we build each student’s tomorrow, every day.annual.tvdsb.ca/assets/bipsa-report.pdf ·...

• Assessment for, as, and of learning

• Differentiated instruction and assessment

• Learning goals and success criteria

• Authentic real world problems

• Collaborative teaching and learning

• All students believe they can learn

• Equity and inclusion

• Safe schools

• Caring, responsible citizens

• Caring adult

• Collaborative approaches

• Environmental responsibility

• Health and well-being

• Student choice and voice

• Student engagement

• Mental health and wellness

• Pathways, transitions, and destinations

• Higher order/critical thinking

• Problem- solving

• High expectations

• Connections and applications

• Creativity, innovation, and technology

• Inquiry learning Maximize learning opportunities and improve achievement for each student

Support and promote the engagement and well-being of all students

Support and build instructional leadership capacity

Cultivate the conditions that lead to an enhanced culture for learning

We build each

student’s tomorrow, every day.

Board Improvement Plan for Student Achievement

Regularly use higher-order thinking skills

Make connections between what they have learned, what they are

learning and why, and how it connects to their lives

Develop a positive learning stance: confident in their

abilities, motivated to succeed, and resilient

when faced with learning challenges

Use problem-solving strategies to solve diverse

problems across all subject areas and in their everyday

lives

Demonstrate originality, inventiveness, and

creativity by utilizing technology and other

innovative formats and media

Use inquiry skills to investigate, reflect, and

think deeply about situations, problems, interpretations, and

solutions GOAL:

Maximize learning

opportunities and

improve achievement

for each student

Learning and Achievement

Students will…

Sources of Data/Information

Elementary •Diagnostic, formative, and summative class assessments •Learning Cycles, Collaborative Inquiry Activities •EQAO (achievement results and questionnaire feedback) •DRA, GB+, Math Inventory, Early Development Instrument, Phonological Assessment •Report Card Marks (subject marks and learning skills and work habits) •Individual Education Plans •Safe Schools Survey (State of Change Scores, Action Plan- Reflection Form) •School Climate and Culture Surveys •Parent Feedback •Suspension data

Secondary •Diagnostic, formative, and summative class assessments •Learning Cycles, Collaborative Inquiry Activities •EQAO (Grade 9 Math and Grade 10 OSSLT) (achievement results and questionnaire feedback) •Pass rates (Applied and Academic) •Grade 9 Profiles •Credit Accumulation and Mark Distribution •Individual Education Plans •Grad rate (4 and 5 year) •Attendance and Absenteeism •Suspension data •Safe Schools Survey (State of Change Scores, Action Plan- Reflection Form) •School Climate and Culture Surveys •Parent Feedback

Maximize learning opportunities and improve achievement for each student

Achievement (EQAO - percent level 3 and 4) Grade 3: Reading 2013/14: 59%, 2012/13: 59%; Writing 2013/14: 63% 2012/13: 65%; Math 2013/14: 56%, 2012/13: 58%. Grade 6: Reading 2013/14: 73%, 2012/13: 71%; Writing 2013/14: 68% 2012/13: 68%; Math 2013/14: 48%, 2012/13: 52%. Grade 9: Applied 2013/14: 40%, 2012/13: 42%; Academic 2013/14: 82%, 2012/13: 83%. 2013/14 Report Card Marks (percent meeting provincial standards) Reading: Primary 66%, Junior 73%, Int 73% Writing: Primary 60%, Junior 68%, Int 72% Math: Primary 77%, Junior 74%, Int 70%

Percent Pass (Grade 9 and 10, applied and academic 2013/14) Grade 9: Applied English - 89%, Math – 87.9%; Academic English – 97.5%, Math – 94.1% Grade 10: Applied English – 88.4%, Math - 85%; Academic English - 97%, Math - 92%

Credit Accumulation (2013/14) Gr. 9: 80.5% earned 8 or more credits (2012/13 80.2%) Gr.10: 71.7% earned 16 or more credits (2012/13 72.0%)

Learning Opportunities EQAO Principal Questionnaire: Provided extended learning opportunities Math: 2013/14: 73% 2012/13: 80%; Science and Technology: 2013/14: 73% 2012/13: 60%; Reading: 2013/14: 87% 2012/13: 96%; Writing: 2013/14: 68% 2012/13: 86%; Speaking: 2013/14: 79% 2012/13: 84% and Learning Activities: 2013/14: 95% 2012/13: 98% 2013/14 EQAO Results Over Time (percent from standard) Gr. 3 to Gr. 6 Reading: (Dropped 6%; Never met 24%) Writing: (Dropped 9%; Never met 9%) Math: (Dropped 17%; Never met 35% Gr. 6 to Gr. 9 Applied Math: (Dropped 6%; Never met 52%) Academic Math: (Dropped 6%; Never met 12%)

Learning and Achievement Goal System/Board Level Measures

Monitoring (a process that examines an implementation or outcome) Methods and approaches to monitor/observe how well a strategy/activity is being implemented as expected or how well students understand the material being taught

Teacher’s on-going monitoring activities may include but are not limited to:

•Classroom observations of student learning •Questioning students during classroom discussions to check their understanding of the material being taught •Circulating around the classroom and engaging in one-on-one contacts with students about their work •Conducting periodic reviews/ assessments with students to confirm their grasp of learning material and identify gaps in their knowledge and understanding (diagnostic/formative/summative) •Conducting periodic reviews of student learning/student assessment data and instructional strategies with colleagues at staff/division/department meetings •Reflective practices (self-reflection on the role of teaching in the learning process) •Collaborative inquiry (groups of teachers develop a focus on what is working and what is not in terms of teaching and learning)

Principal’s on-going monitoring activities may include but are not limited to:

•Walkthroughs •Conducting periodic reviews of student learning/student assessment data and instructional strategies with teachers at staff/division/department meetings/school improvement meetings

Learning and Achievement Monitoring

Set goals and make informed decisions about

pathways, options, programs, and career

choices based on their interests

Build strong peer, school, and community

relationships

Represent their own voice and respect the voice of

others

Demonstrate an understanding of the

aspects and importance of healthy living and healthy

relationships

Demonstrate an understanding of the

impact of mental health and wellness on academic

success

GOAL:

Support and promote

the engagement and

well-being of all

students

Engagement and Well-Being

Students will…

Support and promote the engagement and well-being of all students

Well-Being EQAO Elementary Principal Questionnaire (percent agree and strongly agree): Board Score Students respect one another - 2013/14: 88%, 2012/13: 87%; There is co-operation among students - 2013/14: 92%, 2012/13: 95%; There is co-operation between students and teachers – 2013/14: 93%, 2012/13: 95%; There is respect for diversity - 2013/14: 79%, 2012/13: 89%. EQAO Elementary Primary and Junior Teacher Questionnaire (percent agree and strongly agree): Board Score Students respect one another - 2013/14: 65%, 2012/13: 69%; There is co-operation among student - 2013/14: 74%, 2012/13: 78%; There is co-operation between students and teachers - 2013/14: 79%, 2012/13: 83%; There is respect for diversity - 2013/14: 84%, 2012/13: 86%; Staff consistently enforces rules for student conduct - 2013/14: 58%, 2012/13: 65%;

School culture promotes success for all students – 2013/14: 82%, 2012/13: 86%.

