Well Being Problem of Practice: Implement Tiger Camp at beginning of the year to establish consistent expectations and routines Some students demonstrate challenges in self-regulating Develop a common understanding of Student Engagement/Leadership their behavior both in the classroom and outside on the yard Build students’ capacity to experience and understand one’s own emotions, both positive and Staff, students, parents and school community negative, and the strategies they can utilize to maintain a state of calmness Smart Goal/Theory of Action: If teaching staff provide direct promote and sustain student well-being and positive Continued focus on Restorative Practices, Character Education (though monthly character traits) and instruction of Self-Regulation strategies, then this will allow students student behavior in a safe, accepting, inclusive and to build their capacity to experience and understand their emotions, Self-Regulation as an essential part of classroom practices health learning environment (SEF 2.5) and move forward positively, resulting in 5% growth (according to report card data where students are Good/Excellent) from the previous year. Equity and Inclusion Problem of Practice: Purchasing of resources that are designed to optimize student ability to self-regulate and would be the Some students demonstrate challenges in self-regulating most conducive for optimal learning-this would include a variety of fidget toys, alternative seating and A safe and inclusive environment is created to assist their behavior both in the classroom and outside on the yard tables, and creation of alternative work spaces throughout the school students with self-regulation. Organizational Leverage SERT experience in implementing self-regulation strategies to provide consistent message structures are coherent, flexible and respond to the If teachers provide self-regulation Smart Goal/Theory of Action: and common understanding needs of the students (SEF 2.3, 2.5) tools and alternative work spaces that students have choice in Provide opportunities to attend professional development that focuses on self-regulation, consider selecting then students will be able to regulate their behavior with Stuart Shanker’s work, “Calm, Alert and Learning” greater independence, resulting in 5-10% growth in Self-regulation according to their report card data. SEPTEMBER OCTOBER NOVEMBER
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
Adelaide%20SIPSAW%202017-18%202.docx