Transfiguration of Our Lord Catholic School (elementary)

55 Ludstone Drive, Etobicoke, Ontario, M9R 2J2

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History & Tradition

A teaching staff of nine, including the principal, welcomed our school's first 322 students in 1960. By 1964, with the addition of seven classrooms and a gymnasium, the school building doubled in size and by 1970 enrollment had reached an all-time high of 742 students. A showcase library was completed in 1974. This school is one of three elementary schools and one secondary school within parish boundaries. It serves those families living in an area of central Etobicoke immediately south of Hwy. #401 and east of Hwy. # 427.

Visitors will notice a large mural upon entering the school. It was the work of students and the artist Stuart Thompson and was completed in 1977. It depicts the figures of Peter, James and John and various symbols of church and community. The large figures are those of Moses and Elijah talking to Jesus, whose face changed and clothes shone brightly (Luke 9).

From 1984 to 1986, the school became the temporary site of the new Catholic high school, Don Bosco. Transfiguration Catholic School students attended classes at a nearby vacant public school. Since that time, enrollments have not grown and the small local student body is supplemented by children from other schools who come here for special programs. Hopefully, they will feel as Peter did in the account of the Transfiguration: "Lord, it is wonderful for us to be here" (Matthew 17).

How We Meet the Diverse Needs of Our Students

As stated in our Board's Mission statement, we believe that our students are entitled to have access to an excellent education in which Catholic faith and Christian values are an integral part of the curriculum and the life of the school. The staff at this school recognizes that the varied needs of its students must be accommodated.

It is by no means an easy task for teachers to meet the physical, emotional, social, intellectual and spiritual needs of each student. Depending on the personal circumstances of a child, the teacher may find it necessary to place more emphasis on one or two needs over others. Teachers recognize that the learning strengths of students also vary widely and for that reason a teaching style may favour the visual, auditory or kinesthetic strengths of the child. At times, it is desirable to group children with similar needs or strengths. Teachers most often employ such strategies as small or large group instruction, but will also promote partnering or buddy systems because learning also takes place from child to child. Many times, children learn from each other and their experiences play an important part in their understanding of the concepts being taught and their ability to share their understandings with others. Educational assistants or volunteers may be very helpful to teachers--especially when reinforcement of a particular skill or concept is required.

Through assessment, the teacher is able to determine whether attempts at program modification have been successful. The students themselves are encouraged to evaluate their own progress and in some cases a teacher may determine that peer evaluation is appropriate. There are support systems in place for parents and teachers who have concerns about a child's progress. If it is determined that a child's poor work habits or attitude have affected performance negatively, it is crucial that parents and teacher work together to monitor assignments and to encourage the child. Research has shown that when teachers and parents have high but realistic expectations, the child responds. Teachers are encouraged to discuss their concerns both informally and formally with parents and with the school's school-based support team (SBST). This team of special education teachers meet regularly with teachers who have concerns. If it is found that program modification and the involvement of parents has been unsuccessful, the team may recommend that parents be invited to attend a meeting with other Board support staff form the Board's psychology, special education or social work departments. Sometimes, when program modifications prove to be unsuccessful, further assessment will be recommended and parents may choose to avail themselves of this service.

In some cases, it may be found that a child does no meet with success in spite of the best efforts of teachers and parents. Special education programs may be available to these children for part of the day if it is determined that they require the type of program modification which can not be provided in the regular classroom. At this school, the following special programs are offered: remedial, learning disability, language impaired, multiple handicap, and gifted. Students in these programs receive specialized programming while maintaining access to their peers and the regular programs as well. It is the Board's special education philosophy that an exceptional child is placed in an age-appropriate grouping which is the most practical and beneficial environment for both the special student and his or her peers.

School News

School Learning Improvement Plan -- 2011-2012

School Learning Improvement Plan -- 2010-2011

School Learning Improvement Plan -- 2009-2010

Safe School Plan -- 2010-2011

EQAO Assessment Results

EQAO: