School Improvement and Equity Plan (SIEP) 2023-24
Hope | School Commitment
Our:
● Why
● Vision & Mission
● Culture
● Moral Imperative
Who are our students as learners? (Needs Assessment)
What do we need to do?
Faith & Well Being … WHO?
Our school community has a strong sense of faith,
culture and identity. We currently have 251 students
who identify as ML learners in our building. That is up
from 194 in 22/23.
We know that 37 % of students at Holy Rosary have
low well-being, and 16% do not feel they have a
sense of belonging or connectedness as measured
on the MDI in 2022. MYSP indicator #16 measures the
proportion of students participating in their Grade 2
& 7 Catholic sacraments is extremely low. (2022-2023
results: 56% in grade 2 and 46% in grade 7)
What do we want them to be able to know and do?
Is anyone better off?
Faith & Well Being … WHAT do we want?
➔ Understand how the Ontario Catholic
Graduate Expectations are connected to
their daily learning & living.
➔ Use traditional and contemporary Catholic
spiritual practices to strengthen their
relationship with God.
➔ Develop a sense of belonging, regulation,
advocacy and resiliency skills to optimize
their potential.
➔ Through a trauma-informed approach,
learners need to develop strategies to
address social/emotional needs and
self-regulation skills to solve problems and
be positive contributors to our classrooms
and school communities.
Opportunity | Leadership Practices
Our:
● Focus
● Programs
● Practices
● Actions
How will we program to promote student learning?
What will we do? How much?
Faith & Well Being … HOW will we program?
➔ Strengthening the home, school and parish
relationship to increase awareness,
programming and support for sacramental
preparation
➔ School-home-parish connections are
promoted through the use of resources such
as Growing in Faith and Growing in Christ,
masses, liturgies, Bible Celebrations and
sacraments.
➔ Integrating mental health SEL resources for
developing a sense of self, agency and
leadership skills.
➔ Intentionally create trauma-informed
learning environments by connecting,
offering flexibility and predictability,
delighting in our students and co-regulating
to support all students in maintaining their
curiosity in learning through the grades.
➔ Build positive peer relationships through a
collaborative school model and various
school activities and initiatives.
➔ Connecting, building relationships and using
student voice in positive reinforcements
➔ Use school theme as a foundation in
collaboration with the OCGEs and
Transferrable skills to build on “Be YOU- Be
RAYmarkable!”
➔ Integrate opportunities for students to
develop Ontario Catholic Graduate
Expectations across subjects connecting
Catholic Teaching to social-emotional
learning.
How will we know if students are progressing and
achieving?
(Monitoring Progress)
How well is it working?
Faith & Well Being … HOW will we know?
➔ Through classroom observations and
reflections of classroom learning
environments.
➔ Student participation rates of
school-home-parish activities, programs &
events and sacraments.
➔ Using student surveys and conversation
tools.
➔ Weekly classroom meetings
➔ Student/Staff Check-Ins
Outcomes | Teaching &
Learning
Our:
● Optimism
● Confidence
● Potential
● Momentum
What will we do for those who continue to struggle?
Who is impacted? Who is forgotten?
(Monitoring Progress)
Do different groups need different things?
Faith & Well Being … WHAT will we do if:
➔ Integrate opportunities for students to
develop Ontario Catholic Graduate
Expectations across subjects connecting
Catholic Teaching to social-emotional
learning.
➔ Support families with resources to encourage
prayer & Catholic teaching outside of school
through our weekly communication.
➔ Utilize trauma-informed/sensitive practices
➔ Use positive reinforcements
➔ Collaborative multidisciplinary approach
➔ Continually monitor and provide appropriate
programming for students with Special
Education needs so that all students can
appropriately access the curriculum.
➔ Monthly assemblies honour students who
have met the selected Catholic Graduate
expectation.
➔ Support of our CYCW (small & large group
instruction and intervention)

Curriculum & Achievement→
Literacy… WHO?
