2010‐2013
Catholic
School
Learning
Plan
for
St.
Benedict
Elementary
School
2010‐2011
(Year
1)
Progress
Report
Pillar
Catholic
Community
Culture,
and
Caring
SMART
Goals
•
•
•
By
June
2013,
increase
our
students
sense
of
belonging,
inclusion,
consecutiveness
and
safety
Increase
opportunities
for
students
to
learn
more
about
and
experience
social
justice,
service,
and
stewardship
of
the
earth
Continue
to
nurture
relationships
between
the
school
and
parish
team
and
home
Action
Plans
to
Support
SMART
Goal(s)
•
•
•
•
Establishment
of
a
school‐based
Catholic
Community
of
Culture
and
Caring
Action
Team
(CCCCAT)
Work
closely
with
the
Parish
team
and
our
Catholic
School
Council
to
foster
a
rich
liturgical
and
sacramental
life
in
the
school
Provide
students
with
more
opportunities
to
be
involved
in
social
justice
projects
through
our
“Build
Better
World
Club”
Support
the
Virtues
Program
with
monthly
liturgies
and
weekly
announcements
Completed
In
Progress
Comments
•
Completed
Completed
Completed
Completed
•
•
•
•
•
•
Continue
to
work
with
CCCCAT
to
establish
and
implement
successful
school
focuses
in
this
pillar
Continue
to
work
closely
with
our
Parish
team
at
St.
Timothy
Parish
(including
new
pastor,
Fr.
Sean
Lee
Lung
and
EDGE)
Continue
to
work
closely
with
our
Catholic
School
Council
(e.g.,
CSC
bulletin
board
with
Virtue
focus)
Continue
to
involve
students
in
various
social
justice
projects
(e.g.,
Canned
Food
Drive)
Continue
to
focus
on
Eco‐club
initiatives
(e.g.,
composting,
gardening,
litterless
lunch)
Continue
to
focus
on
Healthy
Schools
Initiatives
(e.g.,
snack
program,
year
long
Terry
Fox
walking
challenge)
Continue
to
focus
on
Virtues
Education
Pillar
Literacy
SMART
Goals
•
•
By
June
2013,
student
performance
will
increase
by
5%
on
each
EQAO
assessment
of
literacy
To
expand
and
deepen
the
implementation
of
high
quality
literacy
practices
in
order
to
contribute
to
the
development
of
the
whole
child
Action
Plans
to
Support
SMART
Goal(s)
•
•
•
Completed
All
literacy
instruction
will
be
delivered
using
guided
reading/guided
practise
as
appropriate
to
the
grade
level
Teachers
will
utilize
instructional
pathways,
differentiated
instruction,
precision
teaching
and
PAR
planning
to
students
outcomes
Continue
to
develop
our
professional
learning
community
where
teachers
reflect,
share
and
improved
the
delivery
of
curriculum
instruction
In
Progress
In
Progress
In
Progress
In
progress
Comments
•
•
EQAO
data
is
analyzed
to
identify
gaps
in
literacy
to
determine
goals
for
school
improvement.
Continue
to
use
quantitative
and
qualitative
data
(PM
Benchmarks/CASI)
to
create
/
re‐
create
guided
reading
groups
and
determine
use
of
resources
Continue
to
use
anchor
charts
and
exemplars
used
consistently
in
the
classrooms
to
scaffold
student
learning,
provide
descriptive
feedback
and
set
expectations.
Review
materials
in
literacy
room
and
in
classrooms
to
ensure
there
are
sufficient
fiction
and
non‐
fiction
books
and
those
that
address
six
comprehension
strategies.
•
•
Pillar
Numeracy
SMART
Goals
•
•
Action
Plans
to
Support
SMART
Goal(s)
By
June
2013,
•
student
performance
will
increase
by
5%
on
each
EQAO
•
assessment
of
numeracy
•
At
the
end
of
each
teaching‐learning
cycle,
students
will
show
improvement
in
critical
thinking
and
problem
solving
skills
in
Mathematics
Completed
In
Progress
Mathematics
instruction
will
be
delivered
using
a
Three‐Part
Lesson
Planning
Model
Class
and
student
profiles
will
guide
a
teacher’s
instruction
Universal
design
and
differentiated
instruction
approach
will
provide
student’s
with
the
opportunity
to
learn
and
demonstrate
their
Mathematical
knowledge
Comments
•
•
•
•
•
•
EQAO
data
is
analyzed
to
identify
gaps
in
numeracy
to
determine
goals
for
school
improvement.
