Secondary School Plan for Success Team Members: Admin: David de Wit, Bo Sidhu, Jacqui Hall, Zhi Su Instructional Leadership Team: Austina Fawcett, Jennifer Wickman, Jennifer Bell, John Munro, Graham Neufeld, Adam Verheyen, Dennis Neufeld, David Prins, Ruth Hirowatari School Planning Council Committee: Jennifer Bell, Janelle Dick, Avtar Bath, Jennifer Wickman, Greg Sharpe, Lorne Cairns

School Context

www.ri ckhansen.sd34.bc.ca

Inquiry Question (What is the burning

How do we increase student engagement through inquiry and assessment?

issue you want to address as a school – Secondary Strategic Operation Plan)

Rationale (What are we doing –The Visible Learner)

If we want to continually improve on student achievement we need our students to clearly understand where they are, where they are going and how to get there. We can achieve this by striving for continuous improvement in our assessment practices and our commitment to creating an inquiry/PBL school environment. We are committed to creating a more engaging learning environment where students have a clear understanding of their progress and can personalize their learning experience.

Strategies (include ELL & LSS)

Leadership/Teamwork Responsibilities

Professional Learning and Resources

Progress and Impact on Student Achievement

Student friendly learning targets and shape of the day listed on the board.

Admi n:  Recognize a nd celebrate teachers who are l i sting learning ta rgets on the board.  Admi n to model importance of l earning ta rgets by s etting them up for staff a nd department head meetings. Tea cher Leaders:  Conti nue to reinforce at department meetings.  Work wi th teachers to have exemplars of work for ea ch assignment.  Recognize teachers who have s tudent fri endly l earning targets on the board. Sta ff:  Identify key outcomes a nd list on i n student fri endly terms on the board.  Show s tudents where they are, where they a re going a nd how to get there.  Connect outcomes to the real world.

Work wi th focus team to align pro-d i n thes e areas.

We are measuring attendance, failure rates and percentage of student achieving honour roll with this current year serving as a bench mark of the progress we are making. 2015/16 attendance: 89.85% 2015/16 honour roll: 81.6% 2015/16 failure rate: .0384% 2014/15 attendance: 89.43% 2014/15 honour roll: 65% 2014/15 failure rate: .4%

Secondary School Plan for Success Teachers transition into an outcome based assessment format for their courses.

Admi n:  Provi de resources a nd professional development.  Rel ease time for a pplication of the pro-d. Cel ebrate a nd recognize teacher work i n thi s area.

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Tea cher Leaders:

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Incl ude as agenda i tem a t department meetings and share progress that they a re ma ki ng in this area.

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Cha nge the format of department meetings from a dministration based to pro-d, curri cul um and assessment based.

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Sta ff:

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Commi t to redesigning one course with outcome based a ssessment. Identify a t department meeting what cours es will be re-designed within a department.

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Provi de release ti me a nd funding for tea chers to a ttend relevant pro-d in thi s area. Hel p connect the work our teachers a re doing in assessment with the work other teachers in the district are doing wi th a ssessment.

2015/2016: % of teachers using outcome based assessment: 61%

Provi de s tudent access to previous project examples from a cross the gra di ng scale. Invi te teachers from other s chools who ha ve redesigned a course in their a rea to present at a department meeting. Send a contingent of ILT l eaders to Portl a nd Assessment Conference Col l aboration time a nd release time to vi s i t other s chools a nd teacher. Myron Dueck booked as a presenter a t September pro-d day. Rel ease time to work with Learning Commons teacher on outcome based a s sessment.

Us e exemplars to support the gra di ng/assessment scale.

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Create an inquiry/project based school learning environment.

Di vi de gradebook into summative and forma tive assessments.  Tra ns ition one course into 4 point grading s ca le. Admi n: 

Provi de external coaching support for tea chers in PBL.

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Cel ebrate the great examples of tea cher/student work happening a t RHSS i n this a rea.

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Crea te s pace for lasting displays of s tudent PBL projects. Work wi th teachers to schedule one

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Provi de release ti me for teachers to s ee demonstrations of l earning at other PBL s chools (TAF academy, High Tech Hi gh). Admi n to host ILT meetings i n a di fferent department area each month. Di s plays of PBL units framed and hung i n Lea rning Commons

2015/16: # of PBL/Inquiry Projects: 82 (avg: 3.9 per teacher) 2016/17: # of PBL/Inquiry Projects: TBA *UFV research project due July 2016 will also provide us with some more direction.

