Catholic School Learning Plan for St. Faustina Elementary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0 By June 2015, the proportion of students indicating they feel bullied will decrease
compared to the CCCC School Climate Survey data of March 2013.
Outcome Progress Comments
6/2/2015: St. Faustina continues to work towards helping all students feel safe and included so that they will feel
less bullied. Data from this year's School Climate Survey will inform practice and determine next steps. Our focus
on "Walk the Talk, Spread the Joy" has seen our students: a) create individual pledges; b) create a school mural
where all students pledged, "If you can see it you can heal it"; c) listen to presentations from guest speakers and
Peel Police focusing on the themes of inclusion, bullying, and respect. We also continued to support initiatives such
as the Boys Night In, Girls Night In, our PALS program (Playground Activity Leaders in Schools), Virtues Assemblies,
and the WITS program (Walk Away, Ignore, Talk it Out, Seek Help) to support all students in our ongoing efforts to
sustain a safe, caring, healthy and inclusive school environment for all.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 By June 2016, there will be an increase in the proportion of educators who intend to
apply knowledge gained through professional learning opportunities as demonstrated by
professional learning feedback (exit tickets, focused conversations between staff and
administration).
Outcome Progress Comments
6/2/2015: School staff have been engaged in a variety of professional learning opportunities such as staff meetings,
after school workshops, student intervention meetings, co-teaching and co-planning sessions, and professional
development days. Educator learning continues to deepen as demonstrated through professional dialogue with
colleagues, and exit tickets shared with staff and administration regarding the increased use of diagnostic
assessment, mathematical processes, inquiry, and differentiated instruction to support all learners. Educators at St.
Faustina have demonstrated growth as learners and reflective practitioners.
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 as
demonstrated through report card data.
Outcome Progress Comments
6/2/2015: Students have demonstrated an increased awareness of their learning skills, particularly self-regulation,
and how they impact student achievement. Student learning and awareness in the area of learning skills has been
demonstrated through co-constructing learning skills at school and communicated with home. Goal-setting and
reflecting, as well as teacher feedback, in student intervention meetings have further supported the transition of
our students. The use of MyBlueprint in grade 8 has also supported our students as they move into secondary
school.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Faustina Elementary 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 (EQAO
questionnaire, student responses).
Outcome Progress Comments
6/2/2015: Students have demonstrated an increased ability to articulate learning strategies in a variety of ways,
with a focus on numeracy and mathematical processes. Student-teacher conferences, video conferences, exit
tickets, written responses and conversations with administration during learning walks have consistently shown
that the learners at St. Faustina have an increased awareness of their learning and how to articulate it to others.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0 By June 2016, there will be an increase in the proportion of educators who apply
knowledge gained through professional learning opportunities to design more effective
lessons to meet the needs of all learners.
Outcome Progress Comments
6/2/2015: Educators at St. Faustina have used knowledge gained in professional learning opportunities to design
more effective lessons based on diagnostic assessment data. Staff have collaborated on the use of diagnostic
assessments and differentiated instruction/assessment to support the learners in their care. We have seen an
increase in lessons incorporating learning goals, success criteria, differentiated instruction, activation of prior
knowledge, the use of flexible groupings, as well as increased focus on learning styles. Our staff continue to grow in
this area so that instruction is designed in an effective and engaging manner.
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SkoVision™ Report
6/29/2015