2010-2013 Catholic School Learning Plan for Blessed John XXIII Catholic School
2010-2011 (Year 1) Progress Report
Pillar
Catholic
Community,
Culture, and
Caring
SMART Goals
By the end 2013, the
percentage of
students in
Kindergarten to
Grade 12 feeling a
sense of belonging,
inclusion,
connectedness and
safety will increase
compared to
baseline data to be
collecting using the
Catholic Community,
Culture and Caring
Survey in 2010-2011.
Continue to
develop and/or
maintain positive
parish – school
relationships
Showing
commitment to our
virtues through our
outreach programs
Action Plans to Support SMART Goal(s)
Completed
In
Progress
Comments
Please note: Action plans to support
smart goals are completed, continuous
and on-going.
3.4 Explicit strategies are in place to
enable students to demonstrate strong
citizenship skills such as leadership,
teamwork and advocacy
6.3 The school and community build
partnerships to enhance learning
opportunities for students
6.2 Students, parents and community
members are engaged and welcomed
as respected valued partners
2.5 Staff, students and school community
support student well-being in a socially
responsible and caring school culture
XS
X
Following the virtues program has
had a positive effect in the
classroom and with our school
climate.
We are fortunate to maintain and
build community partnerships: Peel
Health, Peel Police, Big
Brothers/Sisters, Snack/Breakfast
Program (Breakfast for Kids),
Catholic Community, Culture and
Care Action Team, Rosary
Apostolate, etc.
We are still awaiting results from
our Catholic Community, Culture
and Caring Survey.
Our partnership with the parish
continues to evolve. The
parish/school/school council
symposium provided us with a
template for future planning into
the fall 2011. Our parish priests
attends various functions at the
school, year end BBQ, Speech
contests, Welcome to Kindergarten
evening, Move-a thon, Snuggle Up
and Read, etc
Our PALS program began late in the
Literacy
Numeracy
Show an increase
in reading levels to
move 25 % of the
students up a level
Show an increase
in numeracy skills
1.6 assessment of learning
provides evidence for evaluating
the quality of student learning at
or near the end of a period of
learning
4.5 Instruction and assessment are
differentiated in response to
student strength, needs and prior
learning
4.7 timely and tiered interventions,
supported by a team approach,
respond to individual student
learning needs
4.5 Instruction and assessment are
differentiated in response to
X
X
X
X
year (May 2011) due to availability
of Peel region, but we are looking
forward to continuation in the fall.
Balanced literacy strategies,
introduction of Focus on Five in
every class, use of student and
teacher generated rubrics, common
assessment language used in all
classrooms, having the student be
involved and responsible for their
learning, using observation data to
drive instruction and next steps,
and authentic assessment leading
to professional and accountable
evaluation. Guided practice
strategies used to allow for
immediate descriptive feedback,
flexible groupings using both
heterogeneous and homogeneous
groups, groups incorporate diverse
learners based on high interest not
necessarily ability level, use of
rubrics to clarify and reinforce
expectations, use of anchors and
exemplars to scaffold learning and
discuss success criteria, direct
translation, assistive technology,
word walls, examples of modelled
work/student work and self
assessment, graphic organizers, And
All Star Reading Program.
Primary Learning Team for
numeracy, Algebra Prime training
to move 25% of the
students up a level
Pathways and
Transitions
student strengths, needs and prior
learning
4.4 Learning is deepened through
authentic, relevant and meaningful
student inquiry
for primary teachers, introduction
to 3 part math lesson in all
divisions, developing expected
practice using established high yield
strategies (Bansho, Gallery Walk,
Math Congress) use of
manipulatives so students more
engaged in their learning, use of
picture books to initiate learning,
generated rubrics, use of anchor
charts, immediate descriptive
feedback during formative
assessment, authentic cross
curricular connections utilized, on
line math resources for home for
those who utilize the sites, direct
translation, assistive technology,
SAT teacher worked closely with
teachers to initiate and support the
3 part math lesson and problem
solving model, student Math
Olympics.
To Increase student
Assessment of students comfort
readiness and
level at the beginning of
comfort level to
September and at the end of June
enter high school
Dialogue with students and parents
regarding students plan for high school
Working directly with students,
meeting with high school
4.5 Instruction and assessment are
differentiated in response to
student strengths, needs and prior
learning
Our intermediate teachers
worked collaboratively with St.
Martin Secondary school to
prepare the students to enter
high school, our students visited
the high school and high school
personnel visited our students.
Appropriate transition meetings
took place.
X
Employee
Support and
Training
Expanded
Accountability
and
Transparency
Primary
teachers to
participate in a
numeracy
learning team
Intermediate
teachers will be
confident with
implementing
the SMART
Board into their
teaching
Balanced
School budget –
By June 2013,
all schools will
report a
balanced
budget on an
annual basis
School
Generated
Funds – By June
2013, all
schools will
4.4 Learning is deepened through
authentic, relevant and meaningful
student inquiry
Active participate in the learning
team
Follow up with activities with their
students
Dialogue with colleagues
Work collaboratively with SAT
Active participation at inservice
Follow up activities with their
students
Dialogue with colleagues
Evidence of financial accountability
with school budgets as
demonstrated by full transparent
record keeping and reporting
processes
Evidence that School Council is well
informed of financial accountability
and procedures
*Primary Divisions participated in a
Math learning team, Intermediate
teachers participated in the Arts
Initiative program, Staff
participated in various professional
development opportunities at staff
meetings Various teachers
participated in various inservices
provided though the school board,
Special Education teachers
participated in various inservices
through the Trilliuim Demonstration
School
*Sept. 2, 2010 all staff received and
reviewed Epi-Pen Training
All staff completed the Violence
and Harassment Training (Bill
168)
We are following the board
policy regarding financial
accountability. The school
budget committee met to
determine priorities
X
X
report on an
annual basis
the collection
and use of
school
generated
funds that is
consistent with
board policy
and procedures
School Council
Funds – By June
2013, all
schools will
adhere to the
collection,
recording, and
reporting
process for
funds that are
generated
through their
activities