Catholic Learning Plan (2011 - 2016)
St. Marguerite d'Youville Secondary School
Mission *
The mission of the St. Marguerite d'Youville School Community is, education is an exercise in trust which blossoms into an adventure of risk, love and
service. A Catholic education, bounded in the sacraments, tradition and sacred stories of the Church is directed toward the transformation of society based
on the conviction that life is good, that we are called to community and that we must seek justice and equality for all God's creation.
The life of our patroness, St. Marguerite d'Youville, was one of complete trust in Divine Providence. Her confidence in God's grace freed her to risk the
challenges posed by adversity and fear of the unknown. Her fundamental belief in the giftedness of life resulted in a strong love for the sick and poor in the
city of Montreal during the eighteenth century. She accepted the gospel challenge to become "servant of all" as she ministered to the indigenous people, the
French, and the English in a colonial world scarred by war, poverty and disease.
The gospel challenge accepted by Marguerite d'Youville clearly portrays the dynamics of a good Catholic secondary school. Using Marguerite d'Youville as
a role model of the religious dimension of Catholic education, we must strive:
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to teach and to learn that Catholic education is based on trust in God and God's care of each of us
to teach and to learn that Catholic education challenges everyone to risk living a Christian life in a culture which often promotes only personal gain
to teach and to learn that the fundamental outcome of Catholic education is love for all of God's creation
to teach and to learn that Catholic education calls us to live lives of service in the building of God's reign.
Pastors, pastoral workers, chaplains, teachers, and support staff, share with parents this gospel challenge in the formation of young people of integrity and
justice.
St. Marguerite d'Youville, Pray for Us! God of Providence, guide and protect us!
Motto
To Trust, To Risk, To Love, To Serve
Catholic Focus
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St. Marguerite d’Youville believes that the Catholic faith, as expressed through Gospel values, is the driving force in the school’s community of learners,
which includes: students; the parish, home and community; teachers and support staff; administrators and supervisory officers; and trustees.
Staff and students are part of a Christ-centered community. Together we work in a supportive, inclusive, meaningful, and respectful environment within the
context of an authentic Catholic learning community.
Our school community strives “…to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring
citizens who contribute to society.” St. Marguerite d’Youville is further committed to:
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deepening the understanding, appreciation and practice of the Catholic Christian lifestyle, with Jesus as role model;
aligning a system-wide approach to Catholicity, whereby all educational practices are implemented through a Catholic lens;
developing graduates with the Ontario Catholic School Graduate Expectations who are fully alive in Christ, through their knowledge, skills, values,
attitudes, and actions;
encouraging unique approaches to support system priorities and the principal strands of faith education: prayer and liturgy; sacramentality; morality
and justice; and scripture and church.
As a diverse educational community responding to God’s call, St. Marguerite d’Youville fosters and nourishes an inclusive atmosphere rooted in tradition
and scripture. We continue to commit to the guiding principles of Learning for All and to Dufferin-Peel’s Equity and Inclusive Education Policy while:
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being authentic witnesses to our Catholic faith;
being responsible stewards of God’s grace in the world;
respecting human dignity;
modelling all learners after Jesus, as ministers of compassion and service.
To strengthen its Catholic identity, St. Marguerite d’Youville will continue to encourage equity and diversity by focusing on hiring and promotion practices,
professional and staff development, and curriculum development and learning resources, so that all feel valued as part of the fabric of our diverse
community. We will also continue to facilitate the faith formation of students and staff, together with an educational program, which strives to integrate the
board’s fundamental beliefs and values into all of its endeavours.
Core Principles
St. Marguerite d’Youville Secondary School’s Catholic School Learning Plan address five core principles of: Catholicity; Learning Environment; Community
Engagement; Parish-Home-School; and Physical Environment.
CATHOLICITY
St. Marguerite d’Youville celebrates and nourishes gospel values in teaching and learning through the following:
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The role modelling by staff as authentic Catholic witnesses
The continued spiritual development of staff and students within the image of Christ through daily prayer, liturgical celebrations, and retreats
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throughout the year
Creating a caring, inclusive, and safe school environment
Monthly commitment to the Virtues program including the visual display of posters in our classrooms and throughout the school as well as reflections
on the virtue of the month
Monthly meetings with our parish priest and staff
Chaplain meets with School Council Chair to share Pastoral Plan
Weekly mass in our chapel with the parish priest
Each department will take ownership for the school’s commitment to the virtue of a Month
Increased opportunities for students and staff to learn more about and experience social justice, service, and stewardship of the earth
Students will have the opportunity to engage in local and international outreach experiences
School staff will engage in monthly meetings with our parish priest and staff
Prayer is seen as an essential component to every class
School prayer brings the school together as a community through one prayer that unites all.
Turning compassion into action in various outreach projects including our school Walkathon and Mass
Morning prayer takes on a variety of forms; student and teacher led and incorporation of technology through DYTV
Active involvement of our safe schools/diversity team, implementing differentiated instruction, anti-bullying education and awareness, Girls Night In
and Boys Night Out
Relentless promotion of a sense of equality and equity
Clubs such as d'Y Prophets, Justice League, Students for Life, and Spirit Council promote principles of Catholic Social Teaching in their daily
activities
Department Heads retreat to empower and rejuvenate school leaders so they can bring their renewed faith and enthusiasm to their departments and
classrooms
Provide more opportunities for staff to come together as a faith community
LEARNING ENVIRONMENT
Summary of the school’s 2012-2013 most recent EQAO Grade 9 mathematics assessment performance:
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Grade 9 Academic Mathematics: 77% of students achieved level 3 or higher
Grade 9 Applied Mathematics: 52% of students achieved level 3 or higher
Observations regarding school progress in Grade 9 EQAO: focus on continued intensive support for applied level students.
