Vancouver School District School Plan for Templeton Secondary School Year 3 ( )

Transcription

1 Vancouver School District School Plan for Templeton Secondary School Year 3 ( ) GENERAL SCHOOL STORY: Update school context if necessary Review inquiry question and where the need for this goal came from (evidence, etc.) Templeton Secondary 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'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. Over ten percent of the students are supported by Individual Education Plans. 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. 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. In the third year of implementation 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. 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 non-designated students who may need added support. These adapted 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: 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 - Page 1 -

2 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 two additional programs. The Sunrise Program creates a structured, supportive and stimulating environment that promotes social and recreational skills as well as academics. Grade 8-10 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. Templeton s two goals for are: Fostering excellence as the standard for each student at Templeton Secondary School. To increase knowledge, acceptance, empathy, awareness and appreciation of Aboriginal histories, traditions, cultures and contributions among all students. WHAT DID WE SEE? Outline indicators and targets Outline support and activities throughout the year Each department at Templeton set specific short and long-term objectives to support the two school goals. These objectives are based on student survey data gathered annually though the Tell Them From Me survey has been used for the past four years. Review of the student survey data, provides insight to student experiences at Templeton and determine where staff vision is aligned or disconnected with students. Key themes continue to be observed. These include higher anxiety and depression levels among students compared to national averages and decreased student engagement as they progress from grade 8 to grade 12 (which mirrors national trends). Therefore, each department while being aware of the two school goals, are addressing these specific areas of concerns through department objectives. Many school departments have addressed student engagement to promote student success. Examples include development and implementation of cross-curricular projects and activities across grades 8-12 in the Mini School, Social Studies, English, Science and Mathematics departments. There is a desire for teachers to shift student focus to learning from grade acquisition. Many staff have developed cross curricular rubrics for all grades that focuses on skills rather than content. These two subject areas also collaborated with student work in parliamentary debates and persuasive essays at grade 10. All Mini school worked with students to de-emphasize grades on assignments by introducing work that is not for marks. Staff participated in a district inquiry project focusing on rubric creation leading to reporting of letter grades rather than percentages for grade 8 and 9 students. All teachers in the mini program were encouraged to use common mini school developed rubrics for presentation assessment in all classes and grades. The Science department continued to expand STEM education to include grade 9 in addition to grades 8, 11, and 12. The Modern Languages department fosters excellence with regards to course content relevance and student skill development. This includes speaking, writing, reading and listening to provide ideas, exchange ideas and using language to discover more about the world. Increased use of current events through multiple mediums, guest speakers, field studies, and cultural performances draws connections between course material and global contexts. Foundation skill development in Fine Arts and Applied Skills departments focused on work ethic and intrinsic motivation, healthy choices, and self-confidence and self-esteem to support student success. - Page 2 -

