2010-2013 Catholic School Learning Plan for St. Teresa of Avila
2010-2011 (Year 1) Progress Report
Pillar
Catholic
Community,
Culture, and
Caring
SMART Goals

By the end of 2013, the
students at St. Teresa of
Avila Catholic School will
identify an increase in their
sense of belonging,
inclusion, connectedness
and safety will increase
compared to baseline data
collected using the Catholic
Community, Culture and
Caring Survey in the spring
of 2011.
Action Plans to Support SMART Goal(s)
Completed
In
Progress
School Effectiveness Framework Foci:
 2.5: Staff, students and school
community support well-being in a
socially responsible and caring school
culture.
 3.4: Explicit strategies are in place to
enable students to demonstrate strong
citizenship skills such as leadership,
teamwork and advocacy.
Action Plans:
 Fall 2011: Communicate and review
behaviour expectations with staff,
students and parents through
newsletter and web site.

Gather and analyze the Catholic
Community of Culture and Caring
Team survey data and determine areas
of success and areas in need of
attention.
Comments
This is a continuous and on-going focus.
X
X

Continue to integrate the Virtues
program

Continue to embrace social justice
projects throughout the year.
X

Maintain our positive school-parish
relationships
X

Positive School Climate Survey data has
been collected from grades 4 -8
students through Dufferin-Peel’s on-line
data collection survey.

The Catholic Community, Culture, and
Caring school team will review the
results and will address concerns.

We will continue to implement current
practices and programs within our faith
based culture: Our Monthly Virtue
Celebrations to promote an
understanding of virtuous behaviour

We will continue to maintain positive
school –community engagement and
culture with newsletters to
parents/guardians, phone calls and
parent conferences.
X
St. Teresa of Avila will continue to support a
variety of local and international charities.
Literacy


By the end of June 2013,
student performance at St.
Teresa of Avila will increase
by 5% on each EQAO
assessment of reading and
writing
By the end of June 2013, all
literacy instruction will be
delivered through guided
practice and guided reading
as appropriate to the grade
level or subject being
taught.
School Effectiveness Framework Foci:
 1.1: Students and teachers share a
common understanding of the learning
goals and related success criteria
 1.2: During learning, students receive
on-going, descriptive feedback based
on the success criteria , from the
teachers and from peers
This is a continuous and on-going focus.

Student reading levels, strengths and
areas of need are regularly assessed
throughout the year.

Teachers have been and will continue
to be given professional development
opportunities to learn about supporting
student goal setting through the use of
rich assessment tools and descriptive
feedback.
Action Plans:
 Have teacher/students routinely
co-construct the success criteria
X

Regularly ask students to describe
what they are learning
X

Resources to support literacy have been
added to the Primary and Junior
Literacy rooms.

Continue to encourage and provide
opportunities for collaborative
teaching
X

Continue to provide opportunities for
teachers to co-plan/moderate by
facilitating common planning time.

Fully implement the Moving Up to
Literacy Place Resource in the Junior
Grades
X


Feedback should be descriptive rather
than evaluative
Provide opportunities for teachers to
network and learn from each other’s
best practices by providing
opportunities for classroom visits.
X


Encourage accountable talk
X

Continue providing professional
development opportunities for staff to
enhance teaching and learning
experiences.
Encourage grade level planning and
moderation
X

Continue to build teacher capacity to
work and plan cyclically in response to
student data (Teacher Learning Cycles)
with Program support at key times in
the year.

Encourage teachers to take the
initiative to research and implement
effective practices such as descriptive
feedback and accountable talk.

Provide opportunities for teachers to
develop a school-wide yearlong
curriculum map spanning all grades
X
Numeracy

By the end of June 2013,
student performance at St.
Teresa of Avila will increase
by 5% on the EQAO
assessment of numeracy
School Effectiveness Framework Foci:
 1.1: Students and teachers share a
common understanding of the learning
goals and related success criteria
 1.2: During learning, students receive
on-going, descriptive feedback based
on the success criteria , from the
teachers and from peers
Action Plans:
 Have teacher/students routinely
co-construct the success criteria

Regularly ask students to describe
what they are learning

Continue to encourage and provide
opportunities for collaborative
teaching

Help teachers link instructional
practice to the School Effectiveness
Framework.

