School Overview
Savory Elementary is a K-5 school located in central Langford on the lands of the Esquimalt and Songhees Nations. As a school community, we embrace all traditional territories of the Coast Salish peoples. Our school is tucked away between the railway tracks along Atkins Road and Goldstream Avenue, so we call it “our hidden treasure”. We have a wonderful school property with a rock forest of Garry Oaks called “the Mountain”; two adventure playgrounds (one called "the forest"); a soccer field; a basketball and a hockey court, and a gathering space with benches aligned with directions of the Indigenous Medicine Wheel.
The population density of our local neighbourhood is rapidly expanding because of many new housing developments, especially in the form of condominiums. Surrounding housing includes single family homes, townhouses, condominiums, Indigenous housing and short term, rental housing facilities. Most of our students are able to walk or bike to and from school, while we have a small number of students arriving via school bus transportation. We serve an increasingly diverse community and have recently welcomed more new families from a variety of cultural backgrounds, adding to the richness of our school culture.
Our staff is a dedicated, caring and professional team who prides themselves on meeting the needs of our diverse school population. We are a team that is both collegial and collaborative. We continue to include, support, and advance the First Peoples Principles of Learning in our classrooms.
Our Learners
Our student population and school community are diverse. We have 14.2% of our students who self-identify as having indigenous ancestry; 10.9% have a ministry designation identifying exceptionalities and so needing some form of social-emotional and/or academic support and/or accommodation; 9.6% are English Language Learners requiring targeted intervention and support; and 4.6% are English as a Second Dialect students who also are provided with individual support in classrooms.
We have a relatively low participation rate of 22% in the Grade 4 Foundations Skills Assessment, however 54.5% of those who participated this year are on track or extending in both areas of Literacy and Numeracy. We will look at our school year-end data and school wide write for more information.
Over the past few years, staff have identified writing as an area of improvement needed and as such there has been both professional development, staff learning and collaboration in this area. Thus far, staff are feeling that students are improving in this area. Data? School wide write data and year-end data.
As a staff, we understand that our learners at Savory are visual and kinesthetic learners who learn best with use of visuals and learn by doing. Many of our students need time to process for learning; need movement while learning; and need sensory breaks throughout the day. Outside nature and play-based learning help our students learn, and so this is a focus for our school. We also know that our students learn best when they have a learning environment that is calm with predictable routines and schedules, and that when we change these, we need to inform them ahead of time to allow for smooth transitions. Technology can be very helpful with assisting with student engagement; communication and written output.
We know that relationships with adults are key and that students need to have connection and feel safe and supported. Many of our students need support and learning in the area of social emotional learning; self-regulation and self-efficacy/confidence. We need to teach and build skills in these areas. A sense of belonging and connection are critical to developing this skill and competency; they are the foundational for social/emotional and academic learning.
- School Sourced Data
- SD62 Analytics Dashboard
- SSM-FESL-Province
- SSM-FESL-SD62
Thus far, we have BC Ministry of Education Student Learning Survey results for grade 4 students and SD 62 Equity Survey results for grade 4/5 as student input. We are looking to additional ways to garner students input and voice in our school planning process.
Such results indicate that students generally positive about our school and themselves but also that there is room for us to improve in the area of belonging and connection.
In this year’s Student Learning Survey results
- 49% indicated that they felt school a place of belonging all of the time and most of the time – 69% all, most and some of the time – 13% indicated almost never and never
- 66% indicated that they were happy at school all or most of the time – 27% sometimes – 4% never
- 70% indicated that they felt welcomed at school all or most of the time – 18% sometimes – 2% never
- 60% indicated that they like school all or most of the time – 26% sometimes- 9% almost never or never
- 71% indicated that they felt safe at school most or all of the time – 86% indicated this some, most and all of the time- 4% indicated almost never or never
- 70% indicated that they had adults who cared about them - while 27% did not know
- 58% indicated that they felt good about themselves all of the time or most of the time – 36% sometimes and 8% almost never or never
Grade 4/5 Student Equity Results
- 54% of students indicated that they saw their culture reflected in their classroom always or sometimes- 39% answered rarely or never
- 86% of students indicated that they spent time learning outdoors always or sometimes – 7% indicated rarely or never
- 84% of students indicated that children in their classrooms were kind and caring always or sometimes – 10% answered rarely or never
- 72% of students indicated that if they had a problem, they were comfortable asking an adult for help always or sometimes – 23% indicated rarely or never.
