Embedded Files
Supporting New Practices
Our SLP actions include:
Educator Collaborative Inquiry cycles
Making learning visible
Shared language
Scaffolding SRL
Students Need Co-Regulation Before Independence
Students Need Co-Regulation Before Independence
MDI shows
Gaps in self-regulation
Inquiry teams are working on
Co-regulation strategies
Common language around behaviour
Students Need Engagement Through Relevance & Structure
Students Need Engagement Through Relevance & Structure
Student Learning Survey Shows
Low choice and interest
Inquiry teams are working on
Inquiry
Outdoor learning
Play-based and experiential approaches
Students Need More Scaffolding & Entry Points
Students Need More Scaffolding & Entry Points
Students are learning to
Explaining thinking
Independent work
Engagement
Inquiry teams are working on
“Provide multiple entry points for a diversity of learners”
Students Need Explicit Teaching of Skills
Students Need Explicit Teaching of Skills
Student data shows:
Low goal setting
Inconsistent reflection
Limited understanding of learning
Inquiry teams are working on
“Deliberate planning”
“Scaffolding and teaching critical thinking”
video.mp4PBIS: Continued
PBIS: Continued
GHE Matrix__PACK_printable copy.pdfGHE Matrix__TAKAYA PACK_printable copy.pdf
Squamish CAN School Garden Plan
Squamish CAN School Garden Plan
Across multiple data sources, student voice, developmental data, and teacher inquiry, we see a consistent pattern: students are engaged and capable, but are not yet consistently supported in understanding how to learn.
This is why our focus is on building educator capacity and intentionally designing learning experiences that make thinking visible, support regulation, and develop independence over time.
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