Part 1: Analysis of Context

1. What do we know about our learners?

What we know about our learners?

Cindrich Elementary is a large, vibrant school with 485 students. It is comprised of a largely South Asian population with more than 75% of our students speaking a language other than English in the home. Although the overwhelming majority of students speak Punjabi, Cindrich is a culturally diverse community with several other languages spoken.

The staff had an opportunity to explore the question what we know about our learners, in teams and then created 

t-shirts  to represent our learners.

These t-shirts represent what we know:

Our students are kind, supportive, willing to try and adventurous!

They are:

Our students are grateful, compassionate, energetic, inquisitive, and receptive.

Our students are caring individuals, diverse nationalities, resourceful, inclusive, creative and most of all helpful.

Staff, students and families take great pride in the school and the accomplishments of all learners.

We also know:

  • Many of our early learners do not have previous school experience such as preschool or StrongStart.
  • Limited outside experiences
  • Limited social and academic experiences outside of home
  • Our learners have stronger numeracy skills than literacy skills
  • Low physical fitness levels
  • Video games and TV are predominate outside school activities
  • Language barrier issues

2. What evidence supports what we know about our learners?

Evidence that supports our learners’ strengths:

Observations and student partcipation:

–       Lunch monitors

–       Crossing guards

–       Library monitoring

–       Leadership Team

–       Recycling Team

–       Intermediate Recess Helpers

Observations and Counseling/CCYW reports that demonstrate where we can support :

–       Social skills require support and development, teachers model and work with students

–       Language issues, as high ELL numbers in each class.

–       Limited parent involvement (language and work commitments)

–       Benchmarks are lower that average

–       Low independence in personal organization and daily tasks

–       Low reciprocal home/school communication

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

What focus emerges as a question to pursue?

 At Cindrich, we are a Community of Learners who are committed to fostering the well-being of students, families and staff.

In what ways can we nurture the heart, mind, body and spirit of each of our learners?

4. What professional learning do we need?

Workshops, Helping Teachers, Resources to support our learning in:

-Physical: nutrition, active-living (outdoor-education) sleep

-Social Emotional: MindUP, Friends for Life, Self Regulation, citizenship, Empathy

-Academic: Empowered Life-long learners, personal responsibility, what’s your passion goals, building literacy and numeracy skills

Every staff meeting, conversations, sharing and brainstorming on how we can continue to support our learners.

5. What is our plan?

Activities around our question:

Sleep –

-At our Meet the Teacher Night have a short presentation on our School Goal with focus on sleep expectations for each age group.

-Have Intermediate students research the benefits of proper sleep

Prepare a handout for reference


– Zumba Week

-Have a monthly run for the whole school.  We will use the same route as the Terry Fox Run .  Warm up and run for 25 minutes.  Kindergarten and Grade 1 will run around the school grounds perimeter.

-Intermediate classes will run weekly

-Fit Kids : Grade 5, 6 and 7 students will be trained to run the Fit Kids program in the gym


-Bike to School Week   – participation recognized at assembly and highest class participation will receive a prize



-No pop allowed at school

-Fruit and Vegetable program with lessons

-Milk program (workshops provided)

-Healthy choices


Social Emotional Learning

-Focus for this year is SEL

-Helping teacher Emily Leggatt

-Grade 3/4 classes, grade 4 class, grade 4/5 class, grade 5 class involved in the process of building capacity for SEL

Strategies, lessons, and collaboration time for the staff


Healthy Schools Fair –  January date

Committee met in November to set up the criteria and what the Healthy School Fair might look like for our families.

Art by our Primary students.

One of our stations asked how much fat was in fast food burgers and fries?


How many hours of sleep do you need?


Fun at the Fit Kids Station

Surrey Parks and Rec hosted a station for our families.



We had a Social Emotional Learning Helping Teacher work with our students twice a week . A few of the items they worked on was to build self awareness and self reflection.





Part 3: Reflect, Adjust, Celebrate

6. How will we know our plan is making a difference? (evidence / success criteria)


Noticed by teachers:

-Better attendance

 -More discussions about lunches and nutrition

-No pop

-Running endurance improved

-Created higher interest for students to improve their goals

-High interest in track and field,  more students participated and showed up for practices ½ hour earlier than start time to warm up and try their best

Healthy Schools Fair was held in the evening and was very well attended.

There were sessions presented with a variety of information from what great meals need to have, to amount of fat in various fast foods,, exercise programs, Surrey Parks and Rec, sleep information, fitness expectations as well as the RCMP presented gang awareness for our Intermediate students and families.

We realized that our goal on Healthy Schools with the focus on Fitness and Social Emotional Learning definitely improved .

The changes we noticed:

-The Healthy Living Fair has an impact

-SEL , more mindful, calmer, positive use of mindfulness,  more aware of affects on others, students becoming more proficient at self assessment/reflections and posting them on FreshGrade

-Our leadership opportunities for our students such as our Triple C’s, Spirit Team, Recycling Team, Fit Kids team, lunch monitoring , crossing guards ,  Adopt a Street,  Tech Team, Grade 7 camp make a positive difference

-Monthly runs, Track Attack, Indoor Action Day, Spark, Go Girls, Bike to School Program

-Fruit and Veggie Program, milk program increased awareness on nutrition


7. Based on the evidence, does our inquiry require adjustment?

The staff looked at all our successes and what we might change to continue our learning for next year and listed them as follows:

We do want to continue with the Healthy Living theme and continue to grow and learn in SEL (Social Emotional Learning) and the importance for great physical health to help us become the best we can be as learners.

-Build capacity with our families so they feel well informed

-Provide workshops for our families twice a month on strategies for connecting with the school, CSL, better sleep, nutrition, and physical fitness 

-Increase opportunities for Leadership including our Primary students

-Continue to build fitness awareness such gross motor,  more dance, more physical opportunities 

-technological mindfulness such as limitations/boundaries for use