Vancouver School Board SCHOOL PLAN

Transcription

1 Vancouver School Board SCHOOL PLAN It is our collective responsibility as a school district to ensure the highest quality learning experiences for all students, with a focus on student engagement, learning and development in a safe, inclusive environment. Templeton Secondary School MISSION STATEMENT We are committed to providing students with relevant educational experiences and opportunities that value and encourage individuality while reflecting and celebrating the diversity of our multicultural community. The intellectual, social, creative, physical, spiritual and ethical potential of all individuals is fostered and enhanced in a supportive and safe environment which respects and demonstrates the qualities of responsibility and cooperation in the pursuit of learning. GOAL: Student Excellence Fostering excellence as the standard for each student at Templeton Secondary School. GOAL: Aboriginal Cultural Enhancement To increase knowledge, acceptance, empathy, awareness and appreciation of Aboriginal histories, traditions, cultures and contributions among all students. page 1

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3 SCHOOL COMMUNITY CONTEXT What are the demographics of our learning community? Who are our learners? What is our vision of success for learning for each student? Templeton School catchment area falls within the Hastings-Sunrise area of Vancouver. The school is nestled in a residential area within three blocks of Hastings to the north, one block from Victoria Drive to the west, and one block from Nanaimo to the east. The catchment area includes some industrial waterfront area, Hastings Park (including the Pacific National Exhibition grounds), and 7 elementary schools. The remaining area is zoned for single-family residential and multi-dwelling apartments. Templeton students come from a wide range of socio-economic backgrounds. Approximately one half of the families in this community report household earnings of less that $50,000 per year and one quarter report earnings of less that $25,000 per year. Approximately one half of the families in our area rent their accommodation. The predominant level of education in the households is secondary school graduation. Templeton's population is approximately 800 students and 90 staff members. The student population is a multi-cultural student body with approximately two-thirds of the students reporting a language other than English as their first language. Of all secondary schools in Vancouver, Templeton has the highest percentage of students born in Canada according to 2010 school district data. Approximately one third of our students report that Chinese is the language spoken at home. First Nations students comprise six percent of the school population. Templeton students span the spectrum of academic abilities, from gifted learners to those with learning difficulties. Ten percent of the students are identified as Special Needs students. Templeton is a comprehensive secondary school that provides students with opportunities to reach their potential in Mathematics, Sciences, English, Social Studies, Languages, Physical Education, Fine Arts and Applied Skills. Adapted, modified, accelerated, and enriched courses are offered in the core academic areas to meet the diverse needs of the students. Our Fine Arts, Performing Arts, and Culinary Arts programs are recognized as among the finest in the province, and in Canada The past few years have seen some outstanding initiatives implemented by the professional staff and energetic students at Templeton Secondary. Extending its extraordinary reputation, our film department has developed a summer film school called, Summer Visions, that offers two-week workshops in film and television production. Summer Visions features Templeton students and alumni teaching other students from around the lower mainland the intricacies of film and television production. A new initiative for is a Science, Technology, Engineering, and Mathematics (STEM) program. This program combines all of these subjects and applies them toward learning how to solve hands-on engineering problems in Technology, Mathematics, and the Environment. Our vision of success within our culinary arts program is to have students successfully complete our ACE-IT program and Secondary School Apprenticeship programs in local restaurants. We will focus on developing our chef-training program and pave the way for page 3

