Action Plan for Learning
School Name:
Seaview Community School
School Goal: Social Emotional Learning
School Year: 2015-2016
Goal / Inquiry
Student learning
To grow students’ self-awareness and personal management reinforcing self-regulation
skills and ensuring all students thrive at school.
Rationale
1-3 reasons for choosing
goal
1) Developing self-regulation skills will enhance student achievement and reduce
barriers to learning.
2) Fostering student voice in the classroom builds self-awareness and strengthens
readiness to learn.
3) Building capacity as self-reflective learners enhances students’ ability to reach
individual potential.
4) Student self-assessment and teacher observation data highlights both growth and
the need to continue developing self-regulation skills in our students.
References and sources to
support actions



Safe and Caring Learning Communities framework
Staff learning team collaborations and professional readings
Calm, Alert and Learning (2013)
Backup Documentation
MDI Seaview
Community.pdf
Planned Actions
Continuing practices
working well (1-3)
 What will we do
differently? (1-3)
 How will we provide for
staff development and
collaboration?
 How will we involve
parents?
 How will we involve
students?
 How will we monitor
progress and adjust
actions?
Our continuing practice in the domain of self-regulation is supported by regular
staff collaboration and reviews. By regularly reflecting on our instructional
strategies, parent communication and professional learning we ensure the
concentration on our goal is vitalized. Additionally, an ongoing conversation
regarding students’ readiness to learn and application of strategies is an
organizational priority.
Moving forward, Seaview staff will:
 Intensify a focus on developing tools in the emotional and behavioural
domains of self-regulation
 Formalize reflection and student recognition models
 Develop student voice and involvement
Involving students, Seaview staff will:
 Develop and teach language in the emotional and behavioural domain
Page 1 of 5


Encourage student problem-solving and reflection
Scaffold the use of tools and language in the school environment both at
work and play
Involving parents, Seaview staff will:
 Regularly communicate in the school newsletter’s Self-Regulation Parents’
Corner
 Provide parent education and dialogue at school events and reporting
conferences
 Encourage application of strategies and language used at school at home
Monitoring our progress through monthly staff collaborations during our staff
meeting time, four times per year Chat ‘n Chews (a small group collaborative
structure involving professional readings and strategies review), teacher
observations and student self-assessment will continue at Seaview. Additionally,
expanding our relationships with partner elementary schools by participating in
visits, exchanges and resource sharing will provide opportunities for input and the
sharing of ideas to enhance our actions at Seaview.
Backup Documentation
Self Regulation
Self-Reglation
Staff Collaboration Parents' Corner sample.doc
Parents' Corner - sample 2.doc
sample.jpg
Page 2 of 5
Student
Recognition.jpg
Student Recognition
- parent.jpg
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.
Over the course of our current school year, we have observed significant growth
across grades in students’ application of tools to support their sensory readiness
to learn in the classroom and be calm, alert and ready in all variety of learning
environments in our school: the language and practice is culturally shared. We
have experienced:
 an increase in students’ ability to identify and use tools that work for them
in the classroom
 an increase in students’ ability to articulate the ‘why’ and the ‘how’ behind
readying themselves to learn
 an understanding that using tools to prepare themselves for learning is
universally accepted in our school
 an increase in students supporting one another in the classroom and on
the playground with language and behaviours that support self-regulation
Teachers have collected and reflected on a wide range of data this school year
ranging from anecdotal surveys and rating scales, individual and 3-way parentstudent-teacher conferences, personal writing and teacher observation. Class
meeting structures are in place in every classroom and the topic of self-regulation
and readiness to learn is embedded daily. Our current student recognition
program is delineated along specific actions we recognize that demonstrate selfregulation skills. Daily, communication of students being recognized for selfregulatory behaviours is sent home to parents. In our monthly assembly, we
recognize a large group of students for one specific action related to selfregulation.
Backup Documentation
Student
Spring2015.grade2.3
Student
Student
Student Work.jpg
Self-Assessment Spring 2015 K-1.doc
.doc
Self-Assessment Div 3Self-Assessment
4 & 5 Spring 2015.g45.doc
4 & 5 Spring 2015.g45.doc
Student Work strengths.jpg
Reflection Highlights
 Where are we now?
 What are some patterns
emerging?
 What surprised you?
 What conclusions /
inferences might you
draw?
 How does this inform
potential next steps?
Student work strengths1.jpg
At Seaview, we are ready to, while maintaining our momentum in the calm, alert and
ready to learn domain, begin an intentional increase in our focus on teaching and learning
in the emotional and behavior domains of self-regulation. We have noticed that our
students “get” that the strategies they use are effective. They have developed and apply
appropriate language and communication of their self-regulation needs and they can
readily identify effective tools.
We are surprised by our students’ readiness and depth of understanding in using selfregulation tools at school and have observed a significant impact in our parent community
rendering use of the self-regulation lens very important when we are dealing together
with conversations around student learning, relationships and achievement at school.
With a developing dialogue in the broader public about self-regulation in the background,
we find that our community is interested and curious about this work and supportive as
they recognize the positive impact on their children’s learning at school.
In the coming year, our intention is to maintain and continue the momentum we have
Page 3 of 5
created in the development of a community focus on building self-regulation skills in our
students. We can infer that the progress our students have made in the sensory domain
will provide an important foundation for our increase in focus on developing tools in the
emotional and behavioural domains of self-regulation in the 2015-2016 school year.
Furthermore, we believe that continuing to collect data from a broad-based perspective
will guide us in our expanded instructional focus moving forward.
Backup Documentation
Self-Regulation Tiers
working model.jpg
(Delete this section if Literacy is your main goal)
Literacy Data
Attach the following :
Seaview - CBA for
 Classroom Assessment
APL 2015.doc
 School Assessment
 FSA results
Page 4 of 5
Signatures
School Name:
School Goal: Numeracy
School Year:
Submitted by School Planning Council:
Title
Name
Principal
Parent
Parent
Parent
Recommended by Assistant Superintendent:
Assistant Superintendent
Board and Superintendent Approval:
Board Chair
Judy Shirra
Superintendent
Patricia Gartland
Print this page, have it signed by
School Planning Council, scan it and
attach it here
Page 5 of 5
Signature