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Brooksbank Elementary

Vision to Goal Setting

What is our Vision for Learning?

Vision

Brooksbank Elementary School is a vibrant learning community where all learners feel a sense of belonging, where diversity is honoured, and where all students are valued for their individual strengths.

All members of the Brooksbank Learning Community are committed to building a foundation of social-emotional wellbeing for every student in order to enable personal and academic growth.

In alignment with the North Vancouver School District, we are guided by our core values of trust, respect, responsibility, collaboration, and by the four pillars of educational practice. We also incorporate the First Peoples Principles of Learning into our practice. At Brooksbank we believe that Social Emotional Learning (SEL) is the foundation for all learners’ success. These social-emotional skills need to be modelled in our everyday interactions, intentionally taught in our classrooms, and continually reinforced by all staff. We understand that learning takes patience, time, and should ultimately support the well-being of the self, the family, the community, and the land.

Our Beliefs

Values
Respect
Responsibility
Trust
Collaboration

Our Process: Engagement and Learning
School Wide Identification of Vision and Values
School Wide Identification of School ‘Need’
School Wide Identification of School Focus – Goal
Strategic Action Plan
Ongoing assessment and progress monitoring
Utilization of school structures to support growth
Staff Meetings
Primary and Intermediate Team Meetings
Indigenous Education Team
SEL Team

Where are we now

Whole school commitment to Social Emotional Learning Goal

Whole school commitment to First Peoples’ Way of Knowing

Commitment to learning – Staff Meetings and Professional Development are allocated to staff learning to increase our knowledge and understanding of the CASEL framework of Social Emotional Learning

Building a common understanding and language amongst the adults in our learning community

Training and incorporation of the Collaborative Problem Solving model

Commitment to the alignment of our Brooksbank Code of Conduct to our focus on Social Emotional Learning

Incorporation of the Indigenous Worldview

Ongoing communication and resource sharing with parent community

Alignment with behaviour support strategies – focus on Collaborative Problem Solving

Intentional teaching of the aspects of the CASEL framework for Social Emotional Learning

SEL Core Team
Brooksbank’s Core Social Emotional Learning Team represents the voice of all of Brooksbank’s educational stakeholders and makes recommendations to guide our actions. It is a voluntary team who also provides leadership in the school planning process. The team currently includes Claire S., Wendy Z., Tania V., Meghann T., Angela M. Vanessa B., Chantry C..

Indigenous Core Team

Brooksbank’s Indigenous Team plans activities and promotes events in relation to Orange Shirt Day, National Aboriginal Day. It also offers curriculum connections for staff to sue within their classes. The team currently includes Angela Meule, Dave Earland, Sarah Dolan, Wendy Zubic, Helen Cranstoun, Lauren Startup, Mark Thomson, Pam Hollingsworth, and Spencer Kelly.

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Planning & Implementation

What is our Action Plan?

Social-Emotional Goal & Objective

Our Goal
To improve all learners’ sense of belonging, academic success, and positive behaviour through the intentional and systemic teaching of SEL skills.

Objective 1
All members of our learning community will have awareness and understanding of the five domains of CASEL’s Social Emotional Learning Framework.

Objective 2
All 5 domains of the CASEL Social Emotional Learning framework will be intentionally taught in every classroom and will be a priority throughout the school community.

Intentional Teaching of SEL skills
Staff have determined that we will focus on each of the 5 components of the CASEL framework. Self Awareness is the first of the 5 skills that we will be teaching via Second Step.

Self Awareness

The first competency that we will be working on is Self Awareness. The learning targets for our students are:

To accurately identify and name our emotions.
To recognize that our emotions are temporary – they will and can change.
To recognize our strengths and stretches.
To show confidence that we can handle our daily tasks and challenges.

Self Management

The second competency that we will be working on is Self Management. The learning targets for our students are:

1. To control our impulses and our actions.

2. To use learned strategies to manage our stress.

3. To be motivated to do our best in all our daily tasks.

4. To set goals for ourselves and make a plan to achieve them.


Social Awareness

The third competency that we will be working on is Social Awareness. The learning targets for our students are:

We will use perspective taking when communicating with others and problem solving.
We will show empathy for others in all situations.
We will appreciate diversity; understanding that we all have similarities and differences.
We will show respect for others at all times regardless of our differences.

