Maddaugh Elementary 22-23

OUR CONTEXT

Our vision for learning is to promote joy, community, well-being, and a love of learning, and to equip our learners to thrive in the modern world. In order to do this, our community works daily on the goals of "Working Hard, Being Kind, and Being Your Best You".

Maddaugh Elementary is a vibrant, and welcoming learning community in the Cloverdale-Clayton area of Surrey, B.C. We opened our doors on March 29, 2021, to a diverse group of learners. Being still relatively new, we continue to focus on boosting the well-being of our students and staff and to deep the roots of our learning community.

We continue to delve into important questions such as:

What does it mean to flourish and foster a sense of well-being?
How can we promote growth in student learning through the lens of positive psychology?

To help explore these questions, we have been investigating the work of Dr. Martin Seligman and his research on well-being. Well-Being theory suggests that there are 5 measurable elements that contribute to a person's "flourishing":

Positive Emotion: feeling good
Engagement: finding “flow”
Relationships: authentic connections with others
Meaning: purposeful existence
Achievement: a sense of accomplishment

Collectively as a school community, these themes have been explored through the structure of video morning announcements that are shared every Monday morning. While initially introduced as a strategy to connect Maddaugh students and teachers at both Katzie and Hazelgrove Elementary while our current school was under construction, the Monday morning announcement structure has continued to be used, representing a tool to connect learners to important wellness themes and to each other. Students experience common language and learning and teachers often use these morning announcements as a springboard to further explore PERMA themes deeply in the classroom. Have a look at how PERMA themes are shared with Maddaugh students, staff, and parents:

PERMA explained:

At Maddaugh, we apply PERMA to not only continue to build a sense of community and tradition, but also to help more of our learners flourish. Student ownership has been promoted by making sure students have input into important school decisions that are made, such as the animals that appear on the privacy film throughout the school, the signing of a panel located at the front of the school, to the selection of playgrounds and jerseys, to the signing of our official school-opening plaque. Every step of the way, PERMA has found expression through the student voices that have guided the development of our school culture.

OUR LEARNERS

Maddaugh learners are diverse in many ways, from their culture, background, and identity, to their approaches to learning, how they view themselves as learners, and their ability to self-regulate.

Maddaugh learners are proud of their school and have a sense of belonging and ownership. How do we know this? When asked what makes Maddaugh special, students said things like:

"It is special because it is a place where you can build a strong community. It is also a place where you can learn freely and safely."
"Maddaugh is special to me, because it respects their students and staff and is very welcoming to the First Nations and tries their best to learn their culture."
"Maddaugh is special because the moment you step through the doors, you’re immediately part of something. You're accepted just the way you are."
"I believe Maddaugh is special because it’s a very accepting community. No matter what skin color, race or sexuality you may have, you will always be able to make new friends."

The majority of Maddaugh students are flourishing - they have friends, engage in school and community opportunities, and are proficient or near proficient in foundational areas of learning such as Literacy and Numeracy.***

LITERACY
	Emerging	Developing	Proficient	Extending
Term 1 - 2021-22 Term 1 - 2022-23	8% 9%	37% 38%	53% 50%	2% 3%
Term 2 - 2021-22 Term 2 - 2022-23	5.5% 7%	38% 35%	52.5% 52%	4% 5%

NUMERACY
	Emerging	Developing	Proficient	Extending
Term 1 - 2021-22 Term 1 - 2022-23	3% 4.5%	22% 24.5%	73% 65%	2% 6%
Term 2 - 2021-23 Term 2 - 2022-23	3.5% 2%	21% 22%	69% 68%	6% 8%

***Summative assessment data derived from report cards

OUR FOCUS

For various reasons such as learning challenges, family issues, trauma, extended periods away from school or in blended learning, or a fixed mindset, a subset of learners is either disengaged in the learning process or highly dysregulated.

Through the same collaborative process used in 2021-22 that identified a total of 12 students that were "not yet flourishing", a total of 16 students were chosen to participate in our Social and Emotional Learning (SEL) Inquiry. Students identified as "not yet flourishing" are somewhat to considerably disengaged in the learning process, have a fixed or negative mindset, and are significantly below grade expectations for one or several curricular competencies in foundational areas of learning such as Literacy and Numeracy).

The questions that guided the SEL Inquiry at Maddaugh included:

Leaning on research and the work we have been doing around PERMA and well-being, what intensive measures and strategies can be implemented to support students who are not yet flourishing?
How can a focus on student strengths, the use of these strengths in novel ways, and an increase in self-efficacy positively impact their mindset, approach to learning, and academic performance?

