This resource contains information on:deciding if a learning opportunity is differentiation, presonalization or individualizationwhat leaders and learners do in personalized learninghow to move towards personalization using the transfer of responsbility 

AP 110 2d REORDER Rubric that is used to implement PeBL philosophy into Sun West schools and classrooms. The rubric is based on the REORDER framework where each part of the framework is based on a 4 point scale for focus areas.

This site houses the training videos for The Sun West Resource Bank.
Come here to learn how to:

Make an account
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This professional development covers why reading is the cornerstone of all education and the PeBL philosophy.
Reading is demystified into the components that all students need to read. Then strategies and the transfer of responsibility are used supporting the Saskatchewan Reads framework.
The materials used through out the presentation are included in the folder for this presentation in the PeBL ELA Team group in the folder entitled "Reading PD (PeBL Mentor PD).
Contact any members of the team for further information.

"Based on the information provided in Renewed Curricula: Understanding Outcomes (2010), this resource may be used in professional learning workshops or meetings to provide an overview of curriculum renewal including examination of student outcomes in an area of study. The discussion questions and suggested activities included in this resource may be adapted to support individual teacher reflection and planning, subject area or grade-alike professional learning groups, an entire school staff, cluster of schools, or school division-wide in-service."

This learning can be completed individually or facilitated with a larger group.

The learning surrounds the Ministry Document "Renewed Curricula" Understanding Outcomes". This can also be found in The Resource Bank by copying and pasting this web address into your browser: https://resourcebank.ca/courses/renewed-curricula-understanding-outcomes

Resources are available for:

*Homework and learning with technology
*Online privacy and safety
*Social media and devices
*Cyberbullying
*Media balance and well-being

When tragic events happen, it can be difficult for educators, administrators, and parents to know how to help children understand and cope. How adults manage their own reactions, as well as how they help students deal with their questions and feelings, are important factors in providing children with the support and guidance they will need. Below are some useful, informative, and thoughtful resources for adults to help children through traumatic situations. Some of these resources are relevant to parents as well as educators.

Who We Are and What We Do
The Advocate for Children and Youth is an independent officer of the Legislative Assembly of Saskatchewan. The advocate leads a team of professionals to advocate for the rights, interests, and well-being of children and youth in Saskatchewan.

Our vision is that the rights, well-being and voice of children and youth respected and valued.

Our mandate is defined by The Advocate for Children and Youth Act. We do:

Advocacy on behalf of children and youth receiving services from a provincial ministry, direct or delegated agency or publicly funded health entity.
Investigations into any matter concerning or services provided to children and youth by a provincial ministry, direct or delegated agency or publicly funded health entity.
Public Education to raise awareness of the rights, interests and well-being of children and youth.
Research and Advise on any matter relating to the rights, interests and well-being of children and youth.
These functions are all interconnected and support the overarching goal to create systemic change for the benefit of the young people in Saskatchewan.

This is the website for the provincial curriculum and support documents for Saskatchewan.
Included are:
Curriculum Policy and Foundation Documents
Ministry of Education Website
Saskatchewan Distance Education Courses
EAL, Immigration and Heritage Languages
Online Magazines, Journals and Newspapers
Supporting Reconciliation in Saskatchewan Schools
EDonline
Provincial Assessments
Treaty Education Outcomes & Indicators
ELA Title Search (Gr. 6-12)
Registrar's Handbook XML Download
Locally Developed Courses
Renewed Curricula: Understanding Outcomes
Supporting All Learners
Locally Modified Courses
ROVER
Handbook for Leaders of FSL Programs

The Saskatchewan Literacy Network is based in Saskatoon and connects with literacy organizations, literacy practitioners, and learners throughout the province.

Resources are available for literacy at home, work and in the community.

Be sure to select the "Literacy at Home" tab and then "Family Literacy Resources" to find useful information and booklets to help foster literacy at home.

Keep an eye on this site in January for information on FAMILY LITERACY WEEK.

This is a series of Modules for Administrators from Saskreads.

The modules are comprehensive and provide information from the planning stages to implementation.

These excellent resources walk administrators through accomplishing the task at hand in a step by step manner.

