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Sherwood Park Elementary

Vision to Goal Setting

What is our Vision for Learning?

Traditional Welcome

We would like to thank the Coast Salish people, specifically the Squamish Nation and Tsleil Waututh Nation, whose traditional territory North Vancouver School District and Ecole Sherwood Park reside on. We value the opportunity to learn, live, and share educational experiences on this traditional territory.


At Ecole Sherwood Park, we strive to meet the needs of all students and promote growth as citizens. By fostering strengths and abilities in our students and staff, we support a positive inclusive learning environment that celebrates diversity.

Guiding Beliefs

Ecole Sherwood Park Elementary is a great school, and our staff, students, and parents are moving forward in an increasingly positive and supportive relationship with each other. We acknowledge and respect that there must be a delicate balance between encouraging partnership and respecting the busy and demanding lives and responsibilities of staff, students, and parents. Through our current work, we are committed to strengthening our relationship with our parent community and work as partners to provide the best academic and social-emotional education for our students. We will work together as a community to build a common language between school and home in literacy and social-emotional learning for students in Kindergarten to Grade Seven.

Community Context

Ecole Sherwood Park Elementary is a dual track school located in the North Vancouver School District in the beautiful city of North Vancouver, British Columbia. For the past few years, we have had approximately 430 students enrolled in both the French Immersion and English Immersion Programs from Kindergarten to Grade Seven. When our students move onto high school, our French Immersion stream connects to Ecole Windsor Secondary and our English Immersion stream connects to Seycove Secondary.

One of our strengths is our diverse learners from different backgrounds, and building a sense of community is important to us. We are part of Deep Cove community and proud to be connected to the Tsleil Waututh Nation. We are thankful for our great relationship with the North Vancouver Public Library (Parkgate Branch), Nester’s Market, and other local businesses that support our school in various ways. Our school provides several user-paid community programs for all students after school to help promote healthy living and provide additional programs at the school.

We believe home and school is the most important relationship in student development, and we promote the concept of parents as partners where school and home work together for (student) academic and social-emotional growth. Our Parent Advisory Council (PAC) is highly involved and supports many additional programs that enhance the provincial curriculum and build community such as sports programs, specialized speakers, hot lunch program, and community events. It is great to see parents volunteering in our school daily through driving students on field trips, helping in the library, or reading with students. Our parents get involved in many ways and we continue to promote our partnership.

We support a positive inclusive learning environment that celebrates diversity. Our staff of 50 take great pride in their work and take a collaborative approach to meet the needs of all students and promote growth as citizens. There is a true belief that every staff member is part of the learning environment, including our custodial department. Staff go beyond the regular instructional day to support students through academic and social-emotional support, mentoring, coaching, and fine arts programs. There are many opportunities for students to get involved in school through leadership programs, fine arts programs, and sports programs.

We boast one of the best playgrounds in the North Vancouver School District; it truly a natural place to learn, live, and grow. Waterworld is a forested areas well known to our staff and students adjacent to our large intermediate playground where children play. Teachers take advantage of our beautiful landscape by using the outdoors as part of the learning environment and many classes head outside to enhance their learning. We have two play structures, a basketball/hockey court, and a large gravel field with soccer nets, all surrounded by beautiful trees.

Our school is rich with diversity and celebrates many cultures that make our school great. We continue to build upon our strong connections to community and home to work as partners in our children’s education. Our staff believe in team and is fully committed to our students. Ecole Sherwood Park Elementary is a great place to work, learn, and play.

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Planning & Implementation

What is our Action Plan?

Beginning in September of 2017, staff met to discuss what we believed were the important elements to a good school. Using the Appreciative Inquiry Model we identified our strengths as a school and this led to our guiding beliefs. This two year long process involved a number of stakeholders and resulted in the identification of two main goals along with strategies. As with any endeavour that intends to enhance the life experience for humans, our goals and plans will change over time.

Goal #1: To improve literacy skills in Kindergarten to Grade Seven students.

Objective: To establish and implement a consistent and comprehensive reading program that teaches decoding, reading fluency, and reading comprehension skills in all Kindergarten to Grade Seven students.

Strategies: We will…

  • offer professional development opportunities to enhance teacher knowledge of phonics instruction (decoding), reading fluency, and reading comprehension by having our specialist teachers such as Learning Support Teachers, Literacy Centre Teacher, and other teachers lead staff development at school-based and district-based professional development days and/or at monthly staff meetings;
  • support teachers in learning to use specific programs;
  • implement phonics programs such as Jolly Phonics and/or Itchy’s Alphabet to help teach decoding skills for Kindergarten to Grade 3/4 students and a guided reading program for grades one to four students for reading accuracy and reading fluency;
  • provide novel studies and/or literature circles for decoding, reading fluency, and reading comprehension for students in grade four to seven;
  • use Adrienne Gear’s research-based Reading Power Program to provide consistent instruction in reading comprehension strategies Kindergarten to Grade Seven; and
  • partner with parents by effectively communicating via email and monthly newsletters to use the same language and strategies at home while reading with their child(ren).

Goal #2: To build a sense of safety and respect grounded in the social-emotional health and well-being of the entire school community.

Objective: To directly teach emotional literacy, positive decision-making, and healthy relationships in all Kindergarten to Grade Seven students.

Strategies: We will…

  • use the research-based Second Step Program to enhance students’ social-emotional learning: empathy, self-regulation, and solving problems in a pro-social manner;
  • engage with a Second Step Program Facilitator for staff professional development;
  • have assemblies to discuss and highlight the school’s Code of Conduct and Agreements;
  • equip two classrooms, one enrolling and one non-enrolling, with self-regulation resources as supported by the Ministry of Education;
  • reward students with SPARK tickets when they demonstrate expected behaviours; and
  • partner with parents by effectively communicating via email and monthly newsletters to use the same language and strategies at home with their child(ren).
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Monitor Evaluate & Adapt

What are our Indicators of Progress?

As with any meaningful plan, our goals and strategies will be monitored and evaluated on an on-going basis.

Goal 1 – We will use the following assessments:

  • K = TOPA
  • Gr 1-3/4 = PM Benchmark and Sight Words
  • Gr 4-7 = Jerry Johns

Goal 2 – We will use the following assessments:

  • work with other Second Step pilot schools to create an assessment form
  • use Second Step assessment forms for staff, students, and parents
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Communicating Progress

How do we Communicate our Progress?

The school planning process is intended to support an ongoing dialogue within the community of learners promoting
understanding, respect, and shared values. Communicating the school’s vision, values, accomplishments, and future directions
enables dialogue.

An important feature to a Community of Learners is continual communication about what we value most. Progress will be found here. These indicators are exemplified in a variety of forms. Included will be both past and current examples of progress. More information to come.

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Latest Progress & Updates

As with any meaningful plan, our goals and strategies will be monitored and evaluated on an on-going basis.

The indicators may include the following:

  • Student voice through random sampling
  • Information from classroom teachers and specialists
  • Feedback from parents and community members
  • Photographic evidence
  • Visual collection of understanding