St. Benedict School Plan for Continuous Growth
2015-2018
May 2015
Page 1
School Name, Mission and Vision
Vision Statement- Inspiring Passion to Love, Learn and Pray Together
Mission Statement:
The mission of St. Benedict School is to provide a Christ-centered educational journey in which
students develop their personal potential in a collaborative, diverse, and supportive 21st century
learning environment.
Process used to develop Our School Plan for Continuous Growth

Our previous year’s growth plan was reviewed with school staff and SAC in May 2015
o

School Advisory Council members – review with new Chair of SAC in May
We reviewed our current Three-Year Plan on our October 29 PD day. We divided teachers into
focus groups to review our previous goals on Catholicity, literacy, numeracy, Transform (Focus:
From Summative to Formative Assessments), and Health and Wellness (Apple School focus
continued). Teacher leaders were assigned to groups and groups were cross graded to share
different perspectives.
May 2015
Page 2
We Used Vivian Robinson’s framework, introduced in May of 2015, and reviewed in September school
Opening Meeting- This is the framework in which we will make decisions for our students for the next
three years. Graphic below.


Many of our goals were met, or at least on their way to being met, and it was determined that the
current focus should continue to be directed towards the same goals for this year with tweaks and
adjustments formed by data collected from the components listed below . School, district and
provincial data was reviewed in order to provide direction for existing and tweaked school goals.
o
School Profile (i.e. F and P data and informal Reading and Reading Comprehension Data)
o
Provincial Achievement Test data.
o
Regression Analysis data
o
Accountability Pillar Survey data
o
Enrollment and attendance data
o
Anecdotal data (parent community)
o
Formative and summative classroom assessment data
o
Tell Them From me Survey/Thought Exchange
School Wide Focus- Shift: Improving Formative Assessment Practices using Jan Chappuis
resource, Seven Strategies of Assessment For Learning, as a guide.

District Goals were discussed and reviewed so
as to determine how our school goals would align with
these goals.
May 2015
Page 3
School Details and Demographics
St. Benedict Catholic School is located on the west end surrounded by rental housing, as well as middle class
housing. We currently have a student population of 470 students ranging from Full day Kindergarten to Grade
6. St. Benedict is a high needs school community and is one of the few schools that many of us have been in
that also has a middle and upper class population, partly due to the Hockey Academy and other factors, such
as school reputation and success. A high ELL population has necessitated a strong literacy/numeracy plan at
its core. We are very proud that our population is about 80% Catholic, 96% utilized space, as well as a diverse
range of cultures and religions.
Our Literacy Plan program remains solid and will become only stronger as we re-emphasize and highlight
literacy-based teaching strategies such as Guided Reading, Writing, and Home Reading programming. We
hired an additional 0.4 to support teachers in the classroom with literacy (guided reading/writing) and
numeracy. This is in addition to our current 0.5 Reading Intervention teacher. This time provides flexibility for a
push-in and some pull-out with high needs students and struggling readers. 0.5 Reading Intervention mainly
support Grades 1,2 and some 3’s.
Attendance continues to be a concern with our FNMI students, and we are working with ALS to help us with
some strategies to reduce this. We are highlighting our FNMI services on Synervoice and in the newsletter. For
example we have support from a consultant from ALS, Karyn Gagnon, who is currently doing guided reading
groups with FNMI students using leveled books with FNMI content. We will also purchased the Eagle Crest
series to support guided reading with FNMI content.
The St. Benedict School teaching context may be characterized and/or includes the following:

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3 Full Day Kindergarten classes – Gr. 6
24 teachers, 11 Educational Assistants, 1 part time psychologist ( 2 mornings a week for 3
hours)
157 ELL -33% of our population
84 FNMI (18% of our population)
Focus Program: 29 students in Hockey Academy
Number and severity of special needs students
 14 – code 42
 2 – code 43
 2 – code 44A
 2 – code 44T
 2 – code 44F
 1 – code 46
May 2015
Page 4
Review of the school’s three-year plan- summary of what was
completed and what will be ongoing.
Reviewed 2014-2015 goals as a staff in May 2015 and revisited on school wide PD day
on October 29 2015.
Highlighted= Achieved
Goal # ___1__:
Students will promote and deepen their understanding of the distinctiveness of Catholic tradition as measured by
their actions and behaviours.
Strategies:

