Positive Learning Environment Plan

Name of School: Lincoln Elementary Community School

2015-2016 School Year

SIP Priority: LECS Priority #3 :Enhance the positive learning and working environment.
SMART Goal: 1) Teach students skills and strategies to self-monitor and self-regulate their emotions.
Baseline Data / Indicators of Success / Targeted Research-Based Strategies / Actions / Monitoring and Accountability / Responsibility / Timeline / Progress Notes
How do you know action is needed? What does the data tell you? Why is this goal necessary? / What will you see at the school /classroom level from students and staff? / What specific strategies will be implemented? / What will the ongoing review look like? Who is working on it and when? How will it be shared? / Who is working on the strategy and when will it be implemented?
(See data on page 3)
Student Wellness Survey
(mental health)
TTFM
Playground data collection
PowerSchool – Behaviour Data
Classroom documentation and data / Positive Learning Environment Plan will be developed collaboratively by the school staff.
Students will learn the zones of regulation and strategies to help them self-regulate.
School- wide focus on mindfulness activities - announcements and activities.
Gr. 3-5 team Book study on
The Way of Mindful Education
Students using the silent spin bike in class when needed.
Teachers problem solving during team meetings to find ways to help students. / -Staff focus on mindfulness resources and activities to be used in classroom to support students.
-Staff PD
-Guidance lessons in classrooms.
Small group/individual guidance sessions
-Class meetings
-Suggested read alouds, morning messages and activities sent weekly to teachers to use in classroom.
-Each teacher committed to have 15 min a day of mindfulness type activities to help students with transitions throughout the day (Go Noodle.yoga, sensory fidget items)
-Use of Outdoor Classroom
-Introduce silent spin bikes to classrooms as an additional tool for self-regulation.
-30 minute problem solving approach / Guidance will prepare student survey and staff survey.
Pyramid of Intervention must be used – Tier 1 and 2 strategies.
Classroom/office tracking of #students using effective self-regulation strategies (monthly).
Classroom/office tracking of # students not using effective self-regulation strategies (monthly).
Guidance will introduce to classes/students; teachers to determine effective use in classrooms.
Team minutes/teachers actively using this strategy in their teams (Tier 1) / Guidance
Teachers
Educational Assistants
Principal
All year – review monthly at team meetings/ESS meetings/staff meetings
Guidance, teachers, EA’s
Teachers, EA’s, Guidance , Admin
SMART Goal: 2) Teach students how to show CARE (care; academics; respect and responsibility; extra effort)
Baseline Data / Indicators of Success / Targeted Research-Based Strategies / Actions / Monitoring and Accountability / Responsibility / Timeline / Progress Notes
How do you know action is needed? What does the data tell you? Why is this goal necessary? / What will you see at the school /classroom level from students and staff? / What specific strategies will be implemented? / What will the ongoing review look like? Who is working on it and when? How will it be shared? / Who is working on the strategy and when will it be implemented?
(See data on page 3)
Student Wellness Survey
TTFM / CARE education in the school environment.
CARE assemblies monthly.
Grade 3-5 CARE group
WITS program being taught in the classes.
Gr 1 and 2 Kids Games group and other clubs for blocks of time / -Each teacher/class responsible for a character education theme monthly announcements/
activities).
-CARE slips and draws.
-Recognition at monthly assemblies.
CARE Postcards/positive calls home
-Student-centered work on CARE topics and implementation is school-wide, community and or/environment.
-Teach the WITS to students and use read alouds to support the lesson. Use WITS language in school environment.
-afterschool clubs for students to attend if they wish / Student/class involvement in teaching the monthly theme to others.
Teachers to track # of CARE slips given to students weekly.
CARE celebrations/assembly
Weekly draws in each class
Mondays3pm-4:30pm
WITS visuals in each class. Using WITS language all year. Weekly discussion/teaching on WITS.
Weekly from 2:05-3:05 – started with 6 week games group / September and continues each month (monthly theme)
Teachers/EA’s
Guidance
Principal
Guidance
Mrs Atherton
Mrs Bowie
Mrs Bush
Volunteers
Teachers
Guidance
Principal
RCMP liaison
Teacher volunteers
EA
volunteers

TTFM 2014-15

PowerSchool Data 2014-15

Behaviours Not Tolerated: 178Serious Misconducts: 30 (Suspensions)

TTFM 2013-14

CSDR Data 2013-14

Behaviours Not Tolerated: 118Serious Misconducts: 18 (Suspensions)

TTFM 2012-13

Student Wellness Survey (2013-14)

Level of Mental Fitness: LOW:21 MODERATE:65 HIGH:14

Mental fitness is fostered in environments and relationships that address three interrelated psychological needs: autonomy, relatedness and competency.

When mental fitness needs are sufficiently met, people adapt behaviours that contribute to their own personal wellness and that of others, and they make

healthier choices.

Oppositional Behaviours: LOW: 44 MODERATE: 36 HIGH: 19

Positive mental health approaches and practices have been correlated with healthy and enhanced physical and emotional developmental outcomes and have

been associated with decreases in oppositional behaviours.

Autonomy: LOW: 58 HIGH: 42

Students need personal freedoms to make choices or decisions that affect their lives. When this need is satisfied in conjunction with other need areas, freedom and choice are expressed in ways in which respect is demonstrated to self and others.

Student Wellness Survey (2010-11)

Level of Mental Fitness : Student responses for grades 4 & 5:LOW =38 MODERATE = 54 HIGH = 8

Oppositional Behaviours: LOW = 49 MODERATE = 28 HIGH = 23

Autonomy: LOW = 36 MODERATE = 31 HIGH = 33

TTFM 2014-15

TTFM 2013-14

TTFM 2012-13

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