Enver Creek Secondary 25-26
OUR CONTEXT
Enver Creek is a large, diverse secondary school where students bring a wide range of identities, languages, strengths, goals, and lived experiences. We are committed to creating a school in which students are known, welcomed, challenged, and supported to participate fully in their learning. We acknowledge that we learn and work on the traditional and unceded territories of the Katzie, Kwantlen, Semiahmoo, and other Coast Salish Peoples.
This year, our leadership team and staff are intentionally focusing on the everyday conditions that help students thrive: consistent attendance, strong relationships, meaningful learning, and a school culture where both students and staff feel they belong. We will begin with practical, shared actions and use evidence to refine our work as the year unfolds.
OUR LEARNERS
Our learners are more likely to attend, engage, and persevere when they see themselves in the school community and understand that their presence matters. They need adults who notice when they are away, respond with care, hold high expectations, and offer multiple pathways to success. They also need learning that is relevant, accessible, and appropriately challenging.
- Students develop literacy by reading, discussing, writing, listening, and communicating their thinking across all subject areas.
- Students develop numeracy by reasoning, representing ideas, using evidence, and applying mathematical thinking in meaningful contexts.
- Students experience equitable access to learning, support, leadership, and pathways, with particular attention to students whose attendance, engagement, or achievement has been historically marginalized.
- Students learn in ways that honour Indigenous histories, perspectives, knowledge, and relationships to land, moving beyond one-time or tokenistic experiences.
OUR FOCUS
Our Shared Direction
Enver Creek is a school where every student is known, connected, and supported to attend, participate, and grow.
We will work toward this direction by building a culture of care, consistency, curiosity, and collective responsibility. Attendance is not simply a compliance issue; it is an indicator of connection, access, and engagement. Our response must be timely, relational, and rooted in a belief that every student can succeed.
Priority | What success looks like | Key actions this year |
1. Student attendance and belonging | Students experience a clear message that they matter, their absence is noticed, and there is support to return and re-engage. | Establish an attendance baseline; use regular team review cycles; strengthen early outreach and return-to-school conversations; identify students needing coordinated support; celebrate improved attendance and positive engagement. |
2. Engaged learning through literacy and numeracy | Students are actively thinking, communicating, and demonstrating learning in ways that are accessible and meaningful. | Support departments to identify one high-leverage literacy or numeracy practice; share strategies that make student thinking visible; use common formative evidence in selected courses or cohorts; build student voice into learning design. |
3. A positive, collaborative staff culture | Staff feel respected, informed, connected, and able to work together around shared students and shared goals. | Create regular opportunities for staff connection and recognition; clarify communication and decision-making practices; use short staff pulse checks; protect time for collaboration and sharing effective practice. |
4. Equity and Indigenous education woven throughout | Students see their identities, histories, and strengths reflected in school life and learning. Barriers are identified and addressed. | Review attendance and engagement data through an equity lens; build authentic learning opportunities connected to First Peoples Principles of Learning; seek guidance from district and local Indigenous education partners; use student voice to identify barriers to belonging. |
OUR NEXT STEPS
How We Will Know We Are Making a Difference
In October and November, we will confirm our baseline data and set realistic, cohort-specific improvement targets. We will avoid using one measure alone; our evidence will include both numbers and the experiences of students and staff.
Area | Evidence we will review | Review cycle |
Attendance and belonging | Schoolwide and grade-level attendance; chronic absenteeism; first-period attendance; course attendance; student check-ins; re-engagement and graduation pathway data. | Monthly team review; term summaries. |
Learning | Classroom formative evidence; course completion and credit accumulation; literacy and numeracy assessment trends; student work samples and student voice. | Department or cohort check-ins each term. |
Culture | Short staff pulse surveys; student belonging feedback; positive contacts; behaviour and referral patterns; participation in school life. | Beginning, middle, and end of year. |
Equity and Indigenous education | Disaggregated data where appropriate and ethically used; student voice; evidence of authentic curriculum and community connections; staff learning and reflection. | Ongoing; formal reflection each term. |
Commitments That Will Guide Our Work
- We will lead with relationships and high expectations.
- We will use data to ask better questions, not to label students.
- We will make improvement manageable by focusing on a few shared practices and learning from them together.
- We will listen to students, families, and staff, especially when their experience challenges our assumptions.
- We will approach Indigenous education with humility, responsibility, and a commitment to ongoing learning.
This is a living plan. We will revisit it with staff and students throughout the year and update our actions as we learn.
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
