Who We Are at Pacific Heights Elementary:
At Pacific Heights, the first principle of the First People's Principles of Learning articulates who we are as a school:
"Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors."
Wellbeing of Self:
Wellbeing of Others:
Wellbeing of the Land:
Social and Emotional Learning (SEL) plays a crucial role in supporting our learners in developing skills essential for their academic, professional, and personal lives. This includes fostering self-awareness, social awareness, and responsible decision-making, creating a foundation for holistic growth.
Our diverse group of learners, including those new to Canada and participants in our French Immersion and Social Development programs, benefit from a curriculum that integrates balanced literacy and the Science of Reading. By incorporating evidence-based reading practices, we aim to provide a comprehensive approach that meets the varied literacy needs of our students.
Mindfulness practices, such as visualization, deep breathing, and daily gratitude, are utilized by our learners to support their well-being and emotional regulation. These techniques, alongside the exploration of social, ethical, and environmental implications in the local environment, enrich their learning experiences and promote a deeper understanding of the world around them.
Encouraging curiosity, humility, and openness towards diverse perspectives and experiences, our learners engage with the unique diversity present in our school community. This inclusive approach not only enhances their understanding of others but also fosters a sense of belonging and mutual respect among all individuals.
By creating a safe and supportive learning environment that promotes self-regulation and emotional well-being, our students can focus on their studies, feel secure, and develop the necessary skills for both academic success and personal growth. Integrating balanced literacy and the Science of Reading into our educational practices further enhances our commitment to nurturing well-rounded, empowered learners at Pacific Heights Elementary.
Balanced Literacy and the Principle of Learning Embedded in Memory, History, and Story:
In the vibrant tapestry of our school community, the integration of balanced literacy not only addresses the diverse needs of our learners but also blends with the core belief that "learning is embedded in memory, history, and story."
By combining the essence of memory, history, and storytelling into our balanced literacy practices, we affirm the importance of respecting students' backgrounds, experiences, and cultural narratives as essential components of their educational journey.
At Pacific Heights Elementary, a central focus lies on literacy improvement, specifically within primary grades and Learning Support teachers who are actively revising their programs based on current data and insights from the Science of Reading. This strategic shift aligns with the First People's Principles of Learning, highlighting that "Learning is embedded in memory, history, and story," underlining the value of incorporating diverse narratives and historical contexts into education.
Our teachers enhance literacy instruction through the integration of varied perspectives and cultural stories, fostering a more inclusive and captivating learning environment that resonates with all students.
Through our book study: "Shifting the Balance" by Jan Burkins and Kari Yates, primary and intermediate teachers dove into effective literacy strategies, while the implementation of the University of Florida Literacy Institute program (UFLI) by K-3 teachers elevated their literacy instruction. The transition to using DIBELS for assessments reflects a commitment to a comprehensive, research-based evaluation of early literacy skills, replacing the previous Fountas and Pinnell approach.
Feedback from teachers:
"The students responded well, showing excitement in applying their decoding and encoding skills. They exhibit greater independence in reading and writing compared to previous cohorts, successfully decoding 4-phoneme words, a remarkable achievement!" (Kindergarten teacher)
"UFLI has notably enhanced students' phonemic awareness, spelling abilities, and phoneme manipulation for spelling purposes." (Grade 2 teacher)
Next Steps for Our Science of Reading and Balanced Literacy Focus: