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Mount Boucherie Secondary
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Jun 30
School Planning Council Archive History

mbss.jpgBelow is a summary of the Mount Boucherie Secondary School Planning Council Reports from 2003 - 2015:

 

 Mount Boucherie Secondary School Planning Council Report Summary

2003-20042004-20052005-2006
  • Eight [percent (80% of the students graduating will earn 88 credits in the 2006 class..
  • Forty percent (40% of students will earn work ethic list of distinction each term by the 2006 school year.
  • To improve our school climate.

     
  • Eight [percent (80% of the students graduating will earn 88 credits in the 2006 class.
  • Forty percent (40% of students will earn work ethic list of distinction each term by the 2006 school year.
  • To improve our school climate.
  • To improve our grade-to-grade transition rates and maintain our graduation rate.

 

  • Eight [percent (80% of the students graduating will earn 88 credits in the 2006 class.
  • Forty percent (40% of students will earn work ethic list of distinction each term by the 2006 school year.
  • To improve our school climate.
  • To improve our grade-to-grade transition rates and maintain our graduation rate.

 

  • Parent requesting additional opportunities for students to participate in service, leadership and activities outside of curricular time.
  • Staff concerned about opportunities for input in school decision –making.
  • Staff concerned about inconsistency in which behavior is enforced

     
  • Continued academic support for Aboriginal students
  • Revised plan to address attendance issues
  • Work ethic committee focused on creating standard work ethic criteria
  • Climate committee addressing increased suspension rate
  • Additional leadership structures and service learning opportunities added 
  • Create an Aboriginal parent group
  • Additional connection opportunities for Aboriginal parents
  • Curriculum alignment meetings
  • Create a professional learning community through collaboration
  • Make code of conduct more visible
  • Consistent enforcement of code of conduct
  • Improvement plan committee and SPC
  • Articulation program
  • Assessment focus
  • Department consistency and collaboration
  • Reexamine school purpose and vision
  • Address illegal substance issue

Areas of concern

  • Grade 11 to grade 12 transition rate is at 75%
  • Male transition rate is at 69%
  • Aboriginal transition rate is at 44%

     

Areas of concern

  • Aboriginal performance in academic areas

     

     

Areas of concern

  • Male failure rate has not improved
  • Aboriginal student performance in English 15% gap
  • Grade 11 to grade 12 transition rate for males an Aboriginal students continues to be below the average
  • Math 10 results on provincial exams as area of concern

Results

  • Passing rate – 94%
  • Grade to grade transition rate (from 11 – 12)  – 84%
  • Grade to grade transition rate (from 10 – 11)  – 93%
  • Attendance improved from last year
  • Suspensions increased from last year
  • Career programs designation – 17%
  • Graduation rate – 88%

     

Results

  • Passing rate- 95%
  • Grade to grade transition rate (from 11 – 12)  – 86%
  • Grade to grade transition rate (from 10 – 11)  – 96%
  • Attendance dropped slightly from last year
  • Grade 10 absences increased the most
  • Suspensions increased from last year
  • Career programs designation – 19%
  • Graduation rate – 90%
     

Results

  • Passing rate- 96%
  • Work ethic list of distinction increased
  • Grade to grade transition rate (from 11 – 12)  – 91%
  • Grade to grade transition rate (from 10 – 11)  – 96%
  • Attendance data has improved
  • Suspension data has improved
  • Career programs designation – 18%
  • Graduation rate – 82%

 

2006-20072007-20082008-2009
  1. To improve our grade-to-grade transition rates and maintain our graduation rate.

     
  1. To improve our grade-to-grade transition rates and maintain our graduation rate.

 

  • To improve our grade-to-grade transition rates and maintain our graduation rate.
  • To improve student engagement
  • To improve school climate

Increase student engagement in the classroom

  • Involving students in the assessment process
  • Assessment for Learning
  • SMART Learning Training
  • Stepping Out Training
  • Expansion of our Professional Learning Community

     

    Provide a  diverse range of programs for student interest and need
  • Support program: development literacy/attendance intervention/mandatory study hall
  • Enrichment and leadership programs: Above & Beyond/Athletic Student Council/Student Bear Council/Student Voice/Rec Leadership Program/LINK/Peer Counselling Program/Virtual Learning /Sports academies/AP Courses
  • Transition Programs: Culinary Arts/RV Technician/Career Programs Support/Hairdressing/Pre-employment program
  • Extra-curricular programs