Mental Health Mental Health Teacher Capacity Survey: Awareness- steps necessary to access local community services for mental health issues (40% not aware); Comfort- talking to parents about their child's mental health (32% not comfortable). Use of resources (6-37%) Safe Schools Survey 2013/14 (percent agree) - I feel like I can’t do anything right (Elem: Junior

23%, Int. 26%), (Sec: Int. 31%, Senior 30%) - I consider myself to be a happy person (Elem:

Junior 85%, Int. 79%), (Sec: Int. 75%, Senior: 76%) - I like myself as a person (Elem: Junior 87%, Int.

81%), (Sec: Int. 74%, Senior 76%) - I wish I could be someone else (Elem: Junior 14%,

Int. 22%), (Sec: Int. 28%, Senior 27%) Absenteeism rates/ Credit Accumulation/ Student Voice Committees

Engagement and Well-Being System/Board Level Measures

Monitoring (a process that examines an implementation or outcome) Methods and approaches to monitor/observe how well a strategy/activity is being implemented as expected or how much of an impact a particular strategy/ activity has had in the school


•Classroom observations of student behaviour /conduct/ reactions •Questioning students during classroom discussions to check their understanding of the material being presented •Conducting periodic reviews of student behaviours/ conduct/ reactions with colleagues at staff/division/department meetings


•Walkthroughs •Conducting periodic reviews of student behaviour/ conduct/ reactions with teachers at staff/division/department meetings/school improvement meetings •Review of student feedback survey data with teachers at staff/division/department meetings/school improvement meetings

Engagement and Well-being Monitoring

Engage in learning designed and developed collaboratively

by educators based on evidence and curriculum

expectations

Be able to describe what they are learning and articulate the

learning goals and success criteria

Make choices based on their readiness, interests, and learning preferences

Use assessment data to independently refine their

work, plan next steps, monitor their own

progress, and advocate for their learning needs

Explore real-world issues and solve authentic

problems

GOAL:

Support and build

instructional leadership

capacity

Instructional Leadership

Students will…

Support and build instructional leadership capacity 2013/14 EQAO Elementary Principal Questionnaire (percent once a month or more): How often did staff meet to reflect on school level data: 2013/14: 42%, 2012/13: 61% How often did staff meet to track student progress: 2013/14: 50%, 2012/13: 62% How often did staff meet to participate in school-based professional learning activities: 2013/14: 70%, 2012/13: 79%

2013/14 EQAO Elementary Primary and Junior Teacher Questionnaire (percent once a month or more): How often did staff meet to reflect on school level data: Primary: 37%, Junior: 40% How often did staff meet to track student progress: Primary: 39%, Junior: 42% How often did staff meet to participate in school-based professional learning activities: Primary: 35%, Junior: 51%

2014/15 School Improvement Roadmaps (Percent of Goals Aligned with BIPSA) 43% Learning and Achievement; 15% Engagement and Well-Being, 21% Instructional Leadership, 21% Culture for Learning. 2014/15 School Improvement Roadmaps (Top Areas of Focus - Number of Mentions) Math – 47, Literacy – 31, Problem Solving – 42, Communicate Thinking/Understanding – 42, Inquiry learning – 23, Critical Thinking Skills – 12, Culture for Learning – 21. Professional Learning Opportunities , Administrator/Staff Feedback Survey

Instructional Leadership System/Board Level Measures

Monitoring (a process that examines an implementation or outcome) Methods and approaches to monitor/observe how well a strategy/activity is being implemented as expected or how much of an impact a particular strategy/activity has had in the school


•Discussions with colleagues regarding instructional practices at staff/division/department meetings •Teacher moderation


•Walkthroughs •Conducting periodic reviews of teacher professional learning opportunities (Learning Cycles, Collaborative Inquiry activities) at staff/division/department meetings/school improvement meetings •Review and discussions regarding the implementation of School Improvement Plan goals at staff/ division/department meetings/school improvement meetings

Instructional Leadership Monitoring

See themselves contributing as citizens in

developing a caring, respectful, and inclusive

learning environment and community

Develop an optimistic outlook toward learning by

believing their effort, perseverance, and hard work leads to success

Demonstrate confidence, resilience, self-regulation, and self-efficacy in their

capacity to learn and succeed

Respond appropriately when faced with incidents of

discrimination, harassment, bullying and injustice, and

contribute to problem-solving in respectful, responsible ways

See themselves and their values, culture, and

interests represented in their learning environment

Work effectively, collaboratively, and

respectfully with others

Demonstrate environmental

responsibility and sustainability in the school

and in the community GOAL:

Cultivate the conditions

that lead to an

enhanced culture for

learning

Culture For Learning

Students will…

Cultivate the conditions that lead to an enhanced culture for learning 2013/14 Safe Schools Survey (Elementary) “I feel safe at school”: Junior (83%), Int (77%) “I feel like I belong to this school”: Junior (76%), Int (66%) “Students at this school get along with one another”: Junior (72%), Int (65%) 2013/14 Safe Schools Survey (Secondary) “I feel safe at school”: Int (78%), Senior (80%) “I feel like I belong to this school”: Int (70%), Senior (69%) “Students at this school get along with one another”: Int (68%), Senior (65%) Report Card Marks (Learning Skills and Work Habits for elementary 2013/14): Percent of rating at good or excellent Responsibility 75% Independent work 72% Collaboration 80% Initiative 74% Organization 73% Self Regulation 71% Number of Grade 12 students on IEP as of November 3, 2014: 1170 Suspension Rate 08/09 (6.37%), 09/10 (6.54%), 10/11 (5.87%), 11/12 (5.4%), 12/13 (5.2%), 13/14 (4.3%) School Climate and Culture Survey

Culture For Learning System/Board Level Measures

Monitoring (a process that examines an implementation or outcome) Methods and approaches to monitor/observe how well a strategy/activity is being implemented as expected or how much of an impact a particular strategy/activity has had in the school


•Questioning students during classroom discussions to check their understanding of the material being presented •Discussions with students regarding their views about policies, practices, school climate, culture, and safety