Gr. 5 leaving survey. This year we asked our grade 5s some questions about our school in late June to provide some feedback and input. Here are our questions with key themes that arose:
- What did you enjoy at Savory? What helped you to learn at Savory? What do you like about Savory?
Key themes:- Kind staff/teachers
- fun school activities: track & field, fun days, beach days
- Learning outdoors
- field trips/learning in community
- Kind school culture/friends
- trying new things
- What else can we do to help our students learn at our school? And enjoy school?
Key themes:- More outdoor learning
- more outdoor playground areas/equipment (i.e. Monkey bars)
- More help with solving problems
- more opportunities to challenge students
- More areas for play and learning
- How did we make you feel welcome at Savory? That you belong? That you matter?
Key themes:- Welcoming school/kind staff/teachers
- Learning outdoors
- Friends
- school culture days/school wide fun/activities
- How can we improve on this? How can we make students feel welcome, cared for and that they matter and belong? What ideas do you have to improve our school?
Key themes:- Keep focus on welcoming
- More outdoor learning
- Help students with their problems
- More choices in learning
- Focus on all students and their cultures
- Tell us anything else you wish us to know.
Key themes:- Savory school is great
- Outdoor spaces – need monkey bars
- Parent school plan survey – end of Sept. 2022
Focus and Planning
What focus(es) emerge as goals to pursue?
School Goal 1
To create an inclusive culture of connection and belonging for our learners – connecting students with themselves, their learning, their community and their environment.
- Weave First Peoples Principles of Learning and Indigenous ways of knowing, being and doing into our practice and culture.
Actions:- Continue to work in vertical teaching teams on increasing understanding of First Peoples Principles of Learning and how we are weaving them into our practice. Build on the learning of our POL classes and share our learnings. i.e. Discuss at monthly staff meetings etc.
- Weave the principles into our code of conduct and classroom and school restitution processes.
- Expand our school practice of territorial acknowledgement with students learning why and how we do this is important to truth and reconciliation.
- Weave drumming and circle process into our school culture – classroom, music program and school wide gatherings. Explore and learn how we do this in a respectful and culturally appropriate way through our SD 62 Na’tsa’maht Department staff and Role Models.
- Continue to learn about local Indigenous history, place and culture (stories, art, music, Sencoten language, Residential Schools and Truth and Reconciliation) and visibly “see” this learning in our school. (e.g. teach our student about our Kindness Tree whole school project and the connection to local indigenous peoples and land). (e.g. teach Sencoten language and have school space names in Sencoten)
- Continue and expand use of resources such as Saanich Thirteen Moons; etc.
- Look to the language we use in ways that foster a sense of belonging and connection and to de-colonizing our school.
- Focus on outdoor learning experiences connecting to land and place.
Actions:- Work in vertical teams to collaborate, plan and share outdoor learning (connecting to land and place) e.g. Salmonid enhancement unit
- Explore how we can expand outdoor learning opportunities on our school grounds and in community.
- Potentially create new outdoor learning spaces and resources (e.g. outdoor gather space on the “mountain”; outdoor classroom areas e.g. in our forest, in the undercover area and on the raised gathering space; create a formal circle)
- Gather outside as a school in circle, e.g. Orange Shirt Day/ National Indigenous Day etc.
- Continue to work with and learn from our Na’tsa’maht Department and Na’tsa’maht Cultural Support Worker, and Role Models to bring more learning connected to land and place outdoors through our SD 62 Role Model Program and other school and community opportunities.
- Continue to explore and expand outdoor learning in our local community. i.e. hikes to Mill Hill; field trips to Goldstream Park etc.
