Resources to support your process are available on our Support for Learning website: click Staff Resources, then Behaviour Supports. There, you’ll find Supporting Students with Complex Behaviours overview support document with links. Embedded within this overview, and linked  below are:

• Planning frames for SBTs - Pausing and Planning Framework
• Quick assessments (1) student empathy interview; 2) defined adult concerns; and 3) invitation to problem solve) to drive planning for individual support teachers problem-solving with a student - ALSUP
• Proactive and responsive NEW Student Support Plans based on the NVCI model, giving supporting adults consistent and explicit recognition and responses to different levels of emotion intensity for anxious, defensive, and risk behaviours. This new plan further aligns with one way we teach emotion regulation with students (i.e. beginning with recognition of emotion, recognition of intensity, and then consideration of strategies to calm and triggers to consider), how supporting adults understand behaviour as communication, and how we supportively and safely respond to our students' communication.

It was brought to our attention that the Goal Organizer document that supports the article below was incorrect. Here is the correct link: Goal Organizer. To give context, we are including the original corresponding article and summary from the May Newsletter here:

TRY: Developing Self Directed Learners by Design
Meaningful assessment is purposeful and iterative. Preparing students to flourish in a modern, dynamic future means developing lifelong skills that will make an essential difference - setting effective goals, designing achievement plans, independently directing their own learning, and assessing with purpose that drives in- and out-of-school achievements. McTighe and Tucker (2022) offer a template and recommend 4 actions to make this come to life:

• Prioritize self-directed learning as a fundamental goal of education,
• Identify and map the key skills associated with self-directed learning,
• Explicitly teach and reinforce these skills, and
• Provide students with regular opportunities to practice self-directing their learning.

Operation Trackshoes is recruiting young participants interested in competing. We are quite sure that they will find the event a lot of fun. Please visit the Competitor Home Page for more information. We are encouraging case managers to share this with their families!