Hyland Elementary 23-24

OUR CONTEXT

Hyland Elementary is located in the Newton suburb of the City of Surrey in the province of British Columbia. Hyland Elementary is located in a residential neighbourhood and next to a local park called Hyland Creek Park, filled with an abundance of trees, a flowing stream where you can spot salmon in the spring, and a playground. At Hyland, we have 20 classroom divisions. We have a French program, Music program, and Band program. We also have a beautiful learning commons, where students can read, engage in various ADST activities and learn through play.

Hyland Elementary has two specialized programs for students in our district. One of our divisions is a Multi-Aged Cluster Classroom (MACC). The MACC teacher provides an academically challenging and social-emotionally supportive enriched environment for students. Each student works towards an advanced curriculum designed to meet their individual goals. The second program is the Challenge program. The Challenge Program provides an opportunity for students in Grades 3 to 7 to actively engage with students from local elementary schools in an academically and creatively-challenged space.

Within Hyland, there is a before school and after school program for Hyland students. There is also a pre-school program that runs five times a week for our future Hyland Hawks, all serviced by Cambridge Learning Centre.

Our Hyland Elementary Community has a diverse student and parent community. There are 28 languages spoken by our families at Hyland Elementary. Hyland Elementary has 229 English-language learners, ranging from beginning to bridging.

At Hyland, we take great pride in developing our future leaders by providing and mentoring various leadership roles. Our students are invested in our school community and together help in various ways to continue to build a positive school culture of care, inclusivity and respect for all learners.

Various leadership roles include: Fitkid athletics, assembly leaders, technology leaders, playground mentors, walk and roll monitors and announcement leaders, & lunch monitors, just to name a few.


This is an introduction video created by our MACC students:


OUR LEARNERS

At Hyland, our learners come from many different cultures. We believe in understanding each student’s strengths, needs, and learning styles, and we strive to understand where each student is in their progress. This allows us to tailor support and celebrate achievements.

We aim to enhance our students' numeracy abilities. As young mathematicians evolve, we track their growth over time, highlighting milestones and areas for improvement. We value student reflections, self-assessments, and goal-setting, which guide our numeracy initiatives. Hearing directly from our students through various access points, such as individualized numeracy discussions, large-scale surveys, student reflections, math club participation, and standardized testing results, helps showcase student engagement and learning.

To this end, targeted comments specifically identifying strategies of success and targeting areas for improvement, help students to understanding their own learning style so they can begin to develop a pathway towards success. As an example, one student who finished last year emerging in their knowledge, was targeted with numeracy LST support and has seen their understanding of numeracy move from Emerging towards Developing. Comments tracking this student’s progress were:

End of Grade 6 Comment-Student has begun to develop stronger math skills through math this year. Student is beginning to learn to compute with ease. Student is beginning to learn to take on new challenges in math with a positive attitude.

Middle of Grade 7 Comment- ...student's arithmetic with integers and struggle to accurately show their work caused them to struggle to calculate the correct answers. Student explains their mathematical understanding better when questions are read to them and when they can verbalize their answers. 

We aim to continue to provide targeted comments to our students to further have them understand their own learning style better and further enhance their numeracy skills.

At Hyland we track our Indigenous learners. Although, our Indigenous learners account for less than 2% of our student population, we aim to ensure they have the same opportunities for success as all our learners at Hyland.

OUR FOCUS

At Hyland Elementary School, we have identified numeracy as a key focus area based on staff discussions and data indicating a desire for improvement in our students' math scores. To address this, we have developed a comprehensive approach that integrates the core competencies outlined in the British Columbia curriculum, with a particular emphasis on critical thinking.

Our strategy is inspired by the teachings from the book "The Six Cedar Trees." This resource uses the Salmon as a symbol of critical thinking and weaves together stories and lessons that embody the First Peoples Principles of Learning. These principles emphasize holistic, reflective, and experiential learning, along with a deep respect for Indigenous knowledge and perspectives.

"The Six Cedar Trees" was chosen because it integrates these principles with the core competencies in a way that is accessible and engaging for students. The book presents the teachings through the lives of six animals, each representing different values and skills. The Salmon, in particular, symbolizes critical thinking, a key component of our numeracy focus. By using this resource, we aim to not only improve our students' mathematical abilities but also to enrich their overall cognitive development and appreciation for Indigenous ways of knowing.

This holistic approach ensures that while we target numeracy, we also encourage our students' broader competencies, preparing them to be thoughtful, capable, and culturally aware individuals.


Some macro data we used was the FSA results which we tracked for the last 3 years. It indicated that our numeracy skills were consistently lagging the district average and warranted addressing.


*The top graph shows distinct averages. The bottom graph shows Hyland's data for the last 3 years.*

To further understand our student needs we had students participate in a numeracy survey with the aim of tracking their responses from the start of the year and comparing with their responses for the end of the year. Please see the results below:


We also collected data from an assessment created by one of our intermediate teachers. The assessment was drawn from math questions that students should have acquired by the end of the previous grade. It was administered to one of our target classes at the start of the year and showed that around half the students in the class did not have grade level numeracy fluency, with those students scoring 50% or less on the assessment. This same assessment was administered again at the end of the school year to the same students and showed the number of students still scoring less than 50% on the assessment had shrunk considerably to just 4 students. 


Overall, these multiple data points help us understand our students and inform us moving forward where to place our efforts. We would like to focus on students who do not feel comfortable or confident with math and feel they are struggling to move their skills forward while continuing to improve our student outcomes for all our students.

OUR NEXT STEPS

As the year progressed, we saw students’ perception of their numeracy abilities improve. This was the first year of numeracy being our stated focus and goal, and we will continue with it next year. Based on the information we are seeing, it seems that this is an appropriate focus for next year.

To support this initiative, we dedicated one of our LST Resource Teachers solely to numeracy, working with small groups to provide targeted instruction. Additionally, we implemented several other initiatives, including a math club for younger students, supported by those in the upper intermediate grades, and a Math Buddies Club where grade 5 students support each other. We also gathered classroom resources for three of our classes to pilot, to determine if they were a worthwhile investment moving forward.

We will continue these initiatives next year. We aim to identify and target those students who struggled and felt they saw little to no progress this year. We will look to see improvement through several different metrics, including student reflection, self-assessment, and standardized tests. We will also aim to apply targeted approaches for specific groups of struggling students.

Next year, we would also like to organize workshops for parents to help them assist their children with numeracy at home, providing resources and strategies for effective support.

We will encourage collaborative projects where students can apply their numeracy skills to real-world problems, helping them see the practical applications of what they are learning. Additionally, we will continue to implement regular formative assessments to monitor student progress and provide feedback, identifying areas where students need more support and adjusting accordingly.


By continuing and expanding these initiatives, we hope to foster a strong numeracy foundation for all our students, ensuring they are well-prepared moving forward.

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