Queen Elizabeth Secondary 23-24

Our focus area at Queen Elizabeth Secondary School (QESS) is centered on the second principle of the First Peoples Principles of Learning where learning is holistic, reflexive, experiential and relational. Our focus for this school year is on connectedness, on reciprocal relationships, and a sense of place. Through our working groups, we strived to help our students feel more connected. We want to create cultural awareness and celebrate diversity, equity and inclusion. Our focus this year was on equipping our students with the reflective capacities that are necessary for a meaningful and engaged life in today's society. The competencies that centred our school plan are from the B.C. English, English First Peoples 12 and Social Studies curriculum:

•  Students can explore the significance of people, places, events, and developments within their respective historical and cultural contexts.
• Students can recognize and evaluate the role of their own personal, social, and cultural contexts, values, and perspectives.
• Students can build and maintain diverse, positive peer and intergenerational relationships.
• Construct meaningful personal connections between self, text, and world.

QESS students continue to be a culturally and socially diverse community with an equally diverse range of learning needs. Much of the observations from previous years revealed a significant struggle with regular learning environments as well as an apparent increase in interpersonal discord. Distress, tolerance, the ability to cope with adversity and challenges were some observations that could have been attributed to the extended period that many of our students had spent learning remotely or on an altered context.

In September of 2023, QESS staff gathered to discuss “How well do we know our QESS students?” Honouring, TRC #63 Education as a Way Forward “Building student capacity for intercultural understanding, empathy and mutual respect”, QESS staff were asked to work in groups to discuss subtopics that included (Food/Clothing, Values/Beliefs, Language, Holidays, Actions [ways of showing respect]). Each of the groups were asked to record their thoughts on the following while focusing on their subtopic:

1. Describe what you see as cultural norms of the students.
2. What are your observations?
3. Are your observations driven by stereotypes?
4. Unpack why this might be difficult?

For Food/Clothing, QESS staff members observed that our students express themselves through their choice of clothing. Many students gravitate to wearing popular name-brands. Many of our students also wear religious attire. Many of the food choices of our students reflect their religious and cultural values. Many students are vegetarian or eat Halal meats. Our school cafeteria offers a variety of foods that place value on inclusion. Our Youth Room is a safe place for students to get food throughout the day.

For Values/Beliefs, QESS staff members found that our students have diverse values and beliefs. Our students seem to be open to sharing their own values and beliefs however, this may limit acceptance to those who do not value or practice the same beliefs. Our students place value in their families and family culture. Our students are open in sharing their values and beliefs with staff and seek accommodation when needed.

For Language, our students speak a variety of languages. We have a significant ELL population. Many students are fluent in English; however, they may choose to speak another language at home or with friends.

For Holidays, our students come from a wide variety of backgrounds and celebrate a diverse number of holidays. It is important to our students that we as a staff are aware and are culturally aware and sensitive to students’ background and needs.

Lastly, for Actions, our students are driven by their multicultural values. Due to the large populations of multicultural students, some students may not be empathetic towards the social practices of others.

• Engage teachers in meaningful conversations about evidenced-based teaching practices that lead to improved student learning and engagement.

From these broad initial observations, QESS staff formed a smaller Student Learning Plan Working Group lead by Department Leaders. This group met once a month. Department Leaders were chosen to form the working group because their pivotal role in supporting the success of the School Visioning Plan. The collaborative time that Department Leaders spend with their department members during meetings drove the discussion in fostering the success of students at Queen Elizabeth. The following questions were given to Department Leaders to intentionally focus their work with their department as a team. The expectation is that these questions will be revisited in subsequent discussions as Department Leaders create their department vision.

1. What do you see as the ‘vision’ for your department? This question is not about what must get done, but rather about what you want to represent. This question is about tying everything together. How do team goals match the nuts and bolts of what students need on an on-going basis to be successful at QE and in the future?

Identify some goals or initiatives you might pursue within your department as they relate to:

• First Peoples Principles of Learning
• Trauma-informed Teaching
• Curriculum
• Instruction, Universal Design for Learning
• Assessment
• Support for Under-Achieving Students
• Student Mastery of Curricular Concepts

2. In planning for this school year (2023-24) what do you believe should be the priorities for your department? Each department will be asked to focus some energy on contributing to the development of a School Visioning Plan. This question is not about broad goals but rather achievable and measurable goals that can be accomplished within the framework of a year.

