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Eastview Elementary

Vision to Goal Setting

What is our Vision for Learning?

Vision Statement

Eastview School provides a safe and respectful environment. We foster the development of a community of responsible lifelong learners. At Eastview we want every student to:

  1. Feel safe
  2. Take responsibility for their learning and their behaviour
  3. Have a positive and helpful attitude
  4. Show respect for themselves, others and property

Eastview represents a community of learners engaging respectfully with an open mind and open heart..

Goal Statement

To strengthen our community at Eastview.

Objectives

To create culture inclusive of Indigenous worldviews.

  1. Develop a common understanding of an Indigeneous World View:
    • Communicated through morning announcements, weekly community memo to parents, weekly staff memo.
    • Embedding Indigenous World Views into inquiry based learning.
    • Use of the First Peoples Principles of Learning.
  2. Use of circle to support problem solving and authentic dialogue:
      • Many classes engage in a daily or weekly circle to honour thoughts, feelings, wishes and fears and to share ideas and strategies to foster positive relationships (gratitude stone, morning check-in’s, classroom meetings)
  3. Include place based learning in instruction to develop a relation with nature:
    • Going outside into the forest to take our learning and inquiry into the open spaces
    • Development of our garden club
    • Development of our outdoor learning classroom with log seating spaces
    • Accessing place based district learning opportunities (example: Artists for Kids, Cheakamus Center, Chef Wade)
  4. Develop relationships with our local Indigenous communities
  5. Learn our shared history through story:
    • Building up our Indigenous library of resources and read aloud for classroom and student use.

To build staff-student relationships to foster a sense of belonging.

  1. Highlight and promote a sense of belonging visually throughout the school:
    • Staff board (posters, quotes)
    • Sense of Belonging Definition word art (as developed by students, staff and students)
    • Explicit instruction and literary support around increasing awareness of a sense of belonging
  2. Staff engaging in Professional Development around Social Emotional Learning:
    • Launch of Second Step Program in Fall 2021
    • Everyday Anxiety Strategies for Educators
    • Standing item on our monthly staff meetings
    • Embedded in weekly staff communication to provide ideas and teachings to staff
  3. Social Emotional Learning Committee meetings on a regular basis to provide guidance and feedback related to school objective
    • Check-in with students on our transition program, Hospital Homebound program to foster connection to the school community.
  4. Monthly SEL themed activities for staff and students to foster a sense of belonging and SEL support.
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Planning & Implementation

What is our Action Plan?

Implementation Cycle

September/ October– Communication of School Plan with Staff at Staff Meetings and Parents at PAC Meetings

November/ December– Continued implementation of strategies

January– Student Focus Group Discussion and Feedback

February/ March/ April – Continued implementation of strategies

May/June– Review and Reflection

Members Responsible for Eastview School Plan

Steering Committee– Eastview Elementary’s steering committee consists of Administrators, Teachers, and CUPE staff. The Steering Committee meets three times a year to provide guidance to the staff in regards to the next steps in implementation and review of the school plan.

Staff– All Eastview staff members have a role and responsibility for the creation, implementation, and review of the school plan. The plan is a standing item on each monthly staff meeting.

Parents– The school plan is communicated to all parents in a variety of ways. Parents have the opportunity to discuss the school plan at the monthly PAC meetings. On occasions, the PAC Executive Committee is called upon to provide feedback and guidance to the school in relationship to the plan.

Students– Each year, a focus group of student representatives is brought together for a guided discussion regarding their thoughts, opinions, and suggestions related to the school plan.

Current Action Plan

  • Objective: To create culture inclusive of Indigenous worldviews

Action:

  • Indigenous worldviews are included in the daily morning announcements, weekly community memos, and weekly staff memos.

  • A display of the Indigenous worldviews is posted in the staff room for staff to view and reflect on.

  • Increased focus on the three pathways for indigenous education (student, educators, community).

  • Each staff member has made a commitment to an action item related to the three pathways.

  • Indigenous bulletin board that is updated with relevant information and teaching for students and staff.

  • Increased focus on outdoor learning opportunities.

Objective: To build staff-student relationships to foster a sense of belonging.

  • Collaborative development of monthly themes to guide and facilitate the movement towards an authentic sense of belonging for students, staff and families.
  • Visual representation within the school hallways and stairways to foster a sense of belonging.

  • Increased focus on the diversity of students and families to foster authentic dialogue and voice within our students, staff and community.
  • Continued commitment towards building professional development for staff around Social Emotional Learning.

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Monitor Evaluate & Adapt

What are our Indicators of Progress?

What have we achieved?

With ongoing reflection on our progress with our school plan, we endeavour to collect both qualitative and quantitative data. Below is important data and feedback regarding our progress thus far.