- Foster community (connections) and increase opportunities for collaborative learning. (Strengthen sense of belonging, self-awareness and build self-regulation skills)
Actions:- Plan and implement co-operative learning between grades
- Units of inquiry e.g. Salmonid enhancement amongst grades 3/4/5 and invasive species removal grade 4/5.
- Create multi-age groupings K-5 for whole school learning and community building experiences.
- Gather as a whole school more frequently to learn, celebrate and hear student voice. Gather in circle both inside and outside. Learning about circle process and its significance and strength to build community and hear all voices. Everyone belongs.
- Learn and celebrate all cultures in our school throughout the year. Staff to begin to plan for this Aug/Sept and throughout the year at staff meetings.
- Work with our PAC to find ways to gather in community again. Plan for whole school community events/gatherings connecting families and families with school staff.
- Continue to teach students about self-regulation with a focus on teaching strategies in classrooms and school wide. Create a plan with our new school counsellor, student engagement facilitator, SBT and school staff fall 2022) (i.e. direct instruction and learning activities built around core competencies, personal awareness and social responsibility)
- Continue to revise and refine our school welcoming and orientation processes K-5.
- Develop a sustainable plan for food security for our students. Many of our students need breakfast, lunch and addition foods at school. This is a basic need - needed for self-regulation, care and learning.
How can the district support your goals?
- Core Competency PD. Indigenous ways of knowing, being and doing- First People's Principles of learning. ULD Planning using First People's Principles and RTI. (Shelley Moore work etc.)
- PD and resources with regard to outdoor learning – connecting to land and place.
- Cultural Calendar/resources for various cultures in our school/district information for parents in languages of our community (district communications)
- Indigenizing our learning spaces using Sencoten language signage.
- Helping us to create/augment outdoor learning spaces on our property.
- Financial resources/school budget
- Incorporate language in postings/job descriptions/competencies/professional reflection & evaluation processes around First People's Principles of Learning/Indigenous ways of knowing, being and doing and Truth and Reconciliation.
- ULD Planning using First People's Principles and RTI. (Shelley Moore work).
- PD around trauma informed practice and classrooms.
- PD around Core-Competencies - self-awareness/regulation and social responsibility.
- PD around restorative practices.
- Teacher/EA/PVP PD around Competency Base IEPS.
- PD around First Peoples Principles of Learning/ Indigenous Ways of Knowing, Being and Doing/ Trauma informed practices/ Bias & Privilege/ Truth and Reconciliation.
- Continued focus on role of Role Models and Na'tsa'maht Cultural Support Workers.
- Consider/explore expansion of Elders in Residence to elementary schools.
- Consider and plan for a model of POL classes across the district - how do we have all classes be POL classes?
- Helping with our Equity/School goals as partners.
- Connecting us with local indigenous elders/leaders and knowledge keepers.
- Continued focus on providing great learning resources. PD and resources with regard to outdoor learning – connecting to land and place.
- Helping us to learn about and navigate culturally appropriate practice with regards to indigenous peoples, culture and history - specifically use of drumming and circle in our school.
- While we have access to Community Link Funding, and we have access to Breakfast of Canada Grant etc., we could use help developing a sustainable program for food security and delivery for our students. I.e. Breakfast, lunch, snack and food for home.
- District wide PD& learning around Truth and Reconciliation/Bias & Privilege/Decolonizing Schools and Practice etc. Consider work of Carolyn Roberts, Kevin Lamoreaux, Sarah Davidson, Monique Gray Smith etc.
- PD - Outdoor and experiential learning.
- PD - First Peoples Principles of Learning/Trauma Informed Practices & Schools
- PD - Restorative Practices/Core Competencies/Social Emotional Learning and Social Responsibility
- PD- Competency Based IEP for all teachers and Cupe (EAs, SEF etc.)
