Wishart Elementary

School Overview

School Identity and Context

Wishart Elementary is built on the traditional lands of the Songhees and Esquimalt Nations. We currently serve families residing in the Colwood, Langford and Metchosin municipalities of Greater Victoria in School District #62 Sooke. Our student population is currently 492 students, and we enrol students in Kindergarten through Grade 5. Wishart is fortunate to have a skilled and dedicated staff who are committed to student success. Many families have long-standing ties to the school, having previously attended Wishart Elementary and now have the pleasure of sending their children to Wishart. We are fortunate to have the support of an incredible parent community along with a supportive Parent Advisory Council. At Wishart we welcome and appreciate the involvement of all parents.

Our Learners

What do we know about our learners?

At Wishart, we encourage students to participate in all aspects of school life. Our staff are exceptional and help create a positive culture where learning flourishes. Wishart students are engaged, enthusiastic, kind and caring.

Our Equity Team met throughout the 2023/204 school year and noted that an increased awareness around Indigenous Ways of Knowing would support our learners. Further, infusing these teachings into class learning environments will support all learners at Wishart. As our enrolment at has increased, so have the number of learners identifying as Indigenous. We see the importance of all learners feeling welcome and part of our learning environment here at the school.

Additionally, over the last two years, we have discovered that K-3 students have lagging needs in the areas of literacy and numeracy. School data collected over the past two years (2020/21, 2021/22 and 2023/24) from the three reporting periods, School Based Team meetings, conversations with teachers indicate that more students in grades 4 and 5 are likely to meet grade level expectations in the areas of literacy and numeracy than students in K-3.

Therefore, one of the two school goals over the next three years is going to focus on early literacy and numeracy skills, starting with literacy first.

What evidence supports what we know about our learners?

Our Student Voice

Feedback and anecdotal information from students and parents indicate that the majority of our students feel supported at school. Students and parents feel that Wishart Elementary is a welcoming place where all students are supported. Data from Student Learning Survey indicates that most students feel safe, they are connected to an adult at school, and that staff care about their well-being.

Focus and Planning

What focus(es) emerge as goals to pursue?

Critical and Creative Thinking

Indigenous Education

School Goal 1

Indigenous Education - Equity in Action
Increase use of SENCOTEN language and every day words.

Strategic Plan Goal

Engagement

Strategic Plan Engagement Objectives

Further the goals of the Na'tsa'maht agreement following the objectives of 'One Mind' and 'One Spirit'.

Action Plan

- Share and review Elder Shirley Alphonse' SENCOTEN oral language video (names of animals and numbers) with students at assemblies, with staff at staff meetings and with PAC at PAC meetings

-Create posters and flash cards for all 22 classes for staff and students to review

- Encourage student use of everyday SENCOTEN word by modelling; use commonly used at morning announcements and at assemblies

- Invite role models and elders for story telling to promotes use of the language (story telling)

- Actively engage with NEI staff to promote SENCOTEN language

School Goal 2

Literacy Goal - continued on building literacy (reading and writing) skills for K-3 learners so that most students are reading and writing at grade level by the end of the school year.

Strategic Plan Goal

Learning

Strategic Plan Learning Objectives

Provide opportunites for learners to develop critical and creative thinking skills.

Action Plan

Staff

Use an inquiry approach to create year long goals
In October, share 2022/23 data with K-3 teachers to inform learning (Assessment for Learning)and then continue to share data from Terms 1 & 2
Use Class Profile Meetings to gather more current data on those subjects
Support students using the K-3 Literacy Intervention teaching positions for ongoing support for students who require more focused support in those areas
Liaise with the district Curriculum Transformation Department for staff development and learning opportunities for teachers specifically for reading

Students

Ensure that they are active participants in their learning; are aware of the school goals; ensure that they are partners in this journey

Parents

Inform and engage with parents of K-3 student; ensure they are aware of the school goals; encourage parents to be part of their child's educational journey; keep parents updated through newsletters, parent teacher conferences and celebration of learning opportunities
Inform PAC of the school goals

Share, celebrate successes with students, staff and parent

How can the district support your goals?

Curriculum

ELL

Inclusive Education

Na’tsa’maht Indigenous Education

Professional Development and Training

Reflect, Adjust, Celebrate

Indicators of progress

Indicators of progress connected to Goal 1

All learners will engage in learning and collaborative projects to learn basic words in SENCOTEN (names of animals and numbers) throughout the school year. Students and staff are becoming familiar with SENCOTEN animal names and numbers. When visiting classrooms, students can often be heard using SENCOTEN names.

All learners and staff will be encouraged to use SENCOTEN greetings - I'QUECHEL and I'SQUICHEL for greetings at morning announcements and assemblies. In the Wishart Learning Garden, we are in the process of identifying and labeling plants by SENCOTEN names.

Indicators of progress connected to Goal 2

Term 1 and 2 reports indicated that about 40% students in grades 1, 2 and 3 were in the emerging and/or developing range in reading (oral reading, decoding and comprehension skills). However, with direct intervention from the LITERACY SUPPORT Teachers (LIT), support from LA and classroom teachers, there was an increase in students in the Proficient range in the summative report data from those classes. 35% grades 1, 2 and 3 students are in the emerging or developing range. This is because as a school we decided to focus on supporting early literacy. Primary teachers engaged in learning opportunities through the Curriculum Transformation Department and professional development opportunities targeting reading skills. Teachers are consistently using programs like UFLI to support specific reading skills. Levelled readers have been purchased so that students have access to books. Furthermore, PAC has helped with purchase of license of online reading programs allowing parents access to reading programs at home.

How will we communicate and celebrate our progress?

Progress and Evidence to date

Goal 1 - Staff and students are becoming comfortable and in their daily use of SENCOTEN words for numbers and animals, and thank you. Students take pride in reading the Traditional Territory Acknowledgement during morning announcements and assemblies.

Wishart has continued to celebrate the SAANICH MOONS and display with collaborative collages created the year before.

Goal 2 - Literacy support for grades 1, 2 and 3 continued throughout the year. Reading assessments in September 2023 confirmed the need for continued targeted support for students in grade 1, 2 and 3. Data collected from term 1 and 2 reporting period confirmed that 40% of students in the emerging or developing range. Similar to 2022/23, weakness in phonological awareness and decoding skills were identified as areas to focus on.

Targeted support was provided to the identified struggling readers through the LIT program and through small group lessons with an emphasis on phonological awareness and decoding skills.

Summative report (term 3) indicate a small increase in the students who are now proficient in reading. However, we will continue to support students in grades 1, 2 and 3 next school year.

What's on this page