•Walkthroughs •Periodic discussions with staff regarding school climate, culture and safety at staff/division/ department meetings/school improvement meetings •Review of student feedback survey data with teachers at staff/division/department meetings/school improvement meetings •Review of parent and/or community feedback with teachers at staff/division/department meetings/school improvement meetings

Culture for Learning Monitoring

Support Documents

Human Resources

TVDSB Programs

Data Resources

Other Resources

Learning and Achievement Goal

Resources

Support Documents

•Ontario Curriculum Documents •Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools •Learning For All: A Guide to Effective Assessment and Instruction for All Students, K - 12 •TVDBS School Improvement Expectations for Elementary and Secondary Schools 2012-2013 •EQAO: Summary of Results and Strategies for Teachers, 2012-2013 •Think Literacy Cross-Curricular Approaches, Grades 7 to 12 •Guides to Effective Instruction: Literacy for Primary and Junior Grades •Guide to Effective Instruction in Mathematics K-6 •Leading Math Success teaching resources for Grades 7 to 12 •Math Organizational Frameworks, K-8 •TIPS 4RM - Targeted Implementation and Planning Supports for Revised Mathematics

•CLIPS (Critical Learning Instructional Paths Support) •GAP CLOSING materials – Junior/Intermediate and Intermediate /Senior •ePractice (online GAP CLOSING support) •Homework Help (grade 7-10 online math support) •Ministry Monographs (Capacity Building Series, What Works Series) •Think Literacy Cross-Curricular Approaches, Grades 7-12 •Literacy On-Line •OSSLC Curriculum Policy document (PPM 127) •Education For All •Paying Attention to Mathematics Education, K-12 •Paying Attention to Literacy, K-12 •Adolescent Literacy Guide: A Professional Learning Resource for Literacy, 7-12

Learning and Achievement Goal Resources


Human Resources •Early Childhood Educators •Instructional Coaches •ESL/ELD/ELL Teachers •Student Success Teacher •Learning Support Teacher •Learning Coordinators •Research and Assessment Associates •Teacher on Special Assignment •Student Work Study Teacher

TVDSB Programs •DIA Capacity •Great to Excellent (Science) •OSSLT Support Program •Stepping Out (Secondary Cross Curricular Literacy) •Grade 9 Literacy Support Program •Math Camp, After Math Café, Boot Camp •Numeracy Counts Newsletters •Grade 9 Math Support Program •Skills Competition for Grades 7 and 8 •Sector Projects for Grades 7 and 8 •SSSSI Project •Journeys into Reading Comprehension •Summer Literacy – Grade 1 •Summer Numeracy Program


Data Resources •Report Interface for Student Achievement (RISA) •Developmental Reading Assessment (DRA) for Primary, Junior •GB+ for French Immersion Schools •Class Profiles •Student Assessment Profiles •Phonological Awareness •Inventory of Math Skills Assessment •Education, Quality and Accountability Office (EQAO) data support •Pass rates •Credit Accumulation •Mark Distribution •Early Development Instrument Assessment •Prime Number and Operations Tool


Other Resources •Professional Learning Sessions •JK-8 Support Team •DIA/II Task Force •Literacy Task Force •Ontario Focused Intervention Project (OFIP) •Primary/junior and Intermediate Math Task Force •Secondary Math Learning Teams •Release time for OFIP, LSA, CILM, teacher moderation, DIA learning classrooms, Learning Networks, Grade 8 to 9 Transitions •Understanding Numeration and Understanding Math Plus software

•Technology in the Classroom (Smartboards, document cameras, destination readers, clickers, netbooks, IPODs, wireless tech., My Blueprint software) •Fundamental Independent Skills Handbook •Hawaii Early Learning Program •Literacy in Action Task Force •21st Century Learners Task Force •Primary- Grade 1 and 2 Task Force •Grade 6 Literacy/Social Justice Task Force •Book Clubs (both Elementary and Secondary) •FSL Task Force •iCon Technology Conference •Primary/Junior Science Task Force •D2L (Desire 2 Learn)


Support Documents

Human Resources

TVDSB Programs

Data Resources

Other Resources

Resources

Engagement and Well-Being

Support Documents •The Full Day Learning – Kindergarten Program •Parents in Partnership: A Parent Engagement Policy for Ontario Schools •Creating Pathways to Success: Policy and Program Requirements, K to Grade 12 •Building Pathways to Success, Grades 7 to 12 •Grade 8 to 9 Transition Plans •Strategies for Student Success: Programs, Strategies and Resources to Help Students Succeed in Grades 7-12 •Supporting Minds: An Educator ‘s Guide to Promoting Students’ Mental Health and Well-Being •Taking Mental Health to School: A Policy Oriented Paper on School Mental Health in Ontario •Creating Pathways to Success: An Education and Career Life Planning Program for Ontario Schools, K-12

Engagement and Well-Being Resources

Human Resources •Counselling and Support Workers •Social Work and Attendance Counsellors •Educational Assistants (Spec. Ed., START,) •Parenting and Family Literacy Centre Facilitators •Teacher on Special Assignment •Parent Facilitators •Student Success Teacher Teams •Mental Health Lead


TVDSB Programs •Specialist High Skills Majors •Co-operative Education •E-Learning •Dual Credit Program •Ontario Youth Apprenticeship Program (OYAP) •Prior Learning Assessment and Recognition (PLAR) •Work Internship Program •Yes Apprenticeship Program •School Within a University (SWAU) •School Within a College (SWAC) •Student Re-engagement •Student Success Teacher Transitions

•Career Planning (My Blueprint) •Student Injury Prevention Program •Parent and Community Consultation (Community Outreach and Parent Engagement) •Mental Health Strategic Plan •Supervised Alternative Learning (S.A.L.) •Settlement Workers in Schools (SWIS) •Thames Valley Neighbourhood Early Learning Program (TVNELP) •Adult, Alternative and Continuing Education •Advanced Placement •Urban High Priority Funding Project


Data Resources •Attendance •Suspension/Expulsion data •Student Voice data •Students at Risk data


Other Resources •Homework/Breakfast Clubs •After School Programs •Transition Planning Conference •Community volunteers and partners •Reception plans for newcomers •Early Learning Information Sessions for Families •Family Literacy Centres •Student Voice Conference •Speak Up Projects •Thames Valley Parent Involvement Committee (TVPIC) •Mental Health and Wellness Committee


Support Documents

Human Resources

TVDSB Programs

Data Resources

Other Resources

Resources

Instructional Leadership

Support Documents •Ontario Curriculum Documents •Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools •Learning For All: A Guide to Effective Assessment and Instruction for All Students, K - 12 •TVDBS School Improvement Expectations for Elementary and Secondary Schools 2012-2013 •EQAO: Summary of Results and Strategies for Teachers, 2012-2013 •Think Literacy Cross-Curricular Approaches, Grades 7 to 12 •Guides to Effective Instruction: Literacy for Primary and Junior Grades •Guide to Effective Instruction in Mathematics K-6 •Leading Math Success teaching resources for Grades 7 to 12 •Math Organizational Frameworks, K-8