Reflect, Adjust, Celebrate
- School Sourced Data
- SD62 Analytics Dashboard
- SSM-FESL-Province
- SSM-FESL-SD62
- Street data such as narratives & stories - anecdotal/staff reflections/e
- Artifacts such as student work/reflections/performances/staff professional development, dialogue and reflection
- School developed surveys – Gr. 5 Student Exit Survey
- Ministry of Education FESL data i.e. Student Learning Data
- SD 62 Student Equity Survey
School Team Reflection - June 2024:
Strategy 1 ) Weave First Peoples Principles of Learning and Indigenous ways of knowing, being, and doing into our practice and culture.
*Staff are naturally incorporating FPPL in their daily practice. Moving forward, we want to teach these to our students with intention and have conversations, learning and share practice and stories at our staff meetings.
*We now have a SD 62 Elementary School Code of Conduct. Next, year we will work together to look at ways in which we can connect this along with our school norms with the FPPL. We will also do some learning together in our House Groups as well as in our classrooms.
*We acknowledge territory each day and at our school gatherings. We continue to teach our students how to acknowledge territory and the number of students who feel confident to do so is increasing. We want to expand our school practice with more students feeling confident to acknowledge territory. We will teach all students in our classes and in our Houses. We want our students to understand why and how we do this and how this is important to Truth and Reconciliation.
*We also want to personalize our territorial acknowledgements. Part of this is to teach the students to acknowledge and share who they are; their lineage/family; their culture etc. and feel confident to share this with others.
*This year most of our staff completed the Heart Training and a core team the ACES tool training. This is trauma informed practices and a tool to assist supporting our students. This training aligns well with our goal to create a sense of belonging and a sense of self and identity.
*We are weaving drumming and circle processes into our schoolwide gatherings. We are continuing with this next year. We had several Role Models working with classes this year including Marleen Clifton, Ren Louie, Glenn Grande, and Doreen Scow. Students have learned also learning the Coast Salish Anthem in music class this year and we have begun to sing this at our schoolwide gatherings. We are looking to continue this and to purchase more drums/drumsticks to expand our drumming. We would also like staff to do some additional learning about drumming and singing as we want to be less reliant on Role Models.
*We are gathering in circle whole school and now wish to expand our learning and practice of the circle process. We will encourage every learning space to start time with students in circle. This also is an area for more staff learning.
*We are continuing to deepen our learning about local Indigenous history, place and culture as well as Metis history and culture. Some whole school learning included Orange Shirt Day, National Truth and Reconciliation Day, National Indigenous People's Day- Indigenous Brilliance, Red Dress Day Community Walk. We also did much learning in classes including teaching Sencoten numbers and animals; Coast Salish Art; drumming and singing etc. We were grateful to have several Role Models come teach our classes.
*Each of our Houses is named after a Coast Salish Animal. We would like to use the Sencoten names for our Houses next. In our Houses continue to learn more together.
*This year one focus was to learn more about Metis history and culture. Role Model and Elder Jo Ina Young made a huge impact on us this year. We will continue to deepen our learning about Metis peoples.
*We continue to focus on expanding our library resources through a reconciliation, equity, diversity and inclusion lens. A focus has been to purchase books from local and Canadian Indigenous authors.
*We are serving traditional/local tea at school events and gathers such as staff meetings, Kindergarten Orientation etc.
Strategy 2 ) Focus on outdoor learning experiences connection to land and place.
*We have more classes collaborating and learning outdoors and we will seek to increase this and to find ways for our Houses and whole school learning to take place. We have a group of classes going outside for "Mountain Explorers" learning about nature; environmental stewardship; and connecting classroom and outdoor learning. Classes also did local hikes; released salmon fry into Millstream Creek; learned about local native plants and gardening. Learning about local plants, their traditional uses and protocols will continue. Role Models provided some outdoor learning experiences as well.
*Most classes have learning about mindfulness and nature.
*We will continue to expand our outdoor learning both on our school grounds in in community. We know that we are fortunate to a natural space with Camis and Gerry Oak. We would like to work to restore our grounds and teach all of our students how to respect and care for the outdoors. We still want to explore further learning and expansion of our garden and school grounds in terms of native plants; adding more plants; having QR codes accessing information about the plants. We would also like to have a shed for garden tools, mud garden equipment etc.
