Brooksbank ElementaryAn Engaged Learning Community

June 2015

Our Vision:

In the Brooksbank Elementary community, we are committed to developing competent thinkers who nurture each other to become compassionate, mindful and contributing members of our classrooms, community and society.

We Promote and ModelCompassion in our thoughts, words and actions.

“Learning organizations are...where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.”

~ Peter SengeWe believe...

fostering a sense of belonging to the greater community, Family of Schools, and environment will lead to advocacy, public voice and leadership

our focus on fostering a sense of belonging at Brooksbank creates a warm culture and increases the frequency of pro-social interactions amongst students, staff, and families

positive, outward-looking and proud outcomes are derived from supporting student-driven initiatives and leadership

delivering curriculum supported by technology will assist in meeting the needs of diverse learners in an engaging, dynamic way

that continuous school improvement, achieved by understanding and sharing a vision, considers process as well as results.

Highlights of Our Journey ... Highlights of Our Journey ...

Collaboratively Establishing Values, Vision and Beliefs

Organizing Learning and Instruction

Instructional Planning Addresses the Needs of All Students in the Classroom

Working within the 4 Pillars framework, we were able to identify our unique strengths and needs as a school in curriculum, assessment, instruction and social emotional learning, and to collaboratively plan for both student and professional learning with an enhanced focus on purposeful planning for students requiring additional supports.

Collaborative planning has extended beyond our walls to our Family of Schools. Teachers within the Sutherland Family of Schools have identified math as an area in need of support, so in 2015-16, students in grades 6 & 7 will participate in a full year transition math course, collaboratively taught by teachers at Brooksbank and Sutherland, to improve mathematic proficiency and increase confidence.

Best Practices in Fostering

Student Engagement

OVERVIEW

Student engagement, variously described as commit¬

ment to and investment in

learning, identific

ation and

belonging at school, and, in

terms of participation in the

school environment and initiation of an activity to

accomplish an outcome, is associated with desired

academic, social, and emotional le

arning outcomes

The importance of engagement at school and with

learning is undisputed by educators, as is the conclusion

that too many of our students may be characterized as

bored, unmotivated, and unmvolved, m other w

ords, as

disengaged from the academic and social aspects of

school life Engagement has become a signific

ant

consideration for educators both as a means of

understanding student behavior and performance and

for addressing student needs, in

dividually and m

systemwide efforts

Our premise is that viewing engagement as composed

of four subtypes provides an ideal heuristic to achieve an

assessment-to-intervention link and to design data-based

interventions that maximize the goodness of th

e person-

environment fit We surmise that effective interventions

must account for m

ore than attendance and academic

skills Rather, indicators of students' commitm

ent to

learning, perceptions of academic and social compet¬

ence, and sense of belonging must also be considered

Sandra L. Christenson

University of Minnesota

Amy L. Reschly

University of Georgia

James J. Appleton

Sarah Berman-Young

Deanna M. Spanjers

Patrick Varro

University of Minnesota

We believe that engaging students at school and with

learning necessitates thinking of school-wide (universal)

interventions as well as individualized (ta

rgeted or

intensive) interventions To advance our th

eoretical

conceptualization of student engagement, we conducted

a review of the lite

rature with the express purpose of

identifying interventions across the four subtypes at the

two service dehvery levels

There has been marked rccent interest in

engage¬

ment, the roots of w

hich can be traced to the school

completion/dropout prevention literature (C

hristenson

& Thurlow, 2004) In addition, high school re

form

initiatives highlight th

e seminal nature of achievement

motivation and students making a personal investment

in learning, both of which are enhanced by relation¬

ships, rigor, a

nd relevance m our classrooms (National

Research Council and the Institute of Medicine [TNTRC],

2004) Finally, recent re

search—often conducted by

developmental psychologists—has reinforced the inter¬

est m engagement and its connection to other constructs

such as motivation (Fredericks, Blumenfeld, & Pans,

2004) The mterest m engagement spans national and

international (Russell, A

mley, & Frydenberg, 2005)

researchers as well as several in

terrelated disciplines

(e.g, public health, see Blum & Libbey, 2004, and

school psychology, see Appleton, Christenson, Kim, &

Reschly, 2006 and O'Farrell, Morris

on, & Furlong,

1099

Highly Effective Schools Share a Clear and Focused Vision and Hold High Expectations for Student Success

This word cloud represents the collaborative thinking of Brooksbank staff when posed the question: “What do we want for our students as adults?” It was powerful to engage in dialogue centered on our learners, embracing and valuing diversity. When we asked our students how to best support them, we heard resounding requests for authentic leadership opportunities. We have honoured their suggestions, and note that our students have demonstrated higher levels of ownership for their learning and investment in their school, even initiating and maintaining a student newspaper.

Collaboratively Establishing Values, Principles and Beliefs

Building an Inclusive Learning Environment ...