•TIPS 4RM - Targeted Implementation and Planning Supports for Revised Mathematics •CLIPS (Critical Learning Instructional Paths Support) •GAP CLOSING materials – Junior/Intermediate and Intermediate /Senior •ePractice (online GAP CLOSING support) •Homework Help (grade 7-10 online math support) •Ministry Monographs (Capacity Building Series, What Works Series) •Think Literacy Cross-Curricular Approaches, Grades 7-12 •Literacy On-Line •OSSLC Curriculum Policy document (PPM 127) •Education For All •Paying Attention to Mathematics Education, K-12 •Paying Attention to Literacy, K-12 •Adolescent Literacy Guide: A Professional Learning Resource for Literacy, 7-12

Instructional Leadership Resources

Human Resources •Early Childhood Educators •Instructional Coaches •ESL/ELD/ELL Teachers •Student Success Teacher •Learning Support Teacher •Learning Coordinators •Research and Assessment Associates •Teacher on Special Assignment •Student Work Study Teacher


TVDSB Programs •DIA Capacity •Great to Excellent (Science) •OSSLT Support Program •Stepping Out (Secondary Cross Curricular Literacy) •Grade 9 Literacy Support Program •Math Camp, After Math Café, Boot Camp •Numeracy Counts Newsletters •Grade 9 Math Support Program •Skills Competition for Grades 7 and 8 •Sector Projects for Grades 7 and 8 •SSSSI Project •Journeys into Reading Comprehension •Summer Literacy – Grade 1 •Summer Numeracy Program


Data Resources •Report Interface for Student Achievement (RISA) •Developmental Reading Assessment (DRA) for Primary, Junior •GB+ for French Immersion Schools •Class Profiles •Student Assessment Profiles •Phonological Awareness •Inventory of Math Skills Assessment •Education, Quality and Accountability Office (EQAO) data support •Pass rates •Credit Accumulation •Mark Distribution •Early Development Instrument Assessment •Prime Number and Operations Tool


Other Resources •Professional Learning Sessions •JK-8 Support Team •DIA/II Task Force •Literacy Task Force •Ontario Focused Intervention Project (OFIP) •Primary/Junior and Intermediate Math Task Force •Secondary Math Learning Teams •Release time for OFIP, LSA, CILM, teacher moderation, DIA learning classrooms, Learning Networks, Grade 8 to 9 Transitions •Understanding Numeration and Understanding Math Plus software

•Technology in the Classroom (Smartboards, document cameras, destination readers, clickers, netbooks, IPODs, wireless tech., My Blueprint software) •Fundamental Independent Skills Handbook •Hawaii Early Learning Program •Literacy in Action Task Force •21st Century Learners Task Force •Primary- Grade 1 and 2 Task Force •Grade 6 Literacy/Social Justice Task Force •Book Clubs (both Elementary and Secondary) •FSL Task Force •iCon Technology Conference •Primary/Junior Science Task Force •D2L (Desire 2 Learn)


Support Documents

Human Resources

TVDSB Programs

Data Resources

Other Resources

Resources

Culture for Learning

Support Documents •Keeping Our Kids Safe at Schools Act and Revised Policy - Reporting and Responding to Incidents •Shaping Safer Schools: A Bullying Prevention Action Plan •Safe School Student Survey Summary Report •Safe Schools Action Plan •A Comprehensive Tool Kit for Safe, Inclusive and Accepting Schools: Strategies from TVDSB •First Nations, Métis, Inuit Education (FNMI) Policy Framework •English Language Learners (ELLs) and English Literacy Development (ELD) Policies and Procedures K-12 •Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation

•Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy •Promoting a Positive School Climate – A Resource For Schools •Finding Common Ground: Character Development in Ontario Schools, K-12 •Care and Safe Schools in Ontario: Supporting Students with Special Education Needs Through Progressive Discipline, K to 12 •Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools (2009) •Environmental Education: Scope and Sequence of Expectations (2011) •Ready, Set, Green! Tips, Techniques and Resources from Ontario Educators, 2007

Culture For Learning Resources

Human Resources •Audiologists •School Support Counsellors •Psychologists •Psychometrists •Speech-Language Pathologists •Educational Assistants (Itinerant Behaviour Program) •Itinerant Behaviour Resource Teacher •Itinerant ASD/Gifted/Hearing/Vision Teachers •Learning Coordinator – Special Education •FNMI Education Advisor •Environmental Educators •First Nations Counsellors

•Safety Specialists •Teacher on Special Assignment •Learning Coordinators- Safe Schools •Learning Coordinator – Environmental Education •Native Language Teachers •Student Work Study Teacher – FNMI •Materials Management Officer


TVDSB Programs •Equity and Inclusive Education policies and procedures •Equity and Inclusive Action Plan (Equity Guidelines) •First Nations, Métis, and Inuit (FNMI) Education •English as a Second Language/ English Literacy Development •ESL Learn programs (Northbrae, Summer’s Corner) •Safe Schools Policy and Procedures •Safe Schools Action Plan (Tool Kit, Initiatives, Programs) •Harassment policy and procedure •Special Education procedures (PDT, IEP, IPRC)

•Transition Program (Self-Contained Classrooms) •Character Education Kits •Student Voice Conferences (S.A.V.E., Safe Schools, GSA) •Martin Aboriginal Foundation Mentorship Program •NOW: Newcomer Orientation Week •Environmental Education Centres (Jaffa, London, Vansittart) •EcoSchools •School Ground Greening •Hazardous Waste Management

•Waste Management


Data Resources •ELL/Native Language data •FNMI Achievement data •Safe Schools Survey data •Individual Education Plan (IEP) data •Exceptionality data •Insight Cognitive Abilities Assessment (Gifted) •School Climate and Culture Survey Data •ROAC Assessment


Other Resources •FNMI Mentoring Program •Violence Prevention Programs •Safe School Action Teams •School Council members •Action Plan Committee members •Assistive Technologies •Student Advisory Councils •Special Education Advisory Committee (SEAC) •Equity and Inclusive Education Community Advisory Committee •Safe Schools Committee •EEMC – Environmental Education Management Committee


The System will assume responsibility and provide resources to support:

•The development of instructional strategies that are planned, purposeful, explicit, and innovative

•Instruction that incorporates the development of higher order thinking, metacognitive skills, and inquiry learning skills

