Edgewood Elementary 23-24

OUR CONTEXT

Edgewood Elementary is a vibrant learning organization in South Surrey, BC. The school is situated on the traditional, unceded, ancestral territories of the Semiahmoo, Katzie,  Kwantlen, and other Coast Salish peoples.


Edgewood was founded on school as a learning organization.  Our staff and community, both individually and collectively, work toward realizing their vision through the following dimensions:

  1. Vision: Developing and sharing a vision focused on student learning.
  2. Continuous Learning: Creating and supporting ongoing learning opportunities for all staff.
  3. Collaboration: Promoting team learning and collaboration among staff, fostering a culture of inquiry, innovation, and exploration.
  4. Knowledge Systems: Embedding systems for collecting and exchanging knowledge.
  5. External Learning: Learning from the external environment and larger learning system.
  6. Leadership: Modeling and growing learning leadership.

PAC has successfully fundraised for an outdoor classroom that will be installed over the summer, this will support our focus on outdoor and social & emotional learning.  This year, teachers took part in professional development as part of a collaboration with our district’s student support department focused on expressive, receptive and pragmatic communication and executive function.  We have teachers in leadership positions focused on social & emotional learning, digital technology, indigenous learning, racial equity and mentorship.  The focus of these positions are support, collaboration and professional development with the ultimate goal of having a positive impact on student learning and growth.

This year, as a learning organization, we worked toward a school-wide art show.  Art is inclusive and creative, our motto being, "every child is an artist."



At Edgewood, we strive to embody and instill the value of community service in our learners, emphasizing the significance of contributing to both our local surroundings and the broader society. We aim to cultivate an understanding among our students that being an integral part of a community entails nurturing ourselves, acting as stewards of the land, and caring for one another.  This is one of the ways we embody our mascot the wolf. The social organization of a wolf pack is such that each member contributes significantly to the wellb of the pack. At Edgewood, we use the the acronym "PACK' to remind us that we are a positive, accepting, community of kindness."


Edgewood is a diverse community, we celebrate our identity and individuality, embracing differences and connection. It is important that all learners feel a sense of belonging at Edgewood.  To support this in our learners, educators focus on social & emotional learning, equity, collaboration and mentorship.

OUR LEARNERS

Education is a shared, ongoing journey that requires dedication, involvement, inquisitiveness, and the collective efforts of everyone participating in our children’s education. The BC curriculum is instrumental in fostering our students’ growth in these areas of collaboration, problem-solving, information exchange, and personal expression.

A crucial aspect of this educational journey is the enhancement of literacy skills, a vital life skill, encompassing the capacity to read, write, articulate, and reason in a manner that enables effective communication and comprehension of our personal experiences. The various methods our students employ in their literacy learning journey are showcased below.


Our learners engage, use and experiment with story.

For example, our learners participate in story workshop to create and/or re-tell stories.  Learners are encouraged to use their imagination to tell story in creative and meaningful ways or re-tell in their own words. Students use hands on learning to explore elements of story such as setting, character, beginning, middle & end.


Our learners engage actively as listeners, viewers and readers to develop understanding of self, identity, community and the world.

 

In these examples, our learners have responded to reading, listening and viewing in personal, creative and critical ways. 


Our learners show awareness of how story in First Peoples cultures connects people to family and community.

Our learners demonstrate an understanding of how storytelling in First Peoples cultures serves as a vital link connecting individuals to their families, communities and the land. These oral stories, deeply rooted in tradition yet dynamically evolving with the times, manifest in various forms such as prose, song, dance, poetry, theatre, carvings, and pictures. They serve multiple purposes, each contributing to the rich tapestry of their culture. They are tools for teaching life lessons, community responsibilities, and rites of passage. They are vessels for sharing creation stories, recording personal, family, and community histories, and “mapping” the geography and resources of an area. These stories ensure cultural continuity by preserving knowledge of ancestors and language. They also play roles in healing and entertainment, further illustrating their multifaceted nature.


OUR FOCUS

Literacy is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world. Literacy is essential for learning, personal development, and well-being.  As a staff, we have focused on reading as our focus, engaging in professional development in the science of reading, Reading Power by Adrienne Gear and reading assessment.  Primary teachers have focused professional development on UFLI Foundations reading program throughout the year as part of our site-based mentorship and professional collaboration.


