DATA INFORMED INITIATIVES AND SUPPORT Equity and Inclusion Leveraging Digital: How do we leverage digital technology differently to support pedagogical change? Self-regulation data: 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: When students experience difficulty with self-regulation, there is a negative impact on their learning (as Develop technology skills around a variety of technology to engage actively in classwork where appropriate 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. Professional Learning Need: Training in digital citizenship & technology throughout the year at staff meetings and technology based Student Learning Need: opportunities Develop an understanding of self-regulation and appropriate strategies that can be used both in Use technology effectively at the point of instruction and learning to engage students including the use of the classroom and during un-structured times G-Suite, Google Classroom, Chromebooks, and iPads Be able to communicate feelings/emotions and use strategies effectively at moments of Ensure students with Advanced Technology are guided to use their individual technology throughout the dysregulation day for both academic and organizational tasks 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) EQAO PLAN EQAO PLAN NUMERACY and LITERACY NUMERACY AND LITERACY Grade 3 and Grade 6 JANUARY AUGUST -conduct third Faces meetings-meeting with Grade 3 & 6 team -use the PA Day staff meeting to review EQAO results -EQAO planning/data analysis workshop from Programs Department -review report card data and align with EQAO -provide time for planning second mock EQAO assessment for grade 3/6 (Writing). Administer the mock, then provide time -meet with School Improvement Team for moderation, focusing on areas of success, as well as areas of need or concern -meet with EQAO teachers to share/create EQAO plan -continue with intervention groups with SERT -review IEPs for identified students
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
Adelaide%20SIPSAW%202017-18%202.docx