•Comprehensive literacy and numeracy programs that emphasize problem-solving

•Instruction that provides authentic connections across subjects and grades

•The identification and development of learning resources and materials that are current, culturally relevant, and inclusive

Educators will: •Ensure critical thinking skills are taught, modelled, practiced, and developed •Support students in using critical thinking skills to analyze and summarize information, develop solutions, and communicate their thinking and learning •Explore big ideas and go beyond discrete facts and skills to enable students to develop deep conceptual understanding of the curriculum

•Pose higher-order questions throughout student investigations that link to the Ontario curriculum

Learning and Achievement Goal Maximize learning opportunities and improve achievement for each student

Students will regularly use

higher order thinking skills

2013 SEF: 3.1, 4.3, 4.2, 4.4

http://www.tvdsb.ca/intranet/documents.cfm?secfile=/internal/Ministry%20SEF%20Document%202013.pdf







Educators will: •Engage students in relevant, challenging, and differentiated authentic problems and tasks •Teach through and about problem-solving to enable students to understand, analyze and deconstruct problems •Model problem-solving approaches and have students demonstrate and communicate their thinking and understanding of concepts, procedures, and strategies


Students will use problem-

solving strategies to solve diverse problems across all subject areas and in their everyday

lives

2013 SEF: 3.1, 4.3, 4.4








Educators will: •Encourage students to believe in their ability to learn •Engage all students in setting ambitious and realistic learning goals that are regularly reviewed •Design instruction to support students in developing meta-cognitive skills •Provide instruction that allows each child to experience success, enhance resiliency, and build self-confidence


Students will develop a positive

learning stance: confident in their



2013 SEF: 3.1, 4.4








Educators will: •Ensure that the teaching/learning process enables students to independently apply new knowledge and skills •Utilize a variety of resources for different purposes that enable students to construct and communicate meaning and make authentic connections across all subject areas •Provide opportunities for students to activate prior knowledge, develop thinking, and demonstrate their learning in a variety of contexts and forms


Students will make connections

between what they have learned, what

they are learning and why, and how it

connects to their lives

2013 SEF: 4.2, 4.3, 4.6








Educators will: •Provide students opportunities to elaborate, refine, analyze, and evaluate their ideas to improve and maximize creative efforts •Guide students on how to access resources, communicate ideas, and share information using 21st century technologies •Provide instruction and learning experiences that use a variety of learning technologies and incorporates digital tools and resources •Provide guidance about the safe, legal, and ethical use of information and communication technology


Students will demonstrate

originality, inventiveness, and


innovative formats and media

2013 SEF: 4.3, 4.6








Educators will: •Create the conditions that support the intellectual engagement of students – enabling them to pose, explore, and investigate significant questions individually, in small groups, and in whole class settings •Plan instruction and learning experiences that engage students in critical thinking to solve complex problems, develop increased understanding, and construct new knowledge •Develop instruction and tasks that deepen student thinking through authentic, relevant and meaningful inquiry


Students will use inquiry skills to investigate, reflect and


solutions

2013 SEF: 4.2, 4.3, 4.4


Students will regularly use

higher order thinking skills

Examples - May Include But Are Not Limited to: Classroom Student’s work, discussions and questions demonstrate the ability to analyze and synthesize new information (creative thinking, problem-solving, critical thinking and/or decision making) () Percent of students rated good or excellent on Collaboration (engaged in collaborative inquiry to solve problems and make decisions) () Percent of students demonstrating improvement on Open Responses in Writing – EQAO assessment Percent of students demonstrating improvement in Reading - Implicit (making inferences) - EQAO assessment Educator Implementation Instruction incorporates the use of higher order thinking skills (e.g., analysis, comparison, inference, evaluation) and effective questioning techniques Tasks and assessments require students to apply knowledge, think critically, analyze and synthesize new information Thinking strategies are used in all curriculum areas (i.e., Think-Alouds)

Learning and Achievement Examples of Evidence

Evidence Evidence can be measures: percents, numbers, proportions, ratios, qualitative observations, assessment scores, etc. In other words, data or information that indicates whether you have achieved the intended learning goal, school goal, or implementation objective.

Sources •Classroom observations () •Diagnostic, formative and summative assessments •Reports Cards () •EQAO reports •Classroom walkthroughs •School meetings/School data •Collaborative Inquiries •Safe School/School Climate Surveys

Examples - May Include But Are Not Limited to: Classroom Students utilize a variety of problem-solving strategies as appropriate (e.g. guess and check, look for a pattern, etc.) () Student’s thinking and problem-solving is visible in their work, reflections and conversations () Students ask questions to clarify meaning or understanding, challenge thinking, reflect on context, etc () Percent of students demonstrating skill: Math Application (apply information/knowledge to solve problem) – EQAO assessment Percent of students who: “think about the steps I will use to solve the problem” - EQAO Student Questionnaire Educator Implementation Opportunities provided for the use of problem-solving strategies (i.e., carry out procedures and processes accurately) Variety of problem-solving models used across the curriculum Planned, purposeful, and accountable talk with students occurs regularly in the classroom 3 part lessons are used in math


Students will use problem-

solving strategies to solve diverse problems across all subject areas and in their everyday

lives


Sources •Classroom observations () •Diagnostic, formative and summative assessments •Reports Cards •EQAO reports •Classroom walkthroughs •School meetings/School data •Collaborative Inquiries •Safe School/School Climate Surveys

Examples - May Include But Are Not Limited to: Classroom Students use learning goals and co-constructed success criteria to improve their own learning () Students show confidence in their capacity to take risks, try new tasks, share learning with others, and apply their learning in a variety of contexts () Percent of students rated good or excellent in Self-Regulation (perseveres when facing challenges) () Percent of students rated good or excellent in Initiative (demonstrates curiosity and interest in learning) () Percent of students confident in their abilities (completing tasks and assignments, solving problems) () Educator Implementation Learning goals and co-constructed success criteria are used during instruction Descriptive feedback provided to students when developing personal learning goals and/or refining their thinking and products Multiple opportunities provided to demonstrate student learning/understanding Encouragement and recognition provided around student efforts and attempts at learning


Students will develop a positive

learning stance: confident in their




Sources •Classroom observations () •Diagnostic, formative and summative assessments •Reports Cards () •EQAO reports •Classroom walkthroughs •School meetings/School data •Collaborative Inquiries •Safe School/School Climate Surveys ()

Examples - May Include But Are Not Limited to: Classroom Students make connections in communication(oral, text, media) and can articulate the purpose of what they are learning ()

