Cameron Elementary: Our Story

Located in the heart of the Lougheed Town Centre development, Cameron Elementary benefits from proximity to transit and major community amenities, including Bonsor Recreation Centre and Lougheed Mall. Surrounded by greenbelt, parks, and walking trails—such as Stoney Creek and Burnaby Mountain—our staff and students regularly engage with the local environment to enrich learning and wellness.

Cameron Elementary is a vibrant and diverse learning community where teachers and support staff are deeply committed to meeting the needs of every student. We offer a wide range of programs that promote both academic achievement and social-emotional well-being. These include:

After-school programs such as the Friendship Club, Assisting the Community in Transitions students (ACTS), and Burnaby Parks and Recreation initiatives, soccer program in partnership with Burnaby Football Club
In-school services such as a breakfast program, hot lunch program, healthy snack initiative
A variety of extracurricular athletic programs designed to build teamwork, school spirit, and physical literacy. These include volleyball, ultimate, basketball, dance, badminton, cross-country, and track and field, all coordinated by our passionate and dedicated educators.
A significant development for our school community is the planning of a new school building, which has been approved by the Ministry of Education. Construction is scheduled to begin in Spring 2026. ( New School Build information)
Food Security Partnership with Longtable Society

School Community Highlights

37 languages are represented in our student population including English, Korean, and Farsi
60 students have Ministry of Education Special Needs Designations, supported by 28 full-time Education Assistants
19 Indigenous students are enrolled across all grade levels
258 students are designated as English Language Learners
546 Students

In collaboration with staff, students, and families, we have identified a set of core values that define and guide our school culture: Safe, Respectful, Compassionate, and Diverse. These values are embedded into daily instruction, school-wide expectations, and all interactions within our community, creating a strong foundation for an inclusive, caring, and empowering learning environment.

Goal One: Social and Emotional Learning

Explicitly, collaboratively, and mindfully build a school community that is safe, respectful, compassionate, and supportive.

We will gather feedback and reflections through staff meetings, student activities, observations, and surveys to identify areas for growth and continue strengthening our school community.

What is going on for our learners? (Scanning and Needs Assessment)

Student Anxiety is a major concern as indicated by:

Middle Years Development Instrument (MDI)
Early Development Instrument (EDI)
Student Learning Survey
School Climate Survey
Counsellor caseload trends
All teachers incorporate SEL strategies using programs such as:
Mind-Up
RULER
Mood Meter
Zones of Regulation
District SEL coach provided training and added ‘Action SEL’ resources
Class meetings are used for regular check-ins and reflections on school values
Student surveys contribute to ongoing understanding
Pandemic Note: Some data and experiences have been significantly impacted by the COVID-19 pandemic.

What do we need to focus on? (key evidence and needs)

Students, especially in intermediate grades, are struggling with the transition to increased academic and independence expectations, often resulting in anxiety.
Target Group: Students across all grade levels
Key Goal: Create a safe and welcoming environment to support emotional well-being and independence

Evidence Supporting Focus:

Observations from classroom teachers
Student and climate survey data
Counsellor insights

Goal Impact (Why does this goal benefit students)

Academic:

Decreasing anxiety allows students to focus better and succeed

Personal & Social:

Building confidence and independence
Strengthening peer relationships
Promoting emotional regulation

Emerging Concerns:

Online peer conflict is now appearing in lower grades (as early as Grade 4)
Increased access to digital content may be contributing to student anxiety

Strategies and Action

Programs and strategies used:

RULER Approach
Zones of Regulation
Mind-Up! – Lesson 1 – How Our Brains Work
Peace Out (Meditation)
Yoga & Mindful Breathing
Cosmic Kids Yoga
Bucket Fillers
Seven Habits
WITS and LEADS (school-wide)
Fixed vs. Growth Mindset
Friends Program
Digital Literacy Instruction (Based on District’s 4 Key Themes):
Digital Identity & Relationships
Privacy and Security
Mental Health and Wellness
Media Literacy
Connection & Community Building:
Targeted student support (based on data/teacher referrals)
Classroom-building activities
Team-building games
Classroom Transitions:
Use of visual supports and structured strategies
Resources:
Strategies that Help Students Manage Transitions
Five Ways to Create Efficient Classroom Transitions (Primary)
Physical Activity & Mental Health Breaks (DPA):
150 km club
Community runs
Lap of the school (running breaks)
Morning exercise block (e.g., “Exercise X Block”)
5-minute dance sessions
Nature walks (e.g., to Stoney Creek)