3. How might you use your department meeting times to support the teachers in your department? Department meeting times enable teachers to work together in the examination of curriculum, teaching, and assessment practice. This question is about planning your department meetings mindfully to focus on set goals.

4. In planning beyond this school year, what are larger and broader goals that you hope to work toward as a department?  This question is about implementation of the vision for the department. What needs to be cemented over time to drive the department to “what you want to represent”?

Through departmental discussions, ways to support teachers in each department were prioritized and goals to work towards were outlined while keeping a student-centered approach. As a direct result, these discussions highlighted the numerous systemic barriers that our Indigenous youth face.

• Improve student learning in areas that are foundational to student success (e.g., literacy).

In November, as part of Networks of Inquiry of Indigenous Education, a select group of students (LST, SS, ENG) in the school were asked the “Four Key Questions that Matter” to get a better understanding of student and foster student voice.

The results of our QE Learner Data:

360 QE Students were asked the Four Key Questions.

340 QE Students responded.

303 QE Students could name two adults in the school who believe that they will be a success in life.

In March, every student in the school was asked the “Four Key Questions that Matter” to get a better understanding of student and foster student voice.

FOUR KEY QUESTIONS THAT MATTER

The results of our QE Learner Data:

1030 QE Students were asked the Four Key Questions.

961 QE Students responded.

711 QE Students could name two adults in the school who believe that they will be a success in life.

As a result, of the 93% of QE student who responded to the Four Key Questions, 74% of our QE students can name two adults in the school who believe that they will be a success in life. 

As an interesting comparison, below are the results from our grade 8 Middle Years Development Instrument where the same question was asked.

In April of 2024, the focus of inquiry from all students in all grades, down to grade 7 students was made and specifically focused on transitions therefore aiming at supporting successful transitions from elementary to secondary school. In evaluating areas of need, the working group also determined that more communication was necessary. As a result, in addition to Department Leaders, our QESS counsellors, Transitions team, IGA and IYCW joined the working group. Moreover, this additional team reached out to our Family of Schools (AHP Matthew Elementary, Betty Huff Elementary, Cindrich Elementary, Creekside Elementary, David Brankin Elementary, & Simon Cunningham Elementary).

Family of Schools Presentation 2024.pptx

At QESS, school planning transcends conventional boundaries, embracing a holistic approach that integrates district priority practices as fundamental pillars of school development. Through collaborative working groups, our mission is to foster a profound sense of connection among our students. Embracing diversity, equity, and inclusion, we prioritize cultural awareness and celebrate the rich tapestry of backgrounds within our community. This year, our focal point has been on cultivating reflective capacities essential for meaningful engagement in contemporary society. Rooted in the B.C. English, English First Peoples 12, and Social Studies curriculum, our school plan revolves around key competencies. These include fostering an understanding of historical and cultural contexts, evaluating personal, social, and cultural perspectives, nurturing positive relationships, and facilitating meaningful connections between self, text, and the world. Through this comprehensive approach, QESS endeavors to equip students with the skills and perspectives necessary for a purposeful and engaged life.

QESS is committed to ensuring that students are developing Core Competencies as mandated by the BC Ministry of Education.

The Core Competencies that we focused on are the following:

• Personal and Social Responsibility: The understanding of one's own values, beliefs, and biases, as well as the ability to work collaboratively, demonstrate empathy, and contribute positively to the community. 
• Cultural Awareness and Understanding: The recognition and appreciation of diverse cultures, perspectives, and identities, and the ability to interact respectfully and inclusively with people from different backgrounds. 
• Social and Emotional Intelligence: The awareness and management of one's own emotions, as well as the ability to understand and empathize with the emotions of others, build positive relationships, and navigate social situations effectively

QESS exemplifies a commitment to diversity, equity, and inclusion while prioritizing evidence-based teaching practices, foundational learning, holistic school planning, and the development of core competencies. By nurturing a supportive and inclusive learning environment, the school empowers students to reach their full potential and become engaged, lifelong learners.