 

Improve school culture

  • Attendance policy improvement
  • Academic focus: No smoking/no spares/AP Opportunities
  • Create behavior support position
  • Parent & Community Involvement: Implementation of Aboriginal Parent Program/Aboriginal Parent Meeting/Career Programs Volunteers/Community Ambassadors/Parent Ambassadors/New building project/EBS through homeroom
  • Enhanced webpage

Rigor

  • Student engagement improvement plan to provide improved instruction in classrooms: Breakthrough Math/Quality Assessment
  • Provide more meaningful one on one conversations between teachers and students
  • Provide a dynamic teacher and student against the task scenario

 

Relevance

  • Provide a diverse range of programs: ACE IT/ASL/ BAA courses/MAP
  • Accurate placement of students
  • Review plan of all programs
  • Pyramid of intervention
  • Mandatory study hall

 

Relationships

  • Maintain a positive culture & climate: Tobacco Free Environment/Health Promoting Schools/Student Bear Council/Global Awareness Club/LINK/Destination Conservations/New building/ EBS lessons in homeroom
  • Attendance policy improvement
  • Academic focus: No smoking/no spares/AP Opportunities
  • Sense of safety and belonging
  • Improve Ministry satisfaction survey
  • Variety of clubs and extra-curricular activities
  • Student surveys/Suggestion Box

 

Rigor

  • Student engagement improvement plan to provide improved instruction in classrooms
  • Student engagement survey completed
  • Grade to grade monitoring plan
  • Add Grad Readiness blocks to at rist grade 12 timetables

 

Relevance

  • Provide a diverse range of programs
  • Increase the number of students earning a career programs designation
  • Diverse programs survey completed
  • Pyramid of Interventions
  • Tracking attendance rates/course pass rates/three year graduation rates
  • Increase number of Aboriginal cultural events
  • Add student members to the SPC

 

Relationships

  • Improved school spirit
  • Extra-curricular lunchtime activities
  • New department head for student leadership
  • Parent information night at Sensisyusten
  • Create Aboriginal Community Ambassador position
  • Create Student Bear Council
  • Parent Ambassador Program

 

Areas of concern

  • Improve assessment - work ethic vs. academic mark *
  • Improve male and aboriginal student success rate
  • Grade 11 & 12 results are higher than grade 10
  • Math 10 results are an area of concern
  • Work on climate issues (merger of 2 west side schools )
  • Provincial exam pressures holding back instructional change

Areas of concern

  • Aboriginal student success rate needs improvement
  • Grade 11 to grade 12 transition rate needs improvement

     

Areas of concern

  • Improve Aboriginal student success  rate
  • Attendance data is in accurate

     

 

Results

  • Work ethic list of distinction increased
  • Passing rate – 95%
  • Grade to grade transition rate (from 11 – 12)  – 96%
  • Grade to grade transition rate (from 10 – 11)  – 95%
  • Attendance improved from last year
  • Suspensions increased from last year
  • Career programs designation – 17%
  • Graduation rate – 93%

 

Results

  • Work ethic list of distinction increased
  • Passing rate – 96%
  • Grade to grade transition rate (from 11 – 12)  – 95%
  • Grade to grade transition rate (from 10 – 11)  – 95%
  • Attendance improved from last year
  • Suspensions decreased from last year
  • Career programs designation – 14%
  • Graduation rate – 93%

 

Results

  • Work ethic list of distinction increased
  • Passing rate – 96%
  • Grade to grade transition rate – 95%
  • Attendance improved from last year
  • Suspensions decreased from last year
  • Career programs desi5gnation – 14%
  • Graduation rate – 94%

 

 

 

 


 

2009-20102010-20112011-2012
  • To improve our grade-to-grade transition rates and maintain our graduation rate.
  • To adopt Quality Assessment practices and improve engagement in the classroom
  • Sustain a diverse range of programs

