Part 1: Analysis of Context
1. What do we know about our learners?
Peace Arch Elementary is located in the City of White Rock and has a population of 550 students in K-7. Peace Arch is a dual-track school serving the South Peninsula catchment area (South Surrey as well as the east side of the City of White Rock). The Immersion Program has no catchment boundaries. We recognise and honour that we work and learn on the traditional territorial lands of the Semiamhoo First Nation. We embed the First Peoples Principles of Learning throughout our work and play. Peace Arch has an active and collaborative parent group who work tirelessly to support learning and help contribute to a strong sense of community at Peace Arch.
Our students are known to be respectful, kind, athletic, creative, interested in fine arts. This year our staff and students, along with the dedication of our PAC, put on a bilingual Musical “Oliver”.
As a dual track school it is our goal and purpose to create an interconnected school where students and staff identify as Peace Arch Ravens. We are one school community working and learning in two languages. At Peace Arch we embrace our sense of unity with our phrase “We All Belong – We Can All be Successful – We are all Ravens”
Our school motto of “Take care of yourself, take care of each other, take care of this place” as a way of fostering their social responsibility.
2. What evidence supports what we know about our learners?
A September whole staff goal setting day provided evidence of students needs through the inquiry process. Teachers and support staff engaged in rich discussions using the Inquiry model to collaborate and discuss what we know about all our learners.
Further information is gathered through class review meetings structured to converse about addressing the diversity of our classes and designing targeted supports and interventions.
Staff gatherings are inquiry focused to understand our learners through the lens of new reporting platforms, digging deeper into assessment and social emotional learning. Cultivating student focused questions: Where am I am? Where do I want to be? How will I get there? And for teachers : How do I guide my students individual needs? What further supports and services can I access to support their learning?
Part 2: Focus and Planning
3. What focus emerges as a question to pursue?
Staff at Peace Arch continue to embrace the goal of social emotional learning.
At Peace Arch ,”We are all Ravens”. We are interconnected. This is our motto to ensure everyone at the school sees themselves as valued members of the community. In a dual track school, we focus on all learners feeling successful and valued at school. We believe we are one community with two programs working and learning in our two official Canadian languages. We promote our traditional territory of the Semiahmoo First Nations at every gathering. Our community has over 30 First Nations learners. A mascot was introduced to Peace Arch in 2015. It is a Raven. “Archie” wears a toque and sash to acknowledge our commitment to French Immersion Education. He dons the school crest which is a circular aboriginal Raven image. We proudly wear this symbol on spirit wear, grade seven hoodies, sports jerseys and on our letterhead. Celebrations of who we are as a school and community and of our learning takes place in the form of whole school assemblies and community events.
-regular whole school assemblies to celebrate learning
-Bilingual celebration of schools 50th anniversary (2016)
-Terry Fox run at the school and throughout the community-annually
-Con cours d’arts French Language speaking contests-annually
-A bilingual whole school musical of “Oliver”
An additional opening scene was written and translated into French for French Immersion students to perform.
“Oliver” was a huge community building event. It was the first time the school had mounted a major musical in over 15 years. This brought a tremendous sense of pride to the school and to the learners.
The school musical set a positive tone to promote a joyful learning culture
-Canada’s 150th Birthday celebrated by “Reading across Canada”
-Art Wall at White Rock Museum to highlight Visual Arts and Canada’s 150th Birthday
-Primary Annual Art Show showcasing artistic talents of Peace Arch students
-100 Acts of Kindness Celebration June 2017 – each class creating posters reflecting the acts of kindness that make us Proud Peace Arch Ravens
How do we collaborate to work together to support the SEL needs of our students?
What are the resources that support SEL?
We see the need to: Develop Social Emotional Learning Core Competencies as an ongoing embedded focus for Peace Arch
The groundwork has been done to create platforms for continued work in the area of Social Emotional learning.
In addition, thoughtful analysis of all literacy information leads our staff to search for assessment evidence that supports our understanding of our students Literacy skills. One third of our teachers answered the call to delve into an inquiry project.
The question that emerged is:
How does the school wide gathering of evidence on student literacy achievement inform instruction and innovative practice in a dual track community?
A collaborative group of French Immersion and neighbourhood program teachers engaged in a rich energetic discussion committed to improving practice and improving student success in literacy.
Our school is is completing the assessment work during Spring 2017 and collating data . The team will collect evidence on reading skills and comprehension across grades for further analysis to guide teaching and development as we move forward.
4. What professional learning do we need?
Teacher have formed a professional development committee and will collaborate to work on aligning professional development with emerging classroom and school needs.
Development that has taken place or is ongoing for 2016-2017
-Inquiry group SEL on Second Step
-Continuation of literacy assessment collaborative
More information about SEL:
More information about Second Step:
More information about Mind Up:
5. What is our plan?
We will continue to highlight teacher inquiry, collaboration and formative assessment. We continue to work together to collaborate, bringing our two programs together to improve student success.
-establishment of the assessment inquiry group to use a common tool to assess literacy across grades
-Look at evidence based literacy data to inform instruction and intervention-May 2017
-targeting SEL resources (Second Step) in small grade groups to begin exploration of resources in a possible school wide setting
-facilitate teacher inquiry in assessment
Part 3: Reflect, Adjust, Celebrate
6. How will we know our plan is making a difference? (evidence / success criteria)
Stay tuned for school wide assessment data