Part 1: Analysis of Context

1. What do we know about our learners?

Exceptional learning…Exceptional learners!

Our Learners:

  • Flourish in a personalized learning environment with small class sizes of 15:1 student teacher ratio;
  • Enjoy the flexible scheduling we offer. Students focus for 3 hour sessions taking 2 courses at a time. This schedule allows for a concentrated effort on student studies and success for the student;
  • Value positive relationships with teachers. Students view teachers as learning facilitators and mentors who they can  connect with on an individual level;
  • Appreciate the opportunity to work at their own rate. This  deepens the learning, promotes in learners a sense of ownership, and reduces the level of stress associated with having to meet imposed deadlines.

2. What evidence supports what we know about our learners?

  • We are a small secondary school providing educational opportunities for students
  • Relationships with students are central to encouraging students to engage with their learning and become part of the school community thus fostering social, emotional, academic or intellectual.


Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

How do we better engage and enhance the holistic growth of our students?

4. What professional learning do we need?

  • Information on how to impact student awareness of what a healthy learning community is
  • Information regarding how to help students set boundaries around the use of technology
  • Information on mental health and how we can best support and help those impacted
  • Options to increase participation in physical activity


5. What is our plan?

Monitor attendance for each student setting up processes 

Place students on attendance/performance contracts if 3 unexcused absences or if student is lagging behind on goal sheet

Set goals in each course for each student

Build a positive community within the school setting

Work closely with parents/students/community to access services required for individual students

Part 3: Reflect, Adjust, Celebrate

6. How will we know our plan is making a difference? (evidence / success criteria)

  • Course completions for each student to take place within 14 weeks or less.
  • Regular attendance
  • Engagement demonstrated by learners
  • Students accessing supports available to them to foster healthy learning community
  • Students taking opportunities afforded to them through partnerships, work experience, school field experiences, 

7. Based on the evidence, does our inquiry require adjustment?