Part 1: Analysis of Context
1. What do we know about our learners?
Fraser Wood Elementary School is located in the north Surrey neighbourhood of Fraser Heights.
Currently we have 535 students, with 12 Primary and 9 Intermediate divisions. Our community and school has had significant growth over the last year and is projected to continue growing in the future. Fraser Wood offers a school-based Intensive French program for interested Grades 6 & 7 students.
Fraser Wood is a culturally and linguistically diverse community. We are numerous in the languages and symbols we use to say “hello”, the countries we were born in and the background experiences we bring to our daily learning.
As a group, our school community is all the same in our understanding that Fraser Wood is a place of inclusion, acceptance and welcome. Fraser Wood is the heart of our learning community.
Here is what our students think about our Fraser Wood Community:
2. What evidence supports what we know about our learners?
This year, from September 2016 to present, significant changes and developments to the school context have occurred. In addition to the implementation of a new provincial curriculum, Fraser Wood has made significant efforts to communicate and build support around the Communication of Student Learning (CSL) with our involved parent community. The entire staff (inclusive of support staff) made a commitment to move from traditional means of reporting student learning to a more collaborative (student, staff & parent) process of sharing/facilitating learning via Fresh Grade digital student portfolios.
As a staff beginning our learning journey with CSL and our engagement with the student and parent community around how we start this journey, we quickly realized two things:
- We needed to align our formative assessment practices and become transparent with our student learners about what they are learning, how they are learning and promote self-awareness of learning needs
- Students needed support to understand reflection and practice to deepen their awareness of themselves and what they need to move their learning forward
These ideas were the result of staff conversations at staff meetings, an early dismissal meeting, through teacher grade group meetings, classroom observation, teacher reflection and student input.
Part 2: Focus and Planning
3. What focus emerges as a question to pursue?
As a result of these conversations and emerging ideas, a new school focus was growing new roots & an ongoing focus from 2015/16 continued to expand it’s already existing roots…
- Formative Assessment: specifically around student reflection and the BC curricular student self-awareness competency. This focus will continue to emerge organically.
- Social Emotional Learning (SEL) has been an ongoing focus of our Fraser Wood school community this year and last, with a focus on the Zones of Regulation. Our primary staff have been teaching, utilizing the language, visuals and resources of Zones with their learners.
4. What professional learning do we need?
To further pursue our emerging focus of student reflection through formative assessment practices and to continue to develop our Socio-Emotional Learning – Zones of Regulation focus we as a staff decided to make this the focus of our professional learning days, engage in 2 district inquiries to delve deeper into our learning & agree to create and participate in ongoing organizational structures for dialogue.
5. What is our plan?
As our focus began to emerge, the staff over the last 8 months has continued to look at our learner’s reflections and our, the teacher/support staff practices, around formative assessment feedback through:
- Ongoing discussions (primary/intermediate meetings, staff meetings, grade group meetings, admin/teacher Fire Side Chats, etc.)
- Professional learning opportunities (i.e. ProD around inquiry, assessment, etc.) and other school-based staff/student learning
- Organizational structures were implemented such as;
– two teacher-driven inquiries
Inquiry #1 – How can the use of formative assessment practices/strategies increase the quality and depth of student self-reflection?
Inquiry #2 – How can direct instruction and practice increase the quality of student self-reflection, as it relates to the positive personal awareness (of self as a learner) core competency?
– a formative assessment Book Club with 20+ participants meeting every 2-3 weeks over the winter
– Formative Tech Tuesday lunch meetings
– collaborative grade group release time
were instituted to broaden staff understanding of best practices around student learning.
The plan is to continue to engage in ongoing dialogue, continued professional learning for 2017/18 around formative assessment & Socio-Emotional Learning (inclusive of the Zones of Regulation) and to maintain the organizational structures put into place during the 2016/17 school year.
Part 3: Reflect, Adjust, Celebrate
6. How will we know our plan is making a difference? (evidence / success criteria)
We will know our plan is making a difference through:
Student Reflection (via teacher formative assessment practices)
- Teacher & student observations
- Reflection – both student and adult
- Students engaging in creating and meeting criteria for deep and thoughtful reflections around self & learning
- Clear communication of self & learning ideas
- Thoughtful learning practices and conferencing (with staff and with peers)
Socio-Emotional Learning (Zones)
- Teacher & student observations
- Reflection – both students and adults of zones and self-regulation
- Clear communication of self and self-regulation practices
- Effective problem solving and strategy use to regulate emotions and the effects on self and others
Survey for students, staff & parents to be developed Fall 2017 for both foci.
7. Based on the evidence, does our inquiry require adjustment?
As we are in the initial stages of inquiry, we have the following video evidence of learning from a random sampling of students…our learning is ongoing – we are just beginning…
Socio-Emotional Learning (Zones):
Zones Explanation from Grade 2:
Zones Explanation from Grade 3:
To be continued 2017/18…