Semiahmoo Secondary 22-23

OUR FOCUS

Focus Areas:  Literacy and Social-Emotional Learning (SEL) 

Literacy is the act of being able to read, write, speak and listen to communicate effectively in order to make sense of the world and is critical for academic success (https://literacytrust.org).  Many factors come into play when focusing on literacy skills for our students: a student's background, possible gaps in schooling, language proficiency in English, diverse learning needs, attendance and mental health.  For many of our at-risk learners, social-emotional learning, which is the ability to develop skills in self-awareness, self-control and communication goes hand-in-hand with the development of strong literacy skills.  Semiahmoo is known for is strong commitment to rigor in academics, but for our cohort learners, those who are most at-risk, the ability to build skills in both literacy and SEL learning is key.

The "Why"

An examination of data has identified a cohort group of approximately 429 students (5.3%) at Semiahmoo who are considered academically vulnerable due to a variety of factors.  This identified cohort group primarily includes students whose first language is not English and those with diverse learning needs.  Analysis reveals that almost one-third of our ELL learners are at a developing level or lower in English proficiency.  Out of 12 enrolling blocks of ELL, four of these blocks had a majority of students at an emerging, or beginning, English proficiency level. For many of these students, the development of academic vocabulary and the connection with school culture, along with relationship building, is a focus for our school. 

"I was scared about making friends or speaking in class.  When I met someone who spoke the same language, I felt good about coming to school." ELL Student

In addition, over one-half of all students considered academically vulnerable have diverse learning needs.  Attendance data revealed a much higher rate of absenteeism for this cohort group as well.  Forty one students were enrolled in our Transitions Program this year.  Each student is assigned a mentor teacher to help track attendance; to liaise with academic teachers; to help provide supports and to check in with the student on a weekly basis. Putting more universal supports in place for these students will help to strengthen our goal of strong literacy skills.  In a sampling of student in this cohort, over 65% have improved attendance from first semester.  With better attendance, students in this cohort have also improved with just under 50% of students who were reported at emerging level in at least one academic course at an interim marking period, moving to a higher proficiency scale level by end of semester.

 " Helping someone to read and write effectively or acquire the basic math skills so many of us take for granted, improves the future of everyone in society.  Literacy is critical to economic development as well as individual and community well-being."  - https://projectliteracy.ca 

Further school-based data such as logs from our Youth Care Workers, counselling appointments, and disciplinary referrals, reveal a connection between academic vulnerability and the need for a focus on social-emotional (SEL) learning to develop communication skills; to build relationships; to understand themselves and to self-manage.   Students who possess strong skills in SEL tend to do better academically than those who do not have these skills in place.   Students  with low SEL tended to have more issues with class attendance and low academic performance, as well as more check-ins/visits to counsellors, youth care workers, aboriginal workers and administration.

Student Learning Goals: 

Learning goals for our cohort group include:

• Access information and ideas for diverse purposes and from a variety of sources.
• Thinking critically to develop ideas.
• Analyze cause-effect relationships.
• Develop understanding and appreciation of the factors that contribute to a healthy sense of oneself.
• Transfer and apply learning to new situations.
• Develop and reflect on processes, monitor progress and adjust procedures in light of criteria and feedback.
• Collaborate effectively and interact supportively and effectively.

Collaboration 

Our cohort learners collaborated on projects, presentations, and activities.  In science class, students worked together in small groups to determine answers to a hypothesis.  In English 8, students interacted through a variety of apps to share their writing with the whole class.  Math students worked together to solve advanced problems and used whiteboards to race each other to the answers.  In social studies, group presentations using PowerPoint and Sway, provided an opportunity for students to use digital media. PHE classes combined to develop a Sports Education Soccer Tournament.  Finally, in Fashion Design, student collaboration led to the design and creation of hoodies and full dress forms.  

Science class table workPair work on dress forms in Textiles

First Annual Sports Education Soccer Tournament

Thinking Critically

Semiahmoo students were able to analyze cause-effect relationships and think critically to develop new ideas.  To present their learning, students also learned how to access information from a variety of sources and to evaluate the information to create something new. Social studies students developed flip books that outlined important aspects of past and present Canadian society and history;  science students created graphic organizers to explain systems; students in English class demonstrated their work on novel study projects, and art and media students designed and created freeform cities to represent different geometrical shapes. 

Graphic Organizer in ScienceGeometric City in Arts

Social Studies Flip Book

English 9 Novel Study discussion/demonstration 

Social-Emotional Learning (SEL):

This year, our cohort group worked on understanding and appreciating how many factors can lead to a healthy sense of oneself.  Students wrote self-reflections in classes to set and then re-evaluate their learning goals.  Students practiced team building and built self-confidence at a Wild Play field experience.  In PHE, students connected with other cultures through activities such as Bhangra dancing. In English, students wrote self-identity poems and created memoirs based on life experiences.  Also in PHE, students in this cohort completed self-assessments to connect their overall learning to core competencies such as communication, thinking and personal and social interaction.  Finally, Semiahmoo students attended a presentation by Jeff A.D. Martin, who spoke on diversity, inclusion and self-worth.

 PHE Self-Assessment- Click on this link to view a PHE Self-Assessment connection to Curricular and Core Competencies

Building Confidence at Wild Play

Learning Bhangra Dancing

Ensuring a safe and supportive learning environment for all

Jeff A.D. Martin Presentation 

OUR NEXT STEPS

Literacy:

Strengthening literacy skills for our cohort students will be a top priority as literacy impacts all areas of academic and personal life.  In our literacy focus, Semiahmoo will take a two pronged approach involving both staff and students. 

