COVID-19 Update: In-school classes for 2020-21 begin September 1. Read our Return-to-School Plan.

Our school-wide Learning Improvement Plan has focused on:

  • Improved student learning in math through an outcomes based orientation

  • Development of long term student and staff faith formation

  • Improved participation and outcomes for First Nation, Inuit, and Métis students

This plan helps guide the focus of our professional learning community and the learning opportunities that each child will have. Our staff meets within Professional Learning Communities to plan for instruction and assessment of student learning.  Our PLCs meet every second Tuesday morning and on Staff Professional Learning Days.  We meet in PLCs to discuss how to provide the best educational opportunities for the students of Father Vachon School.   

Learning Assistance

The role of the Learning Assistance program at Father Vachon School is to help support student learning through collaboration and consultation with parents, consultants, and with classroom and catalyst teachers. This is achieved through meeting and planning with parents, teachers and educational assistants, assessment of students' strengths, by differentiating instruction (students working in small groups at their own level), and through co-teaching with classroom teachers. The Leaning Assistance Teacher will work with teachers and educational assistants to support classroom teachers in planning and developing programs, communicating with parents and working with outside agencies.              

At Father Vachon School we also incorporate the use of Academy of Reading and Academy of Math programs to help with intervention of reading and math skills. 


All of our classrooms use a balanced approach to instruction in Language Arts.  This approach uses a balance of instruction and practice in reading, phonemic awareness, spelling, and writing. Modelled reading, shared reading, guided reading and independent reading are all incorporated into the reading instruction in order to teach students multiple strategies to becoming proficient readers.  Our teachers, particularly in the primary grades, incorporate a Home Reading Program in which students are encouraged to read at home daily. 


Teachers use assessment and evaluation on an ongoing basis.  Many criteria are used in evaluating the effectiveness of our school program and the progress of our students. The day-to-day performance of our students is one of the main criteria used in student evaluation. Assessment and evaluation are necessary to provide students, parents and teachers with feedback.  The classroom teacher evaluates the student's progress daily through anecdotal records, conferencing with the students, checklists, rubrics and work samples. Twice a year (November and March) we formally invite parents to come in and meet with their child and his/her teacher at a three-way or student-led conference. Portfolios of student work are sent home prior to the conference. The conference is an opportunity to celebrate successes and to identify goals for learning. At certain times in the year other group tests are administered. These tests include the Canadian Achievement Test (CAT IV) and the Canadian Test of Cognitive Skills (CTCS) as well as the Tell Them From Me survey. You will receive notification by classroom letter if your child is in a grade where these tests are administered. Please feel welcome to contact the teacher at any other time if you have concerns regarding your child's progress.


Homework may be assigned at any grade level at the teacher's discretion.  Homework has its place and purpose.  Usually there are four basic purposes for assigning homework:

  1. to prepare a lesson for the following day

  2. to complete assigned exercises

  3. to do research on certain materials or studies

  4. to review work that has been taken during the day

Teachers will exercise moderation with respect to homework.   The following guidelines on completing homework may assist your child to be successful:

    • Help your child find a quiet space to complete homework.

    • Help your child with time management.

    • Watch for signs of frustration and communicate with your classroom teacher respecting these concerns.

    • Set a schedule for homework with a beginning and end time.