香港六合彩

Salt Spring Elementary 2024 – 2025 School Plan

Our School

SCHOOL IDENTITY/CONTEXT

Located in the heart of Ganges, Salt Spring Elementary School (SSE) enjoys easy access to the local pool, public library, community theatre, parks, forests, and beaches. Walking field trips are a big part of our students' school experience. With two lush gardens and an outdoor classroom, our school community is committed to providing outdoor learning opportunities for our children. We have a dedicated Parent Advisory Council (PAC) and enjoy partnerships with several community organizations, including , , and the . SSE is a vibrant and dynamic learning community. 

What I like about SSE… 

“I like the vibrant classrooms, gardens, playground equipment, large outdoor space, those little trees are growing, music class, library, EA’s, EA at the bus, skilled teachers.” –  (Parent survey response)

“My child has many friends there; experienced staff; staff looking out for my child, even with so many students in the school.” – (Parent survey response)

“The students and staff. The sports teams. All the big events.” – Student’s response on school survey

OUR STORY

The last few years saw SSE move from a K–5 English school of about 160 students to a K–7 English and Late French Immersion school of about 250 students in 2023/24. At the beginning of 2020, SSE intermediate teachers noticed a vast range of numeracy abilities in their classes. After researching best practices and a great deal of collaboration, several SSE teachers engaged in an Epic project that focused on implementing math workshops as a structure to differentiate and target numeracy instruction. In 2021/22, this project grew from a few teachers to a whole school initiative with full teacher engagement. In 2022/23, numeracy remained the goal area, but the scope broadened to other instructional practices, including vertical non-permanent surfaces math, the research-based initiative attributed to (SFU).  

In 2023/24, we were able to hire an experienced and knowledgeable Math Epic teacher who supported students and teachers in many ways, including collaborative planning and teaching, professional development at staff meetings, model lessons, small group work with math-anxious students, hosting a parent math night and gathering high-quality math resources. Under this guidance, we saw improved confidence in our teachers, and math instruction improved. 

Staff now believe that it is time to focus on another critical area: student sense of belonging and school connectedness. SSE staff have noted an increase in anxiety among students, and school survey results indicate that improvement is needed in the areas of mental health, belonging, and sense of safety at SSE. 

Through intentional actions focused on fostering a community of learners, we will improve student well-being and academic achievement.

Focusing Direction

PROCESS FOR REVIEWING / REVISING / DETERMINING

Parents, students, and staff were consulted in the development of this plan. Multiple sources of data were considered, including report card marks, (FSA), grade 4 and 7 learning surveys, PAC and staff meeting discussions, and school-created parent and student surveys. The school growth plan team includes all school staff, with contributions from students and parents. 

Timeline/process: 

• Late Spring: review yearly data, consult with partner groups, and draft goal area.
• Early Fall: revise and finalize plan; gather formative data; implement strategies.
• Mid Year: check data; revise plans as necessary.
• Late Spring: administer summative assessments, review yearly data, consult with partner groups and draft goal areas.

PURPOSE / DATA RATIONALE

Our focus on fostering a community of learners approach is in alignment with the BC Ministry of Education and Child Care’s , which is to enable every learner to maximize their potential and improve outcomes for students. By focusing efforts on creating a community of learners, we will put into action the mandate of the educated citizen, which identifies that healthy and effective learning environments “foster inclusive learning environments where all students feel that they are safe and belong – physically and emotionally – and where all students are inspired to explore their personal strengths and interests.”

This is also in alignment with the school district's strategic goal, : “We strive for balance in our relationships with ourselves, others, and the lands and waters that sustain us. With open minds and hearts, we create safe, welcoming, and caring learning environments that are inclusive and accessible. We ensure everyone is connected, supported, and seen. We relate to each other with kindness, care, love, and compassion in nurturing environments where everyone belongs and contributes. As a community of learners, we acknowledge intersectionality, honour diversity, and celebrate the exceptional in everyone.”

“Students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school. Research has shown that young people who feel connected to their school are less likely to engage in many risky behaviors, including early sexual initiation, alcohol, tobacco, and other drug use, and violence and gang involvement. Students who feel connected to their school are also more likely to have better academic achievement, including higher grades and test scores, have better school attendance, and stay in school longer.”

The need to focus on belonging and community building as a goal has come from staff meeting conversations, teacher observations, BC learning survey results, student voice, and school survey results. 

