Be Community

Ministry Goal: Improve students’ graduation rates and preparedness for future success. 

Indicators:

Secondary

• increase % of students who earn 16 or more credits by the end of Grade 10

•  increase % of students participating in at least one job skills program (Specialist High Skills Major, Dual Credits or Ontario Youth Apprenticeship Program)

• increase % of students graduating with an OSSD within five years of starting Grade 9

•  increase % of students enrolled in at least one Grade 12 math or Grade 11 or 12 science courses

Both Elementary and Secondary

• increase % of students who believe their learning has prepared them for the next step in their learning experience (i..e. next grade, post secondary, etc)

ESL

• Culturally Responsive Peer Mentorship: Pair newly arrived MLs with same-language peers for mentorship and support and provide culture-specific clubs and opportunities to these students.  (This provides immediate social-emotional safety, helps them navigate school culture, and combats the profound loneliness that often accompanies early-stage language acquisition.)

• Cultural celebration days: invite parents and students to share and co-create cultural experiences, language learning, song, dance, art, and other practices with full school communities on special days throughout the school year.

Religious Education

• Design flexible learning spaces that support collaboration, dialogue, and inclusive learning rooted in hospitality, openness, and encounter.

• Use student achievement, engagement, and demographic data to identify and remove barriers to learning and participation.

• Integrate authentic, real-world learning tasks connected to Catholic Social Teaching, allowing students to apply skills in meaningful contexts.

• Incorporate reflective practices (e.g., journaling, prayerful reflection, goal setting) that support metacognition and perseverance.

Equity, Diversity and Inclusion

• Mirrors, Windows, & Sliding Door Resources: Audit classroom & Learning Commons resources to ensure the inclusion of culturally relevant & identity-affirming texts.

Indigenous Education (learn more here)

• Engage all classes in creating and regularly revisiting personalized/seasonal land acknowledgements that connect local Indigenous histories, Treaty relationships, citizenship, and environmental stewardship. (CTA 62(i), 63(i), 63(iii))

• Partner with Indigenous community members, Elders, Knowledge Keepers, professionals, and organizations to help students see contemporary Indigenous excellence and future possibilities. (CTA 63(i), 63(iii), 10(iv))

• Land stewardship projects connecting students to local ecosystems, environmental responsibility, and Indigenous ways of knowing. (CTA 63(i), 63(iii))

• Indigenous-embedded SHSM experiences that connect students to Indigenous perspectives in trades, health care, environmental science, business, and technology. (CTA 10(iv), 63(i))

• Cross-curricular pathway projects exploring Indigenous contributions to medicine, engineering, governance, environmental stewardship, entrepreneurship, and innovation (e.g., Co-op, ISA). (CTA 63(i), 10(iv))