Improving Student Learning
Please see the details below on how the strategic priorities of Supporting Faith and Well-Being and Advancing Human Rights and Equity will be the processes by which we ultimately aim to Improve Student Learning.
- Catholic social teaching regarding Dignity of the Person and Preferential Care fort the Poor and Vulnerable provide the theological basis for tiered intervention and specialized programs.
- Well-being is understood as a crucial prerequisite for achievement.
- Similarly, achievement is essential for well-being; failure leads to ill-being.
Intentional Actions
- Creating The Conditions for Learning is included as a topic in Professional Development Days (using School Mental Health Ontario resources, etc.).
- Support student and teacher well-being in de-streamed courses through the provision of resources, strategies and capacity building.
- Providing resources to assist educators with regulating classrooms, reducing suspensions and creating conditions for felt safety.
- Implementation of Mental Health Literacy modules for Grade 7 and Grade 8 students.
- Build student mental health literacy and promote wellness through training in Mental Health Literacy for Mental Health Champions.
- Summer Institute for Educators: courses in Mental Health Literacy, Working with Students with Executive Functioning Needs, and Resiliency.
- Launch of attendance campaign to encourage partnership between home and school in support of student attendance.
Intentional Actions
- Effective use of research-based diagnostic assessment tools to identify students who require additional learning supports.
- Utilization of diagnostics to provided targeted instruction for students with learning gaps.
- Culturally Responsive Learning for Leaders.
- Literacy Intervention, Numeracy Invention and Transition Support Intervention Teachers deployed based on data and identification of priority schools.
- Tiered Instruction (Level 1,2,3) (UDL, DI) based on student data.
- Culturally Responsive Teaching Practices and Resources
- Teach from rich, culturally diverse texts and integrate Indigenous texts (eg.read aloud);
- High expectations for all students;
- Engage families to understand ways they can support their children in their learning; and
- Use varied assessments that focus on student learning and ways to provide feedback on reading/math.
