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Cayoosh Elementary School (CYES) is located in the town of Lillooet. The students who attend come from the town and from the local communities of: T’it’q’et, Xwisten, Xaxl’ip, Ts’kw’aylaxw and Sekw’el’was. Cayoosh Elementary School has many different areas for students to play. It has large playing fields for students to play field sports like soccer and baseball, as well it has two large climbing apparatus’ available for all grades to climb, twirl and swing. Our anticipated enrollment for 2015-16 is 170 students in Kindergarten to grade seven. Approximately 53% of our students are of Indigenous ancestry. We have a breakfast program that begins when students arrive at 8:40 am. We serve a variety of healthy choices for breakfast including toast, eggs, fruit and milk. We honor our students and classes each month with student led assemblies and honor board recipients. Our Leadership group of twenty Grade six and seven students lead monthly spirit days to foster a sense of belonging and kinship in our school community. We have developed activities and clubs at recess and lunch with community resource people and staff. Activities such as quilting, soccer, and yoga have been some of the activities enjoyed by students. We also have a StrongStart program offered in the school for pre-school children and their parents/ caregivers. Our school based action for supporting our Action Plan for Learning goal has been project based learning afternoons called Awesome Activity Afternoons. These activities allow students to work in multi-age groupings with a variety of staff on high interest projects such as kite making and cooking. We have many supports in place to meet the diverse learning and social emotional needs of our students. These supports include Educational Assistants, intervention programs in reading, math and writing. In addition we have a Family and Youth Care Worker that supports our students with social and emotional needs two times per week. We also offer instruction in the culture and language of the Upper St'át'imc people from Kindergarten to Grade 7. Our two Aboriginal Student Support Workers provide support to classroom teachers in integrating local traditional culture. CAYOOSH ELEMENTARY 2015-2016 ACTION PLAN FOR LEARNING Inside this Action Plan School Community 1 Reflection and Long Term Goal 2 Inquiry Question 2 Research Foundation 3 Action Plan for 2014-2015 4 Evidence 5 Support & Connections for Success 6 School Community Insert Picture

ACTION PLAN FOR LEARNING - SD74 Action... · Page 4 ACTION PLAN FOR LEARNING Building Bridges Making bannock. Evidence We will create a baseline in the fall: Class review meeting

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Cayoosh Elementary School (CYES) is located in the town of Lillooet. The students who attend come from the town and from the local communities of: T’it’q’et, Xwisten, Xaxl’ip, Ts’kw’aylaxw and Sekw’el’was. Cayoosh Elementary School has many different areas for students to play. It has large playing fields for students to play field sports like soccer and baseball, as well it has two large climbing apparatus’ available for all grades to climb, twirl and swing.

Our anticipated enrollment for 2015-16 is 170 students in Kindergarten to grade seven. Approximately 53% of our students are of Indigenous ancestry. We have a breakfast program that begins when students arrive at 8:40 am. We serve a variety of healthy choices for breakfast including toast, eggs, fruit and milk. We honor our students and classes each month with student led assemblies and honor board recipients. Our Leadership group of twenty Grade six and seven students lead monthly spirit days to foster a sense of belonging and kinship in our school community.

We have developed activities and clubs at recess and lunch with community resource people and staff. Activities such as quilting, soccer, and yoga have been some of the activities enjoyed by students. We also have a StrongStart program offered in the school for pre-school children and their parents/caregivers. Our school based action for supporting our Action Plan for Learning goal has been project based learning afternoons called Awesome Activity Afternoons. These activities allow students to work in multi-age groupings with a variety of staff on high interest projects such as kite making and cooking.

We have many supports in place to meet the diverse learning and social emotional needs of our students. These supports include Educational Assistants, intervention programs in reading, math and writing. In addition we have a Family and Youth Care Worker that supports our students with social and emotional needs two times per week.

We also offer instruction in the culture and language of the Upper St'át'imc people from Kindergarten to Grade 7. Our two Aboriginal Student Support Workers provide support to classroom teachers in integrating local traditional culture.

