Action Plan for Learning
School Name:
Hazel Trembath Elementary
School Goal: Social Emotional Learning
School Year: 2015 / 2016
Goal / Inquiry
Student learning
To improve students’ skills in the area of Social Emotional Learning, specifically, the
competencies of:
 Self-awareness: The ability to accurately recognize one’s emotions and thoughts
and their influence on behavior. This includes accurately assessing one’s strengths
and limitations and possessing a well-grounded sense of confidence and
optimism.
 Self-management: The ability to regulate one’s emotions, thoughts, and
behaviors effectively in different situations. This includes managing stress,
controlling impulses, motivating oneself, and setting and working toward
achieving personal and academic goals.
Rationale
1-3 reasons for choosing
goal
Social and emotional learning (SEL) is the process through which children and adults
acquire and effectively apply the knowledge, attitudes, and skills necessary to understand
and manage emotions, set and achieve positive goals, feel and show empathy for others,
establish and maintain positive relationships, and make responsible decisions.
There is a growing body of scientifically based research supporting the strong impact that
enhanced social and emotional behaviors can have on success in school and ultimately in
life.
Our staff has done a great deal of research on SEL this current year, including the
participation in a number of school visits and pro-d opportunities, and we are committed
to implementing a plan to address the Social Emotional Learning needs of our students.
References and
sources to support
actions
http://www.casel.org
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a major national
organization whose mission is to enhance children’s success in school and in life by promoting
coordinated, evidence-based social, emotional, and academic learning as an essential part of
education from preschool through high school.
http://www.csee.net
The Center for Social and Emotional Education (CSEE) is an educational and professional
development organization dedicated to supporting effective social–emotional learning, teaching,
and leadership in K–12 schools.
Marna Macmillan, Coordinator - Safe Schools Focus:
http://my43.sd43.bc.ca/departments/staffdev/SR/Pages/Social%20Emotional%20Learning.aspx
http://my43.sd43.bc.ca/departments/studentservices/Pages/Safe%20Schools.aspx
Page 1 of 4
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
progress and adjust
actions?
Continuing Practices Working Well
 Collaboration amongst grade groups, Talking Circles, Mood Meter, Zones of
Regulation, Community Circles, Class Meetings, Class Reviews, Mind UP, RULER
What Will We Do Differently?
 Develop a common language and shared understanding of SEL
 Each class will create a class charter which will be used by our staff in creating a
school-wide Charter
 School – wide assemblies with SEL as a focus
Staff Development & Collaboration
 Participate in school and district professional development opportunities in SEL
 Grade group / power hour collaboration structure
 Staff meeting and school-based pro-d presentations and collaboration sessions
Involving Parents
 Report out to parents at each monthly PAC meeting
 Collaboration with parents on School Planning Counsel three times per year
 Information shared through newsletters
Involving Students
 Students will be involved through school-wide assemblies, power hour / grade group
sessions and in-class learning opportunities. Activities include: Talking circles, Mood
Meter, Zones of Regulation, Community Circles, Class meetings, Mind-Up, class
discussions, student leadership
Monitoring Progress
 We will have SEL as a staff meeting agenda item and review progress monthly.
 Class Reviews in fall and spring
Backup Documentation
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.
Evidence of change:
 SEL is a new goal for us.
 We will be collecting data primarily through the Class Review model and using
this data to inform our practice. The incorporation of the framework for class
reviews will help us to identify students’ strengths, stretches, goals and needs,
which allows us to refine our focus for support to better meet the needs of the
students in our school.
 We will also be looking at Satisfaction Survey data and comparing year to year
results.
We look forward to providing compelling evidence of change in our following APL.
Backup Documentation
Page 2 of 4
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?
Where are we now?




Our staff decided to investigate and implement a Social Emotional Learning (SEL) goal
for next year. During the current school year (2014/2015) we discussed, investigated
and learned about a variety of SEL programs, research findings and exemplary
practices. Our staff has participated in a number of school-wide and district pro-d
days with an SEL focus and our student services team and principal have visited some
schools within our district to see how our colleagues were implementing SEL practices
in their schools. Through these experiences, we are prepared to implement a
strategic SEL plan of our own.
We plan to continue learning, implementing, reflecting and adjusting as we move
forward on our journey. We see SEL as a “process” not a product and have already
begun the process of implementing intentional environmental improvements to
address the SEL needs of our students. We have already begun “de-cluttering” our
school, class by class to create an environment that is calming and conducive to
learning. In addition, our foyer and hallway displays are beginning to reflect our shift
to a more neutral and calming learning environment.
Our inclusive model of support combined with grade-group and school-wide
collaboration opportunities has allowed our school to develop a shared understanding
of SEL. Staff discussions on this subject, along with the ongoing support and expertise
of our student services team, have helped us to work effectively toward this shared
goal. Teachers can work collaboratively to address individual and class SEL learning
needs.
We have investigated and implemented programs such as Mind Up, Zones of
Regulation and RULER, and have implemented the school-wide program “Our Hidden
Heroes”, with much success. We aim to expand the use of classroom programs
already in place and to align our school-wide focus on SEL with district initiatives.
Backup Documentation
(Delete this section if Literacy is your main goal)
Literacy Data
Literacy Data:
Attach the following :
 Classroom Assessment (District collected) – Attached
 Classroom Assessment
 Classroom Assessment (School collected) - Attached
 School Assessment
 School Assessment - Attached
 FSA results
 FSA Results (To be added in July, 2015)
 Satisfaction Survey - Attached
Hazel Trembath CBA for APL 2015.pdf
HT Collected
HT DATA - School
Satisfaction Surve
Classroom Assessments (Writing)
based Assessments
2015.pdf based on 2015.pdf
teacher judgement 2015.pdf
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Signatures
School Name:
School Goal: Numeracy
School Year:
Submitted by School Planning Council:
Title
Name
Principal
Mike Gordon
Parent
Christine Minty
Parent
Stephanie Widmer
Parent
Ruth Beattie
Recommended by Assistant Superintendent:
Assistant Superintendent
Julie Pearce
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
SPC Signature page
2015.pdf
Page 4 of 4
Signature