Suggestions for SSE:

“Everyone should be kinder to everyone.” – SSE grade 1/2 class
“Better support for interpersonal conflicts.” – Parent response on school survey

Blueprint for Action data: This year, 69 students had a social-emotional comment in the tool, representing almost 29% of the student population.

Data from the Superintendent’s questionnaire of grade 6/7 students at SSE shows that several of these students expressed feelings of not fitting in and loneliness due to cliques. Some expressed a desire for fewer bullies at the school.

ASSOCIATED ACTIONS

Community Building Actions

• We will conduct a connection survey of students at the beginning, middle, and end of the year. Staff will “adopt” students who do not yet have strong connections at school and check in regularly with these students. 
• The school team will provide multiple opportunities to make school community connections through family events, buddy classes, multicultural days, Read-Ins, Fun Day, and Class meetings, which are inclusive and supportive learning activities.
• We will continue to host lunchtime clubs and explorations for students, providing multiple opportunities for engagement and self-expression. 
• We will develop access to school spirit wear to build a sense of school pride and connectedness to the learning community.
• We will host opportunities for families to build community at the school through Math and Literacy Nights to provide opportunities to showcase learning. 
• Each class will take ownership of a co-designed community service project for the school (i.e., Rotating school care-taking clean-up tasks, school pride projects, etc.)
• We will continue with the school spirit leadership program and yearbook club and define roles for students as Lunch Bunch helpers.
• Continue with friendly deeds and gem jar activities.
• We will engage intermediate students in helping design whole-school meeting activities and providing leadership at the whole-school meetings.
• We will create an SSE showcase newsletter to share learning and showcase community-building initiatives.
• We will foster the creation of a diversity/inclusion club.
• We will engage in professional learning about diversity and inclusion at staff meetings and make this visible in our newsletters. 
• We will engage in program training and lesson delivery.
• program delivery.
• Partnership with PAC on monthly educator wellness initiatives.

We will continue to engage community organization support for this work through ongoing partnerships with , , GISS Peer Tutors, and reading tutors.  

Collaborative Cultures 

ENGAGING STAKEHOLDERS / STUDENT VOICE

• The administrative team will continue to regularly update the PAC about the school goals at PAC meetings. 
• Review progress, strategies, and challenges with staff at monthly meetings. 
• Survey students, parents, and staff to get input for school goals on an annual basis. 
• Share progress and ideas in the school newsletter and on the website. 
• Enlist student leadership club to peer mentor problem-solving strategies.

STAFF/SHARED WORK

• Make the goals visible at every staff meeting, in the hallways, and in monthly newsletters. 
• School-wide professional development on equity, inclusion, and accessibility learning. 
• Provide collaboration time for teachers to meet and plan lessons that foster school community building. 
• Engage school counsellors, Child and Youth Care Workers (CYCW), Teachers, and Educational Assistants (EAs) in shared learning to support students. 
• Engage in shared learning on materials and lessons. 
• Explore the 香港六合彩 Health Education and Anti-Racism Resources SharePoint sites.
• Use the 香港六合彩 Blueprint for Action tool to identify social-emotional supports and strategies. 
• Understanding of the . 
• Increase awareness of Compassionate Systems Leadership tools.

Deeper Learning 

WHAT WILL STAFF NEED TO KNOW TO LEAD/PERFORM THIS WORK?

• Collaborate and establish a unified approach to classroom and school expectations, conflict resolution, and social problem-solving strategies (, , and training). 
• Share problem-solving approaches with families in school newsletters ( for families). 
• How do we incorporate diversity, inclusion, and accessibility into daily practice? 
• Understanding of the 香港六合彩 Anti-Racism Action Plan. 
• Structures and processes for targeted intervention to support student well-being (香港六合彩 Blueprint for Action Tool). 
• Have an understanding of the .

WHAT SKILLS WILL WE FOSTER WITH STUDENTS FOR THEM TO EXPERIENCE SUCCESS?

• Flexible thinking, growth mindset, and perspective-taking skills. 
• Awareness that problems are solvable and challenges are opportunities to learn and grow. 
• Be able to identify what strategies work best for themselves. 
• Conflict resolution strategies and how/when to use them (). 
• Strategies to approach academic learning and advocate for their learning needs (social-emotional skills for learning). 
• A sense of school pride and service orientation to the learning environment. 
• Healthy relationship skills.

