Royal Heights Elementary 24-25

OUR FOCUS

Our focus is to create a social-emotional connection for children, to one another and staff. Our goal is to have students feel safe, experience belonging, and feel valued in our shared community. Fostering feelings of safety and belonging creates an environment where students are comfortable taking risks in their learning, and making mistakes. Where they can trust others, make themselves vulnerable, be open to new ideas, and know that it is a sign of strength to admit what you do not know and ask for help. Once students have a foundation of safety, belonging, and connection, they can strive to become self-regulated learners.

Self-Regulated Learners are students who are able to monitor, direct, adapt and regulate their actions and emotions, to achieve learning goals. Self-Regulated Learners possess a growth mindset and are aware of their learning strengths and needs. When needed they seek support for their learning and with time, develop repertoires of general learning strategies that can be applied to diverse learning situations, and seek appropriate supports for their learning when required.  Self-regulated learners have a deep interest in learning and seek learning challenges (see: Zimmerman & Schunk 2003; Perry 2006). To support students in their journey to become self-regulated learners, we are also supporting staff to guide in this process. 

Teachers are developing an understanding of social-emotional learning through a trauma lens using low arousal techniques. To this end, teachers who promote self-regulated learners within their classroom first develop a safe learning environment where every child can be successful. Teachers then design complex, open-ended learning activities that are accessible for all students, and celebrate the accomplishments of each individual based on evidence of their own personal growth. Embedded within learning activities are opportunities for students to: engage in choice; monitor their progress; receive peer and teacher feedback; experience appropriate levels of challenge; share their learning with others; and develop new strategies for learning. Our collaborative teaching team is constantly finding ways to share their learning and to learn from one another in the Royal Heights community.

Developing reading skills and strategies is our main area of focus for academic school-wide learning at present.  Reading is a foundational skill that influences student success in every curriculum area, and we understand the importance of preparing our students to be able to access information independently. We believe we have to learn to read before we read to learn. Teachers participated in a day of discovering the science of reading, and the majority of staff also participated in a year long book club for Reading Shifts. This provided a foundation for ongoing learning and discussion on the topic of reading throughout the year, and teachers are applying this knowledge to their lessons. School-wide assessments in September allowed staff to identify students needing additional support from Classroom Teachers, Learner Support Teachers, and Early Literacy Teachers. Year end assessments will inform us of the progress students have made and where we need the learning to go next.

Outdoor Learning  includes discovery, experimentation, learning about and connecting to the natural world. Research shows us Outdoor Learning helps students develop their abilities to reflect and learn about themselves, each other and their environment, and builds relevant and meaningful connections to the First People's Principals of Learning. The outdoor learning experience is also connected to emotion and physical movement, which promotes self-regulation and retention of ideas and information. 

Reading Assessment comparisons from the beginning of the year until the end indicate that systematic instruction is working. We want to continue with this current programming to see the difference made over several years. As the baseline of student understanding and knowledge continues to grow, we hope to see an increase in the foundational knowledge of students, and to build on that moving forward. Early primary showed slow progress, but the sytems are still new to them. The most significant progress was seen with our Grade 2 and 3 students, as the programming has been consistent over several years now. We are expecting to see continued growth into next year and beyond.

Our intermediate students are still demonstrating low average baseline reading skills, so we will be exploring programs that target development of fluency, syntax, and morpheme development for the coming year. We will be developing teaching competency in reading and writing instruction in the intermediate grades, to compliment the progress being made with primary students.

Social Emotional Learning needs (SEL) continue to be a high priority for student success. As in many small schools, we have a high staff turnover each year. We continue to promote the development of self-regulation strategies and building relationships with students. Students need to know they are seen, heard, and valued members of our school community to develop their confidence and self-efficacy. The more students learn about how their brain and body works, the better understanding they will have as to what is happening to them and how to control it.  Staff teaches both directly and indirectly, about emotions, behaviours, and choices.

Our school community continues to find ways and opportunities to work in and explore the outdoors. We know that students are often better able to regulate, attend, and engage with others outdoors and while involved in physical movement. We will continue to encourage outdoor experiences and learning where and when possible, to promote a connection to nature and the land.