Lord Tweedsmuir Secondary »

Lord Tweedsmuir is located in the Cloverdale/Clayton area and has a school population of 1740 students.  The school is organized on a  semester system.   The school offers a wide variety of programs, including a teaching kitchen, BASES program, Connections, District Automotive Service Technician Program, extensive applied skills and fine arts programs, as well as many  extracurricular offerings.  Lord Tweedsmuir students  perform well in classes, have good attendance,  and work well with their teachers.    Peer relationships and staff relationships are important to our students.  Most of our students feel it is important to do well in school and they want to learn new things.  Most students also are enthusiastic about participating in learning.

School Completion Data October 2020

At the end of the 2019/20 academic year, 93% of Grade 12 students graduated from Lord Tweedsmuir, which is higher than the Surrey School District rate of 84%.   Since the end of the 2014/15 academic year, Lord Tweedsmuir students have graduated from school at a higher rate than the general grade 12 student population in Surrey.

On average, 9 in 10 Indigenous students attending LTSS graduated between 2014/15 and 2019/20 , which is significantly greater than all Grade 12 students across the district for the same sub group (56%).

English language learners graduated from LTSS at a rate of 88% between 2014/15 and 2019/20 which is slightly higher than the district average (86%).

Three quarters (75%) of Students with Special Needs and Diverse abilities attending LTSS graduated between 2014/15 and 2019/20 which is higher than the district average (65%). In the 2019/20 academic year, this sub group of students graduated at a rate of 90%, significantly higher than the district average (68%)

In September and October 2020, our department heads engaged in 5 step inquiry process with their members to set the stage for the school year and to find a focus for their individual departments.   The information collected included department foci, plans on how to do it,  and the evidence we will collect to see if our efforts are working. Some key themes that emerged included: addressing the learning gaps caused by COVID, “re”connection and relationships (connection has been an area of focus since 2016), increasing student participation, resilience and mental health, equitable access to learning, hands on learning, teaching empathy through literature, appropriate use of technology, and honoring student voice.  As a starting point, we decided our overall focus would be ” To increase the cross curricular learning opportunities that lead to improved achievement and emotional well being.”

This year, a small group of staff members have created a professional book club and a mentoring group to support teachers.  Then next step, is to identify areas for which we can find professional speakers, resources, and or experiences that will address our school focus.

1.  Work with staff to develop areas of interest in each department (Sept 2020)
2. Collate data and share with staff (Oct 2020)
3. Use the department areas of interest to create a school wide focus question (Oct 2020)
4. Identify which areas of interest can be addressed with speakers and or supplementary resources (Nov-Dec 2021)
5. Access student voice and input via : Girls Leadership Series, Lunch and Listens, Classroom visits, school clubs
6. Reintroduce tutorial time into our timetable for Semester 2