This year we worked to create a culture inclusive of Indigenous Worldviews, while focussing on place based learning and to identify increased opportunities to take learning outside. A working group was established to identify all the outside spaces that could be used to conduct lessons, activities and inquiries. It was then presented at a staff meeting with guidance and discussion opportunities for staff. We dedicated a Collaboration Day to outdoor learning and supported staff with resources all year. The following spaces were identified as collaborative outdoor learning places:

  • Eastview Park forest
  • Undercover area
  • Circle Structure
  • Log seating outdoor classroom
  • Lower forest area
  • Amphitheatre space
  • Expansive gravel field

The increased focus on outside time meant that each day:

  • Classes engaged in learning opportunities outside on a regular basis.
  • 1/3 of the school started their day outside engaged in daily physical activity and the rest of the school sought opportunities throughout the day to get outside.
  • The seeding, planting, nurturing and harvesting of the our community garden afforded many opportunities for students and staff to get involved in a great place based learning opportunity while enjoying the fruits of their labour.

Student Focus Group Feedback

A small group of students from grades 3 to 7 were brought together back in January for a discussion related to our school plan. Their thoughtful comments and suggestions provided us with invaluable feedback. Below is a sampling of their thoughts.

What words would you use to describe our school?

  • Fun
  • Safe
  • Nice
  • Normal
  • Accepting
  • Open
  • Kind
  • Inclusive
  • Home away from home
  • Community
  • Free
  • Informative
  • Beautiful

What Indigenous teaching do you see happening in our school?

  • Use of the circle structure and welcome pole
  • Salmon ceremony to welcome salmon to our school tank.
  • Drawings, paintings, singing, cedar branch tracing, drumming, teaching about medicine wheel
  • Regular visits from our Indigenous Support Worker to provide classroom and outdoor teaching
  • Land acknowledgements and Coast Salish Anthem
  • Orange Shirt Day
  • Field trips and outdoor learning at Long house and outdoor school.

What other suggestions do you have to improve indigenous teachings?

  • More time with nature
  • Whole school activities
  • More respect
  • More collaboration as a whole school
  • More teaching with our Indigenous Support Worker
  • Talk more about animals and their connection to stories
  • More storytelling
  • What animals symbolize

How do you and your class use nature and the outdoors at school?

  • Making cedar boughs
  • Language and math activities outside
  • Climate change project
  • Nature to represent shapes and letters
  • Spending time outdoors
  • Returning cedar to nature
  • Reflection journals

Developing a Sense of Belonging

The Student Focus Group also provided the following in relation to our sense of belonging goal.  Here are the questions presented to our student focus group and the student responses in summary.

In what ways do we make students feel like they belong here at school?

  • Teachers respect students
  • Teachers include and respect who people are, and one another
  • People ask if they need friends and include others
  • Teachers make people feel equal
  • One-on-one help when you don’t understand something
  • Easy to talk to teachers
  • Welcoming
  • Easy to find help from adults
  • Adults make us feel safe
  • Recognize everybody’s different abilities
  • Supervision Aides are easy to talk too

What else can we be doing to make students feel like they belong here at school?

  • More equipment outside
  • Older kids to watch out for kids in younger grades
  • Make sure everyone is included
  • Make sure people are respecting each other for who they are
  • Make people comfortable in their environment
  • Be respectful of different opinions
  • Respect peoples emotions
  • Respect others belongings
  • More sports and extra-curricular activities

What are you most proud of at Eastview?

  • We get lots of work done
  • Everyone is respectful
  • We are getting a good education
  • People respect who people are
  • We feel ready for high school
  • Feels like a close family
  • Everybody is kind
  • Classes work well together
  • Good at dealing with a crisis like Covid
  • Very inclusive
  • Teachers and students respect each other

After providing student the opportunity to describe their sense of belonging, we engaged staff and parents in a similar activity. Through the guided discussion with community stakeholders, a common understanding that we all desire a sense of belonging in our school community. The following Word Art captures what we value in terms of our “sense of belonging”.

This word art will be created into a wall mural and class-sized posters to use as an ongoing teaching tool for our students, staff and community.

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Communicating Progress

How do we Communicate our Progress?

Eastview Elementary’s school plan is an ongoing, evolving process that relies on reciprocal relationship between staff, students, parents and the community.

How Do We Communicate Our Progress?

