Pillar
Catholic
Community,
Culture,
and
Caring
Literacy
•
•
SMART
Goals
By
the
end
of
2013,
 the
percentage
of
 students
in
Kindergarten
to
Grade
8
feeling
a
 sense
of
belonging,
 inclusion,
 connectedness
and
 safety
will
increase
 compared
to
 baseline
data
to
be
 collected
using
the
Catholic
Community,
Culture
and
Caring
Survey
in
2010‐
2011
By
the
end
of
2013,
 student
 performance
will
 increase
by
5%
on
2010‐2013
Catholic
School
Learning
Plan
for
Pope
John
Paul
II
School
2010‐2011
(Year
1)
Progress
Report
Action
Plans
to
Support
SMART
Goal(s)
 Completed
In
Progress
Involve
all
the
community
partners
(students,
staff,
parents,
parish)

in
the
 development
and
implementation
of
 faith
based
experiences
and
activities
 including:
• Participate
in
ECO
–Green
School
Initiative
–
establish
student
Green
Team,
develop
front
garden,
develop
 awareness
of
new
nutrition
guidelines
• Invite
Community
Partners
to
support
school
goals
on
safety,
nutrition
and
 anti‐bullying
awareness:

Peel
Health
(Boy’s
Conference,
Primary
Health
Fair),
Family
Transition
Place
to
work
 with
Junior
and
Intermediate
classes,
Ontario
Provincial
Police
(Gang
Resistance
and
Education
Training
‐
GREAT,
Drug
Abuse
Resistance
Education
‐
DARE),
Girl’s
on
the
Run.
• Promote
Student
Leadership
–
Faith
Ambassadors,
Anti‐Bullying,
Green
Team,
Guardian
Angels ,
Playground
Activity
Leaders
in
Schools
‐
PALS
•
Emergency
Safety
Preparedness
 activities
are
further
enhanced
•
Class
delivery
of
Virtues
program
Review
and
consolidate
Balanced
Literacy
 programming
in
the
primary
division
by
 ensuring:
• Uninterrupted Literacy Blocks
• Guided Reading and Guided Practice
Completed
Completed
Completed
Completed
Completed
Completed
In
Progress
Comments
Continue
to
develop
faith
based
activities
in
collaboration
with
the
Holy
Family
Church,
the
families
and
the
students.
Continue
to
look
for
ways
to
support
 student
engagement
in
co‐curricular
 activities,
in
addition
to
providing
a
wide
 range
of
leadership
opportunities
for
students.
Continue
to
enhance
bullying
prevention
programs
to
support
all
students.
Explore
avenues
to
introduce
and
support
 the
mental
well
being
of
all
students
in
our
care.
Continue
to
explore
strategies
to
support
 alignment
of
faith
formation,
diversity
 initiatives
and
safe,
caring
and
healthy
 school
programs
(established
and
 emerging)
• Continue
to
focus,
refine
and
 consolidate
school
practices
for
SEF
 indicators
1.1
and
1.2
for
next
year
• Ensure expected practise with respect of Literacy is implemented in all

each
EQAO
 assessment
of
Reading
and
Writing
• Gradual Release Model: Guided, Shared,
Independent Reading and Writing
• Descriptive Feedback
• Teacher and Student co-creating learning goals, accountable talk ensuring the needs of diverse learners are met
• Anchor
charts
are
visible
and
 accessible
to

support
learning
goals,
 accountable
talk
and
diverse
learning
 needs
Continue
to
develop
specific
student
learning
 strategies
for
the
Junior
Division.
• Participation
in
the
Junior
Literacy
Stream
with
support
of
Program
Department
with
focus
on:
Point
of
View
Summarizing
Continue
to
develop
strategies
for
guided
 practice
in
the
Intermediate
Division.
•
Focus
on
non‐fiction
–
reading
to
learn.
Ongoing development of effective literacy strategies in all divisions:
• Anchor
charts
are
visible
and
 accessible
to