Revisiting and working with school theme book by , Why am I Here/The Oak Inside the Acorn

School wide Religion Residency- November 2014

Initiation of Student Leadership Team (Grade 4-6 students) who will help set the social justice projects,
encourage through announcements/assemblies ways to become the best version of ourselves

Initiation of student lead prayers on St. Benedict Broadcast (October 2014)

Promote and demonstrate the link between Aboriginal and Catholic beliefs through support of ALS (may inservice to staff)

Planning of School Faith Development Day–Idea for leadership team

Permeate a Catholic view across the curriculum (continue encouraging and using District wide Faith PD
and ideas from principal faith formation meetings monthly for new ideas)

Informing and inviting parents into the celebratory life of the school (e.g Grade 1 Friendship Celebration
and Grade 4 bible presentation)

Welcoming and inviting pastoral staff- Begin connections with Fr. John, new parish priest for Annunciation

Foster and engage with other faith traditions (eg. Aboriginal spirituality- 91 FNMI students at St.
Benedict’s)- seek parental connections and ALS for support

Encourage students to be disciples of Christ (Theme: To become the Best Version of Ourselves-focusing on
honesty, forgiveness, patience, encouragement, gratitude, and contributing to make the school and
community a better place)

Make word, worship, community and service visible in the mission and practice of the school- parish priest
visits, morning announcements with student prayers an messages

Demonstrate our Catholic Identity through Social Justice actions lead by newly formed student leadership
team

Kindergarten visits to seniors home, Riverbend Rivera
Performance Measures

Student Showcase of prayers and activities based on Teach Me to Pray format

Student understanding, support and participation in Social Justice Projects (lead by student leadership
team)

Parent involvement and support of Social Justice Projects through S.A.C and broader community

Parish presence in school for faith celebrations and/or classroom visits
Transform Link-
(Student as Creator, Collaboration)