CAYOOSH ELEMENTARY

2015-2016

ACTION PLAN FOR LEARNING

Inside

this

Action Plan

School Community 1

Reflection and Long Term Goal 2

Inquiry Question 2

Research Foundation 3

Action Plan for 2014-2015 4

Evidence 5

Support & Connections for Success 6

School Community

Insert Picture

To enhance the social and emotional well-being and the sense of belonging of the learners in our school community.

Will pairing classes to work collaboratively on

place-based learning activities develop social and

emotional well-being and belonging in our school?

Reflection on 2013-2014

Inquiry Question

“Students who are

more self aware

and confident

about their

capacities try

harder and persist

in the face of

challenges”

(Aronson , 2002)

Page 2 ACTION PLAN FOR LEARNING

Caption describing picture or graphic.

Long Term Goal

The late start to the school year impacted our planning of our school based actions in working with the goal and objective. We decided to leave the goal and objective but change the school based actions slightly for this school year. On the school based non-instructional day in April, we revisited our values and beliefs for our students, school and community and decided to change our goal and school based action. This is reflected in the next few pages.

Building Bridges

Lahal with Thomas Terry

Research Foundation

Researchers generally agree that there are five key components of social emotional learning; self-awareness, self management, social awareness, relationship skills, and responsible decision making. (Durlak et.al 2011)

By strengthening students social support networks and their skills in self-management, social emotional learning can help to unleash the potential within academic environments to support student’s well being and success. (Vega ,2012)

When students work together on project teams, they learn to collaborate, communicate and resolve conflicts. Cooperative learning and character development supports the social emotional development of students. (Edutopia)

Activities that connect with one’s own experience, that require the use of skills from various disciplines, that are carried out in cooperation with others, and that result in a useful product give students the most powerful kinds of learning experiences. (Theobald and Nachitgal ,1995)

Working together rekindles teacher energy and sparks new ideas, collaboration improves their effectiveness as they gather their resources, talents and their passions. While doing so they thread through the content a theme of social responsibility (Brownlie, Feniak and Schellert, 2006)

Working

Together...

Page 3 2015-2016

Our

visit to

Split Rock

Professional Development:

Provide professional development on place-based learning through monthly staff meetings and non-instructional days

Professional learning groups—classroom teachers and Education Assistants will be provided with collaboration time to work with each other on a topic or big idea

Social emotional training and support

School based Actions:

Provide opportunities for two classes and two teachers to collaborate, co-teach and learn together

Invite resource people to share their knowledge with students and staff

Assessment of goal:

Collect baseline data through Class Review Meetings three times per year—social and emotional needs

Collect qualitative data asking students about how they feel before and after they take part in the cross grade activity (i.e. thinking and feeling bubbles)

Satisfaction survey

Social Responsibility Survey — sense of belonging questions for baseline

Social Responsibility Quick Scale BC Performance Standards

Action Plan for 2015-16

“Place based

education is a

necessary change

to make learning

meaningful for

students.”

Andrew T. Kemp

Page 4 ACTION PLAN FOR LEARNING

Building Bridges

Making bannock

Evidence

We will create a baseline in the fall:

Class review meeting notes

Social Responsibility survey responses Fall / Spring

Social Responsibility Quick Scale BC Performance Standards

Ongoing:

Interviewing students after each learning activity

Student friendly version of BC Performance Standards for Social Responsibility

Page 5 2015-2016

Drum

Making

Lenny

and the

Tea Trolly

CAYOOSH ELEMENTARY SCHOOL

351 6th Avenue West P.O. Box 649 LILLOOET BC V0K 1V0 Phone: 250-256-4212 Fax: 250-256-7953 Email: [email protected]

School District 74 (Gold Trail)

www.sd74.bc.ca

How will we provide for staff development and collaboration? Use of school collaboration dollars to provide time for teacher collaboration.

Engage in professional dialogue in social emotional learning.

Every second of the month staff meeting is dedicated to collaboration and professional development of place based learning. How will we involve parents and caregivers? Share Action Plan for Learning with the Parent Advisory Council

Share goal in newsletter

Announcements in school newsletter

Presentations at school assemblies and Parent Advisory Council meetings

How will we communicate our work in the school and community? School newsletter

Student voice in the school newsletter

Pictures and announcements on our white board at front entrance area

Paired classes can share their learning at monthly assemblies

Professional development with Jen Narcisse

Support and Connections for Success