In Reading, we have 84% of students meeting
provincial standard as measured on the report card
and 83.7% (Gr3) and 84.2% (Gr6) meeting standard on
EQAO.
In Writing, we have 76% of students meeting
provincial standard as measured on the report card
and 71.4% (Gr3) and 81.5% (Gr6) meeting standard
on EQAO.
Digging into the data, we know that CAT-4 Objective
competencies reveal that Media, Conventions and
Literary Texts are our relative weaknesses in Reading
and Capitalization and Punctuation in Writing.
Students require early word foundational skills,
phonological and phonemic awareness, phonics,
word study, structured writing lessons, grammatical
syntax and punctuation.
Mathematics… WHO?
We have 61% of students meeting provincial standard
as measured on the report card and 59.2% (Gr3), and
62.2% (Gr6) meeting standard on EQAO.
Digging into the data, we know that CAT-4 Objective
competencies and the EQAO strands and skills
reports reveal that spatial sense & data management
is our relative weakness in junior and Intermediate.
In Primary, our relative weakness is in algebra and
spatial sense.
Looking at the Skills from EQAO, Thinking is our
lowest for both Primary and Junior.
School Improvement and Equity Plan (SIEP) 2023-24
Curriculum & Achievement
Literacy … WHAT do we want?
● Develop early word foundational skills
● Apply these skills to read with fluency
● Use background knowledge and vocabulary
to read meaningfully and engage in critical
literacy.
● Increasing (%) the number of students
achieving at the Provincial Standard in
Literacy
Mathematics … WHAT do we want?
➔ Focus on Algebra and Spatial Sense (primary)
➔ Spatial Sense, Data & Algebra (junior)
➔ Thinking Category questions
➔ Building Thinking routines through
problem-solving
➔ Students will see themselves as
mathematicians to increase confidence and
tenacity for math problems.
Curriculum & Achievement
Literacy … HOW will we program?
➔ Use a systematic direct approach to reading
instruction with a goal of 88% of students
meeting reading provincial benchmark
expectations at their grade level.
➔ Use Acadience screener assessment data to
provide responsive, evidence-based,
systematic and explicit instruction in early
word foundational skills.
➔ Use various quality texts to build knowledge
and vocabulary, engaging students in critical
literacy across the curriculum.
➔ Small group instruction
➔ Consultation with Literacy Support Teacher
➔ Regular use of Heggarty
➔ Intentional learning goals & co-created
success criteria
➔ Use Empower, Lexia and Corrective Reading
programs will be used to support students in
various tiers.
➔ Special Education accommodations &
➔ WRITE and create texts independently
through responsive differentiation
➔ We will explicitly teach grammar, spelling,
cursive and syntax using a variety of Board
approved tools.
Mathematics … HOW will we program?
➔ Use of system-supported, ministry-aligned
student resources.
➔ Regular use of Mathology & Knowledgehook,
with more punctuated learning on the areas
of need.
➔ We will focus on thinking questions to
promote communication, critical thinking
and solving problems to increase students'
ability to express and organize their ideas
clearly and concisely in various written and
oral forms.
Curriculum & Achievement
Literacy … HOW will we know?
➔ Observable increases of K to 8 students
achieving at level 3 or higher in pre/post
tasks, classroom assessments, report card
data & EQAO, CAT4
➔ Early Reading Screening Tool
➔ Literacy Assessment Measures (LAM)
➔ Differentiated classroom assessments,
including observations, conversations, and
products
➔ IEP data, EQAO by special education
exceptionality disparity in our EQAO results
between students with and without an IEP.
➔ Tracking marker students in EnCompass for
Learning.
➔ Class reviews to monitor progress
Mathematics … HOW will we know?
➔ Observable increases of K to 8 students
achieving at level 3 or higher in pre/post
tasks, classroom assessments, report card
data & EQAO.
➔ Classroom Teachers can see the impact on
student achievement in the classroom
(pre/post assessments, observations,
conversations, products, etc.)