3 Each department strived to make 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 worked closely with students to build personal capacity to share learning journeys with diverse audiences. Students have opportunities to develop self-confidence and subsequently improve selfesteem and they have a chance to share their area of passion with a wider community. Student Services this year focused on opportunities for leadership with respect to student led learning with development and implementation of peer tutoring program, promotion and support for student led clubs and student selected role models as speakers and presentations. Developing student selfconfidence in public forums and critical analysis skills help student manage and reduce anxiety. Ongoing support for staff and students to engage in Inquiry Based Learning on a daily basis is provided via the Library. Examples of collaboration include Social Studies 9 First Nations projects, changes to the grade 8/9 PE curriculum to incorporate increased Health and Wellness projects, and the development of Templeton s Makerspace in the library providing students with a place where they can create, build and discover different avenues for learning. The library also works with the Social Studies department to create a culture of care and shared responsibility to dovetail with their goal of creating Global Citizens. The staff participated in an inquiry project examining how to build a sense of community around caring for each other and our school, and by extension, the world. This stems for a desire to increase the connectedness of students to the school community. Goals include more displays of kindness, community mindedness, nurturing of one another and understanding individual and cultural differences. WERE WE SUCCESSFUL? Outline results Mini School - The grade 10 students found the constructive feedback rather than grades highly effective in preparation for future assignments and activities that were assessed in courses. Students still engaged in tasks with a serious nature but appreciated the reduced pressure. Students are still heavily focused on grades, but perhaps less so. Without the numbers, they do tend to focus more on improving the quality of work. All mini school teaches did use the participation rubric this year. As a result, students are beginning to recognize that these skills are transferrable, but they still require constant reminders. Science Department - Implementation of STEM 9 and refinement of cross-curricular projects to ensure a smooth transition through all levels of STEM. Expansion of TEMPTalks and mentorship programming with SAP and capstone community project experts. STEM 10 is on track for implementation in Modern Languages Department addressed student anxiety noted in survey data from by increasing connections through communication in classes. The variety of cultural performances and guest speakers highlight the tremendous diversity of the global society and increased students awareness of what cultures exist beyond our neighbourhood. Applied Skills and Fine Arts Departments High enrolment for in technical studies classes indicate a strong correlation between student interest and relevancy of classroom work. Public student art exhibitions had a profound effect on the awareness of student talent in school community. This was noticed as students, staff, parents, and visitors took time to appreciate the rotating exhibits throughout the year and the increased requests from students for art classes in Student talent is regularly showcased in theatre productions, art exhibitions, projects, concerts, and films to highlight their individual and collective skills. - Page 3 -

4 Student Services The demand for more workshops by staff and students is increasing. Similarly, there is an increased demand in the community for student volunteers which provides opportunities for Templeton students. Students in the YES program found it highly effective and requested a continuation of the initial 10-week program. The LEO s club continues to be the largest school club in the school. The Girls Group worked with elementary school with regards to mentorship. Youth Empowerment Series (YES) group helped vulnerable students adjust to secondary school. Grades 9-12 students presented Beyond the Hurt, a 3-hour program from the Canadian Red Cross, to all grade 8 s. Library Students are still largely reliant on teachers for direction with regards to student inquiry. Progress is being made but it will require continuous support to shift student mindsets. The Makerspace see regular use by students during instructional and non-instructional times and has become part of their vocabulary. They are becoming more creative as they utilize supplies and equipment. Mathematics Anecdotal evidence of increased student engagement as observed by classroom mathematics teachers. Greater application of content to real world contexts. A specific focus in mathematics piloting puzzles, games, and financial literacy in grades 8 and 9. Social Studies All grade 8 s participated in the Buntzen Lake trip to build community and relationships across the incoming class. Grade 8 s responded well to Humanities model (same class cohort and teacher for English and Social Studies) and are requesting Humanities 9 in greater numbers for Students are participating in development of self-assessment rubrics for projects and activities in classes. English Improve student literacy skills and enhance student engagement with literature outside of the English classroom. Utilization of Gates testing to assess reading levels across all grades, silent reading, classroom libraries, literature circles, oral reading, audio readings and performances. Attending live performance and festivals in the community, field trip to Ashland for Shakespeare festival, author visits to school. Students make effective use of silent reading time to explore a variety of novel genres. Live plays, poetry sessions, author workshops help students understand literature examined in classes. Physical Education Sustained enrolment in senior physical education electives and involvement in extra curriculum athletic clubs and teams (Templeton running club, junior boys soccer, mountain bike team, Active For Life senior class are all new additions to the school in the past 2 years). Modest increase in participation rates in extra-curricular and intra mural physical activities. Expanded opportunities for students in the new grade 8 and 9 curriculum with respect to health education. HOW HAVE WE SHARED? How will we make parents, students and other members of the community aware and involved? Mini Methodologies for sharing mini school accomplishments include a student lead Mini School newsletter celebrating successes, Mini school program coordinator blog and Twitter and Instagram accounts. All students receive two interims during the year. A bulletin board in the mini school hallway displays student successes. Parents meet monthly to discuss activities and two student-led celebrations with parents and staff occurred during the year. Science a number of parent presentations with regards to STEM programming, student participation in Thompson River University Bridge competition, the fourth annual Templeton Science Challenge which hosted 200 elementary school students, student participation in Physics Olympics, Chemistry competitions, and science fairs. Modern Languages Student successes acknowledged in class, external acknowledgement via school newsletter and school Spanish website. Exposure to the diverse cultures in our neighbourhood including - Page 4 -

