2010-2013 Catholic School Learning Plan for Holy Cross
2010-2011 (Year 1) Progress Report
Pillar
Catholic
Community,
Culture, and
Caring
Literacy
SMART Goals
By the end of 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 collected
using the Catholic
Community, Culture
and Caring Survey in
2010-2011
By June 2011, student
performance at Holy
Cross will increase by 5
% in Grade 3 EQAO
assessment of reading
By June 2011, student
performance at Holy
Cross will increase by 3
% in Grade 6 EQAO
assessment of reading
Action Plans to Support SMART Goal(s)
Liturgical Committee and Adult Faith
Ambassadors organize faith-based projects
Continue our Virtues Program – Living our
Faith Awards liturgies and presentations,
Virtue Assemblies
Roots of Empathy Program
Participate in Social Justice Initiatives – in
conjunction with Religious Education
Consultant
Engage in Community Partnerships:
Malton Youth Centre Initiative, Knights of
Columbus, Malton Community Building
Projects
Establish our Catholic Community, Culture
and Care Action Team
Promote Student Leadership – Youth Faith
Ambassadors, Anti-Bullying, Green Team,
Student Council
Continue to support Guided Reading/
Guided Practice in primary and junior
classrooms, and introduce Guided
Reading/Guided Practice in the
intermediate division
Embed literacy instruction in all content
areas, focusing on cross-curricular
connections
Expand the variety of assessment and
evaluation strategies used in the classroom
to reflect the diverse learning needs of the
students
Continue teacher moderation with the
focus on enhancing the quality of
descriptive feedback given to students so
as to identify specific paths to
improvement
Completed
In
Progress
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Comments
Continue to integrate Catholic faithbased perspective in all aspects of
school life
The Virtues program and monthly
assemblies are part of on-going
practice at Holy Cross
Analyze results of the Catholic
Community. Culture and Caring School
Climate Survey to determine next
steps in partnership with Catholic
Community, Culture and Care Action
Team
Build relationship and partnership with
new Parish Team
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Continue to support and provide
training for all staff with respect to
Guided Reading/Guided Practice
Continue to expand upon
differentiated assessment to reflect
diverse learners
Continue to embed literacy instruction
in all content areas
Continue to provide staff with
opportunities for teacher moderation
and co-planning
Numeracy
Pathways and
Transitions
By June 2011, student
performance at Holy
Cross will increase by 5
% in Grade 6 EQAO
assessment of
mathematics
By June 2013, the
graduation rate in
Dufferin-Peel will
increase by 5%.
Align schedules and practices to provide
uninterrupted blocks of time for literacy
instruction
Collaborate with Special Assignment
Teacher (SAT) to continue implementation
of Gradual Release of Responsibility Model
Literacy learning goals, success criteria and
student-generated anchor charts are
visible and accessible to students in the
classroom to support accountable talk and
support diverse learning needs
Continue to support the practice of the 3part lesson model in the junior classrooms,
and introduce the 3-part lesson model in
the primary and intermediate divisions
Use manipulatives and technology to
model mathematical concepts to allow
students to construct their own
understanding
Embed literacy strategies into 3-part
lessons in order to support students in
reading, writing and oral communication
Expand the variety of assessment and
evaluation strategies used in the classroom
to reflect the diverse learning needs of the
students
Continue teacher moderation with the
focus on enhancing the quality of
descriptive feedback given to students so
as to identify specific paths to
improvement
Align schedules and practices to provide
uninterrupted blocks of time for numeracy
instruction
Expand opportunities for career planning
involving community partners (i.e., Career
Day activities, Junior Achievement)
Liaise with Secondary School staff to
develop effective transitions through crosspanel meetings as outlined in the Being,
Becoming and Belonging document
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Continue to support and provide
training for all staff with
implementation of the 3-Part Math
Lesson
Continue to expand upon
differentiated assessment to reflect
diverse learners
Continue to provide staff with
opportunities for teacher moderation
and co-planning
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Continue to support transition
activities at school level
Continue to collaborate with
Secondary Schools to support
students’ success
Continue to collaborate with
community partners
Employee
Support and
Training
Expanded
Accountability
and
Transparency
By the end of June
2013, an attendance
support program and
system-wide training
protocol will be
developed and fully
operational
By the end of June
2013, all employees,
schools and
departments, as
appropriate, will
demonstrate
compliance with the
Catholic Code of Ethics,
Supply Management
policies, hiring
practices, construction
project tendering
procedures (where
applicable) and
transportation policies
and procedures
Engage parents and students through the
Welcome to Kindergarten evening
Continue collaboration with Understanding
the Early Years initiative to analyse school
readiness through the Early Development
Instrument (EDI)
Support school readiness through the
integration of the Parenting and Family
Literacy Centre into the school community
Engage staff in our Family of Schools’
Diversity, Equity and Inclusive Education
initiative
Engage in collaborative inquiry through
Professional Learning Communities (PLCs)
to identify and plan instructional
assessment strategies to address student
learning needs and guide classroom
instruction (e.g., Growing Success,
Teaching Fairly in an Unfair World)
Participate in Primary Math Network (cycle
of Professional Development meetings
with staff from other schools and Program
Department
Facilitate school-level Teaching-Learning
Cycles (TLCs)
Continue to follow best practices for
financial transparency and accountability
as outlined in the Financial Support Tool
for Schools
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Continue to ensure training for staff as
directed by Dufferin-Peel Catholic
District School Board
Continue to promote and support staff
in their professional development
Continue to provide training for staff
at school with respect to the expected
practices of Guided Reading and the
3-Part Math Lesson
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Continue to allocate funds to support
students’ learning needs and aligned
with school focus