Green Timbers Elementary 24-25

Student reflections, Student Learning Surveys, 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.

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

1 - BELONGING AND ENGAGEMENT TRENDS AND NEXT STEPS:

Students at Green Timbers believe that the adults at school treat them fairly.

• The trend is increasing for both grade 4 and 7 students which means that students feel as though they are being treated fairly.

Students at Green Timbers feel welcome and as though they belong at school.

• There have been a couple of "off years" for both grade groups; however, the most recent survey indicates 92% of grade 4 students and 94% of grade 7 students feel welcome.
• Similarly, 86% of grade 4 students and 88% of grade 7 students feel as though they belong here.

Students at Green Timbers are unclear on behaviour expectations.

• The trend for this question is varying which indicates that behaviour expectations can be an area of focus for upcoming school years.

Students at Green Timbers feel empowered in their learning choices.

• Grade 4: Increased from 82% to 89% and Grade 7: Increased from 73% to 92%

Students at Green Timbers feel comfortable approaching adults with their questions.

• Grade 4: Increased from 82% to 89% and Grade 7: Increased from 73% to 92%

Students at Green Timbers feel that collaborative learning is becoming more prevalent.

• Grade 4: Increased from 82% to 89% and Grade 7: Increased from 73% to 92%

Students at Green Timbers feel engaged with what they are learning because it is interest-based.

• Grade 4: Increased from 82% to 89% and Grade 7: Increased from 73% to 92%

Students at Green Timbers feel they are receiving more effective learning strategies.

• Grade 4: Increased from 82% to 89% and Grade 7: Increased from 73% to 92%

Recommendations Based on Trends:

Continue Positive Strategies:

1. Student Choice in Learning: Maintain and expand opportunities for students to choose what they learn. This could include more project-based learning, elective courses, and student-led initiatives.
2. Welcoming Environment: Continue fostering a welcoming and supportive environment where students feel comfortable asking questions. This can be achieved through regular teacher training on student engagement and creating an inclusive classroom atmosphere.
3. Collaborative Projects: Promote collaborative learning opportunities where students can work together on projects. This helps build teamwork skills and enhances peer learning.
4. Interest-Based Learning: Integrate students' interests into the curriculum to keep them engaged and motivated. This can be done through personalized learning plans and incorporating real-world applications of the subjects being taught.
5. Improving Learning Skills: Continue teaching students how to learn effectively. This includes study skills, time management, and critical thinking exercises. Provide regular feedback and reflection opportunities for students to understand their learning processes and areas for improvement.

Targeted Improvements and Next Steps:

1. Review and Enhance: Regularly review the effectiveness of current strategies and make necessary adjustments to ensure continuous improvement.
2. Student Feedback: Collect and analyze student feedback to identify areas for improvement and implement changes based on their suggestions.
3. Curricular Competency Connection – Career Education: “Set and achieve realistic learning goals, monitor progress, and adjust as needed.” We will support students in understanding how consistent attendance is essential for achieving their personal and academic goals.

2. HUMAN AND INTELLECTUAL TRENDS AND NEXT STEPS:

Students at Green Timbers have a growing awareness about the impact of their choices on others.Question 1 - When you make a choice, do you think about how it might affect others?

• Grade 4: Increased from 69% to 80% and Grade 7: Increased from 72% to 91%

Students at Green Timbers are unsure if they are learning about their mental health.

• Grade 4: Increased from 60% to 72% and Grade 7: Slight decrease from 63% to 57% which is a mixed result suggesting a need for targeted mental health education for older students.

Younger students at Green Timbers are learning how to care for their bodies.

• Grade 4: Increased from 56% to 81% and Grade 7: Slight decrease from 76% to 75% which is a mixed result with younger students showing improvement while older students show a slight decline indicating a need for continued focus on physical health education.

Older students at Green Timbers believe they are learning ways to think of new ideas.

• Grade 4: Slight decrease from 62% to 56% and Grade 7: Increased from 62% to 85% which is a mixed result suggesting that older students are becoming more adept at creative thinking.

Students at Green Timbers feel they are getting better at math.

• Grade 4: Increased from 80% to 86% and Grade 7: Slight increase from 73% to 74%

Students at Green Timbers feel they are getting better at reading.

• Grade 4: Increased from 78% to 88% and Grade 7: Slight increase from 75 to 80%

Students at Green Timbers feel they are getting better at writing.

• Grade 4: Increased from 55% to 86% and Grade 7: Increased from 77% to 83%

Older students at Green Timbers struggle to keep trying when they find something difficult.

• Grade 4: Increased from 75% to 91% and Grade 7: Slight decrease from 80% to 62% which is a mixed result indicating a need for resilience-building strategies for older students.

Some students at Green Timbers feel that they are learning to listen well.

• Grade 4: Increased from 76% to 86% and Grade 7: Data not available for 2024/2025 which shows improvement for grade 4, but a lack of data for grade 7 makes it difficult to assess the trend for older students.

