CBIPSAW

2021-2025 Strategic Plan: Building a Community That Accompanies

24-25 Being Community

Being Community

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Being Community starts with an inclusive Catholic educational community. We seek to be positive community members and develop relationships among all stakeholders. Our many partnerships (both locally and globally) provide our students with the opportunity to develop diverse worldviews and perspectives in order to address political, ecological, social, and economic issues that are crucial to living in a contemporary, connected, interdependent, and sustainable world. Through the Catholic lens, students develop an appreciation for the diversity of people, perspectives, and the ability to envision and work toward a better and more sustainable future for all.

Being Community

We will all contribute our gifts to foster belonging and engagement through listening and sharing with vulnerability and intention.

  • Who are our students as learners?
  • What do we want them to be able to know and do?
  • What do our staff need?
  • How will we program effectively?

Targeted Strategies

  • Sharing circles
  • Restorative practice
  • Synodal process
  • Vocational stories
  • Resources and using Culturally Relevant and Responsive Pedagogy to intentionally reflect/support diverse student experiences and learning needs.
  • Use school based data  - to garner student voice (resource: “Street Data”).

  • We will utilize partnerships to foster belonging and engagement through a relationship-based approach. 

Examples of these partnerships include: 

  • Sacramental programs with Diocese
  • Home/school/parish connection 
  • Corporate connections
  • Indigenous Communities
  • Community Connections

  • Intentional use of technology to support/foster connection.
  • Use technology responsibly to develop social media awareness.  
  • Support tech-free time to ensure human connection and fostering relationships.
  • Virtual parent engagement sessions on a variety of topics (mental health, well-being, math, literacy, Pastoral Plan).

  • Circle - seating arrangements
  • Land-based learning
  • Creating and committing space/time to foster belonging. 
  • Differentiating learning spaces to foster and reflect students’ unique strengths/gifts to ensure engagement (Universal Design for Learning/ Differentiated Instruction)

Key Performance Indicators

  • % staff who report using a relationship-based approach founded in the Third Path framework.
  • % staff who are aware of and use responsive pedagogy (e.g.,Cultural Humility Tool, Mentally Healthy Classroom Reflection Tool, Mentally Healthy School Reflection Tool)
  • % staff who are aware of the Faith & Equity Continuum & Monitoring Document
  • % staff who engage in many forms of prayer as outlined in the Pastoral Plan and including (Christian Meditation, Lectio Divina, Examen, Visio Divina, Rosary Program, Mass/Liturgy of the Word).
  • % staff who report using various opportunities to listen and share with students and colleagues (e.g., Sharing circles, Restorative practice, Synodal discussions, Vocational stories).
  • % students who report having their voice heard through various platforms (Student Census, Student Surveys, Synodal Discussions).
  • % educators who report using flexible and adaptive learning environments (e.g., UDL, land-based/outdoor learning).

  • # students who engage in Digital Privacy & Citizenship training.
  • # of parents who engage in Parent Engagement Sessions.
  • # community partnership agreements in place (existing and new agreements).