Staff Development and Collaboration: Participation in the district’s Restorative Practice cohort (if possible) Reflective practitioner exercises during staff meetings and professional development days Self-Regulation teacher leader role Involve Parents: Parent education through newsletters & PAC meetings Feelings Word Curriculum’s school-home partnership activities Involve Students: Feelings Word Curriculum Create/find a self-evaluation tool for the kids to use Develop playground agreement for expected behaviours andsolving problems in peaceful ways Monitor Progress / Adjust Actions: Assess learners 3 a year (October, February & May) in the two following areas: being alert and engaged, and being secure and calm. Student self-evaluation Attendance data Office referrals Backup Documentation Anecdotal evidence (teachers, parents, students) student reflection Office referrals Attendance records Documentation of learning 2016/2017 APL: Improve student learning through Social Emotional Learning; Develop a Key evidence of change common understanding and language amongst teachers, parents and learners for How did your actions communicating and assessing growth in the areas of self-regulation and peaceful problem make a difference? solving was a departure from previous academic APL goals. It was the first time the staff Choose 1-3 pieces of was looking at the social learning data and how it was influencing the academic evidence to demonstrate achievement of our learners. We were noticing that there was an increase in anxiety in the impact your actions the student population and we were very curious if different times of year would have had on student influence the results in different grade levels. We suspected that the primary learners learning to meet your would improve as the year went on and the increased demands on the intermediate goal. learners would show a need for increased adult support later on in the year. Our findings Documentation could were that there was improvement in all areas with the least improvement in the areas of include video, survey being Secure & Calm and Alert & Engaged. The time of year that we were curious about results, performance did not seem to influence the children. standard data, anecdotal evidence, work samples, Although the goal of the APL was to gather data and to begin to intentionally “Notice, etc. Name and Nurture” the strategies that the learners were currently using, there has been some clear evidence that the efforts have made an impact on the learners. See below. Backup Documentation
Staff Development and Collaboration: Participation in the district’s Restorative Practice cohort (if possible) Reflective practitioner exercises during staff meetings and professional development days Self-Regulation teacher leader role Involve Parents: Parent education through newsletters & PAC meetings Feelings Word Curriculum’s school-home partnership activities Involve Students: Feelings Word Curriculum Create/find a self-evaluation tool for the kids to use Develop playground agreement for expected behaviours andsolving problems in peaceful ways Monitor Progress / Adjust Actions: Assess learners 3 a year (October, February & May) in the two following areas: being alert and engaged, and being secure and calm. Student self-evaluation Attendance data Office referrals Backup Documentation Anecdotal evidence (teachers, parents, students) student reflection Office referrals Attendance records Documentation of learning Key evidence of change How did your actions make a difference? Choose 1-3 pieces of evidence to demonstrate the impact your actions have had on student learning to meet your goal. Documentation could include video, survey results, performance standard data, anecdotal evidence, work samples, etc. 2016/2017 APL: Improve student learning through Social Emotional Learning; Develop a common understanding and language amongst teachers, parents and learners for communicating and assessing growth in the areas of self-regulation and peaceful problem solving was a departure from previous academic APL goals. It was the first time the staff was looking at the social learning data and how it was influencing the academic achievement of our learners. We were noticing that there was an increase in anxiety in the student population and we were very curious if different times of year would influence the results in different grade levels. We suspected that the primary learners would improve as the year went on and the increased demands on the intermediate learners would show a need for increased adult support later on in the year. Our findings were that there was improvement in all areas with the least improvement in the areas of being Secure & Calm and Alert & Engaged. The time of year that we were curious about did not seem to influence the children. Although the goal of the APL was to gather data and to begin to intentionally “Notice, Name and Nurture” the strategies that the learners were currently using, there has been some clear evidence that the efforts have made an impact on the learners. See below. Backup Documentation
APL%202017%20Baker%20Drive.docx