify areas of need. Moving forward, we will continue to focus on these strategies, explore
the use of class profiles and identify needs in assessment through information gathered at professional
development sessions.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Father C.W. Sullivan School
Annual Progress Report
Shared Priorities:
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. Evidence of growth for students will include an increase in the
proportion of students improving their EQAO achievement level between assessment years
and an increase in the proportion of educators who enhance professional practice in the
areas of inquiry-based teaching and next generation learning.
Outcome Progress Comments
6/3/2015: Previous EQAO data was analyzed by the Catholic School Learning Team to determine areas of focus and
to plan instruction accordingly. This year the focus was on a school-wide inquiry focusing on the co-plan, co-teach
model in Mathematics. Throughout this process a variety of successful practices that support effective instruction
were utilized such as co-planning, co-teaching, establishment of learning goals, co-created success criteria where
the language is student-friendly and students are aware of what they must accomplish to achieve at the highest
level. Educators have indicated that an increased use of and focus on exit tickets had been an extremely valuable
tool to inform next steps, particularly in mathematics. To complement the use of exit tickets and to ensure
students are actively engaged in their learning, a focus moving forward will be on descriptive feedback so that
students know early on which actions will enable improvement to occur.
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SkoVision™ Report
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