  • Our school website
  • Window Into the Week
  • Community Memo
  • “Week At A Glance” staff memo
  • Monthly presentations at the PAC meetings
  • Morning announcements
  • Classroom blogs or weekly news blasts
  • Informal/impromptu “classroom door” discussions
  • Partners for Inclusive Education (PIE)
  • School Assemblies Virtually on MS Teams
  • Student Family Teacher (STF) Conferences
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Latest Progress & Updates

Progress Update: July 6th, 2021

This year presented an educational challenge like no other time in teaching. Students responded to a very different learning environment with resilience, perseverance and care. The entire school evolved into a Covid-19 safe space so that we could welcome our students each and everyday with full confidence that student safety was our top priority.

During this year, we were pleased to present learning in very innovative and re-imagined ways while supporting our school wide objectives.

In relation to our Indigenous Worldview goal, there was an increased emphasis on outdoor learning this year. Students spent much more time learning outdoors, and with the financial support of our PAC, teachers created materials to easily take learning outside (sit-upon’s, clip boards, outdoor journals). On any given day, students could be seen:

  • Reflecting while sitting in the quiet of the forest
  • Exploring math, literacy and inquiry based learning outside
  • Using our circle structure or our log seating outdoor classroom
  • Creating visual art projects using a variety of mediums and tools
  • Nurturing our community garden, harvesting and sharing its bounty
  • Exploring nature using the lens of applied design technology and science to capture beautiful images of our school grounds in a photography challenge
  • Engaged with nature to develop our appreciation and connection to the lands around us.
  • Staff collaboration time used to share strategies and tactics to enhance outdoor instruction.

All these combined activities helped foster an appreciation and deepen our collective understanding of our Indigenous Worldviews.

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.” (First Peoples Principles of Learning)

In June, we reflectively revisited the teachings of residential schools that we had touched upon in September for Orange Shirt Day. With the vision of guiding our learning into September we built an Indigenous History Awareness board to align with all our learning in June to celebrate Indigenous History Month. Our students energetically engaged in difficult conversations and took action to show our collective culture of care when it comes to understanding Canadian history and our shared responsibility as we move forward in our learning.

As we focussed on our second goal, to foster a sense of belonging, we opened our school year by making students feel a deep sense of “sameness” in this world where everything felt different. We enthusiastically welcomed our students back and committed to making sure that everyone fully understood and practiced the safety protocols everyday. We completed daily health checks, hand hygiene, same cohorts, staggered lunch and recess breaks, followed school signage, all while wearing masks and maintaining physical distance. We are proud to report that we held ourselves to a high level of safety all year long and we could not be more proud of our commitment to safety for all our students and staff.

This year we engaged in learning from a Social Emotional Learning lens to ensure that comfort levels were met and students attended each day with an increased sense of belonging.

Eastview School partnered with parents in embracing BIPOC (Black Indigenous People of Colour) initiatives where we invited inspirational speaker Parker Johnson to speak to our Intermediate students and held a parent education session as well.

We highlighted Black History Month, Asian Heritage Month, Indigenous History Month with bold interactive bulletin boards. This year we shifted our focus to the diversity of the family unit and aligned our teaching and celebrating with Family Day.

Our PIE (Partners for Inclusive Education) Committee brought excellent speakers to our community highlighting relevant topics for families and staff in our Eastview community.

We engaged each class in explicit teaching around a sense of belonging. Each student then provided one word to describe “belonging”. This activity was presented to our PAC and to our staff at their respective monthly meetings. We collated all the words to create a “word art” cloud with the most common themes presented more prominently. Our concentrated work over the past three years to help all our students feel like they belong is beautifully captured in this word art. Thank you to our parent, Sherry Klochnyk who graphically designed the word art.

We revisited our Student Focus Group by inviting students from Grades 3-7 to participate in a series of questions around our two school goals. The results of our Student Focus Group answers can be seen in the Student Focus Group section. We immediately approached our PAC to help provided more equipment for our students for extra-curricular activities. Student voices matter and are a great agent for driving change at the school level.

We are proud of the way that our community was able to pivot to provide typical school activities in a re-imaged way. Our students proudly engaged and participated in:

  • Assemblies, field trips, presentations using MS Teams platform (Remembrance Day, Winter Concert, Band Concerts, Field trips, Children’s Festival, NS Black Bear Society, Water Conservation and Climate Change Presentation)
  • Talent Show virtually
  • Hot Shots in cohorts
  • Sports Day in cohorts
  • School wide dance activity on the field socially distanced
  • Celebration of Learning virtually
  • Grade 7 Farewell Ceremony live streamed
  • North Van Cares project to make cards for elder friends in the community
  • Kilometre Club and Track and Field
  • Orange Shirt Day, Pink Shirt Day and Black Shirt Day.

As this year closed in a rather HOT way, we gently bid this year a fond farewell. We look forward to a more typical year with a movement back towards well known and loved activities.