Improving 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.