*We are also thinking about a school fieldtrip to Goldstream Park perhaps in our Houses.
*We gather whole school outdoors to learn, acknowledge and celebrate and do so in circle.
Strategy 3) Foster community connections and increase opportunities for collaborative learning.
*We have increased collaborative learning amongst classes and will continue this along with House and whole school learning. This helps create a feeling of family and sense of belonging as well as supports students in all aspects of learning.
*We have a number of offerings for co-curricular learning that helps connect students and staff and creates a sense of belonging (elementary sports and clubs - C3, Games, Sewing).
*One big action this year, was the creation of our Houses. All students belong to a House (multiage group) led by our staff. The Houses have gathered a few times and have created a cheer about themselves and their Coast Salish Animal. Our intent is for students to connect, learn and have fun with others and to belong to their House for the duration of their time at Savory.
*We are connecting more with community and this year we had community partners, experts, programs and Role Model working with staff and students. This has included Roots of Empathy, Arts Reach, Art Starts, Game Ready, BU Group, Scientists in School, Westshore Jr. Rugby, BC Transit Bus Ready, Camosun Inspire, Capital Bikes.
*We continue to focus on acknowledging, celebrating and learning about the many cultures of our families in our school. We want to continue this and do more so that every child and family sees themselves in our school. It is important that our students learn about one another as well.
*At Savory we gather in community with events such as our Fall BBQ, Family Game night, Craft Fair and Spring Fair. Working with our PAC to provide for connection is key for us to have a strong sense of community.
*We have continued to teach students about self-regulation with a focus on teaching strategies for the students to use. Many staff have taught mindfulness and use this as a classroom practice. As well, most of our teaching staff had Peaceful Schools - Heart training this year and we are looking forward to this being a part of our school practice.
*Our student leadership club C3 (capable, connected, and contributing) initiated and led by our school counsellor and student engagement facilitator thrived this year. This club of grade 5 students planned, facilitated, and led and number of activities for both students and staff. This club helps build community for all.
*We continue to enhance our welcoming and orientation processes in order to connect with families and ensure that everyone feels welcome and that they belong at Savory. We have orientations for new families in July, August and throughout the year as students enter our school community.
*This year we have worked closely with Flourish to provide for breakfast, snacks, and hot lunch for students who need this daily and for those who may need this on occasion or to add to the foods that their families provide. Our food program is supported by Breakfast Club of Canada and the Feeding Futures funds provided by the Ministry of Education and Childcare. With the help of Flourish, the Mustard Seed, Regional Capital Food Network, we have had a weekly free family food market for families to bring foods home.
*As part of the Pathways to Graduation Circle established by the Na'Tsa'Maht Department, our School Based Team meets discuss each student of Indigenous Ancestry reviewing where the student is at in terms of attendance and engagement, academic progress, adult and peer connections, and overall wellness. Collaboration of staff ensures that we set clear priorities and strategies for supporting each student in their learning journey and that we celebrate the students' success.
Impact of our Plan to Date:
1) We - students and staff are learning more about Indigenous culture, history, language, Truth and Reconciliation, impacts of colonialism.
2) Many of our students are feeling proud of themselves and their culture.
3) Students are respectful of elders and the land.
4) Students are more engaged in learning when it is connected to land, place and people - relevant and purposeful.
5) Our students care about the environment - environmental stewardship.
6) Students are curious and learning about others and their culture, language etc.
7) We have reconnected as a community with school events - concerts, PAC events, etc.
8) We believe we are making strides in helping students with self-regulation strategies - increasing mental health curriculum and literacy amongst the students and staff - there are mental health supports/learning at tier 1, 2 and 3 (classroom, groups, 1 to 1).
9) Staff capacity to support students in SEL/Mental health is increasing.
10) Most of our students are doing well with attending school/engaged in school.
11) Students have access and are accessing food so that they can engage and learn and are physically healthy.