➔ Classroom teachers can describe the
intentional instructional strategies to
increase skills and student engagement.
➔ Ensure all students are challenged with
differentiated classroom assessments.
➔ Tracking marker students in EnCompass for
Learning throughout the school year to
ensure that progress is being made (e.g.,
looking at Term 1 and Term 2 outcomes,
attendance, etc.)
➔ Systematic class reviews to monitor progress
throughout the year (e.g., NEEDS,
PROGRAMMING, MONITORING, IMPACT)
Curriculum & Achievement
Literacy … WHAT will we do if/What do we do
differently?
➔ Provide Gap closing and deliberate practice
in small group responsive instruction -
based on classroom assessment
➔ Plan to revisit concepts intentionally.
➔ Provide differentiated and responsive
instruction in small groups and through
support within the classroom, and
implement tier 2 and 3 interventions when
needed.
➔ IEP fidelity - followed, updated, use of
accommodations,
➔ Empower Spelling, Decoding &
Comprehension, Lexia
➔ Strong Start
➔ Using accommodations and modifications for
students with learning difficulties and/or
learning disabilities.
➔ Support student success through MLL &
modifications, including the consistent.
➔ Educators will use the Student Success
supports
Mathematics … What if?
➔ Possible term 2 - Jump Math
➔ SST Consultant working with small groups
without IEPS who are not meeting standards
on the CAT-4
➔ Students with IEPs receive differentiated
support from the Classroom teacher and/or
Special Education teacher.
➔ Provide differentiated and responsive
instruction in small groups

Engagement, Pathways & Renewal→WHO?
Gr. 4 to 8 students need more
experiences to build an awareness of
the relationship between what they are
learning, why they are learning it and
how it connects to their lives, setting
goals and potential.
Student transition survey results show that % felt
prepared for their transition to secondary school in
2022 and % in 2023, as measured on the Grade 8
Transition Survey.
Attendance - reduce the number of students from %
who are persistently absent in the 2022-2023 school
year (missing more than 10% of school days) as
measured on enCOMPASS main dashboard.
Suspension rates and the use of alternative methods
to manage behaviour other than suspensions (i.e.,
suspensions in the 2022-2023 school year)
Student enrolment
School Improvement and Equity Plan (SIEP) 2023-24
Engagement, Pathways & Renewal→ … WHAT do we
want?
➔ Set goals and select appropriate activities,
courses, programs and pathways that reflect
their interests, skills and aspirations.
➔ All learners will be empowered to know what
they are learning, why they are learning it
and how it connects to their lives.
➔ Students will develop and enhance their
knowledge and understanding of different
cultures, traditions and perspectives.
Engagement, Pathways & Renewal→ … HOW will we
program?
➔ Design deep learning experiences that
develop transferable skills.
➔ Create education and career/life planning
experiences.
➔ Expose students to different cultural
traditions and experiences through
celebrations, morning announcements, and
conversations.
Name the strategies to reduce the suspensions here.
-recidivism (repeat offenders)
Students with an IEP
Engagement, Pathways & Renewal→ … HOW will we Engagement, Pathways & Renewal→ … WHAT if?
Know?
➔ Inquiry model to support Gr. 4-8 student
➔ Attendance - regularly monitor the discovery of strengths, needs and the
attendance dashboard in enCOMPASS to relationship between what they are learning,
identify students at risk of being persistently why they are learning it and how it connects
absent to their lives.
➔ Daily review and collaborative approach to ➔ Continue to model and have conversations
all Safe Schools reports with students, staff and community
➔ Increasing enrolment and diversity of members.
families & MLL students ➔ Continue to provide students with
➔ Through myBlueprint user statistics and experiential learning opportunities.
reports.
➔ Monitor suspensions throughout the school
year (i.e., ASPEN).
➔ Results of student surveys in response to
specific experiential learning opportunities,
including community outreach to learn about
possible career paths.
➔ Observation of their interactions with others
and their demonstration of others.