May 2015
Page 5
Goal # ___2_: To improve Literacy skills in students from EC- Grade 6
SUB GOAL #1 : To improve students understanding, purpose and layout of informational/expository and
narrative texts (focus on poetic narrative and use of literary devices) to improve comprehension in the areas of
main idea/detail, text organization
(Driven from P.A.T results as well as Reading Intervention Data from 2013-2014)
Strategies:
 Purchasing more leveled non-fiction books (for classroom library), especially in primary
 Use of Reader Response for more poetic types of reading and non-fiction sources to check for
understanding, Reading Comprehension tasks and Guided Reading groups
 Guided reading books that are expository for lower levels
 0.5 Reading Intervention teacher working with Grade 1 and 2 students to target reading skills and
strategies
 Networking with grade level partners within our PLC’s to look at common assessments and or intervisitations
 Paired partner reading with formative assessment pieces built in
 Choice of F+P assessments (either fiction or non-fiction, Grades 1-3), Fiction Grades 4-6
 Using data from new SLAs in literacy task to identify areas to improve
 Continued use of and time for Balanced Literacy strategies from grades 1-6 (eg. Choosing just right books,
retells, etc.)
 Deliberate and consistent practice of guided reading school wide
 Learning Coach/Reading Intervention teacher and Assistant principal provide classroom support of
teachers during guided reading and writing activities (Grades 1-6 supported by 3 certified teachers
working with classroom teachers and students)
 Daily 5 literacy centers beginning in primary and providing staff PD dollars to attend Daily 5 workshops
 Use of Raz-Kids reading program to support student reading at home and school
 LLI kits used by teachers to support at risk or struggling readers from Grades EC to Grade 4
 Reading buddy grade partners
 Glogster, Bitstrips and Goanimate to summarize and present information
Performance Measures:
 SLA results, F+P testing, use of common assessments
 Reader response assessments
 Frequent collection of formative/summative assessments (ie. Journals, writing traits lessons, etc.) with
emphasis on providing students with feedback
Transform Links-(Student as Creator, Collaboration)-School wide focus
 Use of assistive technology and reading programs such as Read Write Gold, RAZ KIDZ, iPad apps, etc. to
present students with additional ways to read and view text
 More collaboration time between teachers and LC/Reading intervention teacher to (time provided by
admin. Coverage) to address needs of struggling readers
 UDL principles- multiple means of expression and representation for student work- (e.g.-use of iMovie,
voice overs, student choice for representing learning
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May 2015
Page 6
SUB GOAL# 2
To improve writing in the areas of CONTENT and ORGANIZATION
Strategies:
 Continued school wide focus and training using resource Empowering Writers
 Using common assessments (eg. writing exemplars from 6 trait writing, Empowering Writers, Gov’t
rubric from P.A.T’s )
 Providing opportunities for formative writing assessments to provide feedback for students and
teachers
 Use of graphic organizers such as RAN strategy to help students identify, chunk and organize
important details and main idea
 Increased in class time for individual writing conferences with struggling writers (support from LC,
assistant principal and Early Intervention teacher)
 Support struggling FNMI and ELL readers through 0.5 Reading Intervention teacher (Grades 1 and
2) and Learning Coach/ Assistant principal support (Grades 3-6)
 PLC planning time with grade partners within our school to look at student work, challenges and
develop common strategies and supports
 Shared and independent writing (guided writing workshops)
 Many opportunities for writing experiences in a variety of genre for assessment and evaluation
purposes (e.g. journaling in core subject areas of science, math, expository writing, structured
research reports, poetry)
 Use of web 2.0 tools such as Glogster, Bitstrips and Goanimate to summarize and present
information
Performance Measures:
 Concentrated school wide effort continued to use common resource of Empowering Writers-PD dollars
for training and resources
 Diagnostic tests used in pre, mid and post assessments for feedback to drive instruction (eg. writing
prompts)
 Regular use of strategies from Balanced Literacy Professional Development within all grades as a result
of teacher training on and off site
 Many opportunities for writing experiences in a variety of genre for assessment and evaluation purposes
(eg. Journaling, reader response, expository writing, research reports, poetry, etc.)
Transform Links- School Focus (Student as Creator, Collaboration)
 Use of assistive technology and reading/writing programs such as Read Write Gold, RAZ KIDs, iPad
apps, etc. to present students with additional ways to read and view text
 More collaboration time between teachers and LC/Reading intervention teacher to (time provided by
admin. Coverage) to address needs of struggling readers
 UDL principles- multiple means of expression and representation for student work- (e.g.-use of
iMovie, voice overs, student choice for representing learning
 Project bases learning initiatives and PD