Summary of the school’s most recent Ontario Secondary School Literacy Test (OSSLT) performance:
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OSSLT results for First-Time Eligible Students: 85%
OSSLT results for Previously Eligible Students: 52%
Observations regarding school progress on the OSSLT: An increase in FTE success by 2% and PE results of 8%
Continue to focus on students in Applied Level and Locally Developed and Previously Eligible students for intensive support
The school community supports and provide opportunities for life-long learning through:
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School council, parish participation, volunteers, secretarial and custodial involvement in school activities
Professional development at every staff meeting
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Opportunities for staff to Share best practices at department and staff meetings
New Teacher Mentorship Workshops delivered at the school
New Teacher Induction Program
Financial support of staff to participate in PD opportunities outside of the board
Print resources given to staff each month focusing on a different element of effective teaching
D’Youville teacher conference facilitated by d’Youville teachers for d’Youville teachers to focus on in-house Professional Development
The school community demonstrates commitment to continuous improvement in student achievement and support for the well-being of all learners through:
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After school homework club
After school math help
Humber Dual Credit Program
“Get Ready” Program for Grade 9 students
Link Crew mentorship program: Link Crew Leaders work with grade 9 students throughout the grade 9 transition year and beyond
Credit Recovery programs
Alternative Education programs
Cooperative Education, OYAP, and other experiential education programs
Student Success team consultations to support students at risk
Department Heads goal setting process
School Improvement Team agrees on a specific vision of what high quality instruction looks like and builds consistent commitment and capacity to
support this vision
Collect and utilize data in order to inform practice
Invest in the development of knowledge and skills and competencies of individuals and groups at the school to focus on assessment literacy and
instructional effectiveness
Utilize classroom profiles in order to provide differentiated instruction that will ensure success of all students in accordance with the Universal Design
of Learning Model
Continue to increase Parent/Guardian engagement
Establishing professional learning communities across the school
Provide a variety of opportunities for student to be leaders and mentors
Provide a variety of opportunities for students to be engaged outside of the classroom
Interactive Professional Development at department head meetings and staff meetings
COMMUNITY ENGAGEMENT:
St. Marguerite d’Youville Secondary School ensures that its Catholic School Council reflects the school’s diverse Catholic community by:
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Actively encouraging all parents to join School Council through the communication of this information to parents and guardians via school website,
twitter, Syner-voice messages and regular communications sent home
Dates of monthly meetings and contact information for School Council members is posted on the school website
Parents and guardians are invited to participate in School Council via an invitation shared at Grade 9 Orientation
Personal invitations are extended as appropriate
All parents are encouraged to attend monthly School Council meetings
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Use of PRO grants
The St. Marguerite d'Youville Secondary School builds and sustains community partnerships through:
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Strong relationship with Peel Regional Police Neighborhood Policing Unit
Pilot Project with the Student Support Leadership Initiative which includes partnerships with AYSP, PPC and other community agencies in effort to
address children’s Mental Health issues
Involving different community groups in our reach-ahead activities for the SHSM students
Growing success in our Co-op and OYAP programs through collaboration with many partners in the workplace in peel region and beyond the borders
of peel
Mentorship and Leadership programs with various groups such as the Chuck Ealy foundation, Link Crew, Ontario Student Leadership Forum
Humber College Dual Credit
PARISH-HOME-SCHOOL:
St. Marguerite d'Youville Secondary School promotes the engagement and active participation of the parish and home as a fundamental component of
student success through:
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Engagement with St. Marguerite d’Youville Parish is actively promoted through monthly meetings between school and parish
Masses with parish priests every Wednesday in our school chapel
Grade level masses throughout the year with parish priests
Sacrament of Reconciliation offered by Parish priests at various times throughout the year
St. Marguerite d’Youville Annual Walkathon fundraiser raises funds for Share-life and other Charities
School community annual Christmas basket donations to families in need from the St. Marguerite d’Youville Parish
Family of Schools mass at the Parish
Grade 10 student volunteers to lead confirmation retreats for the Parish
Graduation mass at our parish
Grade 9 retreat
PHYSICAL ENVIRONMENT:
St. Marguerite d'Youville Secondary School is engaged in the promotion of good stewardship of resources through:
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Ongoing recycling system in the classrooms and cafeteria that fills approximately 16-20 large receptacles of recycling every week
Community clean up in partnership with Brampton Clean City Committee
Greening the school: Mulching trees, spreading topsoil and replacement tree planting has been done and is ongoing with our Green Industries class
and our Green Force Club
Reuse project: Cereal Box Workbooks Program and the Christmas Wreaths Project
Earth Day and Earth Hour campaigns with prayers and petitions used from Kairos Canada and our own students’ creation.
Vote Earth Hour campaign with sign-up sheets, results and lights out in the school during announcements and reflection
Recycling Poster Contest: winning poster is posted in all classrooms in the school
The school is currently a GOLD certified eco school
St. Marguerite d'Youville Secondary School continues to demonstrate financial responsibility by:
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The school demonstrates financial accountability by ensuring that funds are collected and expensed by the school in compliance with all Board
protocols
Financial reports on record for Principal and Department Heads to review and monitor for accuracy of expenses and revenues
Financial reports on record for disclosure and accountability to the School Board and school community when required
Purchases are processed according to Board procedure/guidelines
School board suppliers, Board tenders and Blanket vendors used when possible
Appropriate staff are trained/advised on purchasing policies and procedures of the Board
Banking procedures/controls are established to show full disclosure, proper record keeping and maintaining accuracy of funds
Monies and cheques given to the Head Secretary for deposit, are counted in the presence of two people and the deposit forms are verified and
initialed by both parties for accountability
Monies and cheques are deposited in the bank in a timely fashion, or until such time, secured in a safe/vault, in a secure locked room to ensure
security
Names of Catholic Learning Team Members:
Monika Bural
Lenny Ciummelli
Barbara Deslauriers
Claudio Difederico
Tracy Fernandes
Laura Pincente
Date(s) of Revision:
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Shared Prioritiy: Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes
ACTION PLAN
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
START
DATE
FINISH
DATE
Anthony
Marcellino /
CCCCAT
9/3/2013
6/30/2016
Draft
Anthony
Marcellino /
Guidance
9/3/2013
6/30/2016
In-Progress
Anthony
Marcellino /
CCCCAT
9/3/2013
6/30/2016
START
DATE
FINISH
DATE
9/3/2013
6/30/2016
PRIORITY
STATUS
High
In-Progress
myBlueprint Learning Style
Inventory
High
Student Well-Being and
Engagament Initatives
High
1. By June 2016, there will be Focus on Five
an increase in the proportion of
students who have
demonstrated improvement on
the learning skill and work
habit of initative.
PERSON /
OFFICE
RESPONSIBLE
Shared Prioritiy: Building Collaborative Practices Through Inquiry
Outcomes
ACTION PLAN
2. By June 2016, there will be Assessment Practices
an increase in the proportion of
educators who intend to apply
the knowledge gained through
professional learning
opportunities that support
collaborative inquiry.
PRIORITY
High
STATUS
PERSON /
OFFICE
RESPONSIBLE
In-Progress Frances Campese
/ SIT/SLT
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
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Outcomes
ACTION PLAN
2. By June 2016, there will be Professional Learning
an increase in the proportion of Opportunities
educators who intend to apply
the knowledge gained through
professional learning
opportunities that support
collaborative inquiry.
Professional Resources
PRIORITY
STATUS
PERSON /
OFFICE
RESPONSIBLE
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
START
DATE
FINISH
DATE
High
In-Progress Frances Campese
/ A&E
9/3/2013
6/30/2016
High
In-Progress Frances Campese
/ Admin
9/3/2013
6/30/2016
START
DATE
FINISH
DATE
Shared Prioritiy: Enhancing Transitional Practices
Outcomes
ACTION PLAN
3. By June 2016, there will be Increase Credit Accumulation
an increase in the proportion of
students, per applicable
cohort, successfully
completing grade nine with
their respective credit
requirements.
IPP - Individual Pathways
Plan
PRIORITY
STATUS
PERSON /
OFFICE
RESPONSIBLE
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
High
In-Progress Kevin Greco / SST
9/3/2013
6/30/2016
High
In-Progress Frances Campese
/ Guidance
9/3/2013
6/30/2016
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Outcomes
ACTION PLAN
3. By June 2016, there will be Secondary School
an increase in the proportion of Registration Transitions
students, per applicable
Guideline 2013
cohort, successfully
completing grade nine with
their respective credit
requirements.