Continue
to
provide
staff
with
professional
development
around
the
Three‐Part
Lesson
through
Ministry
of
Education
Resources
(e.g.,
Literacy
and
Numeracy
Secretariat,
A
Guide
to
Effective
Instruction
in
Mathematics).
Continue
to
use
anchor
charts
and
exemplars
used
consistently
in
the
classrooms
to
scaffold
student
learning,
provide
descriptive
feedback
and
set
expectations.
EQAO
data
is
analyzed
to
identify
gaps
in
numeracy
to
determine
goals
for
school
improvement.
Continue
to
promote
Homework
Help
Online
resources
at
school
and
through
newsletters
Special
Assignment
Teacher
and
Math
Consultant
have
supported
Junior
teachers
in
numeracy
and
effective
instruction
through
the
Three‐Part
Math
Lesson.
Next
year,
we
intend
on
focusing
on
Numeracy
with
our
Primary
Division
teachers.
Pillar
Pathways
and
Transitions
SMART
Goals
•
•
Action
Plans
to
Support
SMART
Goal(s)
Provide
students
with
•
opportunities
to
build
on
out‐of‐school
experiences
and
explore
their
•
strengths
and
career
and/or
community
•
options
Our
teaching
and
learning
will
incorporate
21st
century
content,
global
perspectives,
learning
skills,
resources,
and
technologies
Regarding
diverse
learners,
continue
to
work
with
our
Resource
Team
and
review
expectations‐
planned
workshops
when
required
Expand
the
implementation
of
the
Integrated
Arts
Initiative
Increase
out‐of‐school
learning
opportunities
for
students
including:
Dufferin
Career
Day,
Peel
Safety
Village,
Quebec
City,
Parish
retreats,
etc.
Completed
In
Progress
Comments
Completed
Completed
Completed
•
•
•
•
Participate
annually
in
the
Georgian
College
Career
Pathways
sessions
with
our
Grade
Eight
students
open
and
consistent
communications
with
our
secondary
feeder
schools
for
smooth
transition
shadow
and
career
days
Continue
to
plan
our
Welcome
to
Kindergarten
night
for
parents
and
students
to
have
a
successful
transition.
Also,
provide
parents
with
appropriate
resources
and
community
contacts
which
can
be
used
to
help
them
with
their
child’s
Kindergarten
readiness
Pillar
Employee
Support
and
Training
SMART
Goals
•
By
the
end
of
2013,
administrators
and
associated
staff
participate
in
the
necessary
training
associated
with
supporting
school
employees.
Action
Plans
to
Support
SMART
Goal(s)
•
•
•
•
•
•
•
Attendance
Support
Program‐
Administrator
In‐service
and
staff
awareness
(August/September
2011)
Emergency
Preparedness
Training
for
Administration
Equity
and
Diversity
Strategy‐
Administrator
and
Staff
Training
Violence
and
Harassment
Training,
Bill
168‐
all
staff
members
First
Aid
Training
Mentoring
for
administration
and
new
teachers
Annual
Learning
Plans
submitted
by
each
teacher
to
principal
and
Annual
Growth
Plan
submitted
for
each
administrator
to
Superintendent
of
Schools
Completed
In
Progress
Completed
Completed
Completed
Ongoing
Ongoing
In
Progress
In
Progress
Comments
•
•
•
Continue
to
ensure
appropriate
training
for
staff
as
directed
by
the
Dufferin‐Peel
Catholic
District
School
Board
Mentorship
of
administrators
and
teachers
is
ongoing
to
embrace
professional
learning
opportunities
Continue
to
encourage
staff
to
fully
participate
in
Duferrin‐Peel’s
Summer
Institute
inservices
as
well
as
After
School
Professional
Development
workshops
offered
throughout
the
year
Pillar
SMART
Goals
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
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.
Expanded
Accounta‐
bility
and
Transpar‐
ency
Action
Plans
to
Support
SMART
Goal(s)
•
•
•
Continue
to
monitor
on
a
monthly
basis.
Continue
to
monitor
monthly
to
ensure
implementation
of
appropriate
School
Generated
Funds
policy.
Continue
to
monitor
monthly
to
ensure
compliance
with
board
policy.
In
Progress
Completed
In
Progress
Completed
Completed
Comments
•
The
Catholic
School
Council
receives
an
annual
Principal’s
report
on
the
school
budget
indicating
how
this
money
is
spent
throughout
the
school
year.
•
Process
in
place
and
policy
followed
accordingly.