And so, the work began early in the 2022-23 school year!

Our SEL Inquiry included the following phases:

Selection of students and the identification of a curricular competency that would be tracked over the course of the school year.
Pre-assessment of curricular competencies.
Completion of a self-efficacy pre-survey on all students in the group. Questions included:
- I can choose and set a goal for myself
- I can follow steps to reach a goal
- I can remain calm and manage my feelings when something is difficult
- I can tell you something I am good at.
- If I set my mind on something and work hard at it, I can learn how to do most things.
- I lose track of time when I am engaged in a passion of mine.
- I do not give up when I find an activity challenging.
- I feel good when I work hard to achieve my goal.
- I can solve most problems when I work hard.
Students completed an inventory to help them identify their strengths.
Using a lead teacher at Maddaugh and mentors from Salish Secondary, students developed a plan in which their strengths could be used in new or novel ways. This is a positive psychology exercise that has been repeatedly connected with long-term benefits (e.g., 6 months) such as higher levels of happiness and lower levels of depression. These "passion projects" were varied and included and included everything from improving basketball skills to developing art abilities to making other people happy by telling jokes and publishing a joke book.
Students worked with mentors to carry out their plans to apply their strengths.
Students, teachers, and mentors were interviewed.
Students completed a self-efficacy post-survey.
Classroom teachers complete curricular competency post-assessment and survey.

Our SEL lead teacher, Neva Whintors, and mentors played a critical role in supporting Maddaugh students in the conception, development, and implementation of their projects.

OUR NEXT STEPS

Based on observations, conversations, and interviews with both students and staff, we discovered that this work had a varied but profound impact on our learners. Specifically, we learned that:

The average score of the self-efficacy survey increased significantly again this year (17.9 on the pre-survey and 28 on the post-survey).

Teachers reported that 5 of the 12 participants made academic gains related to the curricular competency that was identified as a target area for the participant.
Mentors gained from the experience of working with Maddaugh students as much as the students themselves.
Maddaugh students involved in the inquiry developed leadership and mentorship skills themselves.

The following is a summary of the observed growth by staff members over the course of the 8-month SEL Inquiry:

Student: J.B.
Self-Efficacy Pre and Post-Survey: 17 and 27
Self-Regulation Assessment:
Willing to spend more time in class
Continues to avoid tasks that art difficult
Has demonstrated a passion about art and her Indigenous heritage
Has made social connections and is learning how to maintain them
Curricular Competency Assessment: Reading Fluency and Comprehension:
November, 2022:
Reading Accuracy: 98%
Comprehension: 5.5/9 (Limited Proficiency)
May, 2023
Reading Accuracy: 97%
Comprehension: 6.5/9 (Approaching Proficiency)

Student: O.A.
Self-Efficacy Pre and Post-Survey: 10 and 19
Self-Regulation Assessment:
Eager to complete tasks but does not always follow criteria or pay attention to detail
Struggles with difficult tasks and will shut down without 1-1 assistance
Demonstrates a fixed mindset until he is completed his work
Continues to struggle with relationships
Struggles to self-regulate
Curricular Competency Assessment: Writing
October, 2022
Limited output
Teacher assessment: Emerging/Developing
April, 2022
Limited output
Teacher assessment: Developing/Proficient

Student: H.M.
Self-Efficacy Pre and Post-Survey: 11 and 28
Self-Regulation Assessment:
Struggled greatly early in the year to disengage from mom when dropped off. This improved greatly over the course of the year.
Early in the year, H.M. looked to avoid the classroom, wandered the school, and continually looked for the school principal. Eventually began to spend most of his time in the classroom and was OK when told that the principal was too busy at the moment to play a game with him.
Avoided LST initially. Became very engaged afterwards.
Curricular Competency Assessment: Reading Fluency and Comprehension
February, 2023:
Reading Accuracy: 97%
Comprehension: 5/6 (Proficient)
43 wpm
May, 2023:
Reading Accuracy: 99%
Comprehension: 89 (Proficient)
80 wpm
Improved self-correction

Student: R.S.
Self-Efficacy Pre and Post-Survey: 26 and 37
Self-Regulation Assessment:
No specific self-regulation challenges
R.S. has expanded his social circle
As per his self-efficacy scores, R. S. has gained confidence in his overall ability to do well
Curricular Competency Assessment: Reading Fluency and Comprehension
November, 2022:
Reading Accuracy: 97%
Comprehension: 5/6 (Approaching Proficiency)
84 wpm
June, 2023:
Reading Accuracy: 98%
Comprehension: 7/9 (Approaching Proficiency)
102 wpm
Improved self-correction