Transitions
PRIORITY
STATUS
PERSON /
OFFICE
RESPONSIBLE
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
START
DATE
FINISH
DATE
High
In-Progress Frances Campese
/ Guidance
9/3/2013
6/30/2016
High
In-Progress Frances Campese
/ Guidance
9/3/2013
6/30/2016
START
DATE
FINISH
DATE
Shared Prioritiy: Knowing the Learner through Assessment
Outcomes
ACTION PLAN
PRIORITY
STATUS
PERSON /
OFFICE
RESPONSIBLE
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
4. By June 2016, there will be Assessment Practices
an increase in the proportion of
educators who increased their
understanding of assessment
for and as learning, as a result
of professional learning
opportunities.
High
In-Progress Frances Campese
/ SIT/SLT
9/3/2013
6/30/2016
Professional Learning
Opportunities
High
In-Progress Frances Campese
/ A&E
9/3/2013
6/30/2016
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Outcomes
ACTION PLAN
4. By June 2016, there will be Professional Resources
an increase in the proportion of
educators who increased their
understanding of assessment
for and as learning, as a result
of professional learning
opportunities.
PRIORITY
High
STATUS
PERSON /
OFFICE
RESPONSIBLE
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
In-Progress Frances Campese
/ Admin
START
DATE
FINISH
DATE
9/3/2013
6/30/2016
START
DATE
FINISH
DATE
Shared Prioritiy: Responding through Effective Instruction
Outcomes
ACTION PLAN
PERSON /
OFFICE
RESPONSIBLE
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
PRIORITY
STATUS
High
In-Progress
James Chambers
/ Numeracy
9/3/2013
6/30/2016
Guided Reading
High
In-Progress
James Chambers
/ Literacy
9/3/2013
6/30/2016
Literacy Flashes
High
In-Progress
James Chambers
/ Literacy
9/3/2013
6/30/2016
5. By June 2016, there will be EQAO Intensive Supports
an increase in the proportion of
students achieving a level 3 or
4 on the EQAO assessments
(Math and OSSLT) in Applied
and Academic cohorts.
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Outcomes
ACTION PLAN
5. By June 2016, there will be Professional Development for
an increase in the proportion of Math Teachers
students achieving a level 3 or
4 on the EQAO assessments
(Math and OSSLT) in Applied
and Academic cohorts.
PRIORITY
STATUS
High
In-Progress
PERSON /
OFFICE
RESPONSIBLE
James Chambers
/ Numeracy
AUTHORIZED
CENTRAL
OFFICE
RESOURCES
START
DATE
FINISH
DATE
9/3/2013
6/30/2016
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Outcomes and Action Plans
Shared Priority:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcome:
1. 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 initative.
Action Plan:
Focus on Five
Action Plan Description:
If student focus on developing the spiritual, physical, emotional, social, and intellectual well-being
of five "in" risk students then they will be able to demonstrate initiative with their learning skills and
work habits.
Person / Office Responsible:
Anthony Marcellino / CCCCAT
WHO
COMPLETION
DATE
Teacher focus on the spiritual, physical,
emotional, social, and intellectual well-being of
five "in risk" students.
Teacher
6/30/2016
Shared Priority:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcome:
1. 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 initative.
Action Plan:
myBlueprint Learning Style Inventory
Action Plan Description:
If teachers teach students how to use the myBlueprint Learning Style Inventory in class then
students' will be able to identify unique learning styles and take greater initiative in pathway
planning.
Person / Office Responsible:
Anthony Marcellino / Guidance
ACTION STEPS TO BE ACCOMPLISHED
ACTION STEPS TO BE ACCOMPLISHED
WHO
COMPLETION
DATE
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Students to move out
of risk.
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
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WHO
COMPLETION
DATE
Classroom teachers
6/30/2016
Students to be able
to make decisions
about personal
pathways.
Teacher PD to access myBlueprint for preparing
students.
Teachers
6/30/2016
Teachers to use
myBlueprint to guide
student learning skills
and work habits.
Shared Priority:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcome:
1. 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 initative.
Action Plan:
Student Well-Being and Engagament Initatives
Action Plan Description:
If staff intentionally show they are caring adults in the school then student will feel supported by
adults and take greater initiative at school.
Person / Office Responsible:
Anthony Marcellino / CCCCAT
ACTION STEPS TO BE ACCOMPLISHED
Students to create Personal Profile in
myBlueprint beginning in grade 9.
ACTION STEPS TO BE ACCOMPLISHED
d'Y cares campaign.
WHO
COMPLETION
DATE
CCCC
6/30/2016
RESOURCES
NEEDED
RESOURCES
NEEDED
ANNUAL COST
($)
ANNUAL COST
($)
EXPECTED
RESULTS
EXPECTED
RESULTS
Students feel
supported by adults.
Shared Priority:
Building Collaborative Practices Through Inquiry
Outcome:
2. By June 2016, there will be an increase in the proportion of educators who intend to apply the
knowledge gained through professional learning opportunities that support collaborative inquiry.
Action Plan:
Assessment Practices
Action Plan Description:
If teachers shift their focus to improve their use of descriptive feedback within their current
assessment strategies (such as learning goals/success criteria and 3-part lesson plan) then all
learners will become more engaged during their learning process. This will result in increased
success on summative tasks, CPTs and final exams.
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Person / Office Responsible:
Frances Campese / SIT/SLT
WHO
COMPLETION
DATE
Departments
6/30/2016
Completion of a the
PLC with
observations.
Introduce school-wide Theory of Action.
CSLT
10/11/2013
Staff understanding.
Provide resources and professional development
for co-teaching and co-learning.
CSLT
6/30/2016
Mastry of
assessment
practices.
ACTION STEPS TO BE ACCOMPLISHED
Department development of a PLC for their
Theory of Action.
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Shared Priority:
Building Collaborative Practices Through Inquiry
Outcome:
2. By June 2016, there will be an increase in the proportion of educators who intend to apply the
knowledge gained through professional learning opportunities that support collaborative inquiry.
Action Plan:
Professional Learning Opportunities
Action Plan Description:
If teachers attend PD to support their use of effective assessment strategies then students will
receive effective and necessary feedback for success.
Person / Office Responsible:
Frances Campese / A&E
WHO
COMPLETION
DATE
Monthly tips for staff on how to provide effective
descriptive feedback.
CSLT
6/30/2016
Teachers providing
quality/effective
feedback.
Review assessment practices in Learning
Goals/Sucess Criteria & Assessment for/of/as.
CSLT
6/27/2014
Establish good
practices for teachers
and increased
succeess of for
students.
Share best practices for the use of Descriptive
feedback.
CSLT
6/27/2014
Greater knowledge
for teachers and
increased succeess
of for students.
ACTION STEPS TO BE ACCOMPLISHED
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
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Shared Priority:
Building Collaborative Practices Through Inquiry
Outcome:
2. By June 2016, there will be an increase in the proportion of educators who intend to apply the
knowledge gained through professional learning opportunities that support collaborative inquiry.
