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science teachers welcome students into safe learning spaces by being present at the door before class

science teachers are helping kids during assessments by circulating and providing feedback, decreasing student anxiety by responding in an intentional, kind manner

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Literacy - multiple choice - direct instruction, practice and feedback

Numeracy - GRASS method for problem solving - direct instruction, practice, feedback

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may need some release time for collaboration

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Literacy - multiple choice questions - work on implementing these questions into instruction and assessment to make sure students are able to determine the important information to determine the appropriate solution

Numeracy - continue to implement numeracy components into lessons and assessments that include applications to real world.

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release time

maybe a poster outlining strategies for students and teachers about mantaining a positive mental health.

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We will welcome students into a safe learning environoment by greeting students at our class doors

We will continue to have clear expectations for students during class (no cell phones, being attentive, timelines for assessment)

We will continue to ask questions to students when there is visible signs that a student is struggling with their mental health and provide places where students can get the help they need.

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Some of us are using affective, personal responses to daily reflection Qs during the first portion of class, for the early part of a semester, so students feel they have a voice and a sense of belonging. This involves socio-emotional explicit learning.

When students are identified as having personal, emotional or mental challenges, they are connected with appropriate supports in Student Services and through Wellness.

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Literacy - in all courses, there are multiple short opinion responses, with which students are encouraged to support through use of facts from source readings, etc.; also, both Geography and History courses employ the use of formal writing tasks that vary from short answers to reports and essays; also, all three forms of text (narrative, informative and graphic) are regularly employed to develop comprehension and recommunication skills.

Numeracy - minor statistical analysis is conducted in both Geography and History courses (eg. census data, comparative resources, trade data...); timelines; graphs (ie. bar and line graphs); numeracy is applied to show the relevance of subtopic content and comparatively discussed for historical and modern day settings.

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More authentic indigenous resources; textual, visual, video and audio.

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Goal 1 Literacy and Numeracy

-direct test questions/examples

-emphasis on multiple choice strategies, grammar

-focus on Supported Opinion, templates, exemplars, practice

-curricular connections- full sentences with support, SEEC paragraphs

-summary work

-real life connections

-sequencing (numeracy)

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Mental Health

-greet students at the door

-informal conversations -How was your weekend? Hope everyone had a good weekend. etc.

-MH resources shared with staff

-recognizing needs- social and emotional intelligence

-providing multiple entry points for students

-providing alternate work spaces if needed

-good news calls home

-recognizing student needs- breaks, chunking

-food/treats

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-time to collaborate

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Support all students (based on unique needs of individual students)

Mental Health Supports (referrals when needed)

Connecting with students

Offering a variety of spaces based on student needs

Connecting regularly with parents

Wellness room is opened all day including lunch

Having snacks available/ water

Making sure all students feel a sense of belonging

Safe spaces while at school (open before and after school as well)

Mindfulness activities available

Fidgets available

Help with organization for stress reduction

Assistance with communication skills

Assistance with development of self-regulatory skills

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Support all students (based on unique needs of individual students)

Connecting with students and families with IEP’s to see what accommodations are needed

Offering a variety of spaces for scribing or speech to text

Explicit teaching of skills that will prepare then for OSSLT and develop literacy skills overall

Supporting Literacy test writing

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-More support Staff

-Clear expectations of what students need to work on when in the resource room.

-Creative planning strategies when short staffed (if supply teachers are not used for the full 3.5 they could cover .5 in resource).

-More time

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Mental Health

-teachers await students at the door

-teachers move around the room and/or sit

in amongst students during class

-teachers are working to increase their awareness of social and emotional intelligence

-staff is working towards positive home contact

-Visual Art, French and Drama have open rooms during lunch to provide alternate locations

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Literacy

-teachers are incorporating literacy into lessons with focus on word structure

-explicit teaching to test writing skills

-journal writing, script writing, SEEC format

-French teachers focus on vocabulary and grammar and inclusion into sentences

Numeracy

-Arts: proportional reasoning throughout all visual art projects and in staging arrangements

-French: enforcement of language regarding time and other numbers

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French:

-release time to collaborate

-resources that are better geared to secondary level students

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Mental health instruction in careers class. They build a resilience kit.

Identify emotions states/body language assessment to identify student's wellbeing.

In guidance we support students well being and mental health as needed.

Coop programs individually for all students to build self esteem and to find success.

Aim to have conversations with all students that are more personally based outside of academics.

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Resume and cover letter building, explicitly teaching format.

Incorporating before, during and after assessments.

Aim to work on summarizing skills to assess comprehension.

SEEC format used for various assignments.

Reading graphic texts and information texts

Numeracy

Budgeting skills through OSAP and careers class

Reading graphs

Using "real life" math in math classes through alt ed.

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We would like majority of PA days to collaborate with colleagues as determined by the department .

Self determined release time to connect with colleagues.

For teachers in multiple department time allotted for those to work with their various department.

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Both PE and SS teachers greet kids at the door in the morning or in the gym.

SS teachers prepare healthy snacks for themselves and others contributing to the overall mental and physical health of students in the school.

Both PE and SS teachers have unique learning environments that lend themselves to being able to get to know students better and provide immediate feedback on class activities.

PE teachers teach mental health as part of the grade 9 health curriculum.

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Literacy: Working on articles that are related to our curriculum and addressing MC questions related to them.

Numeracy: Measuring, weighing, conversions (SS). Exercise physiology equations PPZ/PSK. Measurement/court/field dimensions PPL's.

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Use of lead release time for PD (SS in Feb).

Collaboration time with other PE and SS departments within the board or other boards.