Green Timbers Elementary 23-24
OUR CONTEXT
Green Timbers Elementary is located on the traditional, unceded territory of the Kwantlen, Katzie, Semiahmoo and other Coast Salish Nations on which we are fortunate to laugh, live, learn and play.
At Green Timbers Elementary we strive to create a sense of community for our students, their families, our educators,
and our support staff. Our community consists of approximately 550, K-7 students, and just over 60 caring staff members. Nearly 80% of our students speak another language other than English at home.
Our school is privileged to offer the following opportunities for our students and staff:
- Punjabi Language Program (Grade 5-7)
- Leadership Program
- Spirit Committee
- Wellness Wednesdays
- Extracurricular Activities
Our School Community Supporters consist of:
- Parent Advisory Council (PAC) - Our appreciation extends to our supportive family members, including the Parent Advisory Council (PAC). The PAC assumes the crucial role of fundraising through the coordination of events like hot lunch days, treat days, as well as organizing engaging activities such as Bhangra dances and art classes. Thanks to their dedicated efforts a commitment, Green Timbers Elementary benefits from school-wide events and valuable contributions towards field studies, classroom resources, and other inclusive school-wide Spirit Days!
- Friends of Simon, an award-winning Simon Fraser University (SFU) Faculty of Education initiative, brings
together an attitude of inquiry, and instructional knowledge for our students. This allows us to provide literacy tutoring
for school-aged children and youth. For over a decade, Friends of Simon has been dedicated to serving the Green
Timbers community. Their focus has been on supporting our K-7 students who are newcomers in addition to those who may need additional support. The goal is to enhance their academic achievements through after-school tutoring sessions. - Yo Bro | Yo Girl - Yo Bro Yo Girl Youth Initiative runs a series of strength-based programs in Vancouver and the Lower Mainland. We cultivate resiliency in at-risk youth and empower them with tools to avoid the perils of drugs, gangs, crime, and violence. Yo Bro | Yo Girl seeks to actively engage in the prevention of violence among young individuals, commencing from the sixth grade and continuing throughout the majority of the school year via after-school programs.
- BC Fruit and Vegetable Program - Green Timbers Elementary expresses gratitude for the chance to take part in the BC School Fruit and Vegetable Nutrition Program, sponsored by BC Agriculture in the Classroom Foundation. The program's objective is to enhance students' openness, familiarity, and willingness to sample fruits and vegetables grown in British Columbia. Participating students receive fresh, cleaned, and ready-to-enjoy produce approximately once a month, completely free of charge!
- Backpack Buddies - The Backpack Buddies program involves collaboration among teachers, administrators, and social workers who provide guidance on the students' needs and help identify those who would benefit the most from receiving a weekend food bag. We are conscientious about ensuring that the children receiving support do not feel singled out and that no one is made to feel abnormal or stigmatized due to their family's circumstances.
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OUR LEARNERS
At Green Timbers Elementary, it is important for our learners to:
- feel connected to and cared for by an adult in our school.
- feel safe and supported.
- express and manage their emotions.
- be treated with respect and fairness.
- care and understand the feelings of others.
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We do this by:
- creating a strong sense of belonging.
- guiding our learners to develop personal and social self awareness.
- guiding our learners to make responsible decisions.
- teaching empathy.
Social Emotional Learning (SEL) is the foundation upon which impactful learning takes place. It is essential for our staff to foster an environment that encourages our learners to develop competencies of personal awareness, social awareness, and responsible decision making, all of which are woven throughout the BC Curriculum and the Collaborative for Academic and Social Emotional Learning (CASEL) framework.
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OUR FOCUS
Student reflections and Middle Years Development Instrument (MDI) student survey results, have guided us towards our focus of personal and social awareness, responsible decision making and creating a stronger sense of connectedness and belonging.
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The results from the 2021/2022 school year showed:
- 68% of Surrey students felt connected to an adult at school, who
cared for their success. - 70% of Surrey students felt a sense of belonging from their peers.
- 74% of Surrey students felt connected and valued at their school.
Sense of belonging and connectedness is one of the most important assets for a child’s well-being, health and success in life (Masten, 2018; Thompson et al.,2018). A child with positive relationships feels better about themselves, experiences greater mental health, is more prosocial, and perfoms better academically (Wentzel, 1998). In order to foster a positive,
engaged, and connected school community, it is crucial to foster a sense of belonging where all learners feel valued and cared for.
Social Emotional Development
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The results from the 2021/2022 school year showed:
Empathy
- Approximately 76% of Surrey students are able to understand and care about the feelings of others.
Prosocial Behaviour
- Approximately 48% of Surrey students stated they helped someone who was hurt or being picked on.
Self-Regulation
- Approximately 51% of Surrey students stated that they could calm themselves down when excited or upset and were able to change their actions, if something was not going according to as planned.
Self Awareness - Students who possess personal awareness and responsibility take ownership of their choices and actions. They are able to:
- recognize their strengths and challenges.
- develop a growth mindset and know mistakes need to be made in order to learn.
- understand and talk about their needs and feelings.
- recognize other people’s needs and feelings.
- reflect on how their behaviour affects others.
Those with greater self-awareness are more likely to report higher academic performance and school engagement and less likely to report symptoms of depression in childhood and adolescence (Ross & Tolan, 2018).
Social Awareness - Students who possess social awareness have the ability to:
- understand the viewpoints of others.
- demonstrate empathy towards individuals from diverse backgrounds, cultures, and contexts.
By developing the skill of recognizing others' emotions, students establish a solid groundwork for expressing empathy and compassion. In addition, it promotes healthy relationships with peers and adults and protects children against bullying and victimization (Divecha & Brackett 2020).
Responsible Decision-Making - Responsible decision-making involves making thoughtful and considerate choices regarding personal conduct and interactions within diverse situations. Students who show responsible decision making have the ability to:
- uphold ethical standards.
- prioritize safety concerns.
- assess the potential benefits and consequences of different actions for personal, social, and collective well-being
OUR NEXT STEPS
According to CASEL, social-emotional learning (SEL) is known as the process through which all young people and adults acquire and apply knowledge, skills, and attitudes to:
- develop healthy identities,
- manage emotions,
- achieve personal and collective goals,
- feel and show empathy for others,
- establish and maintain positive relationships, and
- make responsible and caring decisions.
Our learners will continue to develop their SEL skills in the areas personal and social awareness, belonging and responsible decision making.
Our direct evidence to see the impacts of SEL within our school will include data from the Middle Years Development Instrument (MDI), student learning surveys, and self-assessments of BC's Personal and Social Core Competency.
MOVING FORWARD:
We will persistently strive to enhance students' feelings of belonging, their ability to be personally and socially aware, and be responsible decision makers. To achieve this, we will further expand upon our efforts by:
- incorporating school-wide SEL practices in our classrooms through a SEL focused program, Second-Step (as a leading research based program, Second Step helps students develop the skills they need to connect and thrive),
- expanding our 'Wellness Wednesday' activities in addition to our school-wide wellness walk, and
- (INSERT SCHOOL WIDE "AT GT I WANT TO FEEL...." INFO HERE)
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When implemented holistically, SEL can help you build stronger school community and support inclusive, equitable learning.
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.