Recommendations Based on Trends:

Continue Positive Strategies:

• For younger students: Maintain and expand programs that foster awareness of choices, mental and physical health, creative thinking, and resilience.
• For older students: Focus on enhancing mental and physical health education, and resilience-building strategies.

Targeted Improvements and Next Steps:

• Mental Health and Physical Health: Develop targeted programs for Grade 7 students to address the slight decline in these areas.
• Resilience: Implement strategies to help older students develop perseverance and coping skills.
• Creative Thinking for Grade 4: Introduce more activities and projects that encourage creative thinking to reverse the slight decline.
• Creative Thinking for Grade 7: Continue to build on the positive trend by providing more opportunities for innovation and idea generation.
• Curricular Competency Connection – English Language Arts (ELA): “Access and integrate information and ideas from a variety of sources and from prior knowledge to build understanding.” Literacy instruction will focus on helping students make meaning from texts by connecting to their experiences and building comprehension strategies.
• Curricular Competency Connection – Mathematics: “Use reasoning and logic to explore, analyze, and apply mathematical ideas.” We will provide opportunities for students to apply math skills in real-world contexts, encouraging deeper understanding through problem-solving and reasoning.

3. MENTAL AND SOCIAL DEVELOPMENT TRENDS AND NEXT STEPS:

Students at Green Timbers feel anxious and stressed because of school.

• Grade 4: Increased from 19% to 50% and Grade 7: Increased from 23% to 58% which shows a significant increase in stress and anxiety levels in both grades, indicating a growing concern that needs to be addressed school-wide.

Students at Green Timbers are feeling better about themselves.

• Grade 4: Increased from 66% to 90% and Grade 7: Increased from 61% to 87%

Students at Green Timbers are experiencing bullying more often.

• Grade 4: Increased from 20% to 51% and Grade 7: Increased from 10% to 38% which shows an increase in reported bullying incidents in both grades, indicating a need for stronger anti-bullying measures school-wide.

Students at Green Timbers feel safe at school and when they are travelling from home to school or school to home.

• Grade 4: Increased from 88% to 91% and Grade 7: Increased from 78% to 92% for safety at school and for grade 7 students, travelling to and from school the feeling of safety increased from 81% to 83%.

Students at Green Timbers like school.

• Grade 4: Increased from 60% to 93% and Grade 7: Increased from 56% to 83%

Students at Green Timbers like making new friends and meeting people at school.

• Grade 4: Increased from 58% to 83% and Grade 7: Increased from 71% to 74%

Students at Green Timbers respect people who are different from them.

• There is limited data for both grade groups, but generally high levels of respect for diversity.

Students at Green Timbers are learning to communicate well.

• Grade 4: Data not available for all years and Grade 7: Increased from 73% to 77%

Students at Green Timbers do not feel like they can make a difference in their community.

• Grade 4: Data not available for all years and Grade 7: Decreased from 67% to 44%

Students at Green Timbers are learning to solve problems with others in peaceful ways.

• Grade 4: Increased from 58% to 72% and Grade 7: Increased from 69% to 86%

Students at Green Timbers feel that they can get the help they need from adults at our school.

• Grade 4: Increased from 49% to 90% and Grade 7: Increased from 82% to 96%

Students at Green Timbers take responsibility for their actions and do not give others credit or blame for what they do.

• Grade 4: Data not available for all years and Grade 7: Increased from 79% to 85%

Students at Green Timbers feel there are things they can do to feel better when they are stressed.

• Grade 4: Data not available for all years and Grade 7: Increased from 61% to 80%

Recommendations Based on Trends:

Addressing Stress and Anxiety:

• Implement programs and initiatives focused on mental health and stress management.
• Provide resources and support for students to cope with stress and anxiety.
• Curricular Competency Connection – Career Education: “Identify and describe personal qualities, interests, and skills.” SEL strategies will help students build self-awareness and emotional regulation, which are foundational for personal growth and future planning.

Enhancing Anti-Bullying Measures:

• Strengthen anti-bullying programs and policies to address the increase in reported bullying incidents.
• Promote a positive and inclusive school culture.

Promoting Safety and Support:

• Continue to ensure that students feel safe at school and during their commute.
• Maintain and enhance support systems for students to seek help from adults.

Encouraging Community Engagement:

• Develop initiatives to engage students in community service and leadership opportunities.
• Foster a sense of belonging and contribution to the community.

Improving Conflict Resolution Skills:

• Continue to teach and reinforce peaceful problem-solving and conflict resolution skills.
• Provide opportunities for students to practice these skills in real-life situations.

4. PARTICIPATION AND PHYSICAL TRENDS AND NEXT STEPS:

Students at Green Timbers are participating in more clubs, dance, sports, or music classes outside of school time.

• Grade 4: Increased from 38% to 66% and Grade 7: Increased from 37% to 75%

Older students at Green Timbers wake up tired.

