Catholic School Learning Plan for Divine Mercy Catholic Elementary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0 By the end of June 2016, there will be an increase in the proportion of Divine Mercy
students that feel safe, included and supported at school, as demonstrated by the CCCC
School Climate Survey results.
Outcome Progress Comments
6/3/2015: Divine Mercy School is committed to fostering the sense of safety and well-being for all by continuing to
work in partnership with our NPU Officers, our Community Education Officers, our Settlement Worker, our Support
Staff, such as the Child and Youth Worker and Social Worker as well as our resource staff. We also work to achieve
this with the support of our PALS program, Second Step program, guest speakers, extra-curricular activities, and
our Rosary Apostolate classroom visits. We continue to promote parent participation through a variety of activities
and events such as, our School Open House Social, volunteer programs, and Monthly Morning Community Prayer
which was attended by staff, Father Vid and Father Scott from Merciful Redeemer Parish, parents and students.
Our Youth Faith Ambassadors take an active role in supporting our social outreach projects. For our community
these outreach projects, included such things as collecting food for the Eden Food Bank, St. Vincent de Paul and
the Dr. Simone project undertaken by our Grade 8 students who visited and worked at the warehouse. The
students also brought with them on their visits the generous donations collected from the community. We
continue to work with our students to deepen their understanding of the meaning of bullying. Our focus has
included working in partnership with our Social Worker and Child Youth Worker on intervention programs such as
PALS and Second Steps, and with our NPU officers. Our students continue to be offered a myriad of extra-curricular
activities.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 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
collaborative conversations and exit tickets.
Outcome Progress Comments
6/3/2015: All teachers continue to be a part of a Professional Learning Community engaged in facilitated
networking sessions at the school. The sessions are supported by the Special Assignment Teacher and the
administration team. The focus has been on the 3 part cross-curricular lesson design, the math processes and the
four categories of achievement, the new Social Studies curriculum, as well as the Ministry document Creating
Pathways to Success. All staff are engaged in collaborative inquiry-based learning and, through staff meetings,
lunch and learns and release days, they are engaged in professional reading, dialogue and sharing of progress
related to collaborative inquiry-based learning. We have also had the opportunity to be a part of a Mississauga
North Responsive Classroom Collaborative Inquiry to help meet the learning needs of students.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Divine Mercy Catholic Elementary School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0 By the end of June 2016, there will be an increase in the proportion of learners who
have effectively transitioned through the grades by successfully using a TEAM approach that
supports student transitions in a variety of contexts.
Outcome Progress Comments
6/3/2015: Divine Mercy School has a well-established referral process through our Special Education Resource
Staff and administration. There are monthly TEAM meetings with special services to address student needs.
Transition meetings take place so that staff can meet to discuss the learning needs as the students transition into
new grades. Cross panel transition meetings are held for all students with specific needs so that there is a smooth
transition to secondary school. There is an opportunity for our Grade 4 French Immersion students to visit Our
Lady of Mercy School which is our sister site in order to promote a smooth transition to Grade 5. In the fall we had
a Grade 1 French Immersion Orientation at Open House to assist the new parents and students to transition to our
school. In the Spring we had our Welcome to Kindergarten evening in order to ensure a smooth transition to FDK
at our school. Our Grade 8 students used My Blueprint to select their Grade 9 courses on-line and to explore
potential career opportunities.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4.0 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).
Outcome Progress Comments
6/3/2015: The successful use of learning goals and co-constructed success criteria are a regular part of the practice
in classrooms. This is evident through regular learning walks in all classrooms. Students are engaged in reflecting
on their work through the use of the timely descriptive feedback provided by the teacher. The implementation of
the student data folders from FDK to Grade 8 and the continuation of the student intervention meetings have been
useful to determine next steps. Staff continue to use Ministry documents such as Growing Success, Learning for All
and Creating Pathways to Success to inform our practices.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Divine Mercy Catholic Elementary School
Annual Progress Report
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0 By the end of June 2016, there will be an increase in the proportion of students
improving their EQAO achievement levels between assessment years.
Outcome Progress Comments
6/3/2015: Through ongoing professional development the staff have effectively used resources to enhance and
refine their instructional practices. Our staff continue to develop and use learning goals and co-constructed success
criteria and providing timely descriptive feedback with the students. The students are using these instructional
strategies effectively to support self and peer assessment. We are continuing to use formative and summative
assessment results to guide instruction. In the primary grades we are using the Language Literacy Intervention
program to assist our students with reading. Some of our students are being supported in grade 3 and 6 through
the After School Tutoring Program. We also continue to provide the All Star Reading Program to support our
readers in the primary grades.
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SkoVision™ Report
6/29/2015