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ATL Continuum

Skills are taught explicitly using a progression of subskills

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I realize and appreciate that people learn in di erent ways

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Sample of Lesson Plans

Lesson plans show engaging learning experiences with personalisation and progress built into each experience.

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Inquiry Lesson Samples

Almost all lessons have an inquiry component that allows students to investigate their learning objectives.

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Specialists and homeroom teachers collaborate to develop the Program of Inquiry

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ELA Next Step Marking

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Toddle

Full access to all planning, mapping of units, students in action.

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Access your school’s Toddle account as a teacher, student, or family member.

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Math- Self-Assessment

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Math- Next Step Marking

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SAT Rubrics- Master Copies

Students given feedback using rubrics.

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Assessment and Feedback Pathway

Teachers used National College to broaden understanding of feedback and assessment then resented to their colleagues.

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Assessment for Learning Pathway

Teachers formed a community of practice looking at how best to use assessment and feedback in our school.

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ES Science - Assessed Student Work With Dialogic Feedback

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ES Science - Assessed Student Work With Dialogic Feedback

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ATLs Evidence Padlet

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IMPACT: CIS Elementary Winter Student Wellbeing Survey Analysis and Interventions

Identified positive language and respect as an area for improvement

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IMPACT: CIS Elementary Winter Student Wellbeing Survey Analysis and Interventions

Identified positive language and respect as an area for improvement

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Phonincs Intervention Progree Data NGRT Form A-B

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Star Reading Report Internal Reading Attainment End of Unit 3

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Intervention Procedure Document

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2025-2026 CIS ES Student Pathways Procedure

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Language Intervention Progress Data (January 2026)

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MAP Language Attainment (January 2026)

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MAP Language Progress (January 2026)

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NGRT Form B Data (January 2026)

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Wildcat Way was introduced in 2023-2024 to ensure consistency in teaching and learning across the school

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Wildcat Way was introduced in 2023-2024 to ensure consistency in teaching and learning across the school

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IMPACT: Analysis of year to year data shows significant drop of misconduct reported by teachers

Ls: 2024-2025: 120

Ls: 2025-2026: 106

Students Concerns: 2024-2025: 33

Student Concerns: 2025-2026: 18

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IMPACT: Term 1 to Semester 1 Conduct Tracking shows a drop in misconduct recorded by teachers.

It also shows a drop in number of students with consistent behavior challenges

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Check In-Check Out (CICO)

Identified students with continued wellbeing needs have daily CICO with the school counsellor to identify feelings, discuss targets and check for challenges at the end of the day

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Precise Intervention: RULER

RULER was an initaitive brought in across Phase 1 and Phase 2 to support emotional regulation. This was based on the observations and feedback that a more structured appraoch to supporting students in being ready to learn was needed. The main support is that students can regulate their feelings to be ready for learning

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Mood Alerts through YouHQ allow students to confidentiality share low moods to identified members of CIS staff. These alerts are sent to staff who then respond and support quickly and effectively.

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Wellbeing Restorative Circles are used by classroom teachers across Elementary to start the learning day with a focus on wellbeing. In these circles, students and teachers communicate as a community their feelings, areas of success and areas of focus for positive wellbeing as a classroom community.

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2025-2026 CIS Orientation Week started with focus on classroom management and setting high expectations to support teacher development in this area

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2025-2026 CIS Orientation Week started with focus on classroom management and setting high expectations to support teacher development in this area

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25-26 Orientation Day 1 ES 3 Setting High Expectations (1)

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2025-2026 CIS Orientation Week started with focus on classroom management and setting high expectations to support teacher development in this area

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CIS Elementary Behavior Management Procedure Document

Revised to ensure expectations for all teachers are clearly defined and understood

Unpacked during orientation

All teachers have access via CIS ES Teacher Toolkit

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2025-2026 CIS Elementary Behavior Management Procedures (FINAL) (2) (3)

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Possible Evidence Gathering

Data: Engagement surveys, attendance at enrichment activities, records of student choice projects.

Planning: Project-based learning unit maps, inquiry-based lesson plans, real-world application activities.

Student Work: Portfolios of authentic projects, models, experiments, performances, student choice assignments.

Reflections/Feedback: Student reflections on enjoyment and relevance; teacher notes on student voice in planning; parent feedback on increased enthusiasm for school.

Documentation: Photos/videos of hands-on activities, exhibition programs, records of student councils/voice initiatives, assessment evidence of deeper learning.

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Possible Evidence Gathering

Data: Observations of independent work time; student self-regulation surveys; group collaboration rubrics.

Planning: Lessons incorporating inquiry, self-directed tasks, metacognition strategies, project timelines with checkpoints.

Student Work: Independent research projects, evidence of strategy application across subjects, problem-solving journals.

Reflections/Feedback: Student reflections on learning strategies, peer feedback on collaboration, teacher notes on resilience during challenges.

Documentation: Learning skills frameworks, study skills workshops, student-created guides on “how I learn best.”

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Possible Evidence Gathering

Data: Assessment records showing improvement after feedback; number of feedback cycles completed; student goal-setting sheets.

Planning: Rubrics aligned to learning goals; teacher planning notes showing intentional feedback moments; scheduled student conferences.

Student Work: Drafts with feedback and revisions, goal trackers, reflection journals.

Reflections/Feedback: Student self-assessments, reflection on progress after feedback, teacher comments on student ownership of goals.

Documentation: Digital portfolios, parent conference notes, records of student-led conferences, feedback exemplars.

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Possible Evidence Gathering

Data: Benchmark reading levels (NGRT, MAP, F&P), writing rubrics, progress monitoring, standardized test results.

Planning: Literacy-rich unit plans, cross-curricular writing tasks, guided reading schedules, small group intervention plans.

Student Work: Annotated texts, subject-area essays, science lab reports with improved writing, before-and-after writing samples.

Reflections/Feedback: Student reading journals, writing reflections, teacher notes on reading fluency and comprehension.

Documentation: Literacy intervention records, assessment trackers, displays of published student writing, cross-curricular reading logs.

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Possible Evidence Gathering

Data: Behavior referral logs, attendance records, time-on-task observations, student surveys on sense of safety.

Planning: Classroom management plans, routines and expectation charts, SEL (social-emotional learning) lesson plans.

Student Work: Student-created classroom agreements, posters on respect, conflict resolution reflections.

Reflections/Feedback: Student reflections on fairness and respect; teacher logs of behavioral improvements; parent feedback on children’s sense of safety.

Documentation: Photos of routines in practice, restorative practice logs, classroom charters, incident reports showing reduction in conflicts.