Modules Include:
Family Engagement
Time Management (to provide extra literacy support)
Data Analysis
Building Your Data Team
School Data Review
Instructional Walks
Shared Reading
The Big Ideas of Reading
Building Literacy Teams
SCC Sharing Reading Supports
Environmental Walk
Being a Lead Learner
Developing Shared Beliefs

Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students. However, research shows that certain techniques tend to work best with these children and youth: (1) Give the student positive teacher recognition. Even actions as simple as greeting the student daily at the classroom door or stopping by the student’s desk to ask ‘How are you doing?’ can over time turn strained relationships into positive ones. (2) Monitor the classroom frequently and intervene proactively to redirect off-task students before their mild misbehaviors escalate into more serious problems. (3) Avoid saying or doing things that are likely to anger or set off a student. Speak calmly and respectfully, for example, rather than raising your voice or using sarcasm. (4) When you must intervene with a misbehaving student, convey the message to the student that you will not tolerate the problem behavior—but that you continue to value and accept the student. (5) Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation. (6) Develop a classroom ‘crisis response plan’ to be implemented in the event that one or more students display aggressive behaviors that threaten their own safety or the safety of others. Be sure that your administrator approves this classroom crisis plan and that everyone who has a part in the plan knows his or her role. One final thought: While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students.

Hyperactive students tend to have a very high energy level, act impulsively and can be behaviorally distracting. They may fidget, play with objects, tap pencils so loudly against their desk that kids from across the room look over at them, or blurt out answers to teacher questions before the instructor is even finished asking them. When working with students who are hyperactive or impulsive, teachers should keep in mind that these students are very often completely unaware that others view their behavior as distracting or annoying. Teachers working with such children can greatly increase their own effectiveness by clearly communicating behavioral expectations to students, by encouraging and rewarding students who behave appropriately, and by being consistent and fair when responding to problem student behaviors. Here are teacher ideas for managing impulsive or hyperactive students who display problem motor or verbal behaviors:

tudents who have chronic difficulties paying attention in class face the risk of poor grades and even school failure. Inattention may be a symptom of an underlying condition such as Attention Deficit Hyperactivity Disorder. However, teachers should not overlook other possible explanations for student off-task behavior. It may be, for example, that a student who does not seem to be paying attention is actually mismatched to instruction (the work is too hard or too easy) or preoccupied by anxious thoughts. Or the student may be off-task because the teacher's lesson was poorly planned or presented in a disorganized manner. It is also important to remember that even children with ADHD are influenced by factors in their classroom setting and that these students' level of attention is at least partly determined by the learning environment. Teachers who focus on making their instruction orderly, predictable, and highly motivating find that they can generally hold the attention of most of their students most of the time.

This is a year long school-wide plan to introduce and discuss SECRET skills with your students over the morning announcements and/or in your classroom.

The following are two examples of what has been done in the past in a school in MB.

This is a self-assessment tool that is designed for administrators to use to reflect on their schools’ success in supporting smooth transitions for students. We know that schools are generally welcoming to students who arrive in September or at other expected transition times, but sometimes in the hectic world of schools the important work to welcome, orient and support new students is overlooked. Many students who transfer at unexpected times are in challenging circumstances and need transition support. I encourage you to support your school administrators in establishing strong communication and relationship protocols that support smooth student transitions. See the preamble and the rubric itself for further details.

"Shifting Minds 3.0: Redefining the Learning Landscape in Canada offers a vehicle for learning systems to reflect and inspire innovation that supports competency and resiliency in a global economy."

KEY MESSAGES
"*Surface changes in education will not equip students for the 21st century: change is needed at the core of educational practice.
*Whole-system reform requires conditions that support educators in examining and reshaping the foundations on which their practice is built.
*A dual strategy of both improvement and innovation is required to maintain stability while enabling forward momentum.
*Leaders watch for the fine balance between the need for autonomy to innovate at the school level and the desire for systemic and sustainable improvement.
*Diversity is messy but critical in order to minimize ‘group think’ and maximize the possible solutions that will meet real-world needs.
*Insights from complexity theory can help leaders think outside the box of the traditional system to inspire and spread positive changes.
*Change is inevitable: transformation is possible."

"Imagine the possibilities leading documents are a sequel to Shifting Minds 3.0 Redefining the Learning Landscape in Canada. They are designed to help leaders continue to seek evidence and growth of innovative system cultures that promote competencies needed in a digital economy."

"C21 Canada and the CEO Academy provides a national forum for education leaders to share ideas and build capacity for system-wide transformation. The organization brings together executive leaders of school districts and knowledge-sector businesses who share the belief that 21st century competencies and innovations in learning must be scaled on an urgent basis. The Spiral Playbook: Leading with an inquiring mindset in school systems and schools points the way forward. It describes a sustainable approach to professional inquiry that aims to transform how educators learn and lead – with teams and across networks.

Order your copies of the Spiral Playbook. View the Spiral Playbook, the Quick Reference Guide or download a Slide Presentation."

Download the full guide free on this site.

Summary:
Step 1: Articulate Your Why

Step 2: Identify Your Stakeholders

Step 3: Plot Your Stakeholders on an Engagement Matrix

Step 4: Explore Tactics Aligned with Your Needs