Professional Learning and Support

Completed or Ongoing:
District training on SEL approaches (e.g., RULER, Zones)
Teacher training for the Friends Program
Staff workshops on SEL integration
Additional training in anxiety support strategies
Parent education presentations to address anxiety at home and school
Continued access to counsellor support and SEL resources

Implementation Plan

Year One:

Teacher assessment and student self-assessment using information from the Heart Mind Index – Secure & Calm Domain
Explore the research regarding exercise as a strategy for stress/anxiety reduction
Teaching Friends Program

Year Two:

Implement/review MDI, School Climate Surveys
Implement Student Self-Assessment – track population using the assessment tool developed from the Heart Mind Index – Secure & Calm Domain

Year Three:

Review student progress and revise interventions
Reassessment to determine new target or continue with target group

Tiers of Support

TIER 1: (Universal interventions)

School Wide WITS/LEADS strategies
School Wide daily exercise
RULER, Zones of Regulation, Minds-Up

TIER 2: (Targeted interventions)

Friends Program
Social Skills groups with Counsellor to focus on Self-regulation strategies
Individual counselling sessions

TIER 3: (Intensive interventions)

Individual calm down strategies and routines for targeted students
Small group and 1:1 support from LSS team and EAs
Worry Dragons

Progress Monitoring

Student Self-Assessment
School Climate Study (UBC)
Counselling referrals
MDI
Provincial Surveys
Heart Mind Index – Secure and Calm Domain

Checking: Have We Made Enough of a Difference?

We continue to check in with teachers, parents and students in a variety of anecdotal ways to see if we’re having an impact.
Our Student Learning Survey does indicate lower numbers than district average in regards to bullying and discrimination
Closer monitoring of our washrooms so they are not gathering place as indicated through student survey.

Next Steps: What Requires Further Attention? Where to Next?

We will continue to work on the programs that we have in place and reflecting on how we are doing with our value words (safe, respectful, supportive and compassionate) in relation to our community
Some teachers have worked really hard to implement Carol Dweck’s “Mindsets” program and we may look towards using that as a common language throughout the school if possible about growth mindsets. WITS strategies are also taught across our school.
School wide digital literacy and citizenship lessons
Continue to offer clubs before school, lunch time, and afterschool to provide even more opportunities for connection
Continue to monitor for students in class and out during breaks who are not connected

Goal Two: Numeracy

Improving overall student numeracy performance and increasing the number of students meeting grade-level proficiency

We will gather feedback and reflections through staff meetings, student activities, observations, and surveys to identify areas for growth and continue strengthening our school community.

What is going on for our learners? (Scanning and Needs Assessment)

FSA and performance standard data show that many students require more targeted, explicit numeracy instruction.
Gains in literacy are not mirrored in math from Grades 4 to 7
A diverse student body (55% ELL) necessitates visual supports, simplified language, and scaffolded group challenges

What do we need to focus on? (key evidence and needs)

FSA Data, Report Cards, Performance Standards
Teacher observations and assessments
Primary Focus Areas:
- K: Numbers 1–10, patterns, subitizing; need scaffolding.
- Grade 1: Hands-on play-based number activities; more repetition needed.
- Grade 2/3: Visuals, manipulatives, ten frames, group solving, number talks.
Intermediate Focus Areas:
- Grade 4/5: Diverse ability levels; use of vertical surfaces, random groups, and math games.
- Grade 5–7: Foundational skill building, fluency in multiplication/division, cross-curricular integration.
Evidence Supporting Focus:
- Observations from classroom teachers
- Student and climate survey data
- Counsellor insights

Professional Learning and Support

Revisited Coast Metro Math Project, Math Fact Fluency site.
Presentations by District Math Lead.
Shared and curated math games and websites.
Texts explored:
Building Thinking Classrooms – Peter Liljedahl
Mathematical Mindsets – Jo Boaler
Number Sense Routines – Jessica F. Shumway
Good Questions – Marian Small
Algebraic & Proportional Thinking – Carol Fullerton
Learning Ladder – Jennifer Moritz

Resources / Tools Used

Manipulatives: dice, counters, whiteboards
Websites: YouCubed, Math for Love, Mathigon, Scholastic, Polypad, TD Financial Literacy, etc.
Math games and real-world problem-solving challenges