Student: M.B.
Self-Efficacy Pre and Post-Survey: 10 and 26
Self-Regulation Assessment:
Generally, more engaged
Demonstrated more focus in LST reading and writing group
Continue to focus on the negative
Showed an improvement in following game rules when playing sports.
Ability to self-regulate "like a roller coaster"
Curricular Competency Assessment: Reading Fluency and Comprehension
•Jumped several reading levels in a short time during 2021-22 (Level C to Level J)
November, 2022:
Reading Accuracy: 96%
Comprehension: 4/9 (Limited Proficiency)
72 wpm
June, 2023:
Reading Accuracy: 98%
Comprehension: 7/9 (Approaching Proficiency)
95 wpm
Improved self-correction

Student: O. V.
Self-Efficacy Pre and Post-Survey: 17 and 19
Self-Regulation Assessment:
More engaged in class activities. Taking more responsibility for his learning by asking for help.
Now seeks assistance rather than avoiding.
Emotional regulation is more consistent.
More positive and open to learning.
Relationships continue to be stretch for O. V.
Great improvement in ability to self-regulate.
Curricular Competency Assessment: Reading Fluency and Comprehension
January, 2023:
Reading Accuracy: 99%
Comprehension: 4.5/6 (Approaching Proficiency)
Independent: K
May, 2023:
Reading Accuracy: 98%
Comprehension: 5/9 (Limited Proficiency)
Independent: O

Student: E. T.
Self-Efficacy Pre and Post-Survey: 11 and 24
Self-Regulation Assessment:
Curricular Competency Assessment: Reading Fluency and Comprehension
December, 2022:
Reading Accuracy: 99%
Comprehension: 6/9 (Proficient)
Low/choppy
Developing (Independent: F Instructional: G)
June, 2023:
Reading Accuracy: 98%
Comprehension: 4/6 (Approaching Proficiency)
Low/choppy
Developing (Independent: K Instructional: L)

Student: D.S.
Self-Efficacy Pre and Post-Survey: 27 and 32
Self-Regulation Assessment:
Generally regulates self at school
Socially connected to others
Lack of focus in class
Sporadic attendance
Curricular Competency Assessment: Reading Fluency and Comprehension
November, 2022:
Reading Accuracy: 96%
Comprehension: 5.5/9 (Limited Proficiency)
Moderate fluency (63 wpm)
Developing (Independent: Q Instructional: R)
June, 2023:
Reading Accuracy: 95%
Comprehension: 4.5/9 (Limited Proficiency)
Moderate fluency (61 wpm)
Developing (Independent: R Instructional: S)

Student: D.L.
Self-Efficacy Pre and Post-Survey: 21 and 27
Self-Regulation Assessment:
During 2021-22, D.L. demonstrated increased self-confidence to achieve, increased ability to work with others, and an increased ability to manage emotions
Continued to demonstrate the ability to self-regulate when upset
Highly distracted
Always active
Curricular Competency Assessment: Reading Fluency and Comprehension
February, 2023:
Reading Accuracy: 90%
Comprehension: 6/6 (Proficient)
Self-correction: 1:7.7
Low fluency (29 wpm)
Developing (Independent: G Instructional: H)
May, 2023:
Reading Accuracy: 91%
Comprehension: 4/6 (Limited Proficiency)
Self-correction: 1:3.3
Moderate fluency (25 wpm)
Developing (Independent: H Instructional: I)

Student: L. B.
Self-Efficacy Pre and Post-Survey: 18 and 27
Self-Regulation Assessment:
Engages in preferred activities (art). Avoids subjects such as Science and Writing)
Shuts down when things become difficult. Will not ask for support, but will accept support that is offered.
Requires assurance.
Has made social connections this year.
Sporadic ability to self-regulate.
Curricular Competency Assessment: Writing
October, 2022:
Impromptu writing - Developing
Limited output (5 lines of text)
No punctuation
Repetitive and limited details
March, 2023:
Impromptu writing - Developing/Proficient
Limited output (14 lines of text)
Some use of punctuation (periods)
Some use of details. Stream of consciousness.