Students apply reasoning skills to make and support their inferences and connections () Percent of students who feel what they are learning is relevant and useful () Percent of students demonstrating skill in Reading – Making connections (between information and ideas) - EQAO Percent of students demonstrating skill in Math – Application (apply information/knowledge to solve problem) - EQAO Educator Implementation Authentic problems and tasks are used to explore big ideas and make connections to real life situations Opportunities provided for accountable talk (links are made between content, concepts, and experiences)


Students will make connections

between what they have learned, what

they are learning and why, and how it

connects to their lives


Sources •Classroom observations () •Diagnostic, formative and summative assessments •Reports Cards •EQAO reports •Classroom walkthroughs •School meetings/School data •Collaborative Inquiries •Safe School/School Climate Surveys ()

Examples - May Include But Are Not Limited to: Classroom Students self-select various forms of technology to demonstrate their understanding of a concept () Students use technology in innovative and creative ways to construct knowledge and/or document their learning () Percent of students rated good or excellent in Organization (uses information, technology and resources to complete tasks) () Educator Implementation Opportunities provided for authentic, creative use of technology Digital citizenship incorporated into lessons and School’s Code of Conduct Comments on report cards reflect the effective use of technology



originality, inventiveness, and


innovative formats and

media



Examples - May Include But Are Not Limited to: Classroom Students ask questions for different purposes (e.g. clarify meaning or understanding, reflect on context, detect bias) () Students make predictions about possible outcomes or answers () Percent of students who report they had opportunities to ask questions and revise their work () Percent of students who report using self and peer assessment () Educator Implementation Strategically model wondering and making predictions Listen, observe and talk with students to assess interests, knowledge and needs Effective questions are posed and appropriate wait time is provided for student response Opportunities provided for students to engage in accountable talk


Students will use inquiry skills to investigate, reflect and


solutions



The System will assume responsibility and provide resources to support: •Mental well-being and healthy living

•Alignment of system initiatives to promote student engagement

•Opportunities for student voice and choice

•Opportunities for students and parents/guardians to offer input into decisions that affect student learning, engagement, and well-being

•Exploration of pathways, transitions, and destinations

•Identification of factors that lead to student disengagement and development of responsive action plans

Educators will: •Promote and sustain student belonging, well-being and positive student behaviour •Integrate learning related to safe and healthy schools and positive relationship-building into all relevant areas of the curriculum •Clearly articulate, model, reinforce, and integrate positive character attributes into instructional processes •Provide instruction that develops the necessary knowledge, skills, and attitudes for students to make healthy decisions

Students will demonstrate an understanding of the

aspects and importance of healthy

living and healthy relationships

Engagement and Well-being Goal Support and promote the engagement and well-being of all students

2013 SEF: 2.5








Educators will: •Provide students choice based on assessment of learning, student learning preferences and expressed student needs and interests •Provide opportunities for students to articulate ideas, views, and opinions to inform school climate, instruction, and program needs •Encourage and support informed student voice and student advocacy through deep and relevant discussions •Provide opportunities for students to participate in the construction of their own safe and accepting learning environments

Students will represent their

own voice and respect the voice of others


2013 SEF: 2.3, 3.1, 3.2,

3.3, 4.7








Educators will: •Actively engage and encourage students to develop and strengthen relationships and/or partnerships that enhance learning opportunities and interactions within the school and community •Provide opportunities for students to advocate for their learning needs and respond to school and community programming •Provide opportunities for students to engage parents/guardians and community members in their learning

Students will build strong peer,

school, and community relationships


2013 SEF: 3.4, 6.2, 6.3








Educators will: •Foster stigma-free and inclusive learning environments that promote mental health and well-being •Promote key messages regarding the importance of mental well-being for academic success •Promote timely access to mental health supports for students •Support students in developing coping strategies for maintaining mental health and wellness


impact of mental health and wellness on

academic success


2013 SEF: 4.7








Educators will: •Provide planned and purposeful experiential opportunities for students to learn about their personal interests, strengths and career aspirations/options and to make informed education and career/life choices •Provide students and parents/guardians with access to current information, resources and supports to assist them in exploring pathways and planning successful transitions •Support students in education and career/life planning through their development of a portfolio (K-6) or an Individual Pathways Plan (7-12)

Students will set goals and make

informed decisions about pathways,

options, programs, and career choices based

on their interests


2013 SEF: 5.1, 5.2, 5.3, 5.4


Examples - May Include But Are Not Limited to: Classroom Students are engaged in safe and health relationships including those through social media () Students are making healthy living choices (activity, food, lifestyle, behaviour, safety) () Students are involved in healthy school initiatives and/or activities () Percent of students who respond positively to “I feel like I belong” () Educator Implementation Classroom practice reflects safe, accepting, inclusive, caring, respectful and healthy environments Healthy living and healthy relationship curriculum and content integrated into relevant lessons

Engagement and Well-being Example of Evidence


aspects and importance of healthy

living and healthy relationships



Examples - May Include But Are Not Limited to: Classroom Students are engaged in and contributing to a positive school and classroom culture () Students are engaged in providing input and feedback on a variety of different school-based issues () Percent of students who feel they have a voice at school (and are listened to) () Educator Implementation Opportunities in class for students to voice opinion, learning needs, advocate on the behalf of others Student input and feedback is reviewed and considered in regards to curriculum delivery and program needs


Students will represent their

own voice and respect the voice of others



Examples - May Include But Are Not Limited to: Classroom Students are engaged in building strong peer, school and community relationships/ initiatives () Students are engaged in peer mediation, conflict resolution, and restorative justice initiatives and practices () Students are involved in “Destinations” programming Percent of students rated good or excellent in Collaboration (builds healthy peer to peer relationships through personal and media-assisted interactions) () Percent of students involved in some volunteer activity each year () Educator Implementation Relationship building skills are taught, modelled and practiced Opportunities provided in class or out of class for students to build relationships (peer, school, community) Communication with parents is on-going


Students will build strong peer,

school, and community relationships



Examples - May Include But Are Not Limited to: Classroom Students seek out help and support regarding their issues () Percent of students who: “learn better at school when I’m not feeling worried, sad, or angry” () Percent of students who: “know where to get help if I or a friend is feeling worried, sad, or angry” () Educator Implementation Mental health and wellness curriculum and content integrated into relevant lessons Student learning and well-being are intentionally supported through the meaningful involvement of parents, families, and community partners



impact of mental health and wellness on

academic success



Examples - May Include But Are Not Limited to: Classroom Students are aware of the full range of opportunities available to them based on their interests, skills, and aspirations () Students involved in discussions regarding careers and future work interests () Students use “My Blueprint” from Grades 7 to 12 (^) Students involved in “Destinations” programming (^) Percent of students aware/informed of pathways and destinations () Educator Implementation Connections are made between the Ontario Curriculum and the full range of educational and career/life options Pathways and options are explored and discussed with students Career/Destination Guidance provided to students when need identified