Action Plan:
Professional Resources
Action Plan Description:
If teachers use purchase resources to support professional learning then students will be
supported in the learning process.
Person / Office Responsible:
Frances Campese / Admin
ACTION STEPS TO BE ACCOMPLISHED
WHO
COMPLETION
DATE
Purchase "How to Give Effective Feedback to
Your Students" from ASCD for each department.
Admin
10/11/2013
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Resources will
support teacher
learning.
Shared Priority:
Enhancing Transitional Practices
Outcome:
3. By June 2016, there will be an increase in the proportion of students, per applicable cohort,
successfully completing grade nine with their respective credit requirements.
Action Plan:
Increase Credit Accumulation
Action Plan Description:
If teachers provide opportunities for students to recover and rescue credits through alternative
programs then students will achieve an increase in credits earned.
Person / Office Responsible:
Kevin Greco / SST
WHO
COMPLETION
DATE
Alternative Education programs for junior and
senior students and credit recovery classes.
SST/ALT
6/30/2016
Shared Priority:
Enhancing Transitional Practices
ACTION STEPS TO BE ACCOMPLISHED
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Increased credit
accumulation.
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Outcome:
3. By June 2016, there will be an increase in the proportion of students, per applicable cohort,
successfully completing grade nine with their respective credit requirements.
Action Plan:
IPP - Individual Pathways Plan
Action Plan Description:
All students to use and develop an Individual Pathways Plan from grades 8 to 12 to support
transitions using My Blueprint.
Person / Office Responsible:
Frances Campese / Guidance
ACTION STEPS TO BE ACCOMPLISHED
Staff training for IPP implementation.
Student use of MyBlueprint to complete their
Indvidual Pathwys Plan.
WHO
COMPLETION
DATE
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Staff
6/27/2014
Staff understanding
to support students
use of MyBlueprint.
Guidance
6/30/2016
Students will have a
tool for transition
planning.
Shared Priority:
Enhancing Transitional Practices
Outcome:
3. By June 2016, there will be an increase in the proportion of students, per applicable cohort,
successfully completing grade nine with their respective credit requirements.
Action Plan:
Secondary School Registration Transitions Guideline 2013
Action Plan Description:
If schools use the Registration Transitions Guideline for increased awareness and commitment
then Grade 8 Catholic students will have greater opportunities to in our Catholic Secondary School
communities.
Person / Office Responsible:
Frances Campese / Guidance
WHO
COMPLETION
DATE
Annual feeder school transfer of files for
registration.
Guidance
6/30/2016
Retain feeder school
students for
enrolment.
Continued on-line registrations grades 8 to 12.
Guidance
6/30/2016
Consistency
throughout DPCDSB.
ACTION STEPS TO BE ACCOMPLISHED
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
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ACTION STEPS TO BE ACCOMPLISHED
On-Line Course Selection Process 8-9.
WHO
COMPLETION
DATE
Guidance
6/30/2016
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Stremline process for
students.
Shared Priority:
Enhancing Transitional Practices
Outcome:
3. By June 2016, there will be an increase in the proportion of students, per applicable cohort,
successfully completing grade nine with their respective credit requirements.
Action Plan:
Transitions
Action Plan Description:
If the school provides transitions programs (Grade 8 Day, Classroom visits for course selection,
Post-Secondary Night, Co-op Showcase) for respective cohort then students will make good
pathways decisions for success.
Person / Office Responsible:
Frances Campese / Guidance
ACTION STEPS TO BE ACCOMPLISHED
Grade 8 Transitions Day
Grade level guidance visits to review pathways,
credit accumulation, graduation requirements,
and community service hours.
WHO
COMPLETION
DATE
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Transition Committee
6/20/2016
Better pathway
preparation
Guidance
6/30/2016
Better pathway
preparation and
informed decision
making.
Shared Priority:
Knowing the Learner through Assessment
Outcome:
4. By June 2016, there will be an increase in the proportion of educators who increased their
understanding of assessment for and as learning, as a result of professional learning
opportunities.
Action Plan:
Assessment Practices
Action Plan Description:
If teachers shift their focus to improve their use of descriptive feedback within their current
assessment strategies (such as learning goals/success criteria and 3-part lesson plan) then all
learners will become more engaged during their learning process. This will result in increased
success on summative tasks, CPTs and final exams.
Page 17 of 39
Person / Office Responsible:
Frances Campese / SIT/SLT
WHO
COMPLETION
DATE
Departments
6/30/2016
Completion of a the
PLC with
observations.
Introduce school-wide Theory of Action.
CSLT
10/11/2013
Staff understanding.
Provide resources and professional development
for co-teaching and co-learning.
CSLT
6/30/2016
Mastry of
assessment
practices.
ACTION STEPS TO BE ACCOMPLISHED
Department development of a PLC for their
Theory of Action.
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Shared Priority:
Knowing the Learner through Assessment
Outcome:
4. By June 2016, there will be an increase in the proportion of educators who increased their
understanding of assessment for and as learning, as a result of professional learning
opportunities.
Action Plan:
Professional Learning Opportunities
Action Plan Description:
If teachers attend PD to support their use of effective assessment strategies then students will
receive effective and necessary feedback for success.
Person / Office Responsible:
Frances Campese / A&E
WHO
COMPLETION
DATE
Monthly tips for staff on how to provide effective
descriptive feedback.
CSLT
6/30/2016
Teachers providing
quality/effective
feedback.
Review assessment practices in Learning
Goals/Sucess Criteria & Assessment for/of/as.
CSLT
6/27/2014
Establish good
practices for teachers
and increased
succeess of for
students.
ACTION STEPS TO BE ACCOMPLISHED
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Page 18 of 39
ACTION STEPS TO BE ACCOMPLISHED
WHO
COMPLETION
DATE
Share best practices for the use of Descriptive
feedback.
CSLT
6/27/2014
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Greater knowledge
for teachers and
increased succeess
of for students.
Shared Priority:
Knowing the Learner through Assessment
Outcome:
4. By June 2016, there will be an increase in the proportion of educators who increased their
understanding of assessment for and as learning, as a result of professional learning
opportunities.
Action Plan:
Professional Resources
Action Plan Description:
If teachers use purchase resources to support professional learning then students will be
supported in the learning process.
Person / Office Responsible:
Frances Campese / Admin
ACTION STEPS TO BE ACCOMPLISHED
WHO
COMPLETION
DATE
Purchase "How to Give Effective Feedback to
Your Students" from ASCD for each department.
Admin
10/11/2013
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Resources will
support teacher
learning.
Shared Priority:
Responding through Effective Instruction
Outcome:
5. By June 2016, there will be an increase in the proportion of students achieving a level 3 or 4 on
the EQAO assessments (Math and OSSLT) in Applied and Academic cohorts.
Action Plan:
EQAO Intensive Supports
Action Plan Description:
If teachers provide an intensive support program through one-on-one targeted instruction then
students identified at level 2 will achieve a level 3 on EQAO.
