École Henry Bose 23-24
OUR CONTEXT
A Day at Henry Bose Elementary
The silence within the walls of Henry Bose will soon change as the students enter the building after the morning bell. The sounds they create bounce off the halls, echoing with the sounds of laughter and chatter. This vibrant school, nestled in a diverse community, is home to a large South Asian population. The rich tapestry of languages fills the air, creating a warm and welcoming atmosphere.
As siblings, parents and grandparents drop off their children, the role of grandmothers becomes evident, particularly in the primary area. Many of these grandmothers speak little to no English, often relying on their children or friends to translate. Yet their presence is felt deeply. Whether it is through their generous donations of time, providing economic resources or their enthusiastic participation in school events—like the annual Sports Day or the Grade 7 celebration—they contribute immensely to the school’s spirit.
Despite their modesty about their English language skills, the grandparents and parents are always eager to engage, often sharing stories of their own families or eager to hear those of the staff. All families, share in the joy of community, creating a rich cultural blend that make Henry Bose Elementary feel like a second home to many.
After the morning bell, students hurry to their classes, their energy infectious. New students are quickly welcomed, often with a volunteer who will guide them around the school for the day. This kindness extends to new staff members as well; just the day before, a new Grade 7 teacher and a Child and Youth Care Worker were greeted with smiles and waves from eager students.
Inside the classrooms, the mix of teachers is a delightful blend of experience and fresh enthusiasm. Each educator supports one another, not only in delivering lessons but also in navigating the occasional challenges that arise in the classroom. Collaboration is the norm here, as they share strategies and celebrate each other’s successes. The united goal is to support the community as best they can.
The students thrive on participation, whether it be on the soccer field, in the music room, or during art class. There is never a shortage of budding athletes, talented musicians, or passionate photographers. Each child is encouraged to explore their interests, fostering a sense of community and belonging.
As the day unfolds, the buzz ebbs and flows with activity. During lunch, students hurry through their meal, wanting to get outside as quickly as possible. The only exception to this is on rainy days. The noise in the halls increases and students run from their room to be the first on the swings, the basketball court, or the playground.
At the end of the day, as families arrive to pick up their children, the warmth of the community envelopes the school once more. Conversations flow, and connections are made, bridging generations and cultures. Henry Bose Elementary is more than just a school; it is a vibrant community where everyone played a part in nurturing the next generation.
With the echo of the final bell, it is clear that the heart of Henry Bose Elementary lay in its people—students, families, and teachers alike—each contributing to a legacy of kindness, acceptance, and growth.
OUR LEARNERS
Supporting ELL Students Through a Comprehensive Learning Plan
In response to the increasing number of students arriving at HB with English as an additional language (ELL), our school has developed a strategic learning plan aimed at enhancing support for these students. Recognizing the unique challenges faced by ELL learners, we sought to improve access to educational resources for students and teachers, implement effective assessment strategies, and monitor progress in reading fluency and comprehension across all grade levels.
Initially, the limited resources available to teachers highlighted the need for collaborative efforts between the Learning Support Team (LST), classroom educators and District Helping teachers. This partnership facilitated discussions about the most effective and affordable tools to support our diverse student body. With the backing of the district, we were able to secure funding to expand our resource offerings, allowing us to better cater to the needs of our ELL students.
To assess student progress effectively, we selected Dibels (Dynamic Indicators of Basic Early Literacy Skills) from the University of Oregon after thorough deliberations. To minimize potential biases in testing, we invited a retired teacher, well-known to the students, to administer the assessments. This decision aimed to create a comfortable environment, enabling students to perform to the best of their abilities.
During the testing period, we implemented a random sampling approach that reflected the diversity of our student population. This included students from special education, behavioral support, and a substantial representation of our Indigenous students (50%). The assessment process lasted two weeks, yielding results that were surprisingly positive. While kindergarten and Grade 1 students averaged below 50%, Grade 2 students scored over 80%. As we moved up through the grades, proficiency levels continued to rise, peaking at 98% for our Grade 7 students. Notably, all Indigenous students scored in the 90s, with three achieving an impressive 99%.
However, these assessment results did not align with the observations made by teachers in the classroom, prompting us to delve deeper into student performance. We decided to utilize year-long assessments, Phonics Survey, PM Benchmarks and Fontas and Pinnel, conducted by our LST team, focusing on primary classes. The results were not reflective of those we found with the Dibels assessment. They were more conducive to what teachers were seeing in the classroom. Testing occurred in December, March, and May/June, with a high percentage of ELL students involved. The results demonstrated a range of growth, revealing that many students improved by multiple reading levels, while others advanced by at least one level. Importantly, almost every student showed progress, which, while likely influenced by LST interventions, also indicated the presence of various external factors that needed consideration.
Looking ahead, we recognize the need to further refine our approach. In the upcoming year, we plan to include intermediate grades in our testing and strive to account for additional variables influencing student performance. Moreover, we will continue to enhance our programming through ongoing presentations and training in trauma-informed practices for both teachers and Integrated Education Support Workers (IESWs).
Involving parents and the wider community in this educational journey is crucial. We encourage parents to engage in their child's learning by participating in school events and workshops and supporting reading activities at home. By fostering a collaborative environment, we can reinforce the skills and knowledge acquired in the classroom.
In conclusion, this learning plan represents our commitment to creating a supportive and effective educational environment for ELL students. By continuously assessing our methods and outcomes, we aim to adapt to meet the evolving needs of all students, ensuring their growth in reading fluency and comprehension and overall academic success. Regular updates will be provided to reflect progress and changes based on ongoing assessments and community feedback. Through this comprehensive approach, we hope to empower our students and help them thrive in their educational journeys.
OUR FOCUS
OUR NEXT STEPS
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