4 students to enter the industry and complete their Red Seal in Culinary Arts. Templeton has two different levels of support to better meet the needs of students identified by the Ministry of Education as Special Education students, and for nondesignated students who may need added support. These adapted and modified programs keep a small cohort of students together with a small number of teachers for the academic subjects of English, Social Studies, Math and Science in the junior grades. The students elective courses are in the regular program. The school has two district programs on site: the Mini School and Life Skills. The goal of the District Mini School Program is to offer enrichment a very high achieving group of students and to develop their full potential academically and personally through interdisciplinary studies, outdoor education, cultural experiences, and community service. The Life Skills Program, a small supportive class for students with moderate to severe intellectual disabilities and/or autism, is designed to improve functional academic skills, improve communication skills, and teach appropriate behaviour and social skills. Both programs enhance the diversity within the Templeton school community, as both contribute to its overall culture. The school has administrative responsibility for three additional programs. Two are alternative programs located off-site: East Side Alternate and Sunrise East Alternate. The East Side Program creates a structured, supportive and stimulating environment that promotes social and recreational skills as well as academics. Grade 9 and 10 core subjects are offered to students aged years. Physical Education, community building and outdoor education are essential elements of the program. Sunrise East is a grade eight and nine program designed to re-engage students in school. Emphasis is placed on creating a safe supportive learning environment where regular counselling support is provided to students. Peak House is a short-term residential alcohol and drug rehabilitation facility. Students continue the academic studies that they were working on at their former school. The academic programming for Peak House students occurs in a classroom at Templeton. REFLECTIONS ON SCHOOL PLAN What was our goal? What steps did we take to address the identified student(s) needs? What was the evidence of success for each student? How did we communicate and celebrate student success? Due to the labour dispute between the government and BCTF from April to the end of September 2014, Templeton s school growth professional development day in April 2014 was cancelled. As a result, the school staff has had limited opportunity to participate in a school-wide collaborative review of each department s objectives working towards the goals. Also, there has been little opportunity to review the student survey data from the Tell Them From Me survey instrument. Therefore, the goals, objectives, strategies, and data collection from the School Plan continued into the beginning of the school year. School growth collaborative development opportunities are now resuming and using student survey data to guide this process. page 4

5 Templeton educators collaborated during the spring of 2013 to identify critical knowledge, skills, and attitudes desired in Templeton graduates. Through a series of exercises and activities, the following eleven characteristics are highly valued. They include: Passion Compassion Work Ethic and intrinsic motivation Independence Foundation Skills (including reading, writing, and arithmetic) Citizenship Ability to make healthy choices Confidence Desire for life-long learning Problem solving skills Resiliency In , Templeton piloted a new student survey instrument called Tell Them From Me. This survey replaced the Ministry of Education Satisfaction Survey. The rationale for the change is because the school and school district believe the new survey instrument will provide more relevant student data with respect to student experiences, connection to school, and student engagement at Templeton. It can also compare Templeton students with a virtual school composed from Canadian Census data that is similar to Templeton s student demographics. This year, 500 students in grades 8-12 participated in the survey process. The survey instrument employs a variety of questions to measure student engagement across a number of areas in the school community. The data was compared directly to the data to help measure the effectiveness of department initiatives to develop desired student characteristics. This information was combined with staff anecdotal evidence to refine strategies for A number of professional development initiatives staff participated in during the and continued into the school year that may have profound effects on student learning. A large inquiry project between Mathematics, Science, and Applied Skills departments is focused on S.T.E.M. (Science, Technology, Engineering, Mathematics) education. The purpose of the inquiry is to plan how to engage students in engaging and relevant STEM programming that effectively prepares students for postsecondary STEM programs and ultimately, STEM careers. This project is partnered with post-secondary institutions such as BCIT, SFU, and UBC and STEM industry partners, specifically, SAP, a large multi-national technology firm. Those involved in the inquiry have networked with industry and post-secondary partners and toured other STEM schools to develop a STEM program at Templeton for implementation in This has been an incredible success based on teacher, industry, post-secondary partners and in particular, student comments. In , approximately 60 students will begin STEM at grade 8. These students and related families are thrilled to be part of an exciting program that embodies the ideals of the future curriculum outlined in the BC Education Plan. With the establishment of common characteristics and student survey data, the staff this year synthesized their valued characteristics with student needs. Each department reviewed student survey data and compared how the themes and objectives aligned with page 5

6 student feedback. The survey instrument provided an opportunity for students to identify through open-ended questions the characteristics they believe are critical for their success in post-secondary, career, and/or life after secondary school. This information was shared with staff in April 2015 to check for alignment between staff desired characteristics and students needs allowing for improved targeted strategies for achieving student success. Following is a brief summary of the student survey data from : Social Engagement Students who are socially engaged are actively involved in the life of the school; their friends are there and they are involved in sports or other extra-curricular activities. This involvement can give them a sense of belonging at school and increase academic motivation. Figure 1 shows the percentage of students in Templeton Secondary that were socially engaged compared with national norms for students at the grade levels assessed in this school. Figure 1: Percentage of students socially engaged at Templeton Secondary page 6