Relationship Skills

The forth competency that we will be working on is Relationship Skills. The learning targets for our students are:

We will communicate clearly, listen actively and cooperate with each other.
We will work collaboratively to problem solve and negotiate conflict constructively.
We will demonstrate cultural competency by respectfully interacting in all situations, including those with diverse cultural and social demands and opportunities.
We will provide leadership and seek or offer help when needed.
We will resist negative social pressure and stand up for the rights of others.

Responsible Decision Making

The fifth competency that we will be working on is Responsible Decision Making. The learning targets for our students are:

Identifying solutions for personal and social problems
Anticipating and evaluating the consequences of one’s actions
How to use judgement after analyzing facts
Reflecting on one’s role to promote well-being (personal, family, community)

SEL: School Wide Strategies

~Regular announcements – education, common language, celebration

~Standing item onStaff Meeting / EA Meeting agendas – sharing of ideas/successes/challenges

~Hallway Display – adding description and learning targets to the competency

~Community – sharing of common language/resources with parents

~Student Voice – SEL Student Leadership Team

SELF AWARENESS: Classroom Strategies

~Commitment of two teaching times a week build into all class schedules – SEL time (Classroom teachers to collaboratively plan with support from Core Team if needed)

~Staff provided with thorough resource list for ongoing use – updated regularly (picture books, websites, possible lessons)

~SEL Student Leadership Team to provide suggestions/ideas for increased sense of belonging


SELF AWARENESS: Individual Strategies

~SEL language to be used when preparing Positive Behaviour Support Plans

~Individual or small group direct teaching by counsellor/LST/EAs


Professional

SEL focus (presentations, discussions, collaborative opportunities) at all staff meetings, staff collaboration, and school-based professional development days.

CASEL Competencies
Trauma Informed Practice
Second Step
Executive Functioning
Restorative Practices
Self-Assessment of Core Competency
First Peoples Principles of Learning

Student

SEL focus at the school-wide, classroom, and individual levels.

School-wide implementation of Second Step
Mindful Morning Messages and Weekly intentions linked to Core Competencies
Exploration of the characteristics of the Orca, within Coast Salish culture, as a representation of our school and community values
Facilitated Circle practice in select classes
Spaces and tools to support self-regulation of behaviour, emotion, and learning in classrooms and throughout the school
Family and Community

SEL focus within regular communication with families and community.

Weekly updates
Blog
PAC/Parent meetings
School Assemblies
Inclusion

To build our understanding and capacity to support the diversity within our inclusive community: we are committed to working collaboratively to provide opportunities for all our learners to experience success. We will explore diversity and inclusion through the lens of professional, student, and family/community learning.

Academic Goal & Objective

Our Goal

Facilitate students’ academic growth and success through intentional support of Creative and Critical Thinking Core Competencies.

Objective 1

 Within the Creative Thinking Core Competency staff and students will focus upon the five “I” statements within Developing Ideas.

  • I make ideas work or change what I am doing.
  • I can usually make my ideas work within the constraints of a given form, problem, and materials if I keep playing with them.
  • I build the skills I need to make my ideas work, and usually succeed, even if it takes a few tries.
  • I use my experiences with various steps and attempts to direct my future work.
  • I can persevere over years if necessary to develop my ideas. I expect ambiguity, failure, and setbacks, and use them to advance my thinking.

Objective 2

Within the Critical Thinking Core Competency staff and students will focus upon the five “I” statements within Analyze and Critique.

  • I can show if I like something or not.
  • I can identify criteria that I can use to analyze evidence.
  • I can analyze evidence from different perspectives.
  • I can reflect on and evaluate my thinking, products, and actions.
  • I can analyze my own assumptions and beliefs and consider views that do not fit with them.

 Using the Creative and Critical Thinking Core Competencies, students will focus on their ability to examine their own thinking, and that of others. Students will progress through the continuum of the Creative and Critical Thinking Core Competencies.

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Monitor Evaluate & Adapt

What are our Indicators of Progress?