APPROACH TO PROFESSIONAL LEARNING

• Staff will work collaboratively to review assessment results and plan next steps for learning. 
• Staff will explore best practices and current research in community-building practices. 
• Teachers will engage in team teaching and model lessons (). 
• Staff meeting time will be allotted for discussions about diversity, inclusion, and community-building. 
• Staff will pursue joint professional development through school-based professional development. 
• Provide teacher collaboration and support time to create consistent structures that will build resilience among students. 
• Support their classes in designing and delivering a service project(s).

Taking Action 

How will the school structure an approach that can be measured in short formative cycles?
How will the school foster a sense of partnership to achieve a common goal of increased student achievement?

LEARNING SPRINT APPROACH

Staff will engage in 2 to 3 sprints (1 per term) to measure student success in the area of fostering a community of learners. At a minimum, they will engage in one Fall and one Spring sprint. The sprint will empower student engagement and foster curious, critical, and creative student leadership skills at all grade levels. The service projects served to foster positive learning experiences that support deeper learning initiatives across the district. 

These sprints will connect to the 香港六合彩 Strategic direction of:

The Sprints will involve the following steps:

• Ask and Imagine phase: Class engagement, discussions and brainstorming on potential service projects.
• Plan phase: Supported design of service projects and project planning. 
• Create and Test phase: Project implementation. 
• Improve phase: Re-assess the project and make adjustments to the plan if needed.
• The ask phase begins again: at the end of the sprint, the classes will review their projects and assess their next service project area.

The service project sprints will be supported through:

• Staff meeting professional learning and collaboration. 
• Staff resource sharing: books, lessons and activities. 
• Whole school meetings. 
• Collaboration time for buddy classes.

Accountability

HOW WILL WE KNOW WE ARE SUCCESSFUL?

Success would look like students having greater independence in social problem-solving and conflict resolution. We would see improved student attendance, fewer office referrals, less vandalism and improved results on the BC Learning Survey in areas of safety and belonging. We would also see increased student academic performance, as we believe that students are better able to learn when they feel safe and connected to school. This can be measured through school-based surveys, the BC Learning Survey, attendance records, school-based team referrals and Blueprint for Action Tool tracking.

STUDENT ACHIEVEMENT DATA

We will collect data from the following sources:

• Student survey
• Parent survey
• Staff survey
• Blueprint for Action achievement data
• Report card marks
• (FSA)
• Class reviews
• School-based team referrals
• Staff meetings
• PAC meetings

STUDENT EXPERIENCE EVIDENCE

Success will look like students showing greater independence in social problem-solving and conflict-resolution situations. We would see fewer office referrals and more significant indicators of engagement in learning, a sense of belonging, and safety among our students. Academic achievement would increase, and attendance would improve. This can be measured by school-based surveys, the BC Student Learning survey, attendance records, and SBT referrals. 

Our Story

We have spent the past few years building capacity in our staff, updating resources, reducing math anxiety, and increasing student confidence and proficiency in numeracy learning. Teacher engagement and a willingness to spend time on professional development have supported this. We have collaborated with each other and benefitted from the support of a part-time EPIC-funded math teacher.

This year, the EPIC math teacher provided direct support for teachers in the classroom, modelling number talks and math openers, building resources such as math games in every classroom and working with small groups where targeted support was needed. There was special emphasis on fostering a love of math using games to support learning and help combat stress and anxiety, that many experience when it comes to mathematics. 

The math focus culminated in a Family Math Night, during which students brought their parents to a math playground set up in the gym. It proved to be a creative and fun-filled event, and students found themselves fully immersed in the activities. 

This and our previous year’s focus on math has provided the school with a solid foundation from which to move forward and continue engagement with improved numeracy teaching and reducing math anxiety in our classrooms.

As we enter the 2024-2025 school year, establishing our identity as a thriving K–7 school with Grade 6–7 French Immersion, we recognize the challenges we still face as a school community. 

How do we build a sense of belonging, community and happiness across our school community?

As a staff, we have discussed and reflected on what is working so far, what we want to continue and where we need to improve. As we begin to look to the new school year, staff are excited to expand the vision towards a closely connected school community across grade levels, our parent community and the island community beyond. 

We are inspired and eager to begin these next steps.

Additional Information

NOTES — Academic Data

Report Card Marks

FSA Results