Secondary School Plan for Success s chool wi de demonstration of learning event i n the spring. Tea cher Leaders:  

Sha re examples of s uccessful PBL projects i n their s pecific discipline. Ma ke department meetings focused on IBL not business items.

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Promote a blended learning environment and the attainment of digital literacy skills

Tea chers implement one new PBL/IBL unit i n 1st s emester a nd a second new one i n s econd semester. Tea chers share their projects at staff meetings.

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Connect teachers with Learning Commons teacher for co-planning of PBL Ca reer Counsellor- build external networks in the business community for tea chers to access and work with i n regards to authentic demonstrations of learning. ILT members to host one ILT meeting a yea r a nd share successes a nd s truggles each department is having. ILT l eaders to host their department meetings in a different teacher’s cl a ssroom each month. Ea ch teacher to vol unteer to s hare successes and s truggles they a re having with PBL. Sha re successes and struggles a t each department meeting –s et up cri tical fri end protocol Tea chers volunteer to share projects a t s ta ff meetings.

Tea chers produce a project ca rd for each PBL/Inquiry unit they complete. Embed LSS collaborator i nto gr. 9 a nd 10 pods Des ign inquiry/PBL projects with multiple entry poi nts for at-risk l earners

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Provi de tech s upport through Digital Li tera cy VP; crea te a Google Classroom for meetings, etc.

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Provi de hardship devices for a t-risk learners

Tea cher Leaders: 

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Crea te a Google Cl assroom for their department meetings

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Provi de Google Classroom training s essions for staff during collaboration ti me.

2015/16 % of teachers using Google Classroom:70% 2016/17 # of teachers using Google Classroom: TBA

Secondary School Plan for Success Sta ff: 

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Crea te one PBL project using Google Cl a ssroom and add one l esson into Google Cl a ssroom. Us e Google forms for requests to SBT Provi de a ccess for LSS teachers to your Googl e Classroom a nd Check My Ma rk

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Send team of teachers to Google Apps conference

Secondary School Plan for Success Strategic Plan

Connections: Explain how your school goal aligns with any of the strands from the District’s Strategic Plan, the Secondary Operation Plan and/or the Aboriginal Enhancement Agreement.

Connections to the District Strategic Plan Excellence in teaching Excellence in leadership

We will continue to provide high-quality professional development for our teachers in project based learning and recognize the successes our teachers are having in these areas. All our incoming grade nine students will develop an understanding of the ethical and innovative use of technology through our Digital Literacy course and a BYOD environment. We will engage our community by making them ac tive members in our authentic demonstrations of learning and providing oppor tunities for our students to solve real world problems.

Flexibility & access to programs / services Ethical & innovative use of technology Parental & community engagement

Connections to the Secondary Operational Plan Assessment practices Inquiry Based Learning – PBL

Departments to work to re-design assessments as outcome based and teachers will work to list student friendly learning outcomes on the board. Our school is making the shift to an inquiry based program. All teachers will have one project based learning unit in first semester and an additional one in second semester. We are incorporating the BAAC course Digital Literacy 10 and all students in gr. 9 will be required to take the course. Our library will be transformed into a learning commons where digital literacy, and inquiry based learning will be promoted in a co-teaching format.

Blended Learning/Digital Literacy & Flexible Spaces Leadership for Learning: Instructional Rounds

Connections to the Aboriginal Enhancement Agreement Increase Student Pri de Increase reading scores

We have assigned our counsellors and one administrator to act as Aboriginal Champions. The admin team will recognize that we are on the traditional ancestral territory of the Matsqui and Sumas First Nations at the start of staff meetings. Department heads will include embedding the Aboriginal perspective as a line item on their department meeting agenda’s. We will have staff volunteer to pr esent at the staff meetings on how they are embedding the Aboriginal perspective into thei r lessons. We will share the resource Spirals of Learning, produced by the BCPVPA, with the staff and we will add Aborignal events and celebrations to our school calendar.

Increase sense of belonging Increase graduation rates