May 2015
Page 7
Goal # ___3__:
To deepen students understanding of math concepts in the strand of Number for both Primary and Upper
Elementary
Strategies:
 Early Years Interview and EYE testing in Kinder which is a screening and diagnostic assessment for
math concepts and understanding administered to struggling students in primary and upper elementary
 Classroom support in small groups with LC, assistant principal or EA for students struggling with
concepts
 Math PD opportunities presented to staff from district and ERLC
 Math game bins
 Math literature-both student and teacher books
Performance Measures
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
Using Early Years Interview in primary to determine growth points for students as well as strengths and weaknesses
Performance based mathematical tasks for evidence of higher thinking and learning
Collected data from Grade 3 SLA’s
Grade 6 PAT’s
Transform Links (School wide focus-Student as Creator, Collaboration)
 Use of assistive technology and reading programs such as Dream Box and IXL math to present students
with additional ways to review and learn concepts
 More collaboration time between teachers and LC/Reading intervention teacher to (time provided by
admin. Coverage) to address needs of struggling students
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May 2015
Page 8
Goal # ___4__:
Staff, students and parents will participate in one or more activities that promote a healthy mind, body and spirit
S Strategies and Actions:
We are an APPLE SCHOOL
Strategy A: Daily participation in physical activity through a wide range of opportunities
•
Continuing DPA as regular practice
•
Forming Running Club in fall and winter months
•
Continuing to support intramurals and after school sports
•
Increasing opportunities for new and different physical activities- ie Gymnastics and Zumba
residency program with share and show for parents (Sept/Oct 2014)
•
Continuing with skating, swimming and skiing lessons
Strategy B: Student initiative and input
•
Formed our Student Leadership Club with representatives from Grades 4-6, first year
•
Increasing student input and direction on projects that promote better nutrition and healthier
lifestyle choices
•
Student leadership team to work with Apple School coordinators to promote healthy eating and
living
•
Initiating Student leadership team healthy tips segment on morning broadcast system
Strategy C: Making a school wide conscious effort for healthy choices
•
Encouraging student leadership team to generate ideas and activities to promote and support
healthy choices (eg. Healthy Snack Shack )-Apple School tips and promotions
•
Continuing to support informally school wide healthy lunch checklists for important food
groups
•
Incorporating more healthy choices with school Hot Lunch program (eg. Pita Pit, Panago, Pasta
Lunches-with sides including veggies, milk, apple slices)
•
Participation of staff, students and parents in our Terry Fox Run or Run4Change (Community
event)
•
Encourage healthy food choice for classroom parties/birthdays
Strategy D: Supporting and promoting Mental Health Initiatives
 Hiring of district approved Psychologist (Catherine Patton) to work with at risk students
(anxiety, social skills, memory improvement)
 Work with District Mental health therapist
 FSLW/Behaviour Therapists from LS-I and MDT working with students and families so
school and home are linked
 Access support from ALS (Aboriginal Learning Services) for parent meetings, student testing
and family supports
Performance Measures
 Work with Apple Schools to collect data on measuring physical activities and/or healthy choices
 Student Leadership team to collect data on healthy lunches
 Feedback and reports for teachers and admin. from Mental Health therapist and school psychologist
 Parent council feedback on initiatives that are student lead to see if they are impacting parent choices of
lunch items
May 2015
Page 9
Performance Measures Data Analysis
Subject
Number of Actual Predicted
Difference
Students Score (%) Score (%)
English
Language 56
63.46
Arts
Mathematics 56
55.64
Science
56
69.03
Social
56
62.57
Studies
Regression analysis
Lower
Limit
Upper
Limit
Result*
64.69
-1.23
-4.23
1.77
=
57.35
64.40
-1.71
4.63
-5.52
1.14
2.10
8.12
=
+
63.84
-1.27
-5.42
2.87
=
Provincial Achievement Test Results - 2014/2015
Test
Group
School
English Language Arts
District
Province
School
Mathematics
Social Studies
Acceptable
Standard
Standard of
Excellence
Average
Score (%)
57
82.5
21.1
63.2
2571
42994
91.0
91.4
20.5
21.5
66.1
66.4
57
68.4
15.8
55.1
2338
39637
81.4
80.5
15.3
15.3
60.6
60.8
57
80.7
35.1
68.6
2333
39402
83.0
84.8
25.5
28.9
66.4
68.0
School
57
68.4
10.5
62.1
District
2330
77.8
18.6
65.6
District
Province
School
Science
Students
Writing
District
Province
 We are very proud that our Grade 6 students, who had many academic challenges, were
able to be + or =
 Although our below acceptable standard was higher this year, our Standard of
Excellence in Science was above the province/district and the Standard of Excellence in
Mathematics and Language Arts was on par with both the province and district
May 2015
Page 10
Goals, Strategies, and ActionsSchool Goal #1
“Staff will promote and deepen their understanding of Mark 2: Imbued
with a Catholic World View and Mark 5: Shaped by a Spiritual Community
District Alignment
Strategies
Goal 1 - “Live the Distinctiveness of Catholic Education”
 The school community gathers for liturgical celebrations at least once a
month, two of which are celebrations of the Eucharist.
 Whenever possible, Eucharist is celebrated in the local parish.
 The school works with the local parish to support the immediate
preparation for the sacraments of Eucharist, Reconciliation, and
Confirmation.
 The school and the local parish collaborate in preparing children who
have not received the sacraments of Initiation, including Baptism, First
Communion and Confirmation, and the Sacrament of Reconciliation.
 Service projects reflect and articulate Catholic teaching on social justice
and charity.
 All students and staff have opportunities for age-appropriate faith
experiences, such as retreats, at least once during the school year.
Mark 2: Imbued with a Catholic World View