Staff Commitment to Learning

At Brooksbank, staff are continually learning and growing their skills in order to improve the overall educational opportunities for our students. Learning together on Professional Development Days and at Staff Meetings are an essential way for staff to monitor our progress in relation to our school goal, make any adjustments that may be needed, and ensure that we are continuing to grow as a Vibrant Learning Community.

We are also engaging in the Early Literacy Assessment in Kindergarten to Grade 3 to monitor literacy in the Primary grades. We will also use the Foundation Skills Assessment to supplement our knowledge to monitor Intermediate academic progress.

Second Step Post COVID

The first component that we will be working on is Self Awareness. The learning targets for our students are:
1. To accurately identify and name our emotions.
2. To recognize that our emotions are temporary – they will and can change.
3. To recognize our strengths and our stretches.
4. To show confidence that we can handle our daily tasks and challenges.

The second component that we will be working on is Self Management. The learning targets for our students are:
1. To control our impulses and actions.
2. To use learned strategies to manage our emotions and stress.
3. To be motivated to do our best in all our daily tasks.
4. To set goals for ourselves and make a plan to achieve them.

Intentional Teaching of Social Awareness
Student Learning Targets:
1. We will use perspective taking when communicating with others and problem solving.
2. We will show empathy for others in all situations.
3. We will appreciate diversity; understanding that we all have similarities and differences.
4. We will show respect for others at all times, regardless of our differences.

Data Collection

In order to measure our students’ growth in the goal areas, we will use the Self-assessment of the Core Competencies, which every child completes, and the Student Learning Survey which is completed in Grades 4 and 7. Combined these will inform our practice, professional development, and collaboration times.

When the evidence suggests that the majority of students practicing the goals independently, the goal will be archived but will still be taught in all classes to maintain the skills.

Students Learning Survey for the SEL goal, SBRT referrals 

Student Self reflection on the core competencies, SBRT referrals, STF conferences (goal setting), ELA academic goal

Next Steps
Continue to deepen our Student Voice through strategic action planning by our SEL student leadership team

Deepening staff understanding of Trauma Informed Practice in order to enhance our SEL work

Increase awareness of our new Code of Conduct – with an emphasis on Collaborative Problem Solving

School Wide Teaching – SECOND STEP Programme
Brooksbank is so excited about its role as a pilot school in the North Vancouver School District for school wide (K-7) implementation of the Second Step Program. This program aligns with our goal of intentionally teaching social emotional learning skills to improve our learning community’s sense of belonging, positive behaviour and academic success.

Establish regular opportunities to engage in a cycle of ongoing reflection with staff, students, and families where we look at examples and data pertaining to both goals. These processes allow us to regularly come back to our goals, talk about our learning, and expand where we are going to next.

Some examples include:

Data and observations through Classroom Review
Individual, Class, and Grade Learner Profiles
Tracking students who need additional support for self-regulation (frequency and intensity) SBRT
Tracking supports for students with Individual Education Plans
Example reflective questions:

How do we show evidence of the growth of Social Emotional Competencies?
What is our collective understanding of diversity
What is evidence of inclusion and learner success?
What structures and supports can we provide as a community to grow meaningful inclusion in our school?
Reflective venues:

Staff meetings
Collaboration time
Professional Development
Team meetings
School Assemblies
Classroom discussions and class meetings
Student conversations
Engagement with families through large group and individual opportunities

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Communicating Progress

How do we Communicate our Progress?

For Staff

Staff will be kept up to date at monthly Staff and C.U.P.E. Meetings, as well through staff email and the Week at a Glance for weekly events that support the our goals.

For the School Community

The Brooksbank community will be able to monitor our progress through this website, as well as reports at the monthly PAC Meeting, and monthly newsletters that are emailed to families, but also posted on the school’s website.

Methods of communication will include:
informal updates to parents
formal report card updates three times per year

conferences
School Messenger updates to families 
open house/meet the teacher events,
special presentations: Band and Strings, music, concerts, performances
seasonal events – jingle walk

PAC bulletins

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Latest Progress & Updates

School plan was updated on May 25, 2021 to reflect the implementation of Second Step at the school level.

Items to add in 2021:

  • add Indigenous education goal
  • add photos to support plan
  • add visuals to support plan