2010-­‐2013 Catholic School Learning Plan for St. Dominic 2010-­‐2011 (Year 1) Progress Report Pillar Catholic Community, Culture, and Caring SMART Goals •
To promote and sustain student well-­‐being and positive student behaviour in a safe and healthy learning environment Action Plans to Support SMART Goal(s) Completed & will analyze the CCCC School climate survey. • Involved with the Huddle Up Anti –
Bullying Program • Recognized students who promoted positive behaviour and exemplified the virtues through assemblies, ribbons and our virtue tree. • Met with CCCCAT team to monitor successes and next steps • Involvement in social justice projects and outreach programs • Involved with Peel Police – youth education program • Involved in the Faith Ambassador Program • Participated in class masses, liturgies, school masses, retreats • Implemented school wide programs such as Guardian Angels, Circle of Friends & PALS to promote positive relationship building • Continued the wellness group for intermediate girls • Continue to maintain and expand our school/ parish relationship through ongoing communication • Continue to liaison with our Public Health Nurse and community Completed In Progress Comments •
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Completed the survey but will analyze the results once they are available. Will continue to be involved with the Huddle Up Anti-­‐Bullying program in the fall partners such as the Cawthra Community Center and the Public Library Literacy •
By June 2013 Students performance will increase by 5% compared to 2009-­‐
2010 on each EQAO assessment of literacy •
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Instruction continues to be scaffolded (e.g. gradual release of responsibility : modelled, shared and guided Guided reading is a daily part of all teachers’ literacy block Instruction supports clear connections among reading, writing, oral communication and media literacy Instructional practices are strategically used to meet the diverse learning needs of students Anchor charts, rubrics and exemplars continue to be used Ongoing feedback to students is timely and explicit Collaboratively created, rich performance tasks was used to inform the teaching-­‐learning process Data/Information from moderated marking was used to plan and adapt instruction to meet the needs of all students Continued to identify “at risk” students and ensure their learning needs are met Teachers involved in TLCPs •
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Will analyze the EQAO results when we receive them in the fall. •
Will analyze EQAO results when we Numeracy •
By June 2013, •
Modeled and encouraged positive student performance will increase by 5% in each EQAO assessment of numeracy •
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Pathways and Transitions •
To increase parent and student awareness of pathways, options and supports •
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attitudes, built confidence & perseverance towards solving problems and making sense of students’ mathematical ideas and understandings Began the implementation of the three part math lesson as a part of teachers’ mathematical instruction Block of 60 minutes provided daily for mathematical instruction Ongoing feedback to students is timely and explicit Students refer to anchor charts to help them understand and identify next steps in their learning Completed our Stream Focus in Junior Mathematics Continued the use of math manipulatives in students’ daily work Teachers involved in TLCPs Career awareness/exploration was addressed in every subject area Transition plans were implemented using available supports and resources Provided information to students and parents regarding pathway destinations Met with secondary regarding pathway choices Participated in Shadow Days Invited secondary representation to our Gr. 8 IPRCs receive them in the fall.