12) During our Pathways to Graduation discussions both school and with Na’tsa’maht staff, we see that a majority of our Indigenous learnings are on the path to graduation. We have most in the monitor area and want to support more students in the celebration area. Those who we have identified as needing action by us, we will ensure we have clear plans to address our concerns for these students.
Street Data (Visual Evidence):
Survey Data:
Grade 4 Student Learning Data
Equity Survey Data (Grade 4 & 5)
Grade 5 Exit Survey
Once again this year we asked our Grade 5s some questions about their learning experiences at Savory and key themes emerged.
1) What did you enjoy at Savory? What helped you to learn at Savory?
- teachers
- fieldtrips
- outdoor learning
- school community
2) What else can we do to help our students learn at our school? And enjoy school?
- more help when students are struggling
- more outdoor time
3) How did we make you feel welcome at Savory? that you belong? that you matter?
- nice staff
- adults who help
- friends
4) How can we improve on this? How can we make students feel welcome, cared for and that they matter and belong?
- make sure all are included
- keep helping students who struggle
- more clubs
5) What and how did you learn about Indigenous peoples, culture, history etc.? What are key memories you have of this learning?
- drumming
- history of Indigenous people
- learning from Role Models
6) What type of learning did you do outdoors?
7) What kind of learning did you do with peers, other classes and whole school?
- Houses
- math store, book cafe, dance unit
- buddy reading/classes
8) What do you like about Savory?
- friendly school
- playground
- kind staff
- community
9) What ideas do you have to make our school better for all students? How can we improve?
- keep helping students
- more art
- more outdoor learning and activities during recess/lunc
Overall: Indicators tell us that our school goal is still relevant and key for our students. We still need to look for meaningful parent input and feedback and will do so in the 2024-2025 school year.
School Team Reflection - June 2023:
Strategy 1) Weave First Peoples of Learning and Indigenous ways of knowing, being and doing into our practice and culture.
*We are teaching our students how to acknowledge territory and the number of students who feel confident to do so is increasing. E.g. morning announcements, assemblies, whole school activities, meetings.
*In Principles of Learning classes, there have been projects on the SENCOTEN numbers and animals/most classes have been using Elder Shirley's videos and are teaching these.
*In our staff meetings, we have also been learning SENCOTEN numbers and animals together using Elder Shirley's videos.
*We are weaving drumming and circle processes into our schoolwide gatherings.
*We are continuing to learn about local Indigenous history, place and culture - whole school learning – e.g. Red Dress Day, Orange Shirt Day, Truth and Reconciliation Day, Drumming, National Indigenous Peoples Day, Role Models, and classroom learning.
*We have a team collaborating creating lessons focused on Social Justice and Responsibility and the 4 domains- Diversity, Justice, Action and Identity and we have built literacy resources to support this learning - Truth and Reconciliation is a huge part of this. This year has been the beginning of this work developing a framework, lessons and gathering and purchasing resources. Next year and beyond, our plan is to teach the 4 domains with the lessons and resources K-5 in our school.
*We have spent time and money really expanding our library resources around Equity, Diversity and Inclusion. A focus has been to purchase books from local Indigenous Authors. Approximately $2500 has been spent to purchase books for our library.
*We have had several Role Models/Na'tsa'maht staff into the school this year and this has had a tremendous impact on student and staff learning. - drumming, bannock making, beading, salve, teas, Coast Salish Art, Lahal , clam garden , plant walk, fire building (Na’tsa’maht Dept. staff).
*We are serving tea at school events and gatherings. e.g. staff meeting, Red Dress Day Community Gathering, Kindergarten Orientation, Trustee visit in May.
Strategy 2) Focus on outdoor learning experiences connecting to land and place
*We have more classes collaborating and learning outdoors and we will seek to increase this as well as opportunities for multi-age and whole school learning.
*We are seeking expanding our outdoor learning opportunities on our grounds and in community.
*We are gathering as a whole school outdoors e.g. Orange Shirt Day, Red Dress Day, National Indigenous Day, Fun Day, Year End Celebrations. We are also gathering in circle when this makes sense for the event.