support
learning
goals,
 accountable
talk
and
diverse
learning
 needs
•
Begin
to
implement
“Focus
on
Five
Model”
to
support
the
implementation
 of
effective
guided
reading
/practices
 and
the
use
of
descriptive
feedback
in
 all
classrooms
• Promote
the
use
of
Ministry
Guides
for
Effective
Instruction
in
Literacy,
Primary
Literacy
Room
and
Library
• Use
differentiated
instruction
and
 computer
and
assistive
technology
 tools
to
support
diverse
learning
needs
 and
foster
student
independence
with
 literacy
skills
(i.e
graphic
organizers,
 student
generated
anchor
charts,
SMART
boards,
etc.)
Completed
Completed
completed
completed
completed
In
 progress
In
 progress
In
 progress
In
 progress
classrooms
• Review
materials
currently
in
Primary
Literacy
Room
and
identify
areas
of
 need
and
labelling
of
books
to
support
 high‐order
thinking
skills

Numeracy
•
By
June
2013,
 student
 performance
will
 increase
by
5%
in
EQAO
Numeracy
•
Classroom
and
Resource
staff
work
 collaboratively
analyse
data
regularly
 to
identify
and
monitor
learning
needs
•
Review
EAQO
results
to
identify
 student
strengths
and
area
of
need
• Link
PM
Benchmark
results
to
guide
 instructional
decisions
for
guided
 reading
groups
and
resource
support
•
Offer
after‐school
tutoring
for
Grade
3
 and
6
students
• Ensure
that
the
library
is
supported
as
 a
focus
of
literacy
in
the
school.
•
Continue
to
support
Empower
 program
to
support
Early
readers
•
Develop
SEF
indicators
1.1
and
1.2
as
a
 school
wide
focus
to
support
literacy
 learning:
 Teachers
and
students
co‐create
 learning
goals,
success
criteria
 Anchor
charts
are
visible
and
 accessible
to

support
learning
goals,
 accountable
talk
and
diverse
learning
needs
•
Begin
to
implement
“Focus
on
Five
Model”

 to
support
the
implementation
of
effective
use
of
descriptive
feedback
in
all
 classrooms
• Consolidate
the
3‐Part
Lesson
Model
with
Junior
Division
by
participating
in
Co‐
Teaching
Opportunities
with
Special
Assignment
Teacher
•
Organize
manipulatives
in
the
junior
level
 to
ensure
that
each
classroom
has
 resources
and
other
resources
are
available
 collectively
for
the
division.
Completed
completed
completed
completed
completed
completed
completed
In
Progress
In
Progress
In
Progress
In
progress
•
Consider
selecting
Program
support
for
Primary
Math
for
next
year
•
Provide
opportunities
for
staff
to
 collaborate
on
3‐Part
Lesson
Planning
 among
grade
partners
and
between
 divisions.
Share
best
practices.
•
Extend
use
of
SMART
Boards
to
engage
 students
in
mathematical
learning
(
 eg.,
Wikis)
•
Continue
to
promote
Homework
Help
Online
resources
at
school
events,
website
and
newsletters

• Extend
the

3
Part
Lesson
Model
to
both
 the
Primary
and
Intermediate
Divisions
 through
staff
sharing
of
best
practices
and
 collaboration
•
Intermediate
participation
in
Program
Supported
inservices
to
enhance
use
of
Smartboard
technology
and
manipulatives
 when
using
the
3
Part
Math
Lesson
• Promote
the
Homework
Help
Online
for
Mathematics
with
our
intermediate
 students,
school
community
and
school
 council
•
Use
differentiated
instruction
and
 computer
and
assistive
technology
tools
to
 support
diverse
learning
needs
and
foster
 problem‐solving
and
application
of
 mathematical
skills
(i.e

