Secondary School Development Plan
2016/2017
School
Background
Pender Harbour Elementary – Secondary School
PHSS is a small rural high school on the north end of the Sunshine
Coast. Pender Harbour is a unique community, which was resource
based, traditionally, fishing and logging. With a shift in the
economic base, the resulting demographic changes have led to a
declining student population. PHSS also serves a community with a
cross-section of families socio-economically.
We were faced with small cohorts of students, which made it
challenging to offer a broad-based educational program. In
September 2015, we implemented a new school structure and
timetable based on Thomas Haney Secondary’s and AL Fortune’s
Flexible Education Model. What we liked about the Flex Ed and
Self-Directed model is that we were able to structure the delivery of
the courses with student learning at the forefront. We were able to
offer a wider variety of courses within the timetable, structured so
that there is more time for teachers and students to work
individually or in groups with teacher support, with the amount of
time that the students need and not what the class schedule
requires. There was flexibility in terms of the number of "Seminar"
classes students took, while we set the number of face-to-face
classes at 2 to 3 per week depending on the class. We also
shortened the length of the classes to one-hour blocks while we
integrated courses into "Humanities" and "STEM" and provided
double blocks for the junior grades. We have also added
Exploration blocks: which are elective courses driven by student
interest and inquiry (i.e. Makerspace Cohort and the Solar Power
Cohort.)
We try to ensure our students maintain a high level of physical
activity via our full year intra-mural program along with our extracurricular programs. Our entire school participates in the annual
Terry Fox Run and the annual PHSS Sports Day is a highlight for our
school.
We are well supported by community members who volunteer in
various ways, including: coaching sports, running our hot lunch
program, as well as assisting in boat building for the annual April
Tools Boat Race.
Our student population includes 35% with First Nations ancestry.
Data
Summary
Data
Analysis
Targets
• each secondary
school must have
a completion goal
(intellectual)
• each school
must have a
human and social
• each school
must have career
development
goals
We are working to increase cultural awareness at PHSS by weaving
the Aboriginal Curriculum through multiage, cross curricular, class
and school wide projects and field experiences.
 Aboriginal Student Success: 100% of our Aboriginal students
graduated in 2016.
 All grads (16) are currently taking ENG/Com 12 at PHSS
 31% of grads are pursuing WEX.
 All students are able to take full programs on site – no need
for D/L.
 94% of Grade 10-12 students are taking more than eight
courses.
 28 Students with a Ministry designation. This makes up 35%
of the student body that may require extra
supports/interventions in place.
 86% of Grade 7 students are reading at or beyond grade
level- 2016 FSA Results
With our high number of students with designations, we needed to
address how we can best meet the needs of all students. This led us
into changing the model of delivery in Special Education at PHSS.
We have moved from a “pull out” model to a tiered response model
(RTI).
In addition, the move to the flex ed model allows students to take
more courses based on interest, thus promoting a lifelong learner
environment. This is evident in that 94% of senior students take
more than the prescribed courses for graduation.
January 2017
June 2017
School Completion
a) All students will be
supported in our Flex Ed
Model, specifically in
Seminar Blocks by a teacher
or EA
b) All Students will be
provided the opportunity to
participate in Career
Exploration and Work
Experience Classes.
100% of students will successfully
graduate. c) All students will be
supported by a Response to
Intervention (RTI)
Framework -Providing
tiered supports for both
Academic and Social
Emotional Interventions)
d) Students will read at or
beyond their grade level
(Grade 7 Goal).
Progress on
Targets
a) We have added extra
Seminar teachers
(.4FTE) and
counseling staffing
(.2FTE) in order to
provide an added
layer of academic and
social emotional
support with our Flex
Ed model. We have
also added extra
support staff (1.0
FTE) and 5% more
EA time to help meet
the individual needs
of our students.
b) Students now meet
once a week with our
SD46 Career
Coordinator Cheryl
Wilson to explore
Career and Work
Experience
opportunities.
Students are also
participating in
career related
fieldtrips (DOT-3
Fieldtrip and the
BCTECH Summit)
c) We are adding more
defined Tier 1,2,and 3
Interventions in place
to support students
academically and
behaviorally.
Strategies/
Actions
Engaging
Parents and
students
d) Implementing more
literacy
strategies/supports
at the grade 7 level.
(IE: Book Clubs,
Reading Recovery)
As we try and meet our goals and the needs of all our students, we
have seen a need for more staff in order to implement our Response
to Intervention framework. Specifically, we have changed our
systems and structures in place in order to allow our Special
Education Teacher more non-enrolling time to work with students
in their own class and assess what interventions may be needed.
All school goals are discussed at PAC meetings and with parents in
general. In fact, most of our goals are in response to student and
parent feedback. We are in the process of implementing a Pender
Harbour School App, which will allow for better communication for
both parents and students with the school.
Engaging
Aboriginal
Education
team
Our entire staff is working closely with Kerry Mahlman, Tamara
Forsyth –Jacobsen and Melissa Bell, our District and School Based
Aboriginal Support Team in order to weave the Aboriginal content
across all subject areas. This involves cross-curricular, place based
learning opportunities for students to engage individually, in small
groups and with integrated whole class/school field experiences.
Some examples include our School Welcoming Poles Project, where
students are taking an active role in the carving and painting of our
two School Welcoming Poles. In addition, our school wide canoeing
fieldtrip to Madeira Park engaged students with learning local
history, ecosystems and geography.
Connections
to District
Plans
This school growth plan works in partnership with our District
Strategic Plan.
OUR STUDENTS EXCEL:
In both documents, we create the conditions for our students to
excel by:
(B) “reading at or beyond grade level.”
(G) being given opportunities “explore and pursue
interests ..through personalized inquiry”.
(J) explore Indigenous cultures in our community and the diversity
of cultures in the world through experience.
(K) graduate with specific life skills and with a clear focus on their
personal future direction in their chosen career path.
OUR PEOPLE INSPIRE:
In addition, our staff play an active role in our students’ success by:
(A) Being supported by researched based professional
development.
(B) Supporting reading
(G) Interacting with our students’ parents positively and with
full information freely shared using efficient and responsive
strategies.
WE EMBRACE OUR COMMUNITY:
(A) communicate and celebrate the superb learning that is public
education and particularly the work of our schools in our
community and the world.
(B) Pursue opportunities that enhance collaboration with
associations, organizations, businesses, and community
resource people
(E) Embrace community schools as partners in learning and
opportunities for students and the community.
(F) Enhance the relationships with the síshá lh Indian Band, the
Skwxwwu7mesh Nation and other cultural groups
Budget
Professional Development:
School Development funds
($10,000) have been
allotted for teacher pro-d
and for collaboration time
to address enhance
student achievement.
Resources: $8000
Will be used to implement
strategies for Tier 3
supports: Software
Staff Training session with Shelly
Moore on Inclusion for all learners
and Implementing the New
Curriculum. Teacher Planning
sessions with Thomas Haney and AL
Fortune staff.
licenses can include
programs like “Fast For
Word” and “Math IXL”.
2nd Year Innovation Grant
Winners: $5000
To extend our work with our Flex Ed
Model and programming from the
Year 1 Innovation Grant.
Principal
Chris Lekakis
Consultation: Staff, students, and parents through ongoing conversations (student
who, when,
assemblies, PAC, and staff /parent meetings.
how, what