Vision to Goal Setting
What is our Vision for Learning?
Vision
Our community will develop the concept of interconnectedness to promote personal growth through social, emotional, and academic resiliency.
Mission
Our mission at Carisbrooke is to provide a positive, inclusive learning environment where individual abilities are celebrated and where every student is challenged to reach their intellectual, social, physical, aesthetic and emotional potential. This is a cooperative process that encourages the involvement of students, staff, families and the community.
Big Idea #1
We are connected to others through place and time.
Big Idea #2
We work together to support and enhance the diverse processes of learning.
Big Idea #3
We seek to engage in inquiry that is embedded, interconnected and intentional.
Planning & Implementation
What is our Action Plan?
#1-Voice
To develop self-awareness to
recognize emotions and learn and use strategies which support self-management. School-Wide implementation of Zones of Regulation program.
Universal
– Students will be able to self identify their emotions using the language of zones.
– Students will be able to identify and implement appropriate strategies to manage their own emotions.
Targeted
– Evidence of daily/weekly temperature checks in classrooms.
– Regular class discussions/meetings using Zones terminology.
Intensive
– Identified students participate in Zones activities with their peers.
– EA/Supervisors incorporate Zones language when dealing with student conflict outside of classroom setting.
Universal
– Zones in-service sessions which include all staff.
– All staff have own set of Zones resources (posters, Zone meter).
Targeted
– Guest presenter for staff.
– Story books videos scenarios.
– Wall of reflection.
Intensive
– Specific to individual cases teaching opportunities.
– Feedback provided back to the classroom.
Universal
– Updates, presentations and discussions.
– Packages of home activities
– Zones information in school planner.
Targeted
– School wide opportunities for engagement and learning.
Intensive
– Specific application of zones strategies evident in IEP planning.
#2-First People's Principles of Learning
To utilize and integrate the First Peopleâs Principles of Learning through understanding, personal connection and risk taking.
Universal
– Students will personally connect to monthly themes through dance, drama, art, and performance (assembly).
Targeted
– Students will personally connect to monthly themes through a variety of classroom activities.
– Students will be invited to reflect on the monthly theme (class mtg, journal, fine arts).
Intensive
– Identified students participate in class activities with their peers.
Universal
– Whole staff in-service on First Peoples Principles of Learning, Seven Sacred teaching and Medicine Wheel.
Targeted
– Acquire more resources focused on these topics for classroom use.
– Provide teachers with appropriate resources, for their grade level, to use in the classroom.
Intensive
– Provide EA’s with appropriate resources, for the identified students, to use in the classroom.
Universal
– Squamish Language “Word of the Week” (announcements)
– School-Wide project with a First Peoples focus that could be shared with community.
– Acknowledgement of Traditional Territories in planners.
Targeted
– Elder Visits.
– Nature Walks.
– UBC Ethno-Botanist visit.
Intensive
– Provide EA’s with appropriate resources for the identified students to use in the classroom.
#3-Core Competencies
Meaningful and intentional self-assessment of the Core Competencies
Universal
– Highlight a Core Competency per month in assemblies and morning announcements.
– Target Gotcha’s to reflect current Core Competency.
Targeted
– Connect Learning Goals (Family Conference in November) to Core Competencies.
– Team pilots regular self-assessment of Core Competencies using a variety of templates for reflecting.
Intensive
– IEP processes regarding intentional self-assessment developed by Shelley Moore.
Universal
– Increased informed participation during assemblies.
– Staff discuss morning message/quotations with their classes.
– Increased student capacity to engage in thoughtful self-assessment and related dialogue.
Targeted
– A marked sense of ease in terms of both preparing for, and conducting Family Conferences.
Intensive
– Teachers will directly connect at least one aspect of student’s IEP to Core Competency learnings with all students.
Universal
– Community-friendly examples of Core Competencies (for parents, teachers, EA’s and students).
Targeted
– Students will personally connect to monthly themes through a variety of classroom activities.
– Students will be invited to reflect on the monthly theme (class mtg, journal, fine arts).
Intensive
– Identified students participate in class activities with their peers.
Monitor Evaluate & Adapt
What are our Indicators of Progress?
Communicating Progress
How do we Communicate our Progress?
