St. Kateri Catholic Elementary School

Transcription

1 St. Kateri Catholic Elementary School Belonging Plan ( ) Our Mission To serve our student through excellence in Catholic education. Our Vision Inspired by Christ. Learning Together. Serving Together. A safe, inclusive and accepting school environment characterized by caring and respectful relationships amongst students, staff, and parents are considered essential supporting conditions for student learning, achievement and well being. A whole school approach, embracing the wider school community and the implementation of evidence informed programs and activities are paramount for promoting and sustaining a positive school climate. The Education Act and as amended by the Accepting Schools Act requires that each school develop and implement a Bullying Prevention and Intervention Plan (i.e., Belonging Plan). This template is intended to facilitate the school s development of their Belonging Plan. The school principal, in collaboration with the School Belonging/Safe Schools Committee of the Catholic School Council is responsible for developing, monitoring and reviewing the implementation of the Belonging Plan. The development of the Belonging Plan will be primarily based on the Belonging School Climate Survey data ( ). The Belonging Plan will include action plans, activities and initiatives organized under the following seven areas: Bullying Prevention and Intervention, Relationship and Community Building, Whole School Approach through Equity and Inclusion, Supporting Mental Health, Healthy Choices and Living, Environmental Stewardship and Encouraging Role Modeling by Caring Adults and Students. For each of the following areas, the school planning team is to identify areas of strength to celebrate and sustain, areas of improvement or growth to pursue, along with monitoring and review tactics. The Belonging Plan should outline key action plans and activities for implementation at an individual student level, classroom level, school level and community level, and it should also be aligned with the School s Improvement Plan (SIP), as well as any other related initiatives (e.g., mental health awareness activities) that the school is engaged in. If needed, supplemental notes can also be inserted to provide additional context for the plan proposed for each of the seven areas.

2 Bullying Prevention and Intervention 96% of students always or usually feel safe at St. Kateri. 86% of students at St. Kateri would ask for help at school if they had a problem or concern. 70% of students always/often felt that something was done about bullying/harassment at St. Kateri. St. Kateri school staff maintain an active and visible presence on the school yard, in our hallways, and in our classrooms. Bullying Awareness week and the Pledge against bullying are annual events at St. Kateri and are actively supported by our staff, students and parents. Clear definitions of what bullying IS and what bullying is NOT are consistent aspects of dialogue between our staff and students. There is a strong culture of communication and collaboration between the parents and staff at St. Kateri as we all work towards creating a welcoming and safe learning environment for each student. Our noon hour supervision team meet each day, remain very active on the yard, and closely monitor the school yard. Questions and concerns related to student behavior are relayed directly to the office or to the classroom teacher as appropriate. A large number of our school staff have been a part of the St. Kateri school community for a number of years and are familiar with conflict patterns and events on the school yard. Issues and concerns are consistently addressed effectively. Concerns are communicated to parents/guardians in a timely manner. Our newly established Health and Peace Committee plan on actively engaging students in a conversation related to how we can allow students to feel a greater sense of belonging during their time at St. Kateri. Areas of Improvement or Growth. Continue to engage students in understanding the difference between conflict and bullying. Continue to work with our noon hour supervision team as they grow to further understand how to address all types of conflict on our school yard. Continue to work as a staff in order to ensure that we are as present and as available as possible in order to most effectively address student concerns. Continue to work as a staff in order to ensure that students feel that we are as accessible and as available as possible. Work towards establishing and consolidating the focused work of the Health and Peace Committee. Monitoring and Review ( ) Continue to monitor Principal and staff documentation in order to monitor patterns of concern and patterns of improvement in relation to student behavior. Consistent check ins with bus drivers, noon hour supervisors, and yard duty staff, in order to address questions and concerns in a timely manner.

3 Relationship and Community Building 89% of students at St Kateri strongly agree/agree that they have at least one friend at school who they can talk to when they have a problem or concern. 86% of students at St. Kateri answered that they would ask for help at school with any problem or concern. 78% of students at St. Kateri felt that the statement I feel like I belong in my school is usually/always true. Family Christmas Mass and recital. Spring talent show. Family Math night. Family Science night. Family Literacy night. Regular family sports nights. Community liturgies both at school and at St. Michael s parish. Active St. Michael Youth Ministry (class visits, retreats, sacramental preparation, etc.,) Regular and consistent communication with our community utilizing newsletters, notes home, phone calls, regular meetings, use of Twitter, school website, etc. Areas of Improvement or Growth Improved use of digital technology to communicate between our school and our community. Continue to improve and refine engagement opportunities for parents to participate in school activities. Continue to promote parent involvement with Catholic School Advisory Council. Monitoring and Review ( ) Continued monitoring of success indicators and growth opportunities related to all items listed above. Meaningful and ongoing feedback and dialogue amongst all staff (i.e. regular staff meeting agenda item). Meaningful and ongoing feedback and dialogue between staff and students.