5 French restaurants, bakeries, Chinese New Year celebrations, Metis dance performances, African storytellers, trip to Peru, and Cinqo De Mayo celebrations. Fine Arts Project displays, rotation school art exhibits, drama productions (10 evening performances), film festival and participation in film competitions, and music concerts. Student Services Utilization of volunteer opportunities and community programs via school daily bulletins, s, social media, and school website. Recognition of student service at end of year school awards. Library extensive use of shared resources during instruction planning periods and staff meetings. Teachers are sharing their personal experiences with inquiry with one another. Regular displays of student work highlighting inquiry projects and processes. With regards to the inquiry of building community among our students, staff recognize positive behaviours through the Titan card. Recognition for recipients of the Titan Card is shared publically in the school community and are rewarded with prizes donated by local businesses. Students are reminded of the objectives of a shared community through classes and clubs with a particular focus on grade 8 s. Mathematics sharing of successes and challenges in staff professional development settings and district department meetings. Social Studies Many collaboration opportunities among teaching staff to exchange project ideas and implement the new curriculum. English literacy assessments are shared with other departments to assist with school wide literacy. Physical Education Extensive collaboration within department regarding pedagogical strategies, course development, and mentorship opportunities for students in addition to work with student services to implement new Learning Outcomes around mental health in the revised curriculum for grades 8 and 9. WHAT ARE OUR NEXT STEPS? What will we be doing as we begin to plan for next year and the next multi-year goal? What discussions have we had as a staff around what we see in our students, where we see areas of need, etc. Will we continue with the same goal or will we move to another area and why? School Planning for is designed to align with the Vancouver School Board s Strategic Plan The VSB s new strategic plan has four goals determined through extensive public consultation. 1. Engage our learners through innovative teaching and learning practices Build capacity in our community through strengthening collective leadership Create a culture of care and shared social responsibility. 4. Provide effective leadership, governance and stewardship. Through the fall of 2017, school staff will review the two school goals from However, each department has set objectives that are guided by this year s work and the four goals outlined above from the VSB strategic plan. Mini School Objectives next year include continuation of cross-curricular projects, enhanced Aboriginal focus, increase student awareness of learning rather than mark acquisition, continuation of capstone development and common assessment rubrics. - Page 5 -

6 Science Develop and implement STEM 10 for September 2017, continue collaboration with postsecondary institutions particularly with capstone project development, development of common assessment rubrics for science projects and presentations. Modern Languages Continuation of enhancing course material relevance to students, skill development, and incorporation of core competencies identified in the new BC curriculum. Further staff professional development with respect to Aboriginal culture and acquisition of resources. Fine Arts - Aims to affect and inspire staff and students through art, drama, film, and music in meaningful ways. This entails helping students design and express projects that are meaningful to them based on a foundation of skills that build confidence and self-esteem. Explore cross-curricular opportunities with other subject areas and foster relationships with art professionals in the community. Applied Skills - Continue work to improve planning and design of cross-curricular projects, particularly in STEM, textiles development in grade 8, and aboriginal content. Student Services Ongoing support of current student leadership groups. Implementation of for credit peer-tutoring course for students. Enhance aboriginal support for aboriginal students, in particular for Templeton s alternate program. Library Ongoing support for inquiry based teaching/learning in both classrooms with students and staff professional development opportunities. Include the Makerspace as part of the grade 8 orientation in the fall of 2017 to expose students to new resources to support their learning. The Titan card program will continue next year to help further embed community into school culture. Mathematics Refinement of ideas (mathematics puzzles and games) piloted in with a particular focus on financial literacy. Develop common activities with respect to key topics at each grade level in the new grade 8 and 9 curriculum. Social Studies Continuation of improving literacy skills with a particular focus on reading comprehension. Ongoing staff collaboration with respect to curriculum implementation. English Continuation of grade wide literacy assessments. Promotion of staff reading lists generated by student interest. Creation of social media sites to enhance connectivity with students. Physical Education Harness student leadership potential of senior PE students for school wide activities and mentorship of younger students. Further diversification of PE curriculum to promote transference of motor skills and knowledge to areas of interest of students. - Page 6 -