Our focus this year was on equipping our students with the reflective capacities that are necessary for a meaningful and engaged life in today's society. The competencies that centred our school plan are from the B.C. English, English First Peoples 12 and Social Studies curriculum:

•  Students can explore the significance of people, places, events, and developments within their respective historical and cultural contexts.
• Students can recognize and evaluate the role of their own personal, social, and cultural contexts, values, and perspectives.
• Students can build and maintain diverse, positive peer and intergenerational relationships.
• Construct meaningful personal connections between self, text, and world.

Our journey of learning at QESS this year has been deeply rooted in the second principle of the First Peoples Principles of Learning, emphasizing holistic, reflexive, and experiential learning while honoring Aboriginal Ways of Knowing and Being. Throughout this journey, we've actively challenged our preconceived notions and embarked on a collaborative exploration of new ideas and perspectives with our students. While acknowledging that learning and curiosity are lifelong endeavors, our efforts this year have notably inspired our students to take the lead in their own educational journeys.

Empowered by student-led groups such as the Royal Brotherhood, BIPOC Liberation, Punjabi Youth, and Multicultural Club, we've witnessed a flourishing of initiative and engagement within our school community. These groups have not only provided platforms for students to drive meaningful change but have also enriched our collective experience, fostered deeper connections and understanding among peers. The events and projects spearheaded by these student clubs have added layers of richness and diversity to our educational landscape, amplifying the impact of our holistic learning approach. These school experiences have notably been an asset that has contributed to the well-being of our QESS students. However, it is clear that more work needs to be done as we view QESS results compared to that of the district.

Reflection has been a cornerstone of our learning process, guiding our actions and keeping us focused on our goals of fostering connectedness and cultural awareness. Through reflective practices and analyzing the results of our Middle Years Development Instrument (MDI), we've gained valuable insights into the importance of building relationships, respecting diverse cultures, and honoring differing perspectives within our community. As we move forward, we remain committed to ongoing evaluation and reflection, leveraging feedback from students, teachers, and stakeholders to continually refine and improve our approach, ensuring that our efforts continue to promote holistic growth and well-being for all.

What worked exceptionally well in our school plan was our commitment to celebrating diversity and prioritizing inclusivity. By embracing the idea that learning is for all students and acknowledging that success may manifest differently for each individual, we fostered an environment where every student felt valued and supported. Effective communication with our students played a crucial role, as evidenced by initiatives such as student surveys and discussions around the "4 Key Questions that Matter." Providing opportunities for students to voice their concerns and perspectives, including direct interactions with District Leaders, ensured that their voices were heard and their needs addressed. Additionally, staff collaboration was instrumental in the success of our plan, with Department Leaders actively engaging their departments to identify and prioritize specific needs, thus fostering a sense of collective ownership and accountability towards our shared goals. Through these concerted efforts, we were able to create a learning environment that not only celebrated diversity but also embraced inclusivity, ensuring that every member of our school community had the opportunity to thrive.

Our Next Steps

Based on the information we gathered in carrying out this year's school plan, our hunch for next steps in the upcoming 2024/2025 school year, will be to collect more data to get a better understanding whether our efforts are effective.  Our next steps in the school plan is to gain a deeper understanding by focusing on specific learning groups. The learning groups that we will be collecting data from will be from our Grade 8 students, Indigenous students, students who access theYouth Room and students who are members of the Royal Brotherhood. The Core Competencies that we will be focusing on are the following:

• Personal and Social Responsibility: The understanding of one's own values, beliefs, and biases, as well as the ability to work collaboratively, demonstrate empathy, and contribute positively to the community. 
• Cultural Awareness and Understanding: The recognition and appreciation of diverse cultures, perspectives, and identities, and the ability to interact respectfully and inclusively with people from different backgrounds. 
• Social and Emotional Intelligence: The awareness and management of one's own emotions, as well as the ability to understand and empathize with the emotions of others, build positive relationships, and navigate social situations effectively

Learner Data Collection and Analysis Plan:

Our plan will be to collect quantitative and qualitative data through surveys, interviews, and observation techniques to gather feedback from students and staff to measure progress and identify areas for improvement from:

1. Grade 8 students
2. Indigenous students 
3. Youth Room attendees
4. Members of the Royal Brotherhood