Person / Office Responsible:
James Chambers / Numeracy
ACTION STEPS TO BE ACCOMPLISHED
WHO
COMPLETION
RESOURCES
ANNUAL COST
EXPECTED
Page 19 of 39
ACTION STEPS TO BE ACCOMPLISHED
WHO
DATE
Provide students identified at level 2 with focused
support to achieve a level 3.
Numeracy
6/30/2016
NEEDED
($)
RESULTS
Increase from level 2
to level 3.
Shared Priority:
Responding through Effective Instruction
Outcome:
5. By June 2016, there will be an increase in the proportion of students achieving a level 3 or 4 on
the EQAO assessments (Math and OSSLT) in Applied and Academic cohorts.
Action Plan:
Guided Reading
Action Plan Description:
If teachers use guided reading within their lessons then student learning will become more
indepdenent and better prepared for success on the OSSLT.
Person / Office Responsible:
James Chambers / Literacy
WHO
COMPLETION
DATE
Teachers provide GLE/OSSLT focused course.
ARD
6/30/2016
Students with IEPs
learning skills
necessary for
success on OSSLT.
Teachers use Guided Reading Practices within
lessons.
English Teachers
6/30/2016
Students will be
better prepared for
the OSSLT.
ACTION STEPS TO BE ACCOMPLISHED
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Shared Priority:
Responding through Effective Instruction
Outcome:
5. By June 2016, there will be an increase in the proportion of students achieving a level 3 or 4 on
the EQAO assessments (Math and OSSLT) in Applied and Academic cohorts.
Action Plan:
Literacy Flashes
Action Plan Description:
If teachers use literacy flash materials provided to them on a month bases then students will be
better prepared for the OSSLT.
Person / Office Responsible:
James Chambers / Literacy
ACTION STEPS TO BE ACCOMPLISHED
WHO
COMPLETION
RESOURCES
ANNUAL COST
EXPECTED
Page 20 of 39
ACTION STEPS TO BE ACCOMPLISHED
WHO
DATE
Monthly staff focuses for cross-curricular literacy
based activities.
OSSLT Team
6/30/2016
Increased
preparation for
OSSLT
Co-coaching/teaching literacy initiatives.
OSSLT Team
6/30/2016
Increased teacher
knoweldge for
student success
NEEDED
($)
RESULTS
Shared Priority:
Responding through Effective Instruction
Outcome:
5. By June 2016, there will be an increase in the proportion of students achieving a level 3 or 4 on
the EQAO assessments (Math and OSSLT) in Applied and Academic cohorts.
Action Plan:
Professional Development for Math Teachers
Action Plan Description:
If teachers participate and use the strategies learned in the PD offered as a Tier 2 Monitor Support
School then students will be better equipped with the foundational skills for success in EQAO
testing.
Person / Office Responsible:
James Chambers / Numeracy
ACTION STEPS TO BE ACCOMPLISHED
WHO
COMPLETION
DATE
Teachers attend various math work shops offered
at the Board level throughout the year.
Kevin Greco
6/30/2011
RESOURCES
NEEDED
ANNUAL COST
($)
EXPECTED
RESULTS
Improved math
EQAO scores.
Page 21 of 39
SCHOOL SELF-ASSESSMENT
Summary:
Phase
Point of Inquiry
DEV
PRA
SUS
1. CBLP: Creating Catholic
Conditions: Identify the focus for
school-wide improvement in
creating Catholic conditions for
well-being, learning and leading.
Consider and comment (as
appropriate) on current work
related to each of the following
aspects: spiritual, social,
emotional, physical, and
intellectual.
STUDY
X
2. CBLP: Creating Catholic
Conditions: Identify how the
school demonstrates and
communicates that "each one is
called by name.” (Isaiah 43:7
adapted).
3. CBLP: Creating Catholic
Conditions: How does the school
demonstrate a commitment to
realizing the Ontario Catholic
School Graduate Expectations
and living out the Virtues?
INN
X
X
4. CBLP: Creating Catholic
Conditions: Rate and comment
on the development and/or
maintenance of positive schoolparish relationships.
X
5. CBLP: Creating Catholic
Conditions: Rate and comment
on school-community
engagement, partnerships and/or
collaboratives.
X
Page 22 of 39
Phase
STUDY
Point of Inquiry
DEV
PRA
SUS
6. CBLP: Creating Catholic
Conditions: Identify through
school observations,
conversations and other evidence
of how Catholic conditions
support well-being, learning and
leading. Consider and comment
(as appropriate) on current work
related to each of the following
elements of classroom culture:
creating healthy spiritual, social,
emotional, physical, and
intellectual spaces for all
learners.
X
7. CBLP: Creating Catholic
Conditions: Rate and comment
on school progress in inviting the
voice of all learners and
practicing “the ministry of
presence.”
X
8. CBLP: School Effectiveness
Framework: SEF Indicators:
Identify one of the SEF indicators
(using the number and
statements from the K-12 SEF
2013 document) that connects to
the school collaborative
inquiry/theories of action. Rate
and comment on strengths and
identify areas for growth for that
indicator.
INN
X
Page 23 of 39
Phase
Point of Inquiry
9. CBLP: School Effectiveness
Framework: SEF Indicators:
Identify a second SEF indicator
(using the number and
statements from the K-12 SEF
2013 document) that connects to
the school collaborative
inquiry/theories of action. Rate
and comment on strengths and
identify areas for growth for that
indicator.
STUDY
DEV
PRA
SUS
INN
X
10. CBLP: School Effectiveness
Framework: SEF Indicators:
Identify a third SEF indicator
(using the number and
statements from the K-12 SEF
2013 document), as appropriate,
that connects to the school
collaborative inquiry/theories of
action. Rate and comment on
strengths and identify areas for
growth for that indicator.
X
11. CBLP: Building Collaborative
Practices: What is the schoolwide collaborative inquiry?
Briefly describe how it is
reflected in a variety of theories
of action. Rate and comment on
areas of strength and areas for
growth.
X
Page 24 of 39
Phase
STUDY
Point of Inquiry
DEV
12. CBLP: Building Collaborative
Practices: Identify, rate and
comment on structures that best
support professional learning
toward the implementation of the
Catholic School Learning Plan
(e.g., Focus on Five, Program
Department Support Model,
CBLT, Secondary Program
Council, Family of Schools
Support).
X
13. CBLP: Enhancing Transitional
Practices: Identify, rate and
comment on the school-wide
progress regarding the
implementation of transitional
practices to support seamless
transitions for students (e.g.,
early learning/early years, within
and between grades/programs,
special education supports,
cross-panel transition, pathways).
X
14. CBLP: Knowing the Learner:
Identify, rate and comment on
successful and emergent school
practices related to knowing the
learner through a variety of
assessment methodologies on an
on-going basis (e.g., diagnostic
assessment, differentiated
assessment, student/classroom
profiles, opportunities for critical
and creative thinking,
metacognition and selfregulation).
PRA
SUS
INN
X
Page 25 of 39
Phase
Point of Inquiry
DEV
15. CBLP: Knowing the Learner:
Rate and comment on the schoolwide progress on implementing
‘assessment for’ and
‘assessment as’ learning
practices.