4 Whole School Approach Though Equity and Inclusion 90% of students at St Kateri strongly agree/agree that their teacher helps them to feel good about themselves. 88% of students at St Kateri strongly agree/agree that their teacher helps them to become more aware of their strengths and talents. Our entire school staff takes an active role each day in caring for and teaching the 327 students at St. Kateri. We receive continuous feedback from our community in relation to how supportive and attentive the staff at St. Kateri are to our students. All of our support staff work and diligently and collaboratively to support our entire student body. A consistently strong level of communication and cooperation exists between all of our school staff as we all work towards supporting the children in our care. A wide range of extracurricular opportunities are offered to students at St. Kateri. 88% of students at St. Kateri deemed our school building to be always/often a comfortable place to learn. 86% of students at St. Kateri felt that our school was always/often a friendly place. Areas of Improvement or Growth We will continue to work towards developing supportive partnerships with parents and other stakeholders within the St. Kateri school community. We will continue to work on promoting and developing student leadership opportunities at St. Kateri that more effectively address a range of student interests (i.e. new Health and Peace Committee, new skipping club, Earth Day initiative). Continue to encourage and assist vulnerable students to become involved in school activities. Further opportunities for students to feel they have a voice in their own learning. Monitoring and Review ( ) Continued monitoring of success indicators and growth opportunities related to all items listed above. Meaningful and ongoing feedback and dialogue amongst all staff (i.e. regular staff meeting agenda item). Meaningful and ongoing feedback and dialogue between staff and students.

5 Supporting Mental Health 90% of students at St Kateri strongly agree/agree that their teacher helps them to feel good about themselves. 88% of students at St Kateri strongly agree/agree that their teacher helps them to become more aware of their strengths and talents. Our school Spirit Squad works diligently towards creating a fun and inclusive school environment for all students through activities such as leading our bullying awareness week, promoting and facilitating monthly spirit days, organizing and facilitating school wide dances, school wide movie days, and other school wide activities. Creative mental health initiatives are offered each year at St. Kateri, with a positive tone, and a special focus on Mental Health Awareness week in May. A variety of school based activities and sports offered to students so that they can participate as fully as possible in school life at St. Kateri. 80% of students at St. Kateri felt that the statement In my school I feel successful is usually/always true. Areas of Improvement or Growth We need to continue to work on developing authentic learning opportunities for our students in relation to mental health. We need to continue to work on eliminating the negative thoughts and ideas related to mental health and further support students in understanding the realities surrounding mental health in our society. We need to provide increased training and support for our staff. Monitoring and Review ( ) Meaningful and ongoing feedback and dialogue amongst all staff (i.e. regular staff meeting agenda item). Meaningful and ongoing feedback and dialogue between staff and students.

6 Healthy Choices and Living 80% of students at St. Kateri participate in at least 60 minutes of activity at least 4 days per week. 86% of students at St. Kateri answered that they consume at least two servings of vegetables each day. Our school staff consistently dialogue with students and parents in relation to healthy eating choices for students while at school. Our school community offers numerous opportunities for our students to participate in physical activity. Activities include: organized activities at recess times (i.e. skipping club, healthy schools activities), sports intramurals, sports teams, family sports nights. Many students in our school community are involved physical activities outside of school. At St. Kateri we maintain a consistently vigilant approach to the Ministry s Food & Beverage Policy with our hot lunch program and school wide activities. At St. Kateri we maintain a consistently vigilant approach to our food allergy awareness procedures with our hot lunch program and school wide activities. As a school community we participate in as many Board sponsored mass participation events as possible (cross country, dance, gymnastics, track and field). Areas of Improvement or Growth Work towards limiting junk food items brought into the school community to celebrate special occasions and to promote healthier alternatives. Continue to provide information to parents in newsletters/website regarding healthy food choices and exercise. Greater involvement of school Public Health Nurse in school activities. Monitoring and Review ( ) Compare Belonging survey data from 2014/15 with 2016/17. A consistent approach to ensuring that our school community follows the Food & Beverage Policy guidelines and our food allergy awareness procedures. Begin an annual debrief amongst staff in relation to food items brought into our school community to celebrate special occasions and how we can more effectively promote healthy alternatives.

7 Environmental Stewardship 76% of students at St. Kateri felt that they are encouraged at school to recycle, reduce waste, and to conserve energy. Our Healthy Schools Committee focuses regularly on environmental stewardship. Our Recycling Club communicates the importance of recycling to students and sorts and collects our recycling each week of the school year. A new student led initiative to celebrate Earth Day 2016 as a school community. Areas of Improvement or Growth Involving our Spirit Squad, our Recycling Club, and our Health and Peace Committee, in school wide activities related to environmental stewardship. Creating a more effective and meaningful dialogue with students in relation to environmental stewardship. Discussing environmental stewardship in an authentic, meaningful and consistent manner as a school staff. Monitoring and Review ( ) Ongoing discussion as a student body in relation to our awareness of environmental stewardship and how we are stewards of our earth. Ongoing discussion as a staff in relation to our awareness of environmental stewardship, how we are stewards of our earth, and how we can further work towards teaching our students to be caring stewards.

