We will cultivate non-judgemental communities where everyone’s strengths, stories and well-being are nurtured by actively fostering meaningful relationships to ensure inclusivity and dignity for all.

• Who are our students as learners?
• What do we want them to be able to know and do?
• What do our staff need?
• How will we program effectively?

• Tier 1 (Good For All) strategies across all working and learning environments.
• Understanding and effectively navigating Tier 2 and Tier 3 targeted and intentional interventions.
• Deep Learning inquiry through student agency, voice and choice.
• Relationship-based learning approaches with students, parents/guardians, community partnerships  (Third Path)
• Executive Function (EF) understanding and continued learning.
• Barrier Strategies Protocol
• Integrate and reference School Mental Health Ontario resources:  Aligned and Integrated Model of Mental Health (AIM),  Leading Mentally Healthy Schools 2.0
• Create identity-affirming practices and school environments to promote student confidence, mental health, well-being and belonging.
• Engaging in goals of the Equity Action Plan.

• Leverage School Mental Health Ontario resources  (e.g., Grade 7/8 Modules, Mental Health Literacy, Mental Health field trips, Student Mental Health Action Kit).
• Vector training for all staff (e.g., Suicide Prevention/Intervention Protocol training, Mental Health Vector training).
• Principals will utilize Leading Mentally Healthy Schools 2.0 to support students and staff.
• Staff will regularly use the PVNCCDSB Being Well portal
• Staff use CLEVR to access services such as Social Work, Speech Language Pathologists (SLP), Psychology. 
• Central staff use Clevr for clinical file management (Special Education Services)

• Create a council of elders/knowledge holders from partner communities to support student and staff well-being.
• Knowledge mobilization of Early Developmental Instrument (EDI) data in collaboration with community partners.
• Educators and staff will engage in partnerships across our communities to foster positive mental health and student-centered, inclusive learning environments. 
• Collaborative creation of partnership agreements with community agencies in efforts to assist families to identify and overcome barriers.

• Indigenous Student Lounges in all secondary schools.
• Land-based learning infused in all curriculum and outdoor learning spaces.
• Universal Design for Learning (UDL)/Differentiated Learning (DL) learning environments that support regulation strategies, Social Emotional Learning (SEL),  etc.
• Cultural representation/student voice evident in each classroom/school spaces (ie: student census, student surveys, synodal processes).

• % Grade 3, 6, and 9 students who report knowing where to access school based mental health resources (as evidenced on yearly EQAO questionnaires).
• % Grades 6-12 students who report identity affirming practices in their school/classroom.
• % staff who report regularly using Tier 1 (Good for All) strategies along with Tier 2 & 3 as referenced through the Tiered Intervention Framework and Barriers Strategies Protocol.
• % staff who can identify resources and supports such as School Mental Health Ontario, VECTOR training, Being Well portal & Leading Mentally Healthy Schools 2.0.
• % staff (Principal, Vice-Principal, Teacher, ECE, EA) who are aware of and engage in the PVNCCDSB Tiered Intervention Framework.
• % staff who are aware of goals outlined in the Equity Action Plan.
• % students who report having their voice heard through various platforms (Student Census, Student Surveys, Synodal Discussions).

• # of professional development sessions that are framed using intersectionality and CRRP.
• # Kindergarten staff (Principal, Vice-Principal, Teacher, ECE) who report using Early Developmental Instrument Data (EDI) to determine student programming and board/community support.
• # community partnership agreements in place (existing and new agreements).