*Role Models have helped with outdoor learning - plants & tree identification/Indigenous use of plants/trees, fire building, invasive species/ Camp Thunderbird field trip, Tod Inlet.
*We are continuing to explore our local community e.g. Mill Hill hikes.
*We have increased the number of indigenous plants in our garden and hope to continue to do so. We have used some of the plants to make tea e.g. Lemon Balm. We would also like to have more information about each plant accessible for students and community. We really like the Sooke Elementary garden with QR Codes and so would like to explore how we can do this.
Strategy 3) Foster community connections and increase opportunities for collaborative learning.
*We have increased collaborative learning across classes and will continue to seek ways to continue to grow this across the school – classes, multi-age groupings and whole school. This helps create a feeling of “family” and belonging as well as support students in their academic and social emotional learning. We have also been reflecting and celebrating learning together.
* Some learning has included – Salmon raising and releasing unit, butterfly program and outdoor learning with buddy classes.
*We have increased staff collaboration and have spent some time at our staff meetings sharing our practice – First People’s Principles of Learning. We have shared learning and our practice; set goals and objectives; and reflected on our learning and practice during staff meetings. Equity is part of staff meeting collaboration each month.
*We have brought in community leaders, experts, programs and role models. In addition to Role Models, we had PISE in with Ringette and Track & Field Coaches. We have also had Roots of Empathy. And some community experts include the CRD, Seaquaria, Scientists in Schools. Game Ready has also come to Savory - working with students in grades 4/5 every Wed. after school. BU Group has come to work with grade 5 female students on self-image, self-confidence, body awareness.
*We have focused on recognizing, celebrating and learning about all of the many cultures in our school - Our ELL Teacher has really lead this and helped our staff with this through her multicultural calendar, monthly language learning board and school world map (where are we from), and the many languages that our students/families speak. We will continue with this and look to ensure that every child sees themselves and their culture in our school and that our students are learning about each other as well. Part of this in ensuring that we learn about and honour all cultures and celebrations throughout the year not just that of the dominant culture.
*We have had several family gathering opportunities - fall and spring BBQ, games night, movie night this year and will continue to look to ways of gathering in community as a school.
*We have a plan to learn and implement the Heart Mind curriculum developed through the Dalia Lama Centre - school counsellor and SEF and Teacher Librarian have taken the course and have been delivering curriculum with classes - we have also increased the number of literary resources to support this support this program in our library. We would like to grow staff capacity in this area so that all of us feel confident to teach this curriculum with the hope that it becomes UDL within the school. It connects so well with First People’s Principles of learning and with our goal of connecting students with themselves (self-efficacy, self-awareness agency, self-regulation) and with others (respectful, trusting relationships; problem solving etc.)
*We have a leadership club C3 (capable, connected and contributing) initiated and led by our School Counsellor and Student Engagement Facilitator . Grade 5 students plan, facilitate and lead activities for other students and have provided an appreciation celebration of staff.
*Our curriculum teacher leader - Our ACT (Curriculum Leader) has been working with each classroom teacher and class on mindfulness and breathing exercises and the importance of managing emotions. She has worked the District Curriculum team creating additional lessons on Social Emotional Learning tied to the curriculum and will be sharing them with our staff to implement next year.
*Our Occupational Therapist has been working with classes on self-regulation - power up and power down and we plan to continue with this.
*Our welcoming and orientation processes continue to evolve with a focus on really connecting with families. We meet with new families July and August for September start and with new families throughout the year as they join our family. This year, our Kindergarten Orientation was more welcoming with small groups of families gathering in our gym; meeting key staff; exploring learning through different stations with parents. We shared Red Moon tea together and provided some resources to go home. Again, our focus is on creating a family connected feel with community.
*This year we have been a part of the district food pilot - Set the Table - providing , breakfast, lunches and snacks to many students. This has been instrumental in providing foods for some of our most vulnerable students many of whom are Indigenous.
*We are also a member of the Regional Capital Food Network and as such we provide free foods to families at our Family Food Market every 2 weeks and will be continuing this in coming years.