Our learners use developmentally appropriate reading, listening and viewing strategies, making predictions, connections, inferences, and asking questions to make meaning.


The focus of our student learning plan for 2023-2024 is our Grade 2 and Grade 7 cohorts of students.  It is our intention to collect evidence of learning from early learning and our upper intermediate students to give us insight into how we are meeting our literacy goals across different grade levels.

In collaborative settings, both large and small, students gather either on the carpet or around the rainbow table. Here, they actively engage in learning experiences designed to develop language patterns and phonics skills, enabling them to decode words effectively. Students participate in various activities, including word work, read-aloud sessions, choral reading, poetry exploration, novel study, and article analysis. As they master “sight words,” they refine their monitoring, self-correction, and contextual cueing abilities, allowing them to read beyond mere words and sentences. Additionally, students acquire comprehension strategies that enhance their understanding of the text—before, during, and after reading.

Our students access targeted reading remediation across grade groups at the same time each day. Learning support is a priority as we schedule our days so that the students who are the most in need of literacy support within each grade group are accessing service.  We have a significant number of English Language Learners, who receive differentiated support for language acquisition from their classroom teachers and learning support teachers.

Here, staff gather at lunch to learn and share learning in regard to UFLI Foundations Reading Program:

In addition, staff, through professional collaboration have used site-based mentorship release time to focus on this resource as a cohort and with district helping teachers.  

OUR NEXT STEPS

The cohort we focused on at Edgewood in 2022-2023 was our Grade 3 and Grade 6 students, therefore the results of the Foundational Skills Assessment (FSA) from this school year gives us insight into how this cohort is doing over time. This year, we had more students participate in the FSAs than ever before, last year for example, we only had 32 Grade 4s take the FSA compared to this year, where 95 students wrote the assessment.

Of our Grade 4 cohort, 74% are on track or extending in reading and literacy.  Of our Grade 7 cohort, 78% are on track in reading and literacy.

Of the students who did write, 51% are English Language Learners. 

At Edgewood, with literacy as a goal, teachers engage in individual assessment of reading for students at the beginning of the year and then periodically throughout the year. Our Learning Support Teachers assess those that receive targeted support at the beginning of the year and then once again in December, March and June. Groups are then re-configured so that the students in greatest need of literacy remediation and english language acquisition support are receiving service.

The follow example is a student in Grade 7, and English Language Learner, who was assessed as a developing reader at the beginning of the year. You will see from the evidence provided, student growth over time as the student received reading instruction from his classroom teacher.  The student also received specific feedback relating to literacy - what the child is able to do and next steps.

The following video is of a Grade 2, English language learner reading to his teacher.  This student received targeted instruction from his classroom teacher and learning support teacher. The classroom teacher uses UFLI Foundations reading program as the foundation for literacy instruction.  The video demonstrates growth over time.



Our Next Steps: 

Responding to Readers: A group of 17 primary and intermediate teachers will be a part of the district "Responding to Readers" initiative beginning in September 2024.  As a collaborative team, we have chosen a inquiry pathway that is practice-focused.  Our focus is assessment and how this guides our instructional practice.  We will be monitoring the impact on student learning as a part of this process. This group of educators is interested in connecting this work to our student learning plan.

Professional Collaboration: At Edgewood, we have teachers in school based leadership positions: Mentorship, Digital, Social & Emotional Learning, Racial Equity and SOGI.  It is our vision to collaborate as a team around the theme of identity.  As a school, we will be exploring different aspects of identity each month, culminating in a school-based celebration of identity in the Spring of 2025.  This school-based celebration, is also supported by our PAC.

As we move forward, our student learning plan will focus on literacy's role in shaping identity.  We have identified the following curricular competencies to guide this work: 

Grade 2: Explaining the role that story plays in personal, family, and community identity

Grade 7: Recognize how language constructs personal, social, and cultural identity

In preparation for this focus, our Social & Emotional lead teacher and our Racial Equity/Mentorship lead teacher have gathered literacy resources for staff around the theme of identity.  In addition, they have created this road map of the year to guide our work.  As a staff we will come together during our September admin day to explore and shape this focus for the year.

Part of the planning process will be exploring how student leadership, district resources and community partnerships  can support this work.  

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.

Surrey Schools
14033 - 92 Avenue Surrey,
British Columbia V3V 0B7
604-596-7733