Our School Plan Progress 2018-2019

Improving Student Learning

The Abbotsford School District’s Strategic Plan reflects our public commitment to BC’s new curriculum by working together to continuously improve learning for each student.

School Goals

Under the Framework for Enhancing Student Learning, all Abbotsford School District schools are required to develop a long term plan to improve student achievement, one that maintains a balance on the intellectual, social and career development of students. Each year, each school develops an annual plan and sets individual goals to improve student achievement. 

Margaret Stenersen School Goals


Our students will learn key academic skills - like reading, writing and math - to encompass the knowledge and processes associated with intellectual development. As learners and meaning-makers, students take subject-specific concepts and content and transform them into a new understanding. 

Our celebrations of learning

This is our reading data over the past three years. This year's data (2017 to 2018) will be added next year. 

Formative Assessments – Ongoing classroom assessment must track that progress in order to know,at any point in time, what comes next in the learning. Such continuous, ongoing assessment is essential to a balanced classroom assessment system ~ Stiggins and Dufour

Students in grade 1 had a wonderful time applying their understanding of perimeter. Students rotated in small groups to different “perimeter” stations around the room. Here are examples of the different ways the students explored perimeter using string, playdough, shapes on the Smartboard and cubes. The students were highly engaged in their tasks! The teacher was quickly able to assess, through observation and conversation, whether a student needed some support in better understanding perimeter or whether they had a solid understanding of the concept.

Self-Assessments – Self-assessment emphasizes the importance of students developing reflective language and metacognition (thinking about thinking). Students learn to assess their own strengths, create realistic and achievable goals, construct clear plans to reach the goals, provide a demonstration of learning and monitor their growth.

In the intermediate French Immersion classes the students collaboratively created a list of “I can” statements for their career lessons. They based these “I can” statements on how to best participate in collaborative work. In each lesson, the students pick a class “I can” statement and an individual “I can “ statement on which to focus. At the end of the lesson, each student reflects on the “I can” statement and assesses the level to which they accomplished the “I can” statement.

Students in the grade 4/5 French Immersion class held their own Science Fair. They began their study of the different body systems by coming up with their own assessment rubric. The students were so engaged in their work that they petitioned the teacher to hold a class science fair. Ever willing to encourage and promote student initiated learning, the teacher helped them organize the day, time and invitations. The students created fun, information packed presentations that captured the attention of the many classes that came to see them. The students were well organized and planned! They were interesting, articulate and quite knowledgeable of their subject matter…all the while themselves learning many lessons in oral communication, engagement, science, digital literacy, etc! At the end, each student assessed their work on both the project and presentation!

Human & Social

Our students will study personal and human social skills and as they relate to students' identity in the world - both as individuals and as members of their community. We are learning that personal and human social skills encompass the abilities students needs to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world. 

Our celebrations of learning

Self-regulation - Students who are personally aware and responsible take responsibility for their own choices and actions. They set goals, monitor progress, and understand and regulate their emotions. They are aware that learning involves patience and time. They are able to persevere in difficult situations, and to understand how their actions affect themselves and others.

In all classrooms at Margaret Stenersen students learn about self-regulation strategies, environments and techniques that ready their bodies and brains for learning.

Our teachers have welcomed the YCW s into their classroom to collaboratively present lessons in The Zones of Regulation. The teachers then model the language while giving opportunities to the students practice and demonstrate their understanding of the The Zones.
Students have been introduced to calm corners understanding that everyone at some point needs a quiet place to gather thoughts and prepare the brain for learning.
Teachers and Education Assistants employ the 3 Steps to Calm (energizing activity, rhythmic activity and mindful breathing).
Calm corners with comfy seats and soft lighting allow help busy minds and bodies the chance to calm as well as an understanding that everyone at some point needs a quiet place to gather thoughts.
Wiggle stools, vibrating or squishy seats, quiet fidget toys allow students minds to concentrate and their bodies to move.
Body breaks, Go Noodle, quick runs, carrying medicine balls and books from one place to another give student’s brains a quick rest and reset.


Our students will succeed in a much different future from the one we envisioned 10 or 15 years ago. It is our responsibility to prepare all children for success in whatever life path they choose, connecting learning opportunities with future career possibilities. We know that real-life experiences - like community involvement, gaining business knowledge, and hands-on-learning - build better students and life-long citizens. 

Our celebrations of learning


Teachers and students practice their coding skills after learning about coding with the OZMOS from our Learning Commons teacher. The Learning Commons teacher used the gradual release strategy to support the classroom teachers in their digital learning. Many teachers now feel much more comfortable with this aspect of digital learning and have taken on teaching coding in their own classrooms.

In the BC Curriculum the following are some of the curricular competencies we are working on in the area of Careers.

Set realistic short- and longer term learning goals, define a path and monitor progress
Demonstrate respect for differences in the classroom
Work respectfully and constructively with others to achieve common goals
Create cultural and social awareness; achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions, etc

Students in grade 3, 4 and 5 define the idea of “Collaboration” in group work and Goal Setting. Creating their own rubric, they work collaboratively with the teacher to identify and important concept to the lesson at hand and then reflect on their ability to meet this expectation. Students then learned about SMART goals…after discussions around how to identify and choose a SMART goal, students worked on 3 strategies to help them achieve their goal. Students reflect on their progress towards their goal making changes to strategies when necessary, discussing why strategies didn’t work or why goals were difficult to achieve.