8 Encouraging Role Modeling by Caring Adults and Students 90% of students at St Kateri strongly agree/agree that their teacher helps them to feel good about themselves. 88% of students at St Kateri strongly agree/agree that their teacher helps them to become more aware of their strengths and talents. Our entire school staff takes an active role each day in caring for and teaching the 327 students at St. Kateri. A large number of our staff are involved in working with students on an extra curricular basis through clubs, sports teams, our Spirit Squad, etc. All of our support staff work and diligently and collaboratively to support our entire student body. A consistently strong level of communication and cooperation exists between our school staff and parent community as we all work towards supporting the children in our care. Our Catholic School Advisory Council plays an active role in our school community and provides numerous involvement and engagement opportunities for parents. 86% of students at St. Kateri answered that they would ask for help at school with any problem or concern. Areas of Improvement or Growth Working with our Catholic School Advisory Council to continue to create more meaningful and authentic engagement opportunities for our parents to participate in their children s lives at school. Working with community groups and individuals to further enrich the lives of our students while at school. Monitoring and Review ( ) Continuing discussion between our staff, students, parents, and community members.

9 SELECT RESOURCES Bullying Prevention and Intervention In creating bullying prevention and intervention plans, the Ministry of Education provides boards with definitions that should be considered when developing Bullying Prevention and Intervention Plans. From Policy/Program Memorandum No. 144, Bullying means aggressive and typically repeated behaviour by a pupil where, (a) the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of, causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual s reputation or harm to the individual s property, or creating a negative environment at a school for another individual and (b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education. Bullying includes the use of any physical, verbal, electronic, written or other means. Bullying is distinguished from conflict by the presence of a power imbalance. For bullying, there is a power imbalance whereas in conflict the power balance is more likely to be equal. Cyberbullying includes the use of electronic means and communication technologies (e.g., , cell phones, blogs, web pages,) to support deliberate, repeated and hostile behaviour by an individual or group, intended to harm others. Aggressive behaviour may be intentional or unintentional, direct or indirect. Aggressive behaviour can take various forms including physical, verbal, and social or relational. Aggressive social behaviour can also occur via the use of technology. Some of the following references or resources may be helpful: The Promoting Relationships and Eliminating Violence Network (PREVNet) at Policy/Program Memorandum No. 144: Bullying Prevention and Intervention at Toolkit for Safe, Inclusive and Accepting School on the Ontario s Institute for Education Leadership website at: Belonging: Creating a Safe, Healthy, Inclusive, Christ centred Learning Environment

10 Relationship and Community Building Ontario s Parent Engagement Policy Belonging: Creating a Safe, Healthy, Inclusive, Christ centred Learning Environment Whole School Approach Though Equity and Inclusion Ontario s Equity and Inclusive Education Strategy Equity and Inclusive Education in Ontario: Guidelines for Policy Development and Implementation Equity, Diversity and Inclusivity through the Lens of Faith Ideas for equity and Inclusion across the curriculum (Elementary) We Have Neither Silver nor Gold (available from the Catholic Curriculum Corporation cf. Grade 7 Living in Solidarity lessons and Grade 8 Living in Solidarity lessons) Ideas for equity and Inclusion across the curriculum (Secondary) Equity and Inclusion: From the Lens of Catholic Social Teachings (available from the Catholic Curriculum Corporation )

11 Supporting Mental Health Leading Mentally Healthy Schools: A Resource for School Administrators Supporting Minds Teacher Resource: Foundations for a Healthy School: Ministry of Education. Comprehensive approach to healthy schools policies, programs and initiatives based on 5 interconnected areas. Mental Health starts on page How Resiliency Happens: Nan Henderson YouTube Video: Michael Ungar YouTube Video: Understanding Resilience in Schools and School Systems (25 minutes) Success for All: Mental Health and Well being for Children and Youth: LDCSB Strategic Plan 2012 to 2017: Teaching of the Family Life Program, Fully Alive (Elementary) and Family Life component of the Religious Education Curriculum (Secondary)

12 Healthy Choices and Living Promoting well being is part of Ontario s Achieving Excellence vision. The Foundations for a Healthy School resource is designed to help contribute to a learning environment that promotes and supports child and student well being one of four core goals in Ontario's renewed vision for education. This goal emphasizes the need to focus not just on academic success but also on the whole child and student their cognitive, emotional, social, and physical development. The research is clear: healthy students are better prepared to learn, and education is a key determinant of health. Elevating well being as a goal for education in Ontario recognizes its fundamental importance to our learners and their futures. Physical Activity activity Food and Healthy Living and healthy eating Foundations for a Healthy School Heath and Physical Education Curriculum Document (Elementary and Secondary) Teaching of the Family Life Program, Fully Alive Environmental Stewardship A Policy Framework for Environmental Education in Ontario Schools Ontario EcoSchools Resources ReForest London Million Tree Challenge tree challenge

13 Encouraging Role Modeling by Caring Adults and Students Caring and Safe Schools in Ontario Care For All: Respect and compassion for our Children and Youth