*We are forging a closer relationship with community supports - e.g. Hulitan Society.
Additions to our plan for coming years:
Strategy 1) Weave First Peoples of Learning and Indigenous ways of knowing, being and doing into our practice and culture.
*Plan and take more action with the Calls to Action – This year we provided teacher/staff with a kid friendly version. Next year, we will choose calls to action to work on as a school - schoolwide learning, collaborative learning/projects – and make sure to include this in our social justice and responsibility framework/curriculum. We want to expand steps we are taking with Truth and Reconciliation and see a more specific and intentional approach to addressing the Calls to Action a next step for us.
Strategy 2) Focus on outdoor learning experiences connecting to land and place.
*Augment Outdoor Learning Spaces. We have a wonderful nature space that we refer to as our mountain area. Classes have removed invasive species in the local area and now we would like to ensure that this area also has invasive species removed and we will plant indigenous plants on the mountain using some of the funds from the City of Langford Environment Stewardship. We will need the assistance of our SD 62 grounds department. Also, we will look to have QR codes with specific information about Indigenous plants, history, culture and language in our garden and other outdoor spaces.
Strategy 3) Foster community connections and increase opportunities for collaboration and collaborative learning.
*Review each student of Indigenous Ancestry using the Pathways to Graduation Circle at SBT with classroom teachers twice a year- Fall and Spring. From our Spring Pathway to Graduation Circle, we had most students in the monitor to graduation - and academics(intellectual) we had a number of students in the monitor or action for literacy and/or numeracy and as well many students in the monitor or action in health and wellness (mental health). Collaboration as a staff, SBT and with the Na’tsa’maht department on each student is necessary to ensure that we truly know where are students are at; that we have actions as a team to support each students; and can find ways to connect and collaborate with community support to support students and families. We want all of our Indigenous students to graduate with purpose, dignity and options.
Street Data (Visual Evidence):
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Social Responsibility Project/Resource:
/sites/default/files/school-plans/Savory%20Social%20Responsibility%20Project%202023.pdf
Survey Data:
Grade 4 Student Learning Data
Equity Survey Data (Grade 4 & 5)
Grade 5 Exit Survey
Once again this year we asked our Grade 5s some questions about their learning experiences at Savory and key themes emerged.
1) What did you enjoy at Savory? What helped you to learn at Savory?
- teachers
- outdoor learning
- art
- PE/hockey
- field trips
- buddy classes
2) What else can we do to help our students learn at our school? And enjoy school?
- more outdoor learning
- Math - more of it/less hard math
- more PE/more fun activities
3) How did we make you feel welcome at Savory? that you belong? that you matter?
- staff respecting students/being kind to students
- staff helping students/listening to them
- sports, clubs
4) How can we improve on this? How can we make students feel welcome, cared for and that they matter and belong?
- more outside time/ recess etc.
- clubs
- staff checking in with students/ staff supporting students
5) What and how did you learn about Indigenous peoples, culture, history etc.? What are key memories you have of this learning?
- drumming and singing
- teachers and Role Models
- learning how to make bannock and tea
- learning local language and culture
- Orange Shirt Day, Red Dress Day
6) What type of learning did you do outdoors?
- math and science
- trees, plants, flowers, gardening
- PE, track and field
- respecting nature
- nature walks and nature art
7) What kind of learning did you do with peers, other classes and whole school?
- buddy classes, buddy reading, buddy art
- stem projects
- whole school assemblies
- Red Dress Day, Indigenous Art, drumming
8) What do you like about Savory?
- staff
- sports, PE, hockey
- outdoors - mountain, playground, play areas
- fun activities, concerts, field trips
9) What ideas do you have to make our school better for all students? How can we improve?
- less math
- longer recesses
- video games
- school is great!
10) Tell us anything else you wish us to know?
- I like Savory/ will miss Savory
- Nice teachers
- Hockey is important
Overall: Indicators tell us that our school goal is still relevant and key for our students. We still need to look for meaningful parent input and feedback and will do so in the 2023-2024 school year.