Students will set goals and make

informed decisions about pathways,

options, programs, and career choices based

on their interests


Sources •Classroom observations () •Diagnostic, formative and summative assessments •Reports Cards •EQAO reports •Classroom walkthroughs •School meetings/School data (^) •Collaborative Inquiries •Safe School/School Climate Surveys ()

The System will assume responsibility and provide resources to support: •Building and maintaining a culture of collective responsibility for high levels of student achievement and well-being

•Capacity building for the continuous improvement and implementation of effective teaching and learning practices

•Collaborative instructional leadership where school leaders actively co-learn with staff

•Opportunities for shared learning within and across schools

•Alignment of assessment, evaluation, and reporting policies, processes, and practices

•Differentiated professional learning opportunities

Educators will: •Design assessment and instruction to ensure a clear, shared understanding of the learning goals and co-constructed success criteria •Use a variety of assessment strategies and tools to inform instructional decisions and monitor student progress and learning needs •Provide ongoing communication and feedback to students that is timely, explicit, constructive and linked to success criteria •Provide students with multiple opportunities to revise and refine their demonstrations of learning based on teacher descriptive feedback and student self assessment

Students will use assessment

data to independently refine their work, plan

next steps, monitor their own progress, and

advocate for their learning needs

Instructional Leadership Goal Support and build instructional leadership capacity

2013 SEF: 1.2, 1.4, 1.5, 1.6, 1.7








Educators will: •Differentiate their instruction, assessment, and tasks in response to student strengths, needs, learning preferences, and prior learning •Group and re-group students frequently based on assessment of their learning, strengths and needs, and interests and /or learning preferences

Students will make choices

based on their readiness, interests,

and learning preferences


2013 SEF: 1.6, 4.5, 5.2, 5.4








Educators will: •Engage students in using learning goals, co-constructed success criteria, and self-assessment throughout the learning process •Express and communicate learning goals, success criteria, and overall student learning in language meaningful to students and parents/guardians •Explicitly explain the connection between learning goals, instruction, and assessment

Students will be able to describe what they are learning

and articulate the learning goals and

success criteria


2013 SEF: 1.3, 1.6








Educators will: •Engage students in exploring real-world issues and solving authentic problems that enable them to pose significant questions for investigations and demonstrate their learning •Ensure that programming provides experiential learning opportunities that enable students to develop and refine transferable skills and explore subject-related education and career/life options

Students will explore real-world

issues and solve authentic problems


2013 SEF: 4.4, 4.6, 5.2








Educators will: •Collaboratively develop common assessment tasks, tools, and practices that support consistency of practice, are aligned with the curriculum, and are used to inform next steps in learning and instruction •Collaboratively design evidence-based instruction to ensure a clear and shared understanding of the learning goals and success criteria •Collaboratively identify and provide timely and tiered interventions for students based on reviews of learning profiles, IEPs, and/or portfolios or who are not meeting the intended learning expectations

Students will engage in learning

designed and developed

collaboratively by educators based on

evidence and curriculum

expectations


2013 SEF: 1.1, 1.2, 1.3, 2.1, 2.2, 2.4


Examples - May Include But Are Not Limited to: Classroom Students use learning goals and co-constructed success criteria to assess their own work or work of others () Students engage in self-assessment and self-reflection practices () Students use feedback to refine their work and plan next steps () Students set individual learning goals based on feedback acquired through student led conferences () Percent of students rated good or excellent in Self-Regulation (sets own individual goals and monitors progress toward achieving them) () Educator Implementation Learning goals and co-constructed success criteria are effectively used Opportunities provided for student self-assessment activities Staff engaged in teaching self-assessment strategies

Instructional Leadership Examples of Evidence

Students will use assessment

data to independently refine their work, plan

next steps, monitor their own progress, and

advocate for their learning needs



Examples - May Include But Are Not Limited to: Classroom Students make choices regarding topics of interest, format of assignments, etc () Students provide a rationale for their learning choices () Percent of students indicating they have choices in their learning () Educator Implementation Staff engaged in learning, implementing, and/or training in DIA activities Multiple and varied options are provided to students regarding learning tasks and assignments


Students will make choices

based on their readiness, interests,

and learning preferences



Examples - May Include But Are Not Limited to: Classroom Students describe and explain what they are learning () Students provide accurate, constructive and descriptive feedback using the identified success criteria () Students articulate the learning goals and the success criteria that will be used to assess their learning () Educator Implementation Learning goals are developed, documented and communicated early on in lesson plans Engagement and participation of students in the co-construction of success criteria Effective use of exemplars, rubrics, anchor charts in classrooms


Students will be able to describe what they are learning

and articulate the learning goals and

success criteria



Examples - May Include But Are Not Limited to: Classroom Students ask significant questions and identifying authentic problems () Students show improved ability to articulate the connection between world issues and their own lives () Students articulate the connection between what they are learning and real world issues or experiences () Educator Implementation Learning materials are current, authentic and relevant Connections are explicitly described and explained regarding the learning and real world issues or experiences Big ideas incorporated into lessons and/or instruction


Students will explore real-world

issues and solve authentic problems



Examples - May Include But Are Not Limited to: Classroom Students use common processes, approaches, models, and terminology in and across classrooms () Educator Implementation Co-planning occurs across classes, grades, divisions Common assessments and instruction across classes, grades, divisions Staff participation in professional learning opportunities/collaborative learning


Students will engage in learning

designed and developed

collaboratively by educators based on

evidence and curriculum

expectations



The System will assume responsibility and provide resources to support: •The alignment of initiatives that reinforce positive school climates to enhance students’ desire to learn •Safe, inclusive, and accepting learning environments •Programs that enable teachers to create learning environments that accurately reflect their diverse community •A culture that is representative of character education and invested in cultivating positive relationships •Opportunities for staff and students to participate in programs that reinforce environmental responsibility

Educators will: •Help students realize their full potential and ability to succeed •Encourage students to recognize and honour persistence, effort and hard work in their tasks and assignments •Acknowledge student effort, perseverance, hard work, and achievement

Students will develop an

optimistic outlook toward learning by


Culture for Learning Goal Cultivate the conditions that lead to an enhanced culture for learning

2013 SEF: 3.1, 4.2, 4.3, 4.4, 4.7



Educators will: •Work with students to build a collaborative, diverse and inclusive learning environment free from discrimination •Engage students in exploring and making connections using resources and technologies that reflect diverse backgrounds, languages, and cultures •Provide opportunities for students to consider and examine alternate views from a variety of perspectives