Improve school climate

  • To improve our grade-to-grade transition rates and maintain our graduation rate.
  • To adopt Quality Assessment practices and improve engagement in the classroom
  • Sustain a diverse range of programs
  • Improve school climate
  • To improve our grade-to-grade transition rates and maintain our graduation rate.
  • To adopt Quality Assessment practices and improve engagement in the classroom
  • Sustain a diverse range of programs
  • Improve school climate

Increase student engagement in the classroom

  • Continues teacher learning and sharing in assessment and differentiated instruction
  • Provide opportunity for lead teachers to share best practices

Improving instruction and student engagement

  • Expanding expertise in Quality Assessment, Understanding by Design, Differentiated Instruction and KAGAN cooperative learning structures
  • Adopted 2 block timetable – 35% reduction in missed periods

Improving instruction and student engagement

  • Expanding expertise in Quality Assessment, Understanding by Design, Differentiated Instruction and KAGAN cooperative learning structures.

 

 Supporting Aboriginal Students

  • Aboriginal tutor positions – specialists in science/math and humanities
  • Advocates and after school homework club/support
  • Cultural opportunities and classes – e.g. Ab. Leadership class for Sept 2011
  • Aboriginal student representation on SPC, Student Voice, surveys.
  • Developed support groups for Aboriginal boys

    Supporting struggling students
  • Adapted programs – English, Social Studies, Learning Strategies
  • Course Completion, Grad Readiness, Learning Centre, Career Programs opportunities
  • Aligning adapted courses to learning strategies classes
  • Grad readiness blocks, no spares policy

Supporting more successful students

  • AP Courses –Chemistry, Calculus, Biology
  • Honours Courses –English, Biology, Chemistry
  • Leadership Opportunities, Global Awareness, Service Opportunities, Competitions (e.g. Skills Canada, Math & Essay contests, etc.)

Improve school climate

  • The Parent Ambassador Program;
  • The Parent Advisory Council;
  • The School Planning Council;
  • Career Mentorship Program; and
  • Career Programs Community Ambassador Program
  • Student's Bear Council / Student Voice
  • Grad Council
  • Link Leadership
  • Leadership Class and Leadership Conferences
  • Peer Counselling Group (and LifeSavers Team)
  • Global Service Groups
  • Clubs
  • Teacher Assistants
  • COTA/SD 23 Inquiry Projects
  • Staff Bear Council
  • Staff Pro-D Leadership

Areas of concern

  • Aboriginal students continue to perform below average compared to all students (6 – 11%)

     

Areas of concern

  • Aboriginal students continue to perform below average compared to all students (6 – 11%)

 

Areas of concern

  • Aboriginal student achievement gap decreased (5 – 7%)
  • Grade 10 math results area of concern

Results

  • Passing rate – 97%
  • Grade to grade transition rate (from 11 – 12)  – 93%
  • Grade to grade transition rate (from 10 – 11)  – 95%
  • Attendance improved from last year
  • Suspensions increased from last year
  • Career programs designation – 17%
  • Graduation rate – 90%
  • Aboriginal graduation rate – 80%

Results

  • Passing rate – 97%
  • Grade to grade transition rate (from 11 – 12)  – 94%
  • Grade to grade transition rate (from 10 – 11)  – 96%
  • Attendance improved from last year – reduction by 35%
  • Graduation rate – 90%

Results

  • Passing rate – 98%
  • Grade to grade transition rate (from 11 – 12)  – 943
  • Grade to grade transition rate (from 10 – 11)  – 96%
  • Graduation rate – 92%
  • Aboriginal Graduation  rate – 90%
  • Graduation rates slightly higher than overall district average
      

WE WANT TO BE A  PROFESSIONAL LEARNING COMMUNITY THAT -

B elieves in a collaborative approach to learning;

E ngages all learners;

A llows for a diverse range of programs and instructional strategies;

R ecognizes and celebrates student success and

 achievement in all areas; and

S upports a positive and safe school culture.

 

 


 

2012-20132013-20142014-2015
  • To improve our grade-to-grade transition rates and maintain our graduation rate.
  • To adopt Quality Assessment practices and improve engagement in the classroom
  • Sustain a diverse range of programs
  • Improve school climate
  • To improve student engagement in the classroom.
  • To improve student engagement in the classroom.

