Semiahmoo Secondary 24-25

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 ELL students, 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 rigour in academics, but for our cohort learners 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 259 ELL students (16.7% of the student population at Semiahmoo).   Analysis reveals that almost one-third of our ELL learners are at a developing level or lower in English proficiency.  Out of 14 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. 

Open in Power BI School Demographics Data as of 6/5/25, 6:02 AM

Open in Power BI School Demographics Data as of 6/5/25, 6:02 AM

"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 "  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 

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.

Social-Emotional Learning (SEL):

Social-Emotional Learning (SEL) is deeply connected to academic success. Research shows that students who participate in SEL programs perform significantly better.  This is because SEL equips students with essential skills like emotional regulation, focus, and resilience—traits that directly support learning. Neuroscience confirms that emotion and cognition are biologically linked; students who feel safe and emotionally supported are more prepared to learn. Additionally, SEL helps build a positive school climate by fostering belonging and engagement, which further enhances academic motivation. Long-term studies also reveal that strong social skills in early childhood are better predictors of future success—including high school graduation, college enrollment, and full-time employment—than test scores alone. Finally, SEL reduces behavioural issues, improves classroom relationships, and increases instructional time. In short, SEL is not separate from academic learning—it’s a powerful foundation for it. 

Evidence:

Enhancing literacy skills for our English Language Learner (ELL) students remains a top priority, as literacy underpins success in all academic areas and beyond. Strong literacy skills empower students to access complex content, engage critically with texts, express their ideas effectively, and participate confidently in classroom discussions.

This year, our ELL teachers implemented Teaching Proficiency through Reading and Storytelling (TPRS)—a research-based approach that supports natural language acquisition through engaging, comprehensible storytelling and active student participation.  To measure growth, all ELL students completed a language proficiency assessment at the beginning and end of the year. Results showed that approximately 75% of students advanced at least one proficiency level, highlighting the effectiveness of this instructional approach.

These images are of the comic strips they did at the end of reading the book, "A New School" in September 2024.   At this point, English output was minimal. The comic strip allows students to show their comprehension

These images are of  an autobiography modelled after the first chapter of their year end book in June 2025.  There is evidence of growth in their English output.

Social Emotional:

Students used core competency reflections to think about their learning, set goals, and track their progress. These reflections supported both their academic growth and their social and emotional development. By building self-awareness, responsibility, and a sense of belonging—key parts of Social Emotional Learning )—students were more engaged in class, more willing to take risks, and better able to overcome challenges in their learning.

Our Next Steps:

Staff Development and Focus:

• Targeted Literacy Instruction: ELL teachers will continue to implement direct, research-based literacy strategies designed to support language acquisition and comprehension for multilingual learners.

• Collaborative Professional Learning: We will offer ongoing “Learning Lunches” to build staff capacity across all disciplines. 

• Cross-Curricular Collaboration: ELL teachers will work closely with  staff to embed effective literacy strategies across subjects, ensuring a cohesive and supportive literacy approach..

• Social Emotional Learning (SEL): We will continue to foster a school culture grounded in community, belonging, and emotional well-being. A strong SEL foundation is especially critical for English language learners, as it enhances engagement, confidence, and overall academic success.

Learner Data Collection and Engagement:

• We will continue collecting assessment data at the beginning and the end of the year to monitor language growth and inform instruction.

• Core competency reflections will be used regularly to support student self-awareness, goal-setting, and ownership of their learning progress.

• We recognize that a strong sense of community and belonging—key components of Social Emotional Learning (SEL)—are foundational to student engagement and academic success. When students feel seen, supported, and connected, they are more likely to take academic risks, persist through challenges, and become active participants in their learning.

• Our efforts will focus not only on academic growth, but also on fostering safe, inclusive learning environments where students feel they belong—an essential factor in becoming confident and capable learners.

Staff, parent and student guest speaker focused on wellness.