Staff:

Semiahmoo staff will continue to both design and to attend Professional Development sessions that focus on the following topics:

• performance based learning
• building academic vocabulary
• integration of First Nations Principles of learning and First Nations content
• assessment 
• racial diversity (Shayla Bird)
• inclusion
• universal supports for at-risk students and students with diverse learning needs

Our staff will continue to meet together to review the Student Learning Plan on a yearly basis in order to best serve our cohort groups.  Development of this plan will continue to be a school-wide process.  Through a series of Vision and Planning Questions, long and short term goals will be initiated, revisited, and/or revised.  Meetings are held throughout the year with Department Heads, Departments, and all staff.  Below is an example of School-wide Vision and Planning questions used in the Semiahmoo Learning Plan process:

In addition, our Communicating Student Learning (CSL) Coordinator will continue to provide opportunities for teachers to  collaborate including book studies and Lunch and Learn sessions.  Topics covered in these sessions have been on reporting changes, assisting students with transitional years (for example,  grade 7 to 8 and grade 9 to 10), and the creation of templates for student goal setting and reflection.  Currently, between 25-30% of Semiahmoo staff attend monthly CSL Lunch and Learns, and the number continues to grow.

Our IESW (Integrated Educational Support Worker) staff will continue with campus-based, quarterly Pro-D meetings to share strategies for working with our diverse learners; communication and collaboration with teachers, and other student-centered topics. These staff members work closely with our diverse learners and are part of the school support team.  In working with our cohort, these staff members will focus on skills and strategies to promote both academics and increased independence both in school and in the future.  One example of the building of social, /literacy numeracy and independent skills is the weekly coffee cart where students learn by shopping, counting money and reading cookie recipes, as well as the building of social skills as they interact with Semiahmoo customers. 

 Semiahmoo BASES Coffee Cart Program

Students:

For this coming year, our cohort students will continue to focus heavily on continuing improvement in literacy skills.  In classes, students will continue have multiple opportunities to demonstrate learning in a variety of ways.  For example, many students are now presenting their learning through multimedia and digital literacy as an alternative to traditional pen and paper tasks.  Click on the link below to see a digital assessment: May's Journey in Foods class.  

Digital Literacy -  May's Journey in Foods

In addition, junior level students are now assessed using Proficiency Scale reporting: emerging, developing, proficient and extending.  Instead of mark-based assessment, students now have an opportunity to reflect on whether or not they have met specific skills at any given time.  The use of proficiency based, "I Can" assessment provides our cohort learners opportunities to determine their strengths along with areas for improvement.  To demonstrate the use of proficiency scales in student assessment, a Science 8 lesson on Light Reflection is attached below.  

Semiahmoo senior students helped to support literacy goals for our cohort group as peer tutors.  This year, and next, we have a large number of senior students serving in this role.  Peer tutors worked closely with our Grade 8s and 9s.  As tutors, these students provide mentorship and role modeling for our junior grades.  Eighty grade 11 and 12 peer tutors assisted in academic classes such as English, mathematics, science and social studies.  This coming year, our peer tutors will also hold homework clubs before and after school. 

Peer Tutor working with student on Science and Math

Social Emotional Learning (SEL):

SEL continues to be a high priority for our cohort group.  Students begin the year with survey questions designed by our CSL team.  These questions focus on students' ideas around learning, grades and motivation. 

 Examples of survey questions are below: 

In Physical and Health Education, SEL goals are woven into the curriculum.  Students learn about healthy decision-making, signs and symptoms of stress and anxiety, how to respond to bullying and discrimination, and how to promote active and healthy living.  This year and next, students will continue to participate in a variety of activities designed to imbed these concepts into their daily lives.  Below is an example of a student's self-assessment:

Understanding that mental health can have an impact on student learning, our Counselling team, along with Aboriginal and Youth Care Workers, will continue to provide opportunities for students to experience the connection between learning and well-being.  Throughout the year, students have multiple supports in place to explore how SEL can impact their overall school success.  One popular event is the Semiahmoo Annual Mental Health Day sponsored by the Counselling Department and the Mental Health Club.  Each year, students have the opportunity to play games, interact with positive adult role models and discover methods to cope with issues such as anxiety.  Our Youth Care Workers host a weekly Girls Group, a safe place for students to come and discuss topics of relevance to them.  The Coordinators of our Gay/Straight Alliance also provide a variety of activities and meeting space for our LGBTQ2+ youth as well as access to supports within the community.  Moving forward our students will continue to understand that a healthy mind and body has a cause and effect impact on literacy and academics. 

One of many activities for Mental Health Day: de-stressing:  Making stress balls to use as a fidget tool

GSA Pride Display

As we continue into next year, cohort students will continue to strengthen literacy skills by focusing on key curricular goals.  In addition, the continuation of courses such as our Transitions program will provide students with time to take ownership of their learning and to work one-to-one with a teacher/mentor.  Core curricular components will be embedded in learning activities to allow students ways to explore social-emotional learning and to connect with the Core Competencies at their level.  Staff will continue to engage in meaningful professional development to ensure best practices and quality assessment. Partnerships with community supports and the Semiahmoo First Nations will continue to be integral to student success.   Throughout the year, evidence will continue to be gathered to determine progress on student goals.