Students will see themselves

and their values, culture, and interests represented in their

learning environment


2013 SEF: 3.1, 3.2, 3.3, 4.6



Educators will: •Ensure learning related to safe and inclusive schools is integrated into relevant areas of the curriculum and all aspects of school life •Support students, who are impacted by or have been engaged in inappropriate behaviour, in developing healthy relationships and making good choices •Understand and implement policies on progressive discipline, bullying prevention and interventions

Students will respond

appropriately when faced with incidents of discrimination,

harassment, bullying and injustice and contribute

to problem-solving in respectful, responsible

ways


2013 SEF: 2.5, 3.4, 6.3



Educators will: •Ensure positive character attributes are clearly articulated, consistently modeled, and integrated into the instructional process •Reinforce the principles of character education to build positive relationships among students, staff, and community •Support students in their role as advocates, school and community leaders and conscientious global citizens


contributing as citizens in developing a caring,

respectful, and inclusive learning environment and

community


2013 SEF: 2.5, 3.4, 6.2, 6.3



Educators will: •Model and encourage positive attitudes, good social skills, and responsible values to build student confidence and perseverance in their learning •Encourage and nurture an inclusive classroom environment that supports diverse perspectives, acceptance, trust, respect and a culture of caring •Encourage, guide, and support students in moving confidently to independent demonstration and application of their learning


confidence, resilience, self-regulation, and self-efficacy in their



2013 SEF: 2.5, 3.1, 3.4, 4.2, 4.7



Educators will: •Use a collaborative inquiry approach with students to contribute to a culture of learning, creativity, and shared leadership •Promote and encourage collaboration by regularly grouping and re-grouping students to support individual learning and the learning of others •Provide students with regular opportunities for collaborative work and planned, purposeful, and accountable talk •Help students understand the importance of diverse ideas, opinions, and views of others

Students will work effectively, collaboratively, and



2013 SEF: 1.5, 3.2, 3.3, 3.4, 4.4



Educators will: •Provide students with planned, purposeful, and authentic learning experiences leading to a deep understanding of environmental responsibility and sustainability •Engage students in the design and delivery of environmental initiatives •Create opportunities for students to address environmental issues in their homes, in their local communities, or at the global level


environmental responsibility and

sustainability in the school and in the

community


2013 SEF: 3.4


Examples - May Include But Are Not Limited to: Classroom Students demonstrate confidence in their learning (taking risks, trying new tasks, taking ownership, being curious) () Students have good to excellent attendance (^) Students receive praise/recognition for work well done Students feel that their work/effort will lead to success () Percent of students rated good or excellent in Initiative (demonstrates curiosity and interest in learning, approaches new tasks with a positive attitude) () Educator Implementation Classroom environment challenges students and maximizes their interest and engagement Student achievement and progress is recognized and celebrated

Culture for Learning Examples of Evidence

Students will develop an

optimistic outlook toward learning by



Sources •Classroom observations () •Diagnostic, formative and summative assessments •Reports Cards () •EQAO reports •Classroom walkthroughs •School meetings/School data (^) •Collaborative Inquiries •Safe School/School Climate Surveys ()

Examples - May Include But Are Not Limited to: Classroom Students work together with teachers to build collaborative and safe learning environments, free from bias () Students engage in and contribute to a positive school and classroom culture () Percent of students who feel that there are barriers that stand in the way of their learning () Percent of students who see their values, culture and interests reflected in their learning environment () Percent of students who feel learning about their own cultural or racial background at school would help them do better () Educator Implementation On-going collection of information and input regarding the school environment and learning culture The tenets of equity and diversity are embedded into the school culture Students’ cultures, perspectives, interests and achievements are reflected in their learning environment



and their values, culture, and interests represented in their

learning environment



Examples - May Include But Are Not Limited to: Classroom Students behave in accordance with the school code of conduct (^) Students use positive coping strategies to resolve conflicts and disagreements in classrooms or on school grounds () Students contribute to problem-solving in respectful, responsible ways Percent of students suspended/ with multiple suspensions (^) Percent of students who feel safe in the school/ who believe they have a role in preventing bullying () Educator Implementation Early intervention and/or progressive discipline guide students’ choices and decision making Students’ positive behaviours and appropriate use of coping strategies are recognized and praised Positive coping behaviours and relationship building are modeled and taught Safe and Accepting Schools Team develops and updates strategies, policies, and practices to improve the school climate


Students will respond

appropriately when faced with incidents of discrimination,

harassment, bullying and injustice and contribute

to problem-solving in respectful, responsible

ways



Examples - May Include But Are Not Limited to: Classroom Students contribute to the establishment of a safe, accepting and healthy learning environment () Students contribute to problem-solving in respectful and responsible ways () Students participate and engage in school/student committees, councils, etc. (e.g., student council, safe schools, student voice) (^) Percent of students who show respect toward staff and students () Percent of students who feel there is a caring and supportive learning environment () Educator Implementation School community members engaged in developing policies and implementing practices that build and sustain a safe and accepting learning environment Student Voice Committee is a formal part of the school's organization Opportunities provided for students to engage in school committees



contributing as citizens to a caring, respectful, and inclusive learning

environment and community



Examples - May Include But Are Not Limited to: Classroom Students demonstrate confidence in their learning and sharing with others (taking risks, trying new tasks, taking ownership, being curious) () Students feel that their work/effort will lead to success () Percent of rating good or excellent in Self-Regulation (perseveres when facing challenges) () Percent of students feeling comfortable: answering questions, providing an opinion, participating in activities, accepted by students/adults () Educator Implementation Engagement and participation by students in classroom activities, discussions etc Classroom environment challenges students and maximizes their interest and engagement Student achievement and progress is recognized and celebrated



confidence, resilience, self-regulation, and self-efficacy in their




Examples - May Include But Are Not Limited to: Classroom Students work in groups and follow collaborative group norms (contribute to the learning of others) () Percent of rating good or excellent in Collaboration (responds positively to the ideas, opinions, values, and traditions of others) () Percent of students who feel comfortable working with other students on class projects, activities, or assignments () Percent of students who feel respect from other students () Educator Implementation Opportunities provided for students to work together on authentic projects, tasks, and assignments A collaborative learning culture is encouraged (group and re-grouping students, time to meet and talk, common planning time)


Students will work effectively, collaboratively, and




Examples - May Include But Are Not Limited to: Classroom Students demonstrate environmentally friendly practices in school (avoid and reduce, reuse and recycle) () Students work reflects positive environmental messages and practices () Students adopt behaviours and practices that protect the environment (i.e., sustainable management of resources) () Educator Implementation Communication and implementation of environmental initiatives and/or green school initiatives Maximize learning opportunities in the classroom: embed environmental studies, messages, and practices into the curriculum



environmental responsibility and

sustainability in the school and in the

community