Provide full staff training on the 3 Part
Lesson: co-plan, co-teach in-service
model

Ensure that teachers clearly link
instructional practice to the Ontario
curriculum expectations.
This is a continuous and on-going focus.

X
X
X
X
X
X
Staff are developing the use of the
3-part lesson format.
The following activities have supported this
initiative:
o Guided practice, accountable talk,
gradual release of responsibility as
appropriate in all grade levels
o Descriptive feedback with a focus on
student communication of learning.
o The encouragement of co-planning and
co-teaching.
o The use of manipulatives to support
mathematics.
o The use of a variety of strategies to
encourage diverse learning and
methods of problem solving.
o Continue to support the on-line
Homework Help Program
Pathways and
Transitions

By the end of June 2013, all
students requiring
transition support will be
provided seamless and
appropriate supports as
indicated by personalized
assessment and evaluation
information.
School Effectiveness Framework Foci:
 4.1: A culture of high expectations
supports the belief that all students
can learn, progress and achieve.
 4.7: Timely and tiered interventions,
supported by a team approach,
respond to individual student learning
needs
Action Plans:
 Develop a clear process for referring at
risk learners and for the identification
of exceptional students.



Clear and consistent process for IEP
development and management
Special Education staff have the
educational assessment tools and
know how to measure student ability
and progress and to resource those
students who have an Individual
Education Plan
Ensure that the language of high
expectations for students is part of the
school culture.
This is a continuous and on-going focus
supported by the following activities:
o
Clearly defined transition planning for
all students transitioning from grade to
grade and especially for our graduates
going to grade nine.
o
Monthly TEAM meetings with Special
Services Staff including the Child Youth
Worker, Social Worker, Speech
Language Pathologist, Educational
Psychologist, and outside agencies to
plan and support student needs.
o
The use of assistive technology to
support a variety of learning needs.
o
Fostering Community Partnerships
including; Peel Police and Fire
Departments, Peel Health, Junior
Achievement, Artists in the School and
St. John of the Cross Parish.
o
Continue to encourage differentiated
instruction in all areas of the
curriculum.
X
X
X
X
Employee
Support and
Training

By the end of June 2013,
staff will demonstrate an
ongoing commitment to
attend ministry and
system-wide training with a
focus on professional
learning.





Expanded
Accountability
and
Transparency


By the end of June 2013, the
school will report balanced
budgets on an annual basis.
By June 2013, the School
Councils will adhere to the
collection, recording and
reporting processes for funds
that are generated through
their activities.




Staff to access PD place professional
development and training database
system
Evidence of staff attendance at and
completion of mandatory in-services
and training sessions
Evidence of compliance with
Emergency Procedures Training for all
staff (e.g., Lockdown Procedures, Fire
Drills)
Selected staff to receive training and
certification in Crisis Prevention and
Intervention, First Aid, etc.
Staff participation in job-embedded
professional learning
Staff to access PD place professional
development for training opportunities on
budgeting process and procedures
Staff will continue to use the Financial
Support Tool provided through the Finance
Department
School Council chairs will yearly receive the
DP Catholic School Council Resource
Handbook outlining processes in handling
funds
School Council members will be
encouraged to attend Board and Family
level in-services and training sessions
including Board-wide training every
October for the specific roles of the Council
This is a continuous and on-going focus.

Fire drills and lockdowns are practiced
on a regular basis.

Appropriate staff are encouraged to
attend training sessions to promote
Safe Schools.

School staff meet the standards for First
Aid Training

Students are given the opportunity to
take First Aid and Red Cross Babysitting
courses.
X
This is a continuous and on-going focus.
X

School and School Advisory Council are
compliant with all financial reporting
protocols.

Training is provided to School Advisory
Council members who may be new to
their positions.