Students at Brooksbank Have Opportunities to Interact with a Variety of Peers in a Range of Settings

Learning experiences are designed to tap into the strengths and interests of all students. Brooksbank offers numerous in-school multi-age opportunities (eg. Inquiring Minds Engineering Challenge), a rich music program (including weekly classes, primary and intermediate choir and band) special activities (including a 4 week Ski Program accommodating over 100 students), extracurricular (eg. Cross Country, Track & Field, Basketball and Volleyball), and a host of afterschool programming that includes primary basketball, Speed Agility & Quickness Training, Art Mania, Mad Science, Lego Club, Chess Club, After School Chillin’ Club and more.

We have developed excellent connections with numerous community partners including Loutet Farm directly behind our school, North Shore Neighbourhood House, Sunshine Preschool, Top Drawer Daycare, North Shore Multicultural Society, Vancouver Coastal Health, local libraries, UBC, SFU and more.

and Providing Supports for Success

More Highlights of Our Journey ...

Lifelong Learners

Staff at Brooksbank is truly exceptional. A student has described the adults in the building as ‘a family... they seem like brothers and sisters’. There is a deep level of caring for children and an understanding that to continue to provide the best learning opportunities, we must all be learners. Leadership at Brooksbank is shared amongst all adults. Over the past years, staff at Brooksbank have both participated in and led professional development in many areas including Assessment and Reporting, Understanding by Design, Changing Results for Young Readers, Mind Up, Self-Regulation, Building Belonging, School Planning, and a Design Series on the new BC Curriculum.

Time at each monthly staff meeting is devoted to professional development, staff voluntarily initiates and engages in professional reading and dialogue, bi-weekly staff-led Lunch and Learns are planned, and teachers are regularly released by administration for collaborative planning and teaching during the instructional day. Primary and Intermediate Teams meet regularly outside the schedule to plan, assess and coordinate programs such as guided reading.

Parental Involvement Helps Children to Succeed in School and Later in Life

Brooksbank benefits from an active and supportive Parent Advisory Council (PAC). This caring group begins the year by welcoming new and returning families with a coffee morning on the first day of school, setting the stage for a year of volunteer efforts in classrooms, on fieldtrips, during special events and raising funds to support school initiatives. Parents are welcome, present and involved on a daily basis at Brooksbank.

...and Providing Supports for Success

Sutherland Family of Schools Sky Art Project

As a celebration of collaboration within our Family of Schools, students, staff and parents from Brooksbank, Ridgeway, Queensbury, and Eastview Elementary and Sutherland Secondary schools, along with Mayor Mussatto, Councillor Buchanan, NVSD Executive and District Administrators joined in June 2015 to form a huge piece of living art choreographed by commissioned artist Daniel Dancer and photographed by a drone from 80’ above. Each participant is a ‘dot’ of colour within the design. In keeping with our Family of Schools’ focus on fostering a sense of belonging within our community, we chose to replicate the Sabretooth Tiger created by Squamish artist, Rick Harry. This wood carving hanging in the front hallway at Sutherland represents values of generosity, belonging, mastery and independence. It includes the four Coast Salish eyes that watch over Sutherland students, and bands around the edge that symbolize balance of mind, body and spirit. It is the mascot for our childrens’ current or future secondary school.

We were supported in hosting this special event by the City of North Vancouver and the Ministry of Education Aboriginal Branch, along with our local RCMP, Gordon Smith Gallery, North Vancouver School District, North Vancouver City Fire Department and the Parent Avisory Councils for each school. Our event was opened by Alroy Baker and Sutherland alumni Adina Williams.

Supp

orti

ng T

rans

itio

n an

d St

reng

then

ing

Ties

Wit

hin

our

Fam

ily

of S

choo

ls

And

a F

ew M

ore

Hig

hlig

hts

...

Thinking Beyond Ourselves

In lieu of purchasing tickets, Brooksbank families donated new toys and gifts for North Shore Christmas Bureau as their admission to our Christmas concerts. Brooksbank students on their own initiative also help support a music program in Zambia, provide sports equipment to children in Nepal, do food drives for our local Food Bank, support the Cancer and Heart & Stroke Foundations, and attend to emergent charitable needs.

Sutherland Connections

Brooksbank enjoys a close connection with Sutherland Secondary, with students visiting their future high school several times a year to audit classes, participate in Explorers adventures, attend performances, join bands on Music Monday, and pictured here, to open the celebration at the Sutherland Graduation. Our students look forward to becoming Sabres.

Engaging with Families, our Family of Schools and the Greater Community

Bringing our Community in...

We are fortunate to have regular visits from Brooksbank alumnus Mayor Darrell Mussatto.

We have close connections with North Vancouver RCMP through the school liaison program. Pictured here on our playground is Constable Carlos Rockhill.

