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Action Plan - looking at our school improvement plan and embedding these classroom strategies into the plan in the pathways section where we are addressing promoting positive well being

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Problem:   Student is avoiding classes, wandering the halls with other friends - has limited intellectual capacity, anxiety

Plan:  Remove student from one period and reverse integrate into a small class for support for other classes - he knows the EA in the class from another course

Assessment for success:  attending all classes on a regular basis and reducing the number of lates in all classes

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A plan to streamline communication (with strategies) for rotary teachers and occasional teachers to ensure a more seamless approach. Creation of a template that can include important strategies to support specific kids

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Action Plan: (A range of anxiety-related behaviour)-to help specific students to learn to self-regulation through identifying when they are feeling anxious-

5 point scale in each class and posting calming strategies in the each classroom

Assessment: Observation and recording during social skills groups

Use of Square Breathing-modelling and visual supports

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Post Box Breathing in all classrooms and have teachers "take a moment" with students to practice for 1 minute each day. Teachers could observe if students are doing this on their own.

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Student: Grade 8 male gifted -anxiety/Perfectionism

Action Plan: Meet with Intermediate staff

-Reassure the student/whole class that "everyone makes mistakes sometimes"

-Chunking/entire process - Focus on several subsections to reduce stress of a final presentation

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Plan of Action: to increase communication between family and school

-provided family school checklist of observations related to behaviours, academics

-provided family with checklist of accommodations currently in place

-provide family with community services available to address student and family needs

-school made contact with social work and parent has shown interest in accessing supports through DDSB

-to complete an academic assessment to show strengths and needs

-share information regarding student, with staff involved (e.g. rotary teachers)

Strategies in place to address anxious behaviours: extra help, frequent breaks, homework organization with classroom teacher and daily ommunication with family

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-separation anxiety - mom gives a thumbs up , to the side, or thumbs down to Kiss N Ride staff for how he was getting ready for school

-if a thumbs up or to the side - he comes to the SERT room first period for 10 minutes to play lego with a classmate

-been in place for 2 weeks - thumbs up everyday - teachable moments in the SERT room during LEGO for social skills and expressive language development and to foster adult relationships with other staff in the building

-home situation is better and when he returns to the classroom he is ready to learn

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- meet with health and safety committee

- revisit present plan

- share ministry document - focus on table 1.1 in Supporting Minds

- Bring next steps to staff

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Action Plan - Share strategies with all classroom teachers

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Action Plan: Share Ministry doc with staff and our "Healthy Minds Committee" (parent group). Resiliency Team will then take feedback and implement across school.

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Our plan is to have the safe and inclusive school team work with Stuart Shanker resources and implement consistent school wide self-regulation strategies (Zones of Reglation).  We will also plan parent drop in sessions and have the Health Dept. support with training for parents on Resiliency for Students.  We will invite parents with children in "need" to join us for particular sessions creating a common aproach at home and at school.

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Perfectionism - mistakes are normal and how we learn, everyone make mistakes, rough drafts, brain storming, parents to take to pediatrician, don't draw attention to problem recognize and reward small improvements, checklist of how many times the student shreds, gets upset, showing improvement in self-regulation.

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Separation Worries

- Older students will have a job to complete as soon as they arrive at school (ie stacking chairs)

- Younger students will have an older buddy that will greet them and take them to the yard

Assessment

Observations related to the amount of time it takes students to say good-bye to parents without signs of visual distress.

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Promote Regular Attendance

- breaking down classroom plans into smaller, manageable pieces

- structured social interaction

Assessment

- tracking periods/mornings/days present

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Meadowcrest P.S. and Chris Hadfield P.S.

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Meadowcrest P.S. and Chris Hadfield P.S.

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Action Plan - Create social stories for when he is feeling anxious in class.  The social story would describe strategies the student can use and options that the student has, including leaving class.

SERT will monitor how often student is leaving class without permission.

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Williamsburg P.S.

Mental Health Action Plan

Student A:

-intolerance of uncertainty

-excessive reassurance seeking

-fear of large assignments

Plan:

-use of social stories about new or upcoming events

-reduced workload, chunk assignments, modify the number of questions

-structured activities; clear start and finish points

-schedules

-positively reinforce independent work (without seeking assurance)