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School Growth Plan


“Literacy is a bridge from misery to hope…” ~ Kofi Annan

While Davis Bay has a ‘growth mindset’ approach to reading, we strive to continually support this growth! Our message regarding reading being a ‘work in progress’ is evident in our language (communication) with both students and parents. However, we also encourage playful practice and work hard to instill a love of books and reading. It is apparent that more work needs to be cultivated regarding reading skills: decoding, comprehension, and fluency, recognizing that these skills are on a continuum (of growth and improvement). Growth will be acknowledged and celebrated in both small (daily feedback and encouragement) and big (assessment, prizes at book fairs) ways!


“It takes a caring community to raise a child that will be a whole person and a contributing citizen.” – – Jessye Norman

“The greatest discovery of any generation is that human beings can alter their lives by altering the attitudes of their minds.” — Albert Schweitzer

  • Davis Bay has adopted an all school strategy based on the ZONES; all primary classes will be receiving ZONES instruction and all staff will model, practice the skills and adopt the language of thisprogram.
  • Zones of Regulation training will be implemented for teaching and support staff over the school year; regular educational updates will be included in staff newsletters and parent education will occur at staff meetings, PAC meetings and scheduled parent education evenings
  • This year all of our students will be receiving EASE curriculum to learn strategies and skills to address anxiety and negative thinking.
  • Our grade 6/7 classes will be receiving HABITUDES leadership instruction with Kathy Stoddart our Numeracy/Literacy teacher and we are hoping to bring in additional SEL programming to our intermediate grades
  • All students will be taught emotional regulation strategies through teaching time with the Principal and the School Counsellor; the students will be taught to “name it (the feeling) claim it (own it as theirs) and tame it (manage it)” as well as to be able to self-reflect and identify the “zone of regulation” that they are in. This may be taught in all school assemblies where personal, social, and global responsibilities will be the focus.
  • Additional classroom and supervision supports are definitely seen as necessary however with staff shortages we are trying to find more creative ways to support our students!
  • External supports (Art Therapy) are being provided to students in the school setting with therapist Laura Barnes.
  • Students will be encouraged to access the greenhouse or outside ‘calming’ spaces when they are feeling frustrated or are identified as being dis-regulated or elevated.
  • All staff (emphasis on EAs) will be trained in CPI (Non-violent intervention skills) and in Mental Health First Aid
  • EAs will be attending Positive Discipline workshop this year
  • As a staff we are committed to Circles of Peace restorative/restitution practices
  • “Circle Forward” manuals will be available for all staff (and classrooms) – supported by SCCS

Goal #3 - Climate Action, environmental initiatives and global responsibilitY.

“Must we always teach our children with books? Let them look at the mountains and the stars up above. Let them look at the beauty of the waters and the trees and flowers on earth. They will then begin to think, and to think is the beginning of a real education.” ~ David Polis

“Place-based education… celebrates, empowers and nurtures the cultural, artistic, historical and spiritual resources of each local community… It re-integrates the individual into her home ground and restores the essential links between a person and her place.”
– Laurie Lane-Zucker, Orion Society

At Davis Bay we take place, space, and outdoor learning very seriously. We are especially focused on this during this pandemic year. Every year we attempt to do more learning in natural spaces and our greenhouse. We strive to improve our practices, educate our students on the importance and impact of our practices and our planetary/global ‘footprint’ when outdoors. Our students are upcoming citizens that will be inheriting an uncertain future; as a staff and school community we recognize this challenge and know that we need to address it through education, curriculum development, personal and social change(s), and sustainable practices.

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