7 Institutional Engagement Students who value schooling outcomes and meet the formal rules of schooling are considered institutionally engaged. These students feel that what they are learning at school is directly related to their long-term success, and this view is reflected in their school and class attendance and their effort in doing homework. Levels of institutional engagement in Templeton Secondary are shown in Figure 2. Figure 2: Percentage of students institutionally engaged at Templeton Secondary Intellectual Engagement Some students meet the institutional demands of school, but they are not truly engaged in their learning. Intellectual engagement entails a serious emotional and cognitive investment in learning, using higher-order thinking skills, to increase understanding, solve complex problems, and construct new knowledge.2 Students are more engaged when their level of skills is consistent with the challenges presented to them in their classes. These students are often deeply absorbed in academic activities. Figure 3 displays the results for Templeton Secondary on the three measures of intellectual engagement. Figure 3: Percentage of students intellectually engaged at Templeton Secondary Equality of Engagement Outcomes 'Equality' refers to differences in social outcomes among sub-populations, such as differences between students from low and high socioeconomic backgrounds. A measure of socioeconomic status (SES) was derived from students' reports of educational and cultural possessions in the home, their parents' level of education, and whether they were living in a two-parent family. Students were classified into three groups, which are referred to as low, middle, and high SES. Figure 4 shows the extent of equalities among these socioeconomic groups in Templeton Secondary for three measures of student engagement. page 7

8 Figure 4: Extent of equalities in student engagement among socioeconomic groups at Templeton Secondary Drivers of Student Engagement Findings from Alberta's Tell Them From Me Project: Measuring Student Engagement found that there were considerable differences among schools in their levels of engagement and only some of this variation was attributable to students' family backgrounds. Four school-level factors were consistently related to student engagement: quality instruction (averaged across students and three key subjects), teacher-student relations, classroom learning climate, and teacher expectations for success. Figure 5 compares Templeton Secondary to national norms for each factor on a ten-point scale. page 8

9 Figure 5: School-levels factors associated with student During , staff collaborated to develop a grade 8-study skills guide. The guide focuses on organizational, test writing, note taking, and time management skills. Embedding the principles from this resource in all academic areas helps prepare all students for the transition from grade 7 to grade 8 and work towards every student finding academic success and excellence. Although it was not widely utilized this year, student survey data indicated that student foundation skill development related to organization would benefit from wider implementation. This will be a focus area for Grade wide reading assessment in English and Social Studies classes continue to identify students who require additional literacy support. Also, the reading assessment helps teachers plan appropriate learning experiences for students. These results are shared across departments to help support students in all curricular areas. Cross-department dialogue during staff meetings and Instructional Planning provided opportunities for feedback on how each department is working towards department and school goals and address student identified needs. The assessment tools utilized included fall and spring comparison of reading assessments, the Tell Them From Me survey instrument comparison of data to data, student course request data for programming specifically targeted to student/parent choice, and anecdotal data from staff regarding progress on school community displaying the eleven highly values characteristics Goal #2: To increase knowledge, acceptance, empathy, awareness and appreciation of Aboriginal histories, traditions, cultures and contributions among all students. Templeton currently has a number of practices that build knowledge, acceptance, empathy, and appreciation of Aboriginal histories. Templeton is the only secondary school in Vancouver that has a Sacred Room. This space is a welcoming, comfortable environment for all students that is extensively decorated with paintings and symbols designed by Mr. Ernie Larochelle. Ernie and Ms. Pat Forrest, both who work extensively with Templeton s Aboriginal students, have created a space that celebrates Aboriginal traditions and cultures. Similarly, they take a number of students each year on camping trips in the Squamish area exploring Aboriginal histories of the Squamish area. With regularity, guest speakers are invited to the Sacred Room to share stories of inspiration and support with our students. Pat and Ernie also organize the First Nations family night dinner, which celebrates the Steven Pointe Award winners. The evening includes traditional ceremonies, food, and dance. In , a new partnership developed with Windermere Secondary and continued this year, resulting in Windermere students attending the First Nations family night dinner. page 9

