DATA INFORMED INITIATIVES AND SUPPORT Equity and Inclusion Leveraging Digital: How do we leverage digital technology differently to support pedagogical change? Self-regulation data: When students experience difficulty with self-regulation, there is a negative impact on their learning (as well as the learning environment). Our grade 2 students are the most affected by this and so we want to support them moving forward to be successful during Grade 3. Student Learning Need: Develop an understanding of self-regulation and appropriate strategies that can be used both in the classroom and during un-structured times Be able to communicate feelings/emotions and use strategies effectively at moments of dysregulation Select appropriate strategies, such as, alternative work spaces, that support individual student needs and support a positive learning environment Professional Learning Need: Develop a common understanding of self-regulation and appropriate strategies Incorporate discussion and strategies during class time around self-regulation and model/support students in using the strategies effectively (e.g., monitoring charts, physical breaks, intentionally planned classroom organization/layout, availability of fidgets, individual schedules, alternate work space/furniture) Walk to Learns, discussions with teachers, as well as observations by the School Improvement Team, reveal the need to leverage technology at both the point of instruction and learning.. Student Learning Need: Develop technology skills around a variety of technology to engage actively in classwork where appropriate Professional Learning Need: Training in digital citizenship & technology throughout the year at staff meetings and technology based opportunities Use technology effectively at the point of instruction and learning to engage students including the use of G-Suite, Google Classroom, Chromebooks, and iPads Ensure students with Advanced Technology are guided to use their individual technology throughout the day for both academic and organizational tasks EQAO PLAN EQAO PLAN NUMERACY and LITERACY Grade 3 and Grade 6 AUGUST -use the PA Day staff meeting to review EQAO results -review report card data and align with EQAO -meet with School Improvement Team -meet with EQAO teachers to share/create EQAO plan NUMERACY AND LITERACY JANUARY -conduct third Faces meetings-meeting with Grade 3 & 6 team -EQAO planning/data analysis workshop from Programs Department -provide time for planning second mock EQAO assessment for grade 3/6 (Writing). Administer the mock, then provide time for moderation, focusing on areas of success, as well as areas of need or concern -continue with intervention groups with SERT -review IEPs for identified students
Well Being Student Engagement/Leadership Staff, students, parents and school community promote and sustain student well-being and positive student behavior in a safe, accepting, inclusive and health learning environment (SEF 2.5) Problem of Practice: Some students demonstrate challenges in self-regulating their behavior both in the classroom and outside on the yard Smart Goal/Theory of Action: If teaching staff provide direct instruction of Self-Regulation strategies, then this will allow students to build their capacity to experience and understand their emotions, and move forward positively, resulting in 5% growth (according to report card data where students are Good/Excellent) from the previous year. Implement Tiger Camp at beginning of the year to establish consistent expectations and routines Develop a common understanding of Build students’ capacity to experience and understand one’s own emotions, both positive and negative, and the strategies they can utilize to maintain a state of calmness Continued focus on Restorative Practices, Character Education (though monthly character traits) and Self-Regulation as an essential part of classroom practices Equity and Inclusion A safe and inclusive environment is created to assist students with self-regulation. Organizational structures are coherent, flexible and respond to the needs of the students (SEF 2.3, 2.5) Problem of Practice: Some students demonstrate challenges in self-regulating their behavior both in the classroom and outside on the yard Smart Goal/Theory of Action: If teachers provide self-regulation tools and alternative work spaces that students have choice in selecting then students will be able to regulate their behavior with greater independence, resulting in 5-10% growth in Self-regulation according to their report card data. Purchasing of resources that are designed to optimize student ability to self-regulate and would be the most conducive for optimal learning-this would include a variety of fidget toys, alternative seating and tables, and creation of alternative work spaces throughout the school Leverage SERT experience in implementing self-regulation strategies to provide consistent message and common understanding Provide opportunities to attend professional development that focuses on self-regulation, consider Stuart Shanker’s work, “Calm, Alert and Learning” SEPTEMBER OCTOBER NOVEMBER
Based on your reflections, what is your next best move? DECEMBER JANUARY FEBRUARY Staff Meetings BCI Division/ Meeting Department Coach/ Facilitators Support Projects Board PD/ Training Professional Learning/ SEF Project Instructional Rounds/ Walk Throughs/ Walking to Learn Principal/VP Conferencing (Faces on the Data) School Self- Assessment (SSA)
How much did we do? How well did we do it? Is anyone better off? What is the evidence? Numeracy Literacy Well-Being Equity and Inclusion SECURING ACCOUNTABILITY Based on your reflections, what is your next best move? MARCH APRIL MAY JUNE