STUDY
16. CBLP: Responding through
Effective Instruction: Rate and
comment on school-wide
progress on the implementation
of effective instructional practice
and lesson design using the
important elements of the 3-part
teaching framework across
disciplines (e.g., promoting
critical and creative thinking,
student inquiry, collaboration, coconstruction, effective
questioning, new technologies
and literacies).
PRA
INN
X
X
17. CBLP: Responding through
Effective Instruction: Rate and
comment on the school-wide
progress on implementing the
three part lesson in mathematics
(e.g.-flexible groupings,
collaborative work, coconstruction, use of
manipulatives, student inquiry).
18. CBLP: Responding through
Effective Instruction: Rate and
comment on the school-wide
progress on responding to
diverse student needs and
encouraging collaborative work
through the implementation of
flexible groupings for guiding
reading/guided practice.
SUS
X
X
Page 26 of 39
Phase
STUDY
Point of Inquiry
DEV
PRA
SUS
19. CBCP: Creating Catholic
Conditions: Rate and comment
on the extent to which the Annual
General Reminders have been
reviewed/ operationalized with all
staff to support a safe, caring and
inclusive environment for all
(e.g., Bill 168; Anaphylaxis
response training, Attendance
Support Program, Equity and
Inclusive Education Strategy).
X
20. CBCP: Creating Catholic
Conditions: Rate and comment
on the extent to which all of the
financial resources have been
reviewed and implemented in the
school (as per "Financial Support
Tool for Schools" binder,
including: GAP 704.02; GAP 722;
review of monthly budget reports;
on-going communication with
head/budget secretary; process
for allocation of funds).
X
21. CBCP: Creating Catholic
Conditions: Rate and comment
on how the school has ensured
the financial training of
appropriate staff (e.g. the annual
CCCSC Treasurers' workshop by
the School Council Treasurer; the
Financial Accountability session
by the principal and secretary).
X
22. CBCP: Creating Catholic
Conditions: Rate and comment
on the extent to which the school
has implemented/operationalized
the procedures in the Fixed
Assets Inventory of the "Financial
Support Tool for Schools."
X
INN
Page 27 of 39
Phase
Point of Inquiry
DEV
PRA
23. CBCP: Creating Catholic
Conditions: Rate and comment
on the extent to which successful
practices have been in place to
support the efficient and effective
management of the school and
resources that reflect a
commitment to local and global
stewardship of our environment.
24. CBCP: Creating Catholic
Conditions: Rate and comment
on the extent to which the
STOPR/STWDSTS procedures
have been
implemented/communicated.
STUDY
INN
X
X
25. CBCP/ICT: Creating Catholic
Conditions: Rate and comment
on how the school website
reflects a commitment to creating
Catholic Conditions for learning
and supporting a culture of
excellence for all.
26. CBCP/ICT: Building
Collaborative Practices: Rate and
comment on how the school has
embraced opportunities to
access and implement effective
and current information and
communication technologies that
support learning in a universal
design model, promoting global
citizenship and environmental
stewardship.
SUS
X
X
Page 28 of 39
Phase
Point of Inquiry
STUDY
27. CBCP/ICT: Enhancing
Transitional Practices: Rate and
comment on how the school has
embraced opportunities
presented by the Bring Your Own
Device strategy and the use of
Cloud-based applications (e.g.,
ethical and equitable access to
technology).
Legend:
DEV
PRA
SUS
INN
X
DEV=Developin PRA=Practising SUS=Sustaining INN=Innovating
g
Details:
Phase :
Study
Page 29 of 39
Question :
1. CBLP: Creating Catholic Conditions: Identify the focus for school-wide improvement in creating Catholic conditions for wellbeing, learning and leading. Consider and comment (as appropriate) on current work related to each of the following aspects:
spiritual, social, emotional, physical, and intellectual.
Assessment :
Innovating
Note :
Spiritual: Pastoral plan, liturgies, Fr. Tobin's in school chapel weekly mass, daily class prayers, prayer tables, feast day walkathon,
grade level masses, March for life, Salesian Leadership retreat, retreats, Sharelife fundraising, Family Christmas baskets, food
drives, In-school Reconciliation, Thinkfast, monthly Chaplaincy meetings, Advent Candles, Justice League Fair Trade, Eliza
Albano as school-parish liaison, DYTV and virtues of the month.
Social: Youth Faith Ambassadors, Justice League, clubs day (all club/sport teams), Boys Night Out, Girls Night In, Breakfast of
Panthers, Planning for Independence dinner, academic awards, athletes of the week, Link Crew, South Asian Fusion, Multicultural
Christmas, Black History Month and All Catholic tournaments.
Emotional: CYW, SW, School Psychologist, Guidance Counsellors, MPU Officer Wellness check, Online Anonymous Reporting
Tool, Guest Speakers (Anti-Bullying), CCCC, d'Y Cares, d'Y Runs One Step at a Time (Mental Health).
Physical: d'Y Runs One Step at a Time, St. Marguerite d'Youville Feast day Sharelife Walkathon, Earth day, model and enforce
gracious etiquette (acts of kindness) and Recycling.
Intellectual: OSSLT strategies (literacy modules, F.L.A.S.H.), Learning Goals and Success criteria displayed in each classroom,
Resource room, SST, Online homework help and varied resources, Blended learning, myBlueprint, eLearning, Professional
Development, Academic Resource Case Managers (SERT), and IEP development.
Question :
2. CBLP: Creating Catholic Conditions: Identify how the school demonstrates and communicates that "each one is called by
name.” (Isaiah 43:7 adapted).
Assessment :
Sustaining
Note :
"Each student is called by name," by providing a unique approach that is child-centered. This is how: Individualized Programming,
IEP, Alternative Education, CYW, Hand Timetabling, SST, Co-Op/OYAP, SHSM, Dual credit, Social Work, IPRC, Monthly Team
Meetings (ISET), Promotion meetings, Transition meetings, Differentiated Instruction, Focus on Five, Get Ready Program, and
eLearning.
Page 30 of 39
Question :
3. CBLP: Creating Catholic Conditions: How does the school demonstrate a commitment to realizing the Ontario Catholic School
Graduate Expectations and living out the Virtues?
Assessment :
Developing
Note :
The Ontario Catholic School Graduate Expectations are included in the course profiles and various instructional methods and
assessment. Administration communicated and provided individual staff with the OCSG document. An opportunity will be
provided for students to artistically connect the Virtues to the OCSG Expectations.
Each school department is committed to promoting each virtue, monthly, to staff and students, in the form of weekly reflection,
leading by examples as teachers, and embedded into the curriculum, and all aspects of school community visually (bulletin
boards, school agenda, Pastoral Plan, staff meetings and classrooms/hallways). Moving the students from a superficial
understanding of the virtues, to a more meaningful understanding. Students will be called to action and challenged to live the
virtues daily.
Question :
4. CBLP: Creating Catholic Conditions: Rate and comment on the development and/or maintenance of positive school-parish
relationships.
