2010-2013 Catholic School Learning Plan for St. Marcellinus Secondary School
2010-2011 (Year 1) Progress Report
Pillar
Catholic
Community,
Culture, and
Caring
SMART Goals
By the end of June 2013,
Dufferin-Peel students’
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 (Year 1 of
the CBLP).
To continue to build
capacity between school,
home and parish.
Action Plans to Support SMART Goal(s)
•
•
•
•
Completed
In
Progress
Students continue to be deeply involved
in pre-existing social justice initiatives
such as Dr. Simone’s, Knights’ Table,
March for Life, Best Buddies Movie Night,
Shirt Off Your Back, Sharelife Fundaising.
Existing Social justice initiatives
Introduction of new Social justice
initiatives ie. Guatemala/ Refugee
dinner/ etc
Equitable for all initiatives
Catholic Community, Culture and Caring
Survey
Participation in board and school run
diversity workshops
Diversity driven events in the school
(culture fest, Chuck Healey initiative,
Spec Ed Bocce and Track events)
Comments
All
programs
are in
progress
and
moving
towards
success.
School initiated a Social Justice
expedition to Guatemala where students
and teachers dug wells for an
impoverished rural community and
participated in the construction of a
house for a widow and her son.
Students participated in Board and
Family of Schools diversity workshops.
Pastors and Associate Pastors from both
school parishes visited the school on a
frequent basis to lead liturgical
celebrations and participate in cocurricular events.
The Graduating Class Art Show was held
in the upper hall of St. Francis Xavier
Parish.
Students and staff organized and
participated in ROPSSAA Special Needs
Bocce and Track and Field competitions.
Random sample of students completed
the Catholic Community Culture and
Caring survey.
Over 100 students participate in the
Chaplaincy team which focuses on
community outreach, creating a warm
inclusive environment and participation
in liturgical celebrations.
Eight different charitable fundraising
events supported the greater community.
Representatives of 7 different religious
orders participated in Vocations Day to
increase student awareness of religious
life.
Literacy
By June 2013, student
performance in DufferinPeel will increase by 5%
compared to 2009-2010
on each EQAO assessment
of literacy.
2.To increase the success
rate on the OSSLT 2011
for students with special
needs by 5% by June
2013 through a focus on
formative descriptive
feedback
•
125 different clubs, teams and events
ensure that students and families are
able to become fully immersed in the
positive and inclusive culture of the
school.
Through the Literacy Committee
teachers created subject specific literacy
activities for all subject areas in grade 10
which supplement those already in place.
1.2 During learning, students receive
ongoing, descriptive feedback based on
the success criteria, from the teacher and
from peers.
•
4.7 Timely and tiered interventions,
supported by a team approach, respond
to the individual student learning.
All
programs
are in
progress
and
moving
towards
success.
Literacy Support Schedule was created
for the second semester designating
specific literacy activities in preparation
for OSSLT.
Literacy Blitz week reinforced the
school’s literacy plan.
Identification of students requiring
intensive support for success was
determined using data from ARD and
SST.
After school Literacy Preparation courses
took place beginning Monday 21 March.
All grade 9 students wrote an OSSLT
simulation test which was Flash marked
to identify those needing focussed
support for success.
Numeracy
1.By June 2013, student
performance in DP will
increase by 5% on each
EQAO assessment of
numeracy
2. Increase the grade 9
applied math score by 5%
by 2013
Pathways
and
Transitions
1.By June 2013, the
graduation rate in
Dufferin-Peel will increase
by 5%.
2.To increase the passing
rate in SHSM by 5% by
June 2013
4.7: Timely and tiered interventions,
supported by a team approach, respond to
individual student learning needs
1.2: During learning, students receive ongoing, descriptive feedback based on the
success criteria, from the teachers and from
peers
All
programs
are in
progress
and
moving
towards
success.
Professional development for all grade 9
teachers focussed on reviewing
components and question format of the
EQAO test, using examples from previous
years.
Math teachers attended a Transition
session that focused on math strands that
lead from grade 8 to grade 9 to support
student success.
Math teachers created resources in the 3
part lesson format for immediate
implementation.
The math dept. continues to focus on 3
Part Lesson and has collectively attended
11 different PD opportunities including
Smart Board Applications.
Altered the format of the EQAO
Numeracy test to mirror that of the
OSSLT for the spring tests to assist
students improve their performance.
5.1 Program, pathways and career planning
meet learning needs and interests of all
students
All
programs
are in
progress
and
moving
towards
success.
Teachers Professional Development was
provided to reinforce the expectations
and supports for our SHSM Hospitality
program.
On line access to CLA’s was developed to
support student learning.
SHSM students participated in corporate
and charitable catering events.
Credit accumulation data related to
SHSM students reviewed and monitored.
Initial implementation of our LINC Crew
provided ongoing support to students in
transition.
Employee
Support and
Training
To ensure that all
teachers implement
“Growing Success –
Assessment,
evaluation and
Reporting in Ontario
Schools 2010”.
Provide teacher professional
development through 6 Professional
Learning Communities.
Support new teachers through NTIP
training at the school and Board level.
New teachers adhere
to school and board
policies
Expanded
Accountability
and
Transparency
Continued compliance
with the Catholic Code of
Ethics, hiring practices
and transportation and
purchasing procedures
•
Catholic Code of Ethics at the forefront
of all decisions.
An Assessment and Evaluation
Committee was established to ensure
compliance with MOET “Growing Success
- Assessment , Evaluation and Reporting
in Ontario Schools”.
All
programs
are in
progress
and
moving
towards
success.
All
programs
are in
progress
and
moving
towards
success.
A&E Committee led ongoing
professionals development sessions and
provided resources to teachers.
The Differentiated Instruction
Committee provided ongoing electronic
communication to teachers providing
them with the most current high yield
strategies.
Safe School committee members
attended professional development
sessions related to bullying and the
establishment of effective prevention
programs.
The School Improvement committee
provided ongoing structure, monitoring
and support of the various groups
engaged in improving student
achievement and safety.
Well balanced school with all members
following school and board policies