• Grade 4: Decreased from 68% to 42% and Grade 7: Increased from 56% to 80% suggesting a need for better sleep management for older students.

Some students at Green Timbers feel like they have too many things to do outside of school.

• Grade 4: Increased from 37% to 55% and Grade 7: Data not available for all years which shows an increase in feeling overwhelmed, indicating a need for time management support.

Some students at Green Timbers have an idea of what they want to do when they grow up.

• Grade 4: Increased from 78% to 80% and Grade 7: Decreased from 75% to 66% which is a mixed result suggesting a need for enhanced career guidance for older students.

Some students at Green Timbers believe they can be successful at almost anything they set their minds to.

• Grade 4: Data not available for all years and Grade 7: Decreased from 72% to 60% which indicates a need for confidence-building initiatives.

More students at Green Timbers are feeling hungry because there is not enough food to eat.

• Grade 4: Increased from 22% to 39% and Grade 7: Increased from 0% to 26% which indicates a need for stronger support systems to ensure students have access to sufficient food.

Recommendations Based on Trends:

Encouraging Extracurricular Participation:

• Continue to support and encourage participation in clubs, dance, sports, and music classes outside of school time.
• Provide information and resources to students and parents about available extracurricular activities.

Addressing Tiredness and Overwhelm:

• Implement programs to help students manage their time and reduce feelings of tiredness and overwhelm.
• Educate students on the importance of sleep and provide strategies for better sleep management.

Enhancing Career Guidance:

• Develop and enhance career guidance programs to help students develop a clear idea of their future goals.
• Provide opportunities for students to explore different career paths and interests.

Confidence-Building Initiatives:

• Implement initiatives to build students' confidence and belief in their ability to succeed.
• Provide mentorship and support to help students set and achieve their goals.
• Curricular Competency Connection – Physical and Health Education (PHE): “Demonstrate safe and respectful behaviour to and from school and during school activities.” Encouraging active and respectful participation in both physical and classroom activities supports students’ development of healthy routines and social responsibility.

Support for Basic Needs:

• Strengthen support systems to ensure students have access to sufficient food and other basic needs.
• Collaborate with community organizations to provide resources and support for students facing food insecurity.

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)

When implemented holistically, SEL can help you build stronger school community and support inclusive, equitable learning.

Green Timbers continues to prioritize youth voice and engagement while building on the foundation of comprehensive SEL instruction and supportive school climate. 

Based on Student Learning Survey Results Our Next Steps Include:

• Encourage Extracurricular Participation:
  • Support and promote clubs, dance, sports, and music classes outside of school time.
• Address Mental Health and Stress:
  • Implement programs for stress management and mental health support.
  • Educate students on sleep importance and provide strategies for better sleep management.
• Enhance Anti-Bullying Measures:
  • Strengthen anti-bullying programs and promote a positive school culture.
• Promote Safety and Support:
  • Ensure students feel safe at school and during their commute.
  • Maintain and enhance support systems for students to seek help from adults.
• Improve Career Guidance:
  • Develop career guidance programs to help students set future goals.
  • Provide opportunities for career exploration.
• Build Confidence and Resilience:
  • Implement initiatives to build students' confidence and resilience.
  • Provide mentorship and support for goal setting and achievement.
• Support Basic Needs:
  • Strengthen support systems to ensure students have access to sufficient food and other basic needs.
  • Collaborate with community organizations to address food insecurity.

By focusing on these consolidated recommendations, we can effectively address the trends and ensure continued improvement in student well-being and engagement at Green Timbers.

NEXT STEPS FOR SEL DEVELOPMENT AND READING IMPROVEMENT AT GREEN TIMBERS:

• Continuum of Integrated Supports:
  • Implement a range of SEL programs and interventions tailored to student needs.
  • Provide consistent and comprehensive support across all grade levels.
• Authentic Family Partnerships:
  • Engage families in the SEL development process through workshops and communication.
  • Foster strong relationships between school and home to support student learning.
• Aligned Community Partnerships:
  • Collaborate with local organizations to enhance SEL and reading initiatives.
  • Leverage community resources to provide additional support and opportunities for students.
• Systems for Continuous Improvement:
  • Establish regular assessments and feedback mechanisms to monitor SEL and reading progress.
  • Use data-driven approaches to refine and improve programs continuously.

GOALS FOR NEXT YEAR:

• Further Develop SEL:
  • Strengthen SEL curriculum and integrate it into daily classroom activities.
  • Focus on building students' emotional intelligence, resilience, and interpersonal skills.
• Improve Reading:
  • Implement targeted reading programs to enhance literacy skills.
  • Provide additional reading support and resources to students who need it.
  • Curricular Competency – English Language Arts (ELA): “Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts.” As part of our literacy shift, we will incorporate reading passages that reflect SEL themes (e.g., identity, empathy, resilience), allowing students to engage with texts that support both literacy development and emotional learning.

By focusing on these next steps and goals, Green Timbers can continue to develop SEL while also improving reading outcomes for students.