Ecole Salish was opened in September of 2018. We acknowledge our school is on the unceded and traditional territories of the Kwantlen, Katzie and Semiamhoo First Nations.
École -> Établissement où l'on donne un enseignement -> A place of learning. This word holds such value in our community, as it represents our diverse community, beginning with our French Immersion programme The next word in our school’s name, is Salish, the name gifted to us by the Indigenous people. And the last word, secondary, the symbolic coming together of the Clayton and Cloverdale communities.
Our school vision is reflected using a metaphor of a mountain. The base of our mountain is a strong foundation for our school.
Teacher/Student connection
The core our mountain is the centre of what we value for our students
The top of our mountain is to focus our attention on creating environments of thinking and learning
Our vision is to build a school where we work together, build strength and fuel passion. We do this with great intentionality in knowing our students.
We believe...
Our students compose of a diverse mosiac of differences. We came from two very unique schools and our student body is influenced by their previous learning experiences. We have come together and we represent a unique community within Surrey.
Keeping our unique community in mind, we design learning for all students through our understanding that all students learn differently.
We are intentional to build learning so that all students can learn. We support all learners through our Inclusion model of learning.
To understand our learners, in the 2021-22 school year, we asked ourselves the following questions:
This year, we have focused on refining our Inclusion model through a system of Tiers of Support
We have been intentional about supporting our students who are the most marginalized and vunerable.
We know that students need to feel that they belong to our academic community in order to be successful. They need to feel safe in order to pursue learning.
Tier 3 model - targeted for our most complex and marginalized students. Students are identified through the following structures:
1. Weekly Student Support Meetings (Counsellors, Inclusion Teachers, YCW, AYCW, Admin, Indigenous Advocate)
2. Weekly Transitions Meetings (Admin, Counsellor, Transition Staff)
3. Weekly Counsellor/Admin Meeting
4. Weekly Indigenous Support Meetings (Admin, AYCW, Indigenous Advocate)
Meetings focus on Student Achievement, Social/Emotional well-being, Behavioural needs. A plan is then generated collaboratively and a point person is assigned to connect to the student and support the student in the plan.
Inclusion Team presents at monthly staff meetings.
A collaborative approach based on constant communication between teachers, support staff and Admin.
Based on the information gathered we were able to identify the most vunerable Tier 3 learners which informed the design and implementation of our Transition Program.
Our Goals:
Students in transitions will have a variety of specific, targeted goals related to academic and personal success General goals for the program were to focus on:
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Measurements of success
The main success criteria were:
Teachers worked closely with students to develop the skills to ensure success in one or more of these areas. Evidence of student learning was based on:
Based on this evidence and success criteria, and using a scale of 1=INEFFECTIVE 2=SOMEWHAT EFFECTIVE 3=VERY EFFECTIVE our Transitions program was: 3 for 10 students 2 for 6 students 1 for 6 students For the 6 students it was ineffective ALL were Tier 3 students who left the program due to Level 2 suspensions or an inability to attend due to significant mental health concerns. This seems to indicate Transitions is most effective when directed at Tier 2 students and providing the supports to prevent them from becoming Tier 3 students.
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What needs more attention?