10 In , Templeton s Aboriginal Enhancement Teacher supported Aboriginal students academically outside of classroom instruction. Mr. Sohan Dulai also coordinated the PIMS mathematics tutoring for students. With regular attendance in all classes and participation in the PIMS program, students receive scholarship funding for use after graduation. Mr. Dulai also supports Aboriginal learners in East Side and Sunrise alternate programs. Mr. Dulai, Ms. Forrest, and Mr. Larochelle are critical components of a larger school team that monitors the academic and socio-emotional needs of Aboriginal students. The primary goal of the team is to determine the requirements to help the student achieve success and graduation. Throughout the school, staff found creative ways to incorporate Aboriginal traditions and cultures into classes. Examples include influences in art, music, cafeteria food service, review of cultural impacts in Canadian society, and drama and film productions. To promote a school-wide environment that values Aboriginal culture and traditions authentic learning opportunities a number of strategies and structures were planned for The Sacred Room s artwork has been a community endeavor that enriches the learning space. The development of aboriginal paintings to wrap two supporting pillars in the main foyer of the Templeton extends the presence of Aboriginal culture into large, public spaces in Templeton. The front foyer is the first interior space visitors see when they enter Templeton. The collaborative designs lead by Mr. Ernie Larochelle will increase the prominence of aboriginal art to highly visible common spaces in the school and build greater awareness and appreciation of Aboriginal culture among all students. This year, expanding support for Aboriginal students through networking opportunities with community Aboriginal organizations such as UNYA (Urban Native Youth Association) not only provided support Aboriginal students but also provide opportunities to connect with all students. UNYA is supportive of working with all members of Templeton to build knowledge of Aboriginal culture and traditions. Templeton staff visited the Musqueam cultural center during a professional development day to increase staff awareness of Aboriginal culture. Lastly, the Aboriginal Student Success tracking documents provided an opportunity for a team of adults to review each Aboriginal student s progress throughout the year. page 10

11 SCHOOL PLAN Based on our assessments and evidence, we are adjusting and refocusing our School Plan to continue to address the needs of the identified learners by: GOAL: Fostering excellence as the standard for each student at Templeton Secondary School. Objectives: To create an environment that promotes the knowledge, skills, and attitudes, desired in Templeton graduates through student achievement and engagement. What steps are we planning to address the needs of the identified learners, including our Aboriginal learners? i.e. What strategies and structures do we believe will lead to student success? The school year provided an opportunity for Templeton staff to review the Tell Them From Me Student Survey data. During the spring of 2015, 500 students in grades 8-12 provided insight to their experience at Templeton. In April 2015, staff reviewed the data to examine students experiences and determine where staff vision aligned or disconnected with students. During this process, staff produced a number of short and long term goals to address student and staff needs to meet the school goal of fostering excellence as the standard for each student. Key student themes emerged from the student survey. These themes included higher anxiety and depression levels reported compared to the previous year, lower selfesteem across all grades compared to national averages, and a disconnect between the high value students place on school values and low student engagement. Student engagement decreases as they progress from grade 8 to 12 and in general, student truancy rates increase from grade 8 to 12. Each school department has identified an area to address an area of concern for and outlined potential strategies to improve student response to the concern. Course content relevance and skill development are an area of focus for the Social Studies, English, and Modern Languages departments. Strategies to address relevancy include increased field studies that promote linkages between content and student interest. The department is keen to implement more student-led learning opportunities that help students develop self-esteem and confidence in public speaking and critical analysis. Lastly, the staff want to help ensure that student understand the definition on excellence in multiple contexts. Cultural performances also promote activities and deeper understanding of cultures whether foreign or Aboriginal. Lastly, published common assessment rubrics published will help clarify learning outcomes and assessment criteria for students as they move towards mastery of skill development. Opportunities for student leadership with respect to student led learning and teaching is an area of focus that will also be supported by the Student Services department. These opportunities will be focused through the development and implementation of a peer tutoring program, promotion and support for student led clubs and student selected role models as guest speakers or presentations. A cohesive support network between the page 11

