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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.

Supporting Faith and Well-Being 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.

Advancing Human Rights and Equity to Improve Student Learning

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.

Literacy

Mathematics

Pathways