Part 1: Analysis of Context

1. What do we know about our learners?

  • We have an increasing number of students who regularly have fast food dropped off for lunch.
  • We have seen a decrease in interest/participation in sports activities at school.
  • We have fewer students participating in sports activities outside of school.
  • The majority of our students are being driven to school each day even though they live within walking distance.
  • Many of our students display symptoms of frustration and anxiety in dealing with issues both outside and in the classroom.
  • Students do not know how to manage or vocalize their frustrations to others in a way that is productive.
  • Students need ‘calm down’ strategies to use during peer conflict.
  • Students need ‘calm down’ strategies to use when they are frustrated by, or worried about, school work.

2. What evidence supports what we know about our learners?

  • Staff observations
  • Student interactions with peers
  • Student interactions with adults
  • Student writing
  • Student reporting out
  • Parent and student surveys on healthy living

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

  • Can a healthy mind/body help to lessen the anxiety/frustration we see in students?
  • What techniques can be used to guide students in self-regulation (and thus lessen their anxiety/frustration), making them better able to manage difficult situations?

4. What professional learning do we need?

  • Mindup! Books/training
  • Zones of Regulation
  • Healthy Living – create a shared binder of activities/lessons
  • WITS Training – staff and students (CCW to go into classes 16/17 & 17/18 to reinforce and complete lessons); binder of WITS activities available for CCW  and classroom teachers for use with students
  • Fitness Activities – Glenn Young Pro-D (14/15), Action Schools Pro-D (14/15), Physical Literacy Mentorship program w/ Phil Deeks/Action Schools (16/17)
  • Yoga it Up! – 5 week Mind Up!/Yoga blended instruction for students/teachers; Posters in all rooms to continue to work on lessons learned during DPA/Mind Breaks



5. What is our plan?

Part 3: Reflect, Adjust, Celebrate

6. How will we know our plan is making a difference? (evidence / success criteria)

Improved physical Fitness
o Increase of participation on random walk/bike check days
o Increased stamina during activity
o Student Lunches
o Reports of student enjoyment
o Higher rates of team participation

Student Self Reporting
o Surveys – growth in positive attitudes
o Zones of Regulation posters
o Student writing

Teacher Feedback/Meeting discussions
o Decrease in reports of anxious behaviour
o Fewer referrals to office/counselor
o Observations of student behaviour/reaction to stressful situations
o Increase in student self-regulation

o Ability of students to articulate different strategies they can use
ο Increased levels of student focus and engagement will be observed
ο Increases in academic scores throughout the school

7. Based on the evidence, does our inquiry require adjustment?

  • “Walk to School Wed” has been faltering.  We aren’t getting the student/parent participation that we would like, despite incentives.  We need to look at changes to this program.
  • On Surveys, most kids could talk about WITS and it’s purpose, but many admitted to not using WITS in times of conflict.  Our CCW is going to work with classes/individuals on this.  Classroom teachers are going to use it more with classes.  Some have begun role play activities/lessons/discussions around using it.
  •  Healthy eating/fitness activities are well underway and students are able to consistently identify behaviors necessary for healthy living.
  •  Some staff have indicated a desire to continue to address healthy living unofficially and move forward with a new goal for the 17/18 school year, which would address new curricular needs (ADST, Maker Space, Inquiry Based Teaching/Learning, etc).