12 four departments should provide help students develop self-confidence in public forums, relevancy and critical analysis. Student survey data indicated that Templeton students participate in school sports at lower rates than Canadian national averages (38% of Templeton students versus the Canadian norm of 46%). A similar trend exists for student participation in moderate and intense physical activity. As a result, the Physical Education department plans to diversify PE unit activities to promote better alignment with student interest and physical literacy while providing increased opportunities for personalized fitness programs. Foundation skill development, work ethic and intrinsic motivation, healthy choices, and self-confidence and self-esteem are areas of focus for the Applied Skills and Fine Arts departments. Each department plans to improve making connections between academic course-work and how skills developed in the elective areas transfer to everyday life skills. The elective areas regularly provide natural entry points to foster self-confidence due to a high correlation between student interest and subject content. Each department plans to organize regular presentation of student work through installations or presentations that promote public speaking, collaboration, and celebration. Prior to these events, staff will work closely with students to build personal capacity to share learning journeys with a diverse audience. Not only do students have opportunities to develop self-confidence and subsequently improve self-esteem, they have a chance to share their area of passion with a wider community. Students develop a definition of excellence and should move from a compliance mindset to an engagement mindset. Mathematics and Science departments collaborate extensively, particularly through the STEM program. In , STEM will be offered to grade 8 students along with grade 11 and 12. The collaborative initiative, which includes the Applied Skills department, emphasizes the importance of foundation skill development, resiliency, and student engagement through an iterative project-based learning model. Current students involved in STEM rave about how much they value the learning model because of high relevancy to potential career pathways, learning experiences, and communication skill development. The mathematics department wants to expand elements of the STEM program to all mathematics classes to promote student belonging, resiliency in problem solving, and further exploration of alternative ways of knowledge development, with a particular emphasis on Aboriginal was of learning. Expansion of the STEM model to the grade 8 emphasizes an iterative approach to learning that should lead to improved mastery. Beyond developing foundation skills, project-based learning leads to improved collaboration, communication, and flexibility of mind skill development in students. The high value of these skills by post-secondary institutions and industry professionals is continually articulated to Templeton staff in collaborative meetings throughout the past school year. What will be our assessments and evidence of student success? Templeton will continue to use the Tell Them From Me survey instrument in The survey can compare multiple school years to compare and measure effects of school growth interventions on student success in a wide variety of school outcomes. This data is invaluable in helping the school plan from year to year. The school plan is largely developed from staff reviewing the data and comparing it to page 12

13 These strategies are outlined in the previous section. Effective, established procedures from previous years will continue to be utilized. A sample of these include: Promotion and inquiry on assessment practices to help students achieve mastery. Utilize a peer-tutoring program to aid students in skills classes. Team based approach for intervention strategies for struggling learners. Minimize the number of contact teachers for Adapted and Modified students. Promotion and reinforcement of positive behaviour. Continued collaboration with VBE and external agencies to support vulnerable students. Expansion of opportunities to connect with elementary schools. Continuation of the science challenge event hosted at Templeton for elementary students organized by senior secondary students. Other examples last year include the grade 7 technology transition program and the grade 7 science challenge hosted and organized by senior Templeton STEM students that hosted 200 elementary students. Effective use of communication devices to engage parents, students, and the community of Templeton events and achievements. Examples of assessments and evidence of student success include: Higher reading and writing scores on language tests based on grade wide reading assessments by the English and Social Studies departments and anecdotal evidence from the Reading Specialist position. Reduction of students dropping courses because of failure. Reduced number of failures at each grade level compared to previous years data. Improved work habits and attendance records. Increased sense of pride and ownership of school. Increased student engagement in extra-curricular activities (clubs and athletics). Based on our assessments and evidence, how do we plan to monitor, reflect on and adjust, where necessary, our impact on the learning of each student(s)? Instructional planning periods, staff meetings, and department meetings are formal structures that provide the staff with opportunities to review and adjust action plans. It is imperative that communication networks not only exchange progress but also articulate the moral value of what is being accomplished. Extensive work has been done to establish this type of communication network this year but ongoing nurturing and refinement is required to maintain and grow this structure. For , the improvement of communication between Templeton and its elementary school and postsecondary partners has helped Templeton staff best prepare students for success as they transition to Templeton and then onto post-secondary education. The effectiveness of communication and meeting opportunities will be monitored via formal and informal feedback data collection. Monitoring of student progress with respect to department and school objectives will be monitored by the following examples: Attendance reviewed by counselors and administration and early interventions if page 13