The school has an active and vibrant parent advisory council working
with a shared purpose.
 The Catholic school has a plan to increase involvement of parents in the
life of the school and parish.
 The school and the local parish work together to create evangelization
teams committed to nurturing the faith life of families who send their
children to the Catholic school.
 The Catholic school frequently invites the local parish priest to school
functions and encourages him to be an active member of the school
community.
Mark 5: Shaped by a Spirituality of Communion
Actions: Mark 2
 one celebrations of the Eucharist within
the school year
 seminarian from St. Joseph’s on site
Thursdays throughout the year to support
teachers and students with curricular
concepts, and sacramental preparation
help link St. Benedict and Annunciation
Parish
 invite seminarian to help us form school
goal for Catholicity through the Marks
 school community travels to the church to
celebrate Eucharist
 promote Sacraments through newsletter
and Synervoice
 Reconciliation at St. Benedict for Grade
2+3 students (5-6 priests on site)
 School theme for the year that celebrates
Timeline
Easter
October 2015 –June 2016
October 2015
May/ Easter celebration
October 2015/ December 2015
March 2016
September 2015-June 2016
being the person God Made You to Be
May 2015
Page 11
(from the oak Inside the Acorn)
 Increase visual presence of Catholicity in
the building.- e.g. Door of Joy/School
Vision statement (graphic)/mission on
school banner
Actions: Mark 5
 School council chair also connects with Fr.
John from Annunciation to promote parish
events
 Fr. John visiting classrooms monthly to
support teachers and students with
curriculum, Catholic teachings and beliefs
 Seminarian Andrew supports teachers and
students on Thursday mornings with
Catholic teachings, practices and beliefs
 School chaplain liaison between parish
and school
 Inviting Fr. Dean/Fr. John to celebrations
and special events
 Advertise parish functions and events in
newsletter/synervoice
May 2015
November 2015
Timeline
November/December 2015
Started in November 2015-throughout year
Started in October 2015-throughout the year
Connected in October 2015 with phone calls and
visit to the parish to coordinate celebration dates
Fr. Dean-Celebrant at school opening mass at St.
Benedict/ Grade 4 Bible celebration
October 2015 start-sacrament dates- ongoing
Page 12
School Goal
#2A
To improve students comprehension of informational/non-fiction texts
District Alignment
Goal 2 - “Every student is successful”/Goal 5- First Nations, Métis and
Inuit students are successful
2.5 Ensure the educational experiences meet the diverse needs of our
learners and are available to all students.
e) Explore, identify and implement strategies related to the success of our
English Language Learners.
f) Enhance and strengthen the Learning Coach role in our schools.
Strategies
2.6 Ensure that every school and department is committed to improving
student learning and achievement within the context of a 21st century
Catholic learning community.
a) Continue with “Transform! Engage in Christ-Centred Learning for
Today and Tomorrow” plan focusing on the goals as described in the
Ministerial Order on Student Learning (May 6, 2013), which includes a
focus on literacy, numeracy and the competencies described therein
(reference District Goal One: 2.3).
b) Ensure that assessment practices are aligned with 21st century
competencies and that schools utilize a range of assessment data,
including informal, formal, standardized and provincial assessment
and test results, to inform instruction for improvement in identified
areas.
c) Ensure that appropriate and approved resources are used to support
learning in the classrooms and that appropriate resources are
allocated to support departments.
d) Ensure that schools and departments are given flexibility in allocating
resources to meet their unique needs.
Actions:
□ Hire additional teacher (0.4 FTE) in support of
Team Teaching/classroom support model for
extreme learning needs in Grades 2-5.
□ Support coaching and development of school
EA and literacy training opportunities through
district and PD offered by organizations such as
ERLC.
□ Continued funding of 0.5 Reading Intervention