Assessment :
Sustaining
Note :
New priest at St. Marguerite d’Youville parish. Eliza Albano is our parish-school liaison, Fr. Tobin celebrates in-school weekly
masses and in-school reconciliation is facilitated by our community priests. Other initiatives include the St. Marguerite d’Youville
Feast Day Walk-a-thon, many staff/students are active parish members, Student representative of parish Council, Grade 10
students attend school parish for annual retreat, Grade 10 students lead Confirmation retreats for the parish, beginning of the year
staff mass, Seder Meal and Graduation mass.
Question :
5. CBLP: Creating Catholic Conditions: Rate and comment on school-community engagement, partnerships and/or collaboratives.
Assessment :
Sustaining
Note :
School Community: School council, Website, d’Y Tweets, NPU, Grade 8 Info. Night, Transitions, Reach Out Pro-Grant and
School-Hospital communication (Mental Health).
Partnerships: Humber dual-credit, Co-Op/OYAP
Collaboratives: Mental Health Initiatives
Page 31 of 39
Question :
6. CBLP: Creating Catholic Conditions: Identify through school observations, conversations and other evidence of how Catholic
conditions support well-being, learning and leading. Consider and comment (as appropriate) on current work related to each of the
following elements of classroom culture: creating healthy spiritual, social, emotional, physical, and intellectual spaces for all
learners.
Assessment :
Sustaining
Note :
Spiritual: Chapel, Prayer areas in each classroom, Peace Garden, Altar in matrix, Theology hallway, Chaplaincy office.
Social: Cafeteria, benches in matrix, outdoor lunch patio, ASD lunch room (nut free), staff room and department offices.
Emotional: SST room, Sensory room (ASD/PIP)
Physical: Planning for Independence room (accessibility, safety, discreteness), Guidance offices (Breakfast for Kids, Ministry of
Youth and Child services).
Intellectual: Library, Resource room, Computer labs, SST room, Guidance offices.
All the above spaces are welcoming and actively maintained, enhanced, respected and contribute to the beautification of the
school.
Question :
7. CBLP: Creating Catholic Conditions: Rate and comment on school progress in inviting the voice of all learners and practicing
“the ministry of presence.”
Assessment :
Sustaining
Note :
We are encouraging students to self-advocate through the implementation of assessment as learning. Students have caring
adults within the school community that are known by name and individual needs, inviting them to appropriately voice their needs.
Speak-Up Grant submitted for 2013
Question :
8. CBLP: School Effectiveness Framework: SEF Indicators: Identify one of the SEF indicators (using the number and statements
from the K-12 SEF 2013 document) that connects to the school collaborative inquiry/theories of action. Rate and comment on
strengths and identify areas for growth for that indicator.
Assessment :
Practising
Note :
SEF 1.4 During learning, timely ongoing, descriptive feedback about student progress is provided based on student actions and
co-constructed success criteria.
Strengths: PD is ongoing within departments and at staff meetings to equip teachers with strategies and best practices.
Growth indicator: Work towards a co-teaching/co-learning approach.
Page 32 of 39
Question :
9. CBLP: School Effectiveness Framework: SEF Indicators: Identify a second SEF indicator (using the number and statements
from the K-12 SEF 2013 document) that connects to the school collaborative inquiry/theories of action. Rate and comment on
strengths and identify areas for growth for that indicator.
Assessment :
Developing
Note :
SEF 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a
culture of learning.
Strengths: Departmental PLC's for school wide collaborative inquiry and departmental based theories of action, aligned with the
CSLP.
Growth:Monitor the department PLC’s for progress and collect qualitative data.
Question :
10. CBLP: School Effectiveness Framework: SEF Indicators: Identify a third SEF indicator (using the number and statements from
the K-12 SEF 2013 document), as appropriate, that connects to the school collaborative inquiry/theories of action. Rate and
comment on strengths and identify areas for growth for that indicator.
Assessment :
Practising
Note :
SEF 4.3 Teaching and learning in the 21st Century, is collaborative, innovative, and creative within a global context.
Strengths: Teachers are innovative in differentiated instruction for the 21st Century learner while being creative and collaborative
with the use of technology across the curriculum.
Growth: areas for growth include more professional development for blended learning and pedagogical support for greater
understanding and appreciation of PLC’s (Professional Learning Cycle).
Question :
11. CBLP: Building Collaborative Practices: What is the school-wide collaborative inquiry? Briefly describe how it is reflected in a
variety of theories of action. Rate and comment on areas of strength and areas for growth.
Assessment :
Practising
Note :
Collaborative Inquiry: Assessment Practices
Theory of Action: If teachers shift their focus to improve their use of descriptive feedback within their current assessment
strategies (such as learning goals/success criteria and 3-part lesson plan) then all learners will become more engaged during their
learning process. This will result in increased success on summative tasks, CPTs and final exams.
Areas of Strength: Departments have developed PLCs around the school wide Theory of Action.
Areas for growth: continue work with staff around descriptive feedback and sharing best practices.
Page 33 of 39
Question :
12. CBLP: Building Collaborative Practices: Identify, rate and comment on structures that best support professional learning
toward the implementation of the Catholic School Learning Plan (e.g., Focus on Five, Program Department Support Model, CBLT,
Secondary Program Council, Family of Schools Support).
Assessment :
Developing
Note :
Catholic School Learning Team, comprised of lead Literacy representative, lead Numeracy representative, lead Transitions
representative, lead ARD/SST/ALT Ed. representative, lead assessment & evaluation, lead CCCC representative.
Representatives from the CSLT attend the FOS meetings and secondary program council meetings. The team also supports the
outcomes as they align with the shared priorities in the CSLP. The representatives will work amongst their school based
teams/committees (ex. transitions team) and with board consultants in the secondary program to develop and implement action
plans within the CSLP.
Question :
13. CBLP: Enhancing Transitional Practices: Identify, rate and comment on the school-wide progress regarding the
implementation of transitional practices to support seamless transitions for students (e.g., early learning/early years, within and
between grades/programs, special education supports, cross-panel transition, pathways).
Assessment :
Developing
Note :
Get Ready Program, Grade 8 Parent night, Orientation day in August, Feeder school visits, A Day in the life of.., Link Crew,
Implementation of myBlueprint (development of IPP & online registration). Dual-credit Humber, Co-Op/OYAP, Annual
University/College fair, d’Youville post-secondary night, Co-Op/OYAP fair, Accelerated OYAP and Preparatory programs for
workplace pathways to college (ex. Pre-ECE).
Special Education Supports: IPRC, IEP development, School-Parent relationship building, GLE courses, ASD Transition team,
PIP Transition team, Team (ISET), OT, SLP, and Social Work.
Emotional Supports: Student safety plans, student support plans, Community outreach through school support
services, help board outside of attendance office and hand timetabling.
Page 34 of 39
Question :
14. CBLP: Knowing the Learner: Identify, rate and comment on successful and emergent school practices related to knowing the
learner through a variety of assessment methodologies on an on-going basis (e.g., diagnostic assessment, differentiated
assessment, student/classroom profiles, opportunities for critical and creative thinking, metacognition and self-regulation).
