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
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?
(See data on page 3)
Positive Learning
Environment Plan will
be developed
collaboratively by the
school staff.
Student Wellness Survey
(mental health)
TTFM
Playground data collection
PowerSchool – Behaviour Data
Classroom documentation and
data
Students will learn the
zones of regulation and
strategies to help them
self-regulate.
School- wide focus on
mindfulness activities announcements and
activities.
Targeted Research-Based Strategies /
Actions
What specific strategies will be
implemented?
-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
Gr. 3-5 team Book study a day of mindfulness type activities to
on
help students with transitions
The Way of Mindful
throughout the day (Go Noodle.yoga,
Education
sensory fidget items)
-Use of Outdoor Classroom
Page 1
Monitoring and Accountability
Responsibility / Timeline
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?
Guidance will prepare student
survey and staff survey.
Guidance
Pyramid of Intervention must be
used – Tier 1 and 2 strategies.
Classroom/office tracking of
#students using effective selfregulation strategies (monthly).
Classroom/office tracking of #
students not using effective selfregulation strategies (monthly).
Teachers
Educational Assistants
Principal
All year – review monthly at
team meetings/ESS
meetings/staff meetings
Progress Notes
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
Students using the
silent spin bike in class
when needed.
-Introduce silent spin bikes to
classrooms as an additional tool for selfregulation.
Teachers problem
solving during team
meetings to find ways
to help students.
-30 minute problem solving approach
Page 2
Monitoring and Accountability
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)
Responsibility / Timeline
Guidance, teachers, EA’s
Teachers, EA’s, Guidance ,
Admin
Progress Notes
SMART Goal:
2) Teach students how to show CARE (care; academics; respect and responsibility; extra effort)
Baseline Data
How do you know action is
needed? What does the data
tell you? Why is this goal
necessary?
Indicators of Success
What will you see at the
school /classroom level
from students and staff?
Monitoring and Accountability
Responsibility / Timeline
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?
Student/class involvement in
teaching the monthly theme to
others.
September and continues
each month (monthly
theme)
Teachers/EA’s
Guidance
Principal
Student Wellness Survey
-Each teacher/class responsible for a
character education theme monthly
announcements/
activities).
TTFM
-CARE slips and draws.
Teachers to track # of CARE slips
given to students weekly.
CARE assemblies
monthly.
-Recognition at monthly assemblies.
CARE Postcards/positive calls home
CARE celebrations/assembly
Weekly draws in each class
Grade 3-5 CARE group
-Student-centered work on CARE topics
and implementation is school-wide,
community and or/environment.
Mondays3pm-4:30pm
Mrs Atherton
Mrs Bowie
Mrs Bush
Volunteers
WITS program being
taught in the classes.
-Teach the WITS to students and use read
alouds to support the lesson. Use WITS
language in school environment.
WITS visuals in each class. Using
WITS language all year. Weekly
discussion/teaching on WITS.
Teachers
Guidance
Principal
RCMP liaison
Gr 1 and 2 Kids Games
group and other clubs
for blocks of time
-afterschool clubs for students to attend if Weekly from 2:05-3:05 – started
they wish
with 6 week games group
(See data on page 3)
CARE education in the
school environment.
Targeted Research-Based Strategies /
Actions
What specific strategies will be
implemented?
Page 3
Guidance
Teacher volunteers
EA
volunteers
Progress Notes
TTFM 2014-15
PowerSchool Data 2014-15
Behaviours Not Tolerated: 178
Serious Misconducts: 30 (Suspensions)
TTFM 2013-14
CSDR Data 2013-14
Behaviours Not Tolerated: 118
Serious Misconducts: 18 (Suspensions)
Page 4
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)
Page 5
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
Page 6
Page 7