Learning at our School
The staff of St. Theresa School continues to support EARLY LITERACY and NUMERACY in both the Early French Immersion Program and the Regular English Program. With EARLY LITERACY, the overall objective is to provide a balanced literacy program focusing on shared, guided and independent reading and interactive, modeled and independent writing.
The staff works collaboratively with the Lead Literacy Teacher and the Classroom Resource Teacher to identify the strategies and resources that are required to improve student success. Staff also complete running records on each student to get a baseline for the reading groups. Our teachers attend Literacy Initiative in-services, which help them put the literacy strategies in place in the classroom. Our Board's Coordinators and Literacy Partners provide additional assistance and resources.
The students continue to spend time exploring and perfecting shared reading, interactive writing and individual journal writing. Improved student success is being observed. From the first pages of the children's writing, where only random letters are placed on the page, to where short sentences or phrases reflect their expanding knowledge of sounds and vocabulary, the Literacy focus is reaping the rewards of student success. Language centres are established and Guided Reading is fully implemented. A resource book room is well stocked, so resources for all levels are organized and shared among the participants.
Student/School Achievements
Students participate in many enriching activities. They have been recipients of a variety of awards during activities such as the Evening of Applause where they were recognized for their outstanding qualities as good citizens. Locally, students are successful participants in Public Speaking competitions in both French and English. At a Provincial level a grade two student wrote a short story and received an award for her submission to the OECTA Young Authors Competition. Students also participate in competitive sports activities such as cross country running and volleyball, to name a few.
Classroom Resource Teacher
Children who require resource assistance are integrated within the regular classroom. The resources teacher may work directly with the children or assists the teacher in providing programming for the children.
Staff at the school has spent hours preparing materials, gathering resources and completing and reviewing assessments. We use this information to planning purposes throughout the year. We continue with our reading initiatives as we further develop our writing and numeracy initiatives.
The ongoing dedication of the staff and the motivating methods of teaching a second language continue to inspire and engage the students to improve their reading, writing and numeracy skills.
Assessing Student Progress
Teachers are encouraged to use assessment strategies that are clearly related to the goals and objectives identified in the Ministry guidelines. Assessments include a variety of forms such as anecdotal observations, checklists, rating scales, writing folder's portfolios, self and peer assessment and conferences.
The teachers' assessment methods are used to ensure comprehensive and consistent indicators of student performance. Exceptional students are provided with program modifications which are clearly indicated on the student Individual Education Plan (IEP). Teachers attend after school assessment workshops.
Check our monthly newsletters to find out what activities are going on at our school. They are accessible via the "Schools" link on the Nipissing Parry Sound Catholic District School Board's web site.
Plans for the Future
The ongoing commitment to professional development by staff ensures an enhanced delivery of the Ontario Curriculum with a link to our Catholic Gospel values. Our move to a new facility in September 2006 was met with great enthusiasm throughout our school community. We are committed to continue to build on our successes.