Student: B. G.
Self-Efficacy Pre and Post-Survey: 23 and 34
Self-Regulation Assessment:
Limited engagement in learning
Insecure about her academic abilities - requires ongoing support and encouragement
Does not yet possess a growth mindset
Regulates by avoiding.
Curricular Competency Assessment: Mathematical computation skills
Basic two-digit by two-digit addition and subtraction
September, 2022: 8/20
June, 2023: 12/20

Student: J.O.
Self-Efficacy Pre and Post-Survey: 25 and 33
Self-Regulation Assessment:
During the 2021-22 school year, J. O. demonstrated an increased sense of connection and belonging (disclosed by the student to a staff member), attended school on a more consistent basis, and demonstrated a visibly more "open" appearance (walking upright whereas he used to walk with his hood on and his head down).
Generally more interested in listening during lessons. Comes to school with more energy and interest in life.
A little more willing to ask for help or try new things.
Increased positivity.
Socially engaged - chats and laughs with peers.
Increased ability to stay focused in class.
Curricular Competency Assessment: Writing
November, 2022:
Limited output and detail
Point form
No punctuation
May, 2023:
Increased output and detail
Paragraph form
No punctuation

Student: A. F.
Self-Efficacy Pre and Post-Survey: 15 and 27
Self-Regulation Assessment:
Generally engages and perseveres only in activities that interest them
Increased use of growth mindset language
Increased openness to work with a variety of peers
Vast improvement in their self-regulation skills. Open to listening or taking a moment to calm themselves.
Curricular Competency Assessment: Reading Fluency and Comprehension
During the 2021-22 school year, A. F. demonstrated an increased willingness to read in small groups which he was previously not willing to do.
December, 2022:
Reading Accuracy: 94%
Comprehension: 6/9 (Approaching Proficiency)
Self-correction: 1:5
108 wpm
Developing (Independent: K Instructional: L)
June, 2023:
Reading Accuracy: 96%
Comprehension: 7/9 (Almost proficient)
Self-correction: 1:5
97 wpm
Developing (Independent: L Instructional: M)

Student: C. L.
Self-Efficacy Pre and Post-Survey: 26 and 33
Self-Regulation Assessment:
Increased social circle
Self-regulating has improved since the start of the year - now using WITS more often.
Will usually choose to walk away or speak with a teacher or close friend once they have taken time to self-regulate by breathing and finding a quiet place.
Curricular Competency Assessment:
The ability to self-regulate and solve problems peacefully was much more the focus of C. L. rather than academics.

Student: L. K.
Self-Efficacy Pre and Post-Survey: 11 and 28
Self-Regulation Assessment:
Becoming more positive.
The length of time in a dysregulated state has decreased.
Increased willingness to try difficult things and exert effort for longer periods of time.
Can be visibly seen trying to maintain self-control.
Using calming techniques such as using the calming station, stuffed toy, going for a walk, closing eyes and doing deep breathing.
Curricular Competency Assessment: Writing
November:
Proficient
Stream on consciousness
Many errors in conventions
June:
Proficient
Increased "voice"
Limited errors in conventions

Student	Self Efficacy	Self Regulation	Curricular Competency Progress
J. B.
A. O.
H. M.
R. S.
M. B.
O. V.
E. T.
D. S.
D. L.
L. B.
B. G.
J. O.
A. F.
C. L.
L. K.

With an intentional focus on collaboratively highlighting and implementing student strengths, we can have a profoundly positive impact on how students view themselves as people and learners, their mindset, and their willingness to take risks and put effort into academic tasks that are challenging. Sometimes there is a direct and positive impact on a student's academic progress. At other times, it takes time for these increases in self-efficacy and self-regulation to translate into academic progress.

We also learned that this work boosted all aspects of PERMA:

Through their demeanor and social interactions, we saw evidence that students were more regularly experiencing POSITIVE EMOTIONS.
Students were more visibly ENGAGED in their work.
New RELATIONSHIPS were formed, both with peers, other teachers, and Salish Mentors.
Students were engaged because the work they were engaged with was personally MEANINGFUL.
Students demonstrated a strong sense of ACCOMPLISHMENT.

As with last year, the findings of this inquiry are compelling. As a school community, we plan to continue our focus on the PERMA model for well-being. We believe that infusing the five aspects of PERMA daily into the experience of our students and teachers provides the foundation and springboard to powerful self-regulation and learning, and will allow all of our learners to flourish. Specifically, our next steps include:

Continue to advocate to the Surrey School District that they continue the SEL Lead release model. We will be entering Year 3 of this inquiry during the 2023-24 school year.
Re-engaging existing mentors streams at Salish Secondary.
Laddering some Year 1 and 2 participants of the SEL inquiry into a second phase of personal strength implementation.
Continue to collaboratively scan our learners for students who are not yet flourishing and inviting them to participate in the SEL Inquiry process.
More deliberately collecting evidence in a curricular competency to better show growth over time (as in a "two of the same" writing or reading sample).

See All Learning Plans

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.

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