14 required. Professional development/inquiry opportunities for staff to explore pedagogy and professional practice. Monitor achievement in curricular areas and adjust strategies to maximize student learning. Ongoing communication with parents and students regarding learning progress Continue to access community support for vulnerable students. How will we communicate and celebrate student success? Encourage student recognition via individual teachers and celebrations of student learning. Maintain a communication board that recognizes excellence in a variety of forms. Communicate and celebrate student success through Templeton s and the VSB s website, personal letters, newsletters, and display monitor in main foyer. Assemblies both large and small, student led activities, and public events showcasing or celebrating student success. How will we engage all members of the school community to ensure sustainability of student success? Full staff commitment to promoting and fostering excellence throughout the school. Students sharing their success stories with PAC. Host public events that celebrate the excellence of our students. Begin teacher and administration blog highlighting successes of Templeton community. Develop stronger relationships with elementary schools through common events such as school activities, professional develop opportunities, grade 7 conference and articulation. page 14

15 GOAL: Aboriginal Cultural Enhancement To increase knowledge, awareness, appreciation of and respect for Aboriginal histories, traditions, cultures and contributions among all students. Objectives: The Aboriginal cultural enhancement goal was introduced in For schools will continue to plan, identify current practices, and access district supports. Schools will also continue to collect and analyze preliminary data. Reflections on Current Practice, What steps did we take that built knowledge, awareness, appreciation of, and respect for Aboriginal histories, traditions and cultures among all students? What data are we using to guide and adjust our practices? Templeton currently has a number of practices that build knowledge, acceptance, empathy, and appreciation of Aboriginal histories. Templeton is the only secondary school in Vancouver that has a Sacred Room. This space is a welcoming, comfortable environment for all students that is extensively decorated with paintings and symbols designed by Mr. Ernie Larochelle. Ernie and Ms. Pat Forrest, both who work extensively with Templeton s Aboriginal students, have created a space that celebrates Aboriginal traditions and cultures. Similarly, they take a number of students each year on camping trips in the Squamish area exploring Aboriginal histories of the Squamish area. With regularity, guest speakers are invited to the Sacred Room to share stories of inspiration and support with our students. Pat and Ernie also organize the First Nations family night dinner, which celebrates the Steven Pointe Award winners. The evening includes traditional ceremonies, food, and dance. In , a new partnership developed with Windermere Secondary and continued this year, resulting in Windermere students attending the First Nations family night dinner. In , Templeton s Aboriginal Enhancement Teacher will continue to support Aboriginal students academically outside of classroom instruction. Mr. Dulai will also supports Aboriginal learners in East Side alternate program. Mr. Dulai, Ms. Forrest, and Mr. Larochelle are critical components of a larger school team that monitors the academic and socio-emotional needs of Aboriginal students. The primary goal of the team is to determine the requirements to help the students achieve success and graduation. Throughout the school, staff found creative ways to incorporate Aboriginal traditions and cultures into classes. Examples include influences in art, music, cafeteria food service, review of cultural impacts in Canadian society, and drama and film productions. This year, expanding support for Aboriginal students through networking opportunities with community Aboriginal organizations such as UNYA (Urban Native Youth Association) will not only provide support for Aboriginal students but also provide opportunities to connect with all students. UNYA is supportive of working with all members of Templeton to build knowledge of Aboriginal culture and traditions. page 15

16 Templeton staff is genuinely interested in finding ways to authentically incorporate Aboriginal ways of learning into their classrooms. Last year s visit to the Musqueam Cultural Centre and collaborative opportunities with educators from Vancouver and other school districts help guide staff development. Lastly, the Aboriginal Student Success tracking documents provided an opportunity for a team of adults to review each Aboriginal student s progress throughout the year and focus school resources to support all Aboriginal students. The team plans to refine this process by employing the strengths of a School Based Team model for Special Education students. The aim to continue to provide the best possible levels of support to help all Aboriginal students achieve success both at Templeton and in the community. Report card, attendance, and SEL data collected via AIMS, the electronic Aboriginal Success documents all help guide the team in planning for student success. page 16

17 ENTER SCHOOL NAME Submitted by School Planning Council (name) (Signature) Principal Teacher Parent Parent Parent Student Date Recommended Approval by Superintendent (Superintendent) (Signature) Date Board Approval (Board Chair) (Signature) Date page 17