Increase student engagement in the classroom

  • Expanding expertise in Quality Assessment, Understanding by Design, Differentiated Instruction and KAGAN cooperative learning structures.
  • Provide teacher leaders opportunities to share best practices and to collaborate with teachers at other schools
  • Focus on SD23 Attributes of a Learner in all subjects

 

 

Improve school culture

  • Bear Tracks and Bear Necessities emailed to parents

 

Improving instruction and student engagement

  • Focus on assessment, critical thinking, Quality assessment and the SD23 Attributes of a Learner
  • Addition of Curriculum, Instruction sand Assessment  Coaches (CIA coaches)
  • Addition of tutorial
  • Have learning assistance teachers work in classrooms alongside classroom teachers in order to better support struggling learners

 

Improve school culture

  • Collaboration with Okanagan elders – creation of new sign in the Okanagan language
  • Parent Ambassador Program
  • Informal Monday morning meetings
  • Establishment of a media coordinator – MBSS Community Connections

     

Improving instruction and student engagement

  • Focus on assessment, critical thinking, Quality assessment and the SD23 Attributes of a Learner
  • Twenty-five teachers engaged in a co-learning, co-planning, co-teaching cycle
  • Ninety teacher working on critical thinking challenges
  • Six teachers participating in Westside Learning Network
  • Tutorial block continued - course failures decreased by 42%

 

 

 

Areas of concern

  • Grade 10 math and English results

Areas of concern

  • Grade 10 math final exam results
  • Grade 10 English results

Areas of concern

  • Grade 10 math final exam results

Results

  • Passing rate – 95%
  • Grade to grade transition rate (from 11 – 12)  – 93%
  • Grade to grade transition rate (from 10 – 11)  – 96%
  • Graduation rate – 95%
  • Aboriginal graduation rate – 93%
  • Aboriginal student achievement gap decreased (5 – 7%)

Results

  • Passing rate – 95%
  • Grade to grade transition rate (from 11 – 12)  – 93%
  • Grade to grade transition rate (from 10 – 11)  – 96%
  • Graduation rate – 95%
  • Aboriginal graduation rate – 93%

      

Results

  • Course failures decreased by 42%
  • Average percent rate showing upwards and/or stable trends

 

 

WE WANT TO BE A  PROFESSIONAL LEARNING COMMUNITY THAT -

B elieves in a collaborative approach to learning;

E ngages all learners;

A llows for a diverse range of programs and instructional strategies;

R ecognizes and celebrates student success and

 achievement in all areas; and

S upports a positive and safe school culture.

2015-2016  
  • To improve student engagement in the classroom.
 

Improving instruction and student engagement

  • Implementation Day focused on the redesigned BC curriculum and core competencies
  • Staff participated
  • English, ELL and Support teachers were trained in Achieve 3000 –Literacy program
  • Math teachers worked with ILT to design a project based A & W course focusing on the core competencies
  • English teacher worked with the ILT on supporting ELL learners in their classroom
  • Science teachers collaborated with a focus on  lab based approach to Science 10
  • Teachers in A & W Math and Communication 12 teachers piloted co-teaching models
  • Resource program teachers and CEA's piloted connecting in school suspension students with resource students over the lunch hour
  • Language teachers attended an assessment conference and shared their learning with staff
  • Aboriginal Gathering room, Aboriginal tutor rooms, Aboriginal advocates offices and Aboriginal leadership room relocated to improve collaboration of staff to best support students
  • DEN relocated to a less distracting, quieter location to encourage a more academic focus during in school suspension
  • Tutorial block continued - course failures decreased by 18%
 

 

 

 

Areas of concern

  • Grade 10 math and English results

 

Results

  • Passing rate – 95%
  • Grade to grade transition rate (from 11 – 12)  – 93%
  • Grade to grade transition rate (from 10 – 11)  – 96%
  • Graduation rate – 95%
  • Aboriginal graduation rate – 93%
  • Aboriginal student achievement gap decreased (5 – 7%)
  •  

     

 

 

 

WE WANT TO BE A  PROFESSIONAL LEARNING COMMUNITY THAT -

B elieves in a collaborative approach to learning;

E ngages all learners;

A llows for a diverse range of programs and instructional strategies;

R ecognizes and celebrates student success and

 achievement in all areas; and

S upports a positive and safe school culture.

 

 

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