teacher to support Grades 1+2 (and some Grade
struggling readers, ELL and FNMI students.
□ Continue adding literacy series and resources
such as Eagle Crest (FNMI leveled readers) and
LLI (red kit)
□ Continue to enhance literacy by actively
promoting and supporting Guided Reading within
the classroom, in particular at the upper
elementary level (Grades 4-6). 1-2 x week using
content areas- access L.A. consultant for support
□ Continue to evergreen and nourish printed
resources that are in the library and in classrooms
May 2015
Timeline:
September 2015
Ongoing
Ongoing
November 2015
December 2015- June 2016 (support for
consistent start-up from A.P and L.C)
December 2015-June 2016
Page 13
through the Adopt a School grant of nearly $17
000 worth of books and resources through
purchase at Chapters.
7. Continue to promote online learning
opportunities (i.e. Raz Kids; Imagine Learning).
8. ALS consultant Karyn Gagnon working with
FNMI groups for Guided Reading
Ongoing
Started October 2015
School Goal
#2B
To improve student writing in the areas of sentence structure,
vocabulary and punctuation
District Alignment
Goal 2 - “Every student is successful”/ Goal 5- First Nations, Métis and
Inuit students are successful
2.5 Ensure the educational experiences meet the diverse needs of our
learners and are available to all students.
g) Explore, identify and implement strategies related to the success of our
English Language Learners.
h) Enhance and strengthen the Learning Coach role in our schools.
Strategies
2.6 Ensure that every school and department is committed to improving
student learning and achievement within the context of a 21st century
Catholic learning community.
e) Continue with “Transform! Engage in Christ-Centred Learning for
Today and Tomorrow” plan focusing on the goals as described in the
Ministerial Order on Student Learning (May 6, 2013), which includes a
focus on literacy, numeracy and the competencies described therein
(reference District Goal One: 2.3).
f)
Ensure that assessment practices are aligned with 21st century
competencies and that schools utilize a range of assessment data,
including informal, formal, standardized and provincial assessment
and test results, to inform instruction for improvement in identified
areas.
g) Ensure that appropriate and approved resources are used to support
learning in the classrooms and that appropriate resources are
allocated to support departments.
h) Ensure that schools and departments are given flexibility in allocating
resources to meet their unique needs.
Actions:
□ Continue to support use of web programs (e.g.
Story Jumper, BitStrips) as alternative to
paper/pencil writing tasks.
□ School wide training and purchase of
Empowering Writers (resource for teaching
concepts and skills with format for different writing
genres
□ Guided Writing groups with support from LC,
additional teacher support for literacy/numeracy
(0.4 FTE)
□ Daily 5 implemented consistently in Grades 1-3
and beginning in Grades 4-6.
□ Consistent and deliberate formative writing
assessments with specific feedback and use of
student exemplars (using Seven Strategies of
Assessment for Learning Model by Jan Chappuis)
□ Writing opportunities in the content areas to
May 2015
Timeline:
September 2015-June 2016
Ongoing
January 2016-June 2016
Ongoing
October 2015-June 2016
Page 14
expand writing principles beyond Narrative.
□ Use of specific, effective graphic organizers (e.g
Ran Strategy) to support students in writing (in
particular ELL, FNMI and struggling readers)
□ Developing collaborative common assessments
through specific learning targets/rubrics presented
in student friendly language
Ongoing
Ongoing
January 2015-June 2016
School Goal #3
To deepen students understanding of math concepts in the strand of
NUMBER
District Alignment
Goal 2 - “Every student is successful”/Goal 5- First Nations, Métis and
Inuit students are successful
2.5 Ensure the educational experiences meet the diverse needs of our
learners and are available to all students.
i) Explore, identify and implement strategies related to the success of our
English Language Learners.
j) Enhance and strengthen the Learning Coach role in our schools.
Strategies
2.6 Ensure that every school and department is committed to improving