Assessment :
Practising
Note :
14. CBLP: Knowing the Learner: Identify, rate and comment on successful and emergent school practices related to knowing the
learner through a variety of assessment methodologies on an on-going basis (e.g., diagnostic assessment, differentiated
assessment, student/classroom profiles, opportunities for critical and creative thinking, metacognition and self-regulation).
>ongoing PD at every staff meeting, related to descriptive feedback and assessment for and of
>subject specific prior knowledge and skills inventory, to create a class/student profile, for guidance referrals and level changes
>board approved diagnostics used as required in specific subject areas
>teachers referring to OSR’s for pathway planning
>recognizing multiple intelligences by providing choice on assignment presentation types
>allowing for peer/self-evaluation
Question :
15. CBLP: Knowing the Learner: Rate and comment on the school-wide progress on implementing ‘assessment for’ and
‘assessment as’ learning practices.
Assessment :
Practising
Note :
>PD and practice sessions, offered through school year
>collection of “for” and “as” data, prior to parent interview, to produce school-designed early progress report (emphasizing work
habits and learning skills).
>communicate “for” and “as” data to parents and exercising professional judgment versus presentation of Markbook printout
>teacher-student conferences addressing assessment “for” and “as” data with descriptive feedback
Page 35 of 39
Question :
16. CBLP: Responding through Effective Instruction: Rate and comment on school-wide progress on the implementation of
effective instructional practice and lesson design using the important elements of the 3-part teaching framework across disciplines
(e.g., promoting critical and creative thinking, student inquiry, collaboration, co-construction, effective questioning, new
technologies and literacies).
Assessment :
Developing
Note :
>students are informed of learning goals, via websites, prominently posted in classrooms, and included on unit handouts
>varied use of 3 part lesson format, with an emphasis on powerful minds-on ideas and enthusiastic presentation
>use of differentiated instruction, strategies/structures to address student needs
>using blended learning platform embedded in some courses
>project based learning to promote student inquiry, collaboration and critical thinking skills
>more smartboard lessons designed by teachers
>including more varied literacies within assessments, ex. Literacy based questions, technology, financial literacy.
Question :
17. CBLP: Responding through Effective Instruction: Rate and comment on the school-wide progress on implementing the three
part lesson in mathematics (e.g.-flexible groupings, collaborative work, co-construction, use of manipulatives, student inquiry).
Assessment :
Sustaining
Note :
>use of 3 part lessons and TIPS program for the 9 applied level mathematics
>appropriate use of 3 part lessons across other math courses
Page 36 of 39
Question :
18. CBLP: Responding through Effective Instruction: Rate and comment on the school-wide progress on responding to diverse
student needs and encouraging collaborative work through the implementation of flexible groupings for guiding reading/guided
practice.
Assessment :
Practising
Note :
Support diverse student needs through an intensive reading program (accelerated reader program, grade 10 GLE with an OSSLT
focus course, OLC, Literacy modules)
Offering opportunities to respond to diverse student needs through language based courses such as Alternative education
programs, Native Studies, African-American studies, ESL, OLC, Financial Literacy, and Religious education courses.
Supports and services through ARD (Kurzweil, Text help, Razkids) and ESL (translating program).
Question :
19. CBCP: Creating Catholic Conditions: Rate and comment on the extent to which the Annual General Reminders have been
reviewed/ operationalized with all staff to support a safe, caring and inclusive environment for all (e.g., Bill 168; Anaphylaxis
response training, Attendance Support Program, Equity and Inclusive Education Strategy).
Assessment :
Sustaining
Note :
Annual General Reminders are reviewed at school start up with all staff on Bill 168, Anaphylaxis, and ASP, Harassment, etc, as
per the Human Resources Annual Reminders and GAP.
Question :
20. CBCP: Creating Catholic Conditions: Rate and comment on the extent to which all of the financial resources have been
reviewed and implemented in the school (as per "Financial Support Tool for Schools" binder, including: GAP 704.02; GAP 722;
review of monthly budget reports; on-going communication with head/budget secretary; process for allocation of funds).
Assessment :
Sustaining
Note :
All financial resources have been reviewed and implemented in the school as per GAP with head and budget secretaries reviewed
monthly with department heads for board and non-board, for full accountability.
Question :
21. CBCP: Creating Catholic Conditions: Rate and comment on how the school has ensured the financial training of appropriate
staff (e.g. the annual CCCSC Treasurers' workshop by the School Council Treasurer; the Financial Accountability session by the
principal and secretary).
Assessment :
Sustaining
Note :
Financial training is offered annually and full accountability takes place.
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Question :
22. CBCP: Creating Catholic Conditions: Rate and comment on the extent to which the school has implemented/operationalized
the procedures in the Fixed Assets Inventory of the "Financial Support Tool for Schools."
Assessment :
Sustaining
Note :
Fully implemented.
Question :
23. CBCP: Creating Catholic Conditions: Rate and comment on the extent to which successful practices have been in place to
support the efficient and effective management of the school and resources that reflect a commitment to local and global
stewardship of our environment.
Assessment :
Sustaining
Note :
Gold certified ECO School since 2011.
Successful practices include turn off lights/monitors, Earth Day campaigns, ongoing recycling sytem in classes/cafeteria, water
bottle fountains, GOOSE (good on one side everyday) paper available in classrooms, ECO lesson plans, guest speakers (Angry
Planet), Peace Garden, paperless practices and garbage audits.
Question :
24. CBCP: Creating Catholic Conditions: Rate and comment on the extent to which the STOPR/STWDSTS procedures have been
implemented/communicated.
Assessment :
Practising
Note :
STOPR procedures and information provided on school website, and through one-on-one parental concerns.
Question :
25. CBCP/ICT: Creating Catholic Conditions: Rate and comment on how the school website reflects a commitment to creating
Catholic Conditions for learning and supporting a culture of excellence for all.
Assessment :
Sustaining
Note :
Mission statement, Pastoral plan, Religious expectations, daily readings of the Catholic church, school prayer, school motto, Spirit
Council information, Safe School Online Reporting link, Catholic code of Conduct, highlights supportive areas/resources of the
school for students access(Chapel, Guidance, Resource room, Library, Peace Garden), Virtues building, Department information,
Committees focusing on student success and community building
Question :
26. CBCP/ICT: Building Collaborative Practices: Rate and comment on how the school has embraced opportunities to access and
implement effective and current information and communication technologies that support learning in a universal design model,
promoting global citizenship and environmental stewardship.
Assessment :
Practising
Note :
Wi-Fi for bring your own device, for staff. Computer labs to access myBlueprint, Career Cruising, eLearning, Network user
agreement policy for all students, paperless focus. Smartboards in every department classroom, access to computers in crosscurricular labs, library, student-center in guidance and academic resource room for opportunities to support student learning.
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Question :
27. CBCP/ICT: Enhancing Transitional Practices: Rate and comment on how the school has embraced opportunities presented by
the Bring Your Own Device strategy and the use of Cloud-based applications (e.g., ethical and equitable access to technology).
Assessment :
Developing
Note :
Empower students to seek out apps that enhance and assist their learning and still provide training opportunities for using Board
approved technologies and software, to be adaptable.
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