banshoo,
graphic
 organizers,
student
generated
anchor
 charts,
SMART
boards,
etc.
)
Pathways
and
Transitions
By
the
end
of
June
2011,
 begin
to
implement
 strategies
to
support
 student
transitions:
•
Entry
into
Secondary
School
•
Entry
into
Kindergarten
•
Entry/Exit
from
Special
Education
programs.
Liaise
with
local
secondary
school:
•
Orientation
of
staff
with
secondary
 program
• Sharing
of
Early
Grade
9
results
•
Provide
opportunities
for
Grade
7
&
8
 students
to
become
familiar
with
 secondary
school,
staff
and
programs
 through
shadowing,
drama
presentation
•
Provide
opportunities
for
Get
Ready
and
Link
crew
initiatives
•
Secondary
staff
invited
for
Grade
8
IPRC
 reviews
Foster
community
partnerships
and
extra‐
Completed
Completed
Completed
Completed
completed
completed
completed
Completed
/ongoing
completed
In
progress
Continue
to
work
with
School
Council
to
 further
identify
parent
interests
and
needs
 to
support
literacy
at
home
Extend
School
Web
Site
information
to
 provide
information
on
community
 resources
for
supporting
ESL
and
Home
Literacy
Continue
to
explore
strategies
to
support
 student
transitions
across
grades,
divisions
 and
panels

Employee
Support
and
Training
By
the
end
June
2013,
•
Administrators
and
 associated
staff
 participate
in
the
 necessary
traning
 associated
with
Employee
Support
 and
Training
Outcomes
Expanded
Accountability
 and
Transparency
Balanced
School
Budget:
By
the
end
of
June
2011,
School
will
report
a
 balanced
budget.
School
Generated
Funds:
By
the
end
of
June
2011,
 school
will
report
(annually)
the
collection
 and
use
of
school
 generated
funds,
 consistent
with
Board
 curricular
activities
that
promote
career
 planning
and
engage
student
interests
and
 learning
(
ie.,
Artists
in
the
School,

Co‐
Curricular
Sports
,
Arts
Programs,
Junior
Achievement,
etc.)
Introduce
new
families
to
the
school:
•
Kindergarten
registration
•
Welcome
to
Kindergarten
evening
•
Bus
orientation
program
Organize
all
partners
in
the
transition
of
 students
to/from
IBI
programs
Administrator
Training :
•
Attendance
Support
Program
• Emergency
Preparedness
•
Equity
and
Diversity
Strategy
Staff
Training:
•
Violence
and
Harassment
Training,
Bill
168
• Equity
and
Diversity
Strategy
•
First
Aid
Training
•
Emergency
Preparedness
Succession
Planning
•
Mentoring
•
Support
of
others
pursuing
aspirations
• Advocacy
of
own
professional
Continue
to
monitor
on
a
monthly
basis.
Continue
to
monitor
monthly
to
ensure
 implementation
of
appropriate
 SGF 
policy.
Completed
Completed
 completed
completed
Completed
(ongoing)
Completed
completed
Ongoing
Ongoing
Explore
formally
implementation
of
school
wide
portfolios,
the
passing
forward
of
 student
evidence
to
support
learning
for
all
In
progress
In
progress
In
progress
In
progress
In
progress
In
progress
In
progress
•
Continue
to
ensure
appropriate
 training
for
staff
as
directed
by
the
Dufferin‐Peel
Catholic
District
School
Board
Continue
to
allocate
funds
to
support
 student
learning
needs
in
alignment
 with
our
Catholic
Board
Learning
Plan.

policies
and
procedures.
School
Councils: 
By
the
 end
of
June
2011,
School
 will
adhere
to
the
 collection,
recording
and
 reporting
processes
for
 funds
that
are
generated
through
their
activities.
Transportation: 

 : 

By
the
 end
of
June
2011,
STOPR
 will
be
clearly
 communicated
on
a
regular
 and
timely
basis
to
all
 students
and
 parent/guardians
as
 required.
Continue
to
monitor
monthly
to
ensure
 implementation
of
appropriate
 School
Council
 collection,
recording
and
reporting
processes
 are
in
place.
Continue
to
support
implementation
as
 directed
by
the
Board
Ongoing
Ongoing
Process is in place and policy adhered to.
Planning
for
integrated
Ridership
with
James
Bolton
School
for
2011
–
2012.