student learning and achievement within the context of a 21st century
Catholic learning community.
i)
Continue with “Transform! Engage in Christ-Centred Learning for
Today and Tomorrow” plan focusing on the goals as described in the
Ministerial Order on Student Learning (May 6, 2013), which includes a
focus on literacy, numeracy and the competencies described therein
(reference District Goal One: 2.3).
j)
Ensure that assessment practices are aligned with 21st century
competencies and that schools utilize a range of assessment data,
including informal, formal, standardized and provincial assessment
and test results, to inform instruction for improvement in identified
areas.
k) Ensure that appropriate and approved resources are used to support
learning in the classrooms and that appropriate resources are
allocated to support departments.
l)
Ensure that schools and departments are given flexibility in allocating
resources to meet their unique needs.
Actions:
□ Hire additional teacher (0.4 FTE) in support of
Team Teaching/classroom support model for
extreme learning needs in Grades 2-5.
□ Using diagnostic Math tools such as Early Years
Interview and MIPI to provide feedback on
students to help drive instruction
□ Use of collaborative Kagan Learning Structures
(e.g. Rally Coach, Quiz Quiz) to provide students
opportunity for dialogue and sharing of effective
strategies
□ Build, Draw, Name using manipulatives (e.g.
number lines, lattice/grid, cue cards
□ Math games such as WAR, Around the World,
and Buzz to help students use strategies
May 2015
Timeline
September 2015
Ongoing
Ongoing
November 2
Page 15
School Goal #4
Staff, students and parents will participate in activities to uphold
principles of Apple Schools which promote healthy mind, body and spirit.
District Alignment
Goal 2 - “Every student is successful” “Engaged and effective
Governance”
Strategies
2.7 Continue to provide and develop services and model initiatives that
promote student health, using the Comprehensive Student Health
Framework.
a) Seek practices and build staff capacity to enhance delivery of mental
health supports that are both proactive and preventative in nature.
b) Engage students in learning that fosters physical, emotional, social,
mental, nutritional and spiritual wellness.
c) Encourage and support partnerships that promote student health.
2.8 Implement strategies to ensure that schools focus on the creation of safe,
healthy and caring environments for all students.
4.4 Seek, promote and engage in responsive and responsible community
partnerships.
a) Build, maintain and foster relationships and partnerships that promote
the development and enhancement of programs and services within
our District.
Actions:
□ Continue partnerships with Save on Foods for
taste testers and H+M Foods who supply our
monthly apples at a substantial discount
□ revamped and simplifies St. Benedict Nutrition
Policy for parents and staff
□ Nutrition students from U of A working with
students to make healthy snacks
□ Mental Health staff development and trainingMental Health First Aide course
□ ‘Lunch Lady program’ offered with healthy
lunches every Tuesday
□ daily Apple Schools message read on SBTV
□ increases time form one half day a week to two
with psychologist Catherine Paton to support
students in need
□ Apple Schools bulletin board monthly displays
done by classrooms
□ Gymnastics and Dance residency supported by
school and S.A.C
□ posters throughout the school (e.g. Choose
most often)
□ Winter Fun Day/Caribbean Day
□ Parent Health Night
□ educational displays such as Sugar Shocker
□ Student leadership Club promoting Apple
School messages
□ Family Lunch groupings- Cross grade eat and
do activities together as a family grouping
May 2015
October 2015- May 2016
November 2015
October 2015
January 2016
September 2015- June 2016
Ongoing
September 2015
Monthly
October 2015, May 2016
November 2015- June 2016
February/March 2016
April/May 2016
November 2015- ongoing
December 2015- May 2016
5-7 times throughout the year
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 Data and Plan presented to School Council for Input and Feedback
Presented Nov. 30th at S.AC. meeting
 Uploaded to Public Website by November 30
 Uploaded to Portal by November 30
May 2015
Page 17