Action Plan for Learning
School Name: Mountain View Elementary
School Goal: Social Emotional Learning
School Year: 2015-2016
Goal / Inquiry
Student learning
Rationale
1-3 reasons for
choosing goal
References and
sources to support
actions
Backup Documentation
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
To develop students’ ability to manage powerful emotions.
1. After working with students and staff to learn to identify and label
emotions as well as helping students to become more socially aware we
realized we needed to teach and model more specific strategies to
manage these identified emotions.
2. After working with students and staff to investigate several social
emotional strategies, programmes and tactics we determined that we
needed to settle on a specific school wide strategy to develop common
language and to ensure everyone was committed to this SMART goal.
3. The data obtained indicated that we noted a percentage of students
who would benefit from intensive instruction and coaching in this area.
Stuart Shankar’s Calm And Alert and Learning Principles
Mindfulness strategies
Attachment Theory – Dr. Gordon Neufeld
Restorative Justice and CASEL’s Five SEL Competency Areas
Connected and Respected materials by Ken Breeding and Jane Harrison
Spirals of Inquiry by Judy Halbert and Linda Kaiser
Emotional Literacy – Miriam Miller
Working Well:
1. Talking Circles
2. Small group or individual targeting – youth worker, counsellor
3. Breathing strategies through MindUp
4. Ruler/Mood Metre approach in 3 classrooms
5. Celebration of successes
Do Differently:
1. Breathe, Thought, Emotion, and Environment Awareness of specific
strategies throughout school from the Mindfulness programme –‘ Good
for all, essential for some’ motto.
2. Specific mindfulness lessons that are directly supported by teachers,
EAs, administration, secretary, music and student services teachers, the
counsellor and youth worker.
3. Development of strategic plans for not yet or approaching expectations.
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progress and adjust
actions?
4. Class reviews in September to include this goal and strategic plans.
Staff Development:
 School based Pro-D, staff meetings and during weekly collaboration
times
 Targeted funding to support staff to attend Pro-D throughout year
 Direct behavior team and CAST involvement and support
Students:
 Student Voice and St. Leadership to take on roles to support others
 Teacher and Student Self-assessment in Oct., March and May
 Clear intentions, direct feedback and ongoing coaching to achieve goals
 Involvement of parents in parenting classes, classroom and IBP goals
 Behavior team involvement and support
 Demonstration and ownership of their own learning activities
Monitor Progress:
 Use of rubric in Oct, March and May
 Creation of IBPs as needed and ongoing team meetings to monitor
process of class, groups and individuals closely
 Identification of specific age group expectations and indicators
 Frequent celebration and recognition of successes along the way
Backup Documentation
APL 2015-2016
Social Responsiblity Planning Draft.doc
Interim reports, team meeting notes, functional assessments,
levels plans, IBPs, rubrics, Early Learning Self-Regulation Continuum
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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.
During the 2014-2015 school year our exploration of various SEL strategies
and tactics included:
Ruler approach, Mood Metres, Self-regulation, attachment theories, Mind Up,
Talking Circles, Anxiety, emotional intelligence, NED, positive behavior
support and CASEL. See list on attached SEL Inquiry and Actions document
below.
While we targeted identifying emotions, teachers worked individually and
together to deepen their understanding and to enhance their overall SEL
practices.
Support from the behavior team, our counsellor and youth workers, CAST and
outside medical professionals has helped us collectively to move forward in
this area.
Evidence: More students are independently and successfully using breathing,
brain breaks, headphones, wiggle cushions, etc.
Anecdotally teachers are reporting that there is a growth in specific
individuals, in student groups and classrooms in their ability to identify
emotions when direct instruction and coaching occurs.
We realized that we needed to do more work on powerful emotions and
documenting the results of our efforts.
We were able to increase our counselling time for next year to .6 in order to
maximize our efforts for those students approaching expectations or not yet
meeting in these two areas.
Backup Documentation
SEL Inquiry and
Interim Report Card Managing Powerful
Actions of Teachers for 2014-2015.docx
Data.doc
Emotions.docx
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?
Backup Documentation
Staff wishes to pursue a school wide approach and this is an area where there
has been great interest and ongoing research. The increase in childhood
anxiety related concerns along with the challenge of changing cultural norms
has not escaped our small school.
Certain clusters of age peers made it more challenging to create a wellfunctioning classroom due to their difficulties in this area.
We were surprised that despite extensive collaboration, preplanning and
training we were unable to anticipate the social emotional difficulties some of
our students experienced over the year.
We recognized that we needed to train all students not only the identification
of powerful emotions but direct instruction in how to manage them more
effectively. We also needed to include our parents even more in this
educational process.
We concluded that focusing on a SMART measureable goal that everyone
embraced was the best next step.
We also know that creating a classroom of acceptance and caring is the always
first step in this process along with maximization of active engagement
learning principles.
Heart and Mind Index – www. dalailamacenter.org/programs/heart-mindindex
(Delete this section if Literacy is your main goal)
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Literacy Data
Attach the following :
 Classroom
Assessment
 School Assessment
 FSA results
Mountain View - CBA
for APL 2015.doc
FSA results not yet available
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Signatures
School Name: Mountain View
Elementary
School Goal: Social Responsibility
School Year: 20152016
Submitted by School Planning Council:
Title
Name
Principal
Marsha Arnold
Parent
Tanya Austin
Parent
Cynthia Marston
Parent
Recommended by Assistant Superintendent:
Assistant Superintendent
Carey Chute
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
Adobe Acrobat
Document
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Signature