Celebrating our Success

Brooksbank ‘Do Good’ Team Earns a Civic Youth Award

Brooksbank intermediate students, inspired by Craig and Mark Kielburger, created the ‘Do Good’ Team. Now with sub-committees focused on environmental concerns (eg. Lights Out Lunch, composting, recycling), raising awareness of local and global issues, producing a monthly school newspaper, and maintaining school spirit, this body of students has gained momentum, respect and a growing membership. This year, members of the group requested staff sponsorship for a Talent Show which they received in the form of several months of entrepreneurial training.

Intermediate Students Attend We Day and a Lecture on Compassion with His Holiness the Dalai Lama

Two community-minded senior students were given the opportunity to attend a lecture in Vancouver by His Holiness the Dalai Lama. These students brought back messages of inpiration supporting our Code of Conduct to demonstrate compassion in our thoughts, words and actions. These same students were later invited to write articles for the local newspaper in which they shared their perspectives on the importance of fostering a sense of belonging within their school.

Brooksbank Has a Vibrant Musical Arts Program

Students at Brooksbank appreciate the opportunity to participate in weekly music classes, join primary or intermediate choir, participate in musical performances, and join our Band Program. Throughout the year, students performed at the Christmas Market, Sutherland Secondary, Education Services Center and the Orpheum. At Christmas, we were treated to 4 amazing performances of ‘The Grinch’.

Grade 6 Student Nikayla Allen Wins National Free the Children Award

Through her enthusiastic and tireless leadership of the Brooksbank ‘Do Good’ Team, Nikayla Allen was awarded the Canadian Living Free the Children Award. Nikayla will be Speaking at We Day in Toronto, will have $1000 donated to a charity of her choice, and will be participating in a Free the Children trip abroad. Nikayla is a humble role model for her peers at Brooksbank and within the community.

Moving Forward

School Plan

Goals set out in the Brooksbank Elementary School Plan for 2015-2016 are:

1. To promote an increased sense of belongingness both as individuals and as members of our school, community and society

In addition to / in place of clearly established messages about the unacceptable nature of bullying behaviour, students need a positive trajectory. Brooksbank initially engaged in this goal based on the hypothesis that if students were invested in promoting a sense of belonging in the classroom and school community, they would be less inclined to engage in anti-social behaviour (Larson, 2000). The resulting change in culture has far surpassed initial expectations. Over the past four years, there has been an increase in the frequency of students initiating their own leadership and seeking opportunities to enhance the sense of belonging within the community. The third objective within this goal has been added with recognition that increased parental involvement will benefit students, support school improvement, assist teachers, and strengthen families (Epstein, 2011).

2. To increase student engagement through the use of digital technology

Brooksbank staff has recognized through an initiative begun in September 2011 that by expanding the availability of technology, there has been a fundamental shift in how we teach and learn. Learners become more engaged as the frequency of authentic learning opportunities increases. Recent findings in studies on student engagement highlight students’ need for “worthwhile tasks, some autonomy in how to do them, good feedback…opportunities to learn and improve” (Levin, 2010). Growth in our understanding and use of digital technology is a requisite element of this goal.

3. To increase intellectual engagement through improved assessment.

For students to feel interested and successful in school, it is important that their skills and the challenges presented are in balance (Czikszentmihalyi, 1990). With the transformation of the BC Curriculum, Brooksbank staff recognizes the requirement for a paradigm shift that includes the way we approach assessment. Assessment should be an ongoing component of the learning cycle, and must be aligned with the curriculum, evaluation and communication of student learning. As learning becomes increasingly personalized, flexibility in assessment will become imperative and formative assessment central.

Messages from our Administrative Team

Arlene MartinPrincipal 2010-2015

It has been an extreme privilege and pleasure to have been part of this warm and vibrant learning community over the past five years. I have been consistently impressed by the level of caring, dedication and commitment of students, staff and parents. As I leave Brooksbank, it is with confidence that the community will continue to thrive and model excellence. Brooksbank has articulated a collective vision of what a great school is, and through trusting partnerships this school has surpassed expectations! Brooksbank is unique, and will always hold a little piece of my heart.

Spencer KellyVice Principal

I feel very fortunate to be part of the Brooksbank community. This school continues to provide an abundance of opportunities to work collaboratively with many people to continuously enhance the learning environment for our students. With the support of parents, Brooksbank students and staff pursue varying realms of inquiry, with students consistently at the centre. The experience has been invaluable, and demonstrates how meaningful interactions can create a community of curious learners.

Rick ChanPrincipal

It is with great excitement and anticipation that I join the incredible Brooksbank Community. I look forward to being part of such a dynamic learning environment. We will  continue to foster student leadership and meaningful interactions for all within the school, the community, and the world beyond. With the introduction of the new BC Curriculum, an ongoing focus on quality instruction and learning opportunities will be at the forefront. Brooksbank will continue to be a school of which we can all be proud. 

“Learning organizations are...where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.”

~ Peter Senge~ Peter Senge