7 District-wide Aboriginal Goal: To increase knowledge, acceptance, empathy, awareness and appreciation of Aboriginal histories, traditions, cultures and contributions among all students. WHAT DO WE KNOW ABOUT THE ABORIGINAL LEARNERS IN OUR SCHOOL? Include numbers of students, grade levels, etc. Templeton Secondary has 56 Aboriginal students in grades The majority of students are in grades 8-10 (19 grade 8 students, 15 grade 9 students, 12 grade 10 students, 7 grade 11 students and 3 grade 12 students). Some of Templeton s Aboriginal students are highly vulnerable due to socio-economic conditions and gaps in academic progress. Conversely, many of Templeton s Aboriginal students are very successful across many areas of the school. WHAT HAVE WE DONE AT OUR SCHOOL TO SUPPORT ALL LEARNERS IN REGARDS TO THIS GOAL? List examples of pro-d, special events, speakers, curricular integration, routines and customs, etc. 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, Templeton s Aboriginal Education Enhancement Workers, 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. 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 expanded this year to include John Oliver and King George Secondary Schools, resulting in Aboriginal students from these schools attending Templeton s First Nations family night dinner. Templeton s Aboriginal Enhancement Teacher continues to support Aboriginal students academically outside of classroom instruction. Mr. Dulai will also supports Aboriginal learners at Sunrise 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, drama and film productions and the Mini School English/social studies field trips for grade 9 students that included Aboriginal /outdoor focus in September and May. - Page 7 -

8 WHAT WILL WE CONTINUE TO DO IN THIS AREA? List continuing and new initiatives Continued support for Aboriginal students through networking opportunities with community Aboriginal organizations such as UNYA (Urban Native Youth Association) provided support for Aboriginal students and 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 is genuinely interested in finding ways to authentically incorporate Aboriginal ways of learning into their classrooms. Collaboration with community partners has led to the development of a school community garden that grows indigenous species. Linkages between food production in the garden and Aboriginal traditions are made in a number of subject area to enhance all students awareness. Staff inquiry projects that explore the new curriculum are designed to improve teacher s comfort level and knowledge of Aboriginal culture and traditions. 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 refined this process by employing the strengths of a School Based Team model for Special Education students. The aim is 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, SEL data collected via AIMS, and the electronic Aboriginal Success documents all help guide the team in planning for student success. Introduce more Aboriginal focus in classroom projects and activities. HOW DO WE KNOW THAT WE ARE BEING SUCCESSFUL IN THIS AREA? Include both data-driven and anecdotal examples Give opportunities for student, staff and parent voice Participation in of students and families at the First Nations Family Night dinners has increased steadily over the past four years. There appears to be improved school and Aboriginal community engagement to support and celebrate student success. Similarly, widening the audience from Templeton to three additional secondary schools increases opportunities for developing connections between school communities. Student Success documents are now completed for all Aboriginal students in grades 8 to 12 rather than only grades This has improved early detection of challenges and let to implementation of intervention to supporting students. The AIMS program maintains detailed records of Aboriginal student progress. Aboriginal student recognition continues via the Honourable Steven Point Award presented to students who are nominated by staff. Grade 9 Mini School student reflections with respect to how they could incorporate elements of Aboriginal culture into their own daily lives were thoughtful and insightful. - Page 8 -