Our School Plan Progress 2021-2022

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. 

Ross Elementary 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

Semantic Gradients are used to broaden and deepen students' understanding of words related to a topic. Students in this photo consider placement of a continuum of words by order of degree regarding word meaning.

Illustrated vocabulary allows students to integrate visualization, personal, and literal meaning into their learning. Such student-centered instructional strategies contribute to inclusive classrooms where students feel comfortable talking about how they see things.

"Comprehension Showdown" (from Kagan Cooperative Learning) is a game requiring all participants to demonstrate their understanding of whether text is fact or opinion. After reading a text card, teammates show their answers at the same time.  If correct, the team celebrates.  If not, the teammates must communicate their rationale, coach each other, and then celebrate.

Our Indigenous Support Worker discusses reading scaffolds and best practice reading instruction with Miss Rustad.  

Ross students learn to develop characters in fictional writing by learning vocabulary associated with emotions. Here, two third graders participate in a Kagan Cooperative Learning structure where one student acts out an emotion and the other tries to guess the emotion.  When both partners have had a turn, they trade vocabulary cards and find another partner to act out their new word.  Just imagine how many new words can be learned in a short period of time!

Mrs. Lanigan's class is learning story retelling. Using words and pictures, students examine story parts and they prepare themselves for imagining and creating their own stories.  In the beginning, students see the characters and problem introduced.  This is also where the setting is introduced (where and when the story takes place).  In the middle, students see a sequence of events which make up the plot.  The problem of the story is revealed at this stage.  In the end, students see how the problem is solved and how the story comes to a conclusion.


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

Partnering with the food bank was a terrific way to spread our spirit of giving and kindness throughout our community during the month of December.  Our charitable students, through the education of their teachers and the support of their families, warmed the hearts of many by accepting donations of non-perishables to help those in need.


Ross teachers have spent long hours discussing and identifying traits they believe to be essential for individuals who are healthy, contributing citizens of the world. The result of our discussions is HEROIC - H (healthy), E (eager to learn), R (responsible), O (owners of our behaviour), I (individuals), C (communicators). Deep learning is the process students experience in acquiring these, and other competencies.  Through carefully-planned, real-life experiences our students will acquire physical health, socio-emotional learning, personal responsibility, entrepreneurialism and other related skills required of high functioning individuals in a complex world.

In addition to enhancing language and listening skills and increasing I.Q., studies show that there are many social benefits of learning sign language.  These include:

  • Developing empathy
  • Understanding individual differences
  • Reducing frustration
  • Increasing self-esteem
  •  Enriching relationships
  •  Facilitating bilingual learners

Adrienne Gear’s Anchor Books

Last year, Ross Elementary purchased 162 ($2108.00) Adrienne Gear books, all of which have a common SEL theme.  Subsequently, each school in our District received copies of the same books purchased by our District. Being fortunate to now have two copies of each book, we are able to place one of each copy in the General Book collection for student use.  The other copy is placed in the Teacher Resources section of the Library Learning Commons. See the great selection of Adrienne Gear anchor books here: http://www.bcpta.ca/wordpress/wp-content/uploads/2018/10/Powerful-Understanding-Adrienne-Gear.pdf

Julia Cook’s Books

One copy of each of Julia Cook’s 23 Life Skills books ($288.00) were recently purchased to add to our Learning Commons SEL collection.  These books are available for teachers to use as “read aloud” books.  They will be used to introduce and/or explore SEL themes with their students.

Mrs. Johnson's Grade five class learns about residential schools.  She has created a safe environment for discussions, acknowledgement, and an understanding of a need for change.

The Ross scarecrow welcoming committee was a big hit in our community this Fall.  As students returned to school with COVID-19 concerns running high, our scarecrow friends (one made by each class) were our way of developing student teamwork, letting everyone know that we're happy to be back, and that we're safe.

Social and Emotional Learning is one of our school goals this year.  Relatedly, Mrs. Johnson is researching how classical music and deep breathing affect the energy levels of her class of grade fives.  Carefully documenting the results of such surveys over time should reveal valuable information about what teachers can do to raise and lower student energy levels by altering the learning environment.  Way to go, Mrs. Johnson!


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

Kindergarten students are excited and deeply engaged as they work together to code the computer - programming it to make it land on the rhyming word for rug. Learning coding at a young age prepares our studentes for future careers. Coding helps children with communication, creativity, math, language arts, and confidence.

Preparation for the working world means students must be able to work with others to do things they might only know how to do individually, for example to...

  • assess the nature and difficulty of a task
  • break the task down into steps or stages
  • plan a strategy
  • manage time

Students also need to know how to handle issues that only arise in groups, for example, to:

  •  explain their ideas to others
  •  listen to alternative ideas and perspectives
  •  reach consensus
  •  delegate responsibilities
  •  coordinate efforts
  •  resolve conflicts
  •  integrate the contributions of multiple team members

At Ross, we help students develop these skills and to see their value in professional life.

Ross staff acknowledge how robotics are changing the employment landscape. Accordingly, our educators are preparing  their students for an increasingly automated workforce. Spheros are some of the engaging tools we use to ensure that our students receive this education.

This second grade project was about celebrating family, ancestry, interests and careers - particularly, career skills that seem to run in the family and through generations.  Students were invited to use one quadrant to express what they would like to do when they grow up. Careful consideration was given to careers held by several family members, both past and present.