School Plan 14 15

Prince George
Secondary School
School Plan for Student Success 2014/2015
"Students will learn to own their own learning".
School Plan for Student Success (Prince George Secondary School)
School Plan for Student Success:

2014-2015
1 TABLE OF CONTENTS
1 School Context ........................................................................................................................................ 3
2
Goal 1: Improve Student Achievement ................................................................................................. 4

2.1
Objective 1: To improve numeracy for all learners ..................................................................... 4
2.2
Objective 2: To improve achievement for aboriginal learners ..................................................... 9
Goal 2: Improve Conditions for Learning ............................................................................................ 13

3.1
Objective 1: Embed the Essential Eight throughout our system ............................................. 13
Summary ............................................................................................................................................. 23
School District No.57 (Prince George)
1 SCHOOL CONTEXT
Demographic Data
PGSS (Prince George Secondary School) acknowledges that we are on the traditional territory of the
Lheidli Tenneh people in Prince George.
PGSS is the largest of the five secondary schools in Prince George and enrolls approximately 1120
students. The Aboriginal student population is approximately 338 students (Male=179, Female=159). A
committed group of teachers and support staff collaborate to provide a wide and rich variety of
opportunities for the students here. PGSS prides itself on its ethnically diverse and welcoming nature,
and the wide range of courses. There are approximately 3.4 FTE administrators, 1 Business Manager, 69
teaching staff/counsellors, 1 librarian, 18 educational assistants, 11 support staff, 3 Aboriginal
Education Workers, 1 Aboriginal Social Worker, 1 Youth Care Worker, and 1 Community Schools
Coordinator.
PGSS participates in the SD57 Family of Schools model. The elementary schools attached to the PGSS
Family of Schools include rural schools (Hixon, Buckhorn, Blackburn, Pineview, and Giscome) and urban
schools (Peden Hill, Pinewood, Westwood, and Van Bien). Also, PGSS is the linked secondary and
receives students from Highglen Montessori and Nusdeh Yoh.
Uniqueness
With a large educational staff and access to great facilities, PGSS offers a variety of educational
programs making it an attractive option for many students within the school and across the district.
These programs help serve the needs of its diverse student population: Hockey (beginner and high
performance), Montessori and Project Based Learning, Polar Performing Arts, Advanced Placement
(English Literature/Composition and Calculus AB)/Honours, Theatre Performance and Stagecraft, Visual
and Studio Arts, Band, and Trades (Carpentry, Metalwork, Metal Fabrication, Electronics and Robotics,
Drafting, and Automotive Mechanics). The PGSS facility is superlative, offering a 750 seat auditorium
used by the community and school and a full service cafeteria, both of which are unique among the
secondary schools in Prince George.
The student composition at PGSS includes youth from both rural and urban settings. A large segment of
the school population is transported to and from PGSS on busses from rural communities. PGSS has a
significant segment of population defined as vulnerable (see Vulnerability Profile below). PGSS, as
defined in the Vulnerability Profile, has a higher percentage of students of Aboriginal Ancestry and on
the Social Services Index than the district average. The majority of our at-risk students are located in the
inner city of Prince George; however, some of our at-risk students are located in rural communities
and/or First Nations communities near Prince George. PGSS offers a variety of educational support
programs to helps meet the needs of its at-risk learners: Learning Support Centre (grades 9-10),

Alternate Education (grades 10-12), Pre-Employment (grades 11-12), Special Learning Resource (grade
8-12), and Learning Assistance (grades 8-12).
PRINCE GEORGE SECONDARY VULNERABILITY PROFILE 2014-2015

Indicator
% Students
Vulnerable in
School
% Students
Vulnerable in
the District
324
28.4
25.1
121
12.5
10.7
Total #
Students
=Aboriginal Ancestry
February 2014
Social Services Index
2012-2013
*SSI % is based on a formula calculated by MCFD. The SSI # is an actual of kids identified by MCFD at the time of publication.
2 GOAL 1: IMPROVE STUDENT ACHIEVEMENT

2.1 OBJECTIVE 1: TO IMPROVE NUMERACY FOR ALL LEARNERS
To improve success rates of students in numeracy. Early intervention is key with all
of our learners.
To increase the use of differentiated instruction in every classroom to meet the needs of all
learners, particularly those who are most at risk or vulnerable.
To embed the use of formative assessment strategies in every classroom to encourage our
students to own their own learning.
Rationale:
Mathematics is an area of concentrated effort for PGSS. Compared to provincial levels,

PGSS was below the provincial average marks on the Foundations of and Pre-Calculus
Mathematics 10 provincial examination and we were slightly above the provincial
average on the Apprenticeship and Workplace Mathematics 10 provincial examination.
While we are making improvement, we are still not at or above the provincial average
in both pathways. The narrowing of the gap informs the PGSS that we are on the right
track, to stay the course, and continue the work on mathematics instructional practices
as well as mathematics intervention.
Engage and
Act:
PGSS will act to improve numeracy for all students:

a) PGSS will meet students where their learning is at in the development of their
numeracy skills. We will do this by offering various learning pathways throughout grades
8-12 that meet learners where they are at:
Grade 8 students will receive 3 terms of grade 8 mathematics.
Grade 8 students can be scheduled into one of three pathways: Math8Core,
Math8, or Math8Honours. Some struggling students, who require additional
support and additional time, will be placed in Math 8 Core to give them the
requisite knowledge and skills at a reduced learning pace and/or remediation
where required.
Grade 9 students will further develop their numeracy skills in one of two courses:
Math9Bridging, Math 9, or Math 9 Honours.
Grade 10 students will enroll in Foundations and Pre-Calculus Math 10 or
Honours and/or Apprenticeship and Workplace Math 10.
Grade 11 student will enroll in Foundations of Math 11, Pre-Calculus Math 11,
and/or Apprenticeship and Workplace Math 11.
Grade 12 students can enroll in Foundations of Math 12, Pre-Calculus Math 12,
or Advance Placement Calculus AB.
b) The PGSS Math Learning Team Grant (LTG) focus is to improve conditions for
learning. The LTG represents the initial step on behalf of the Math Department to
embed the Essential Eight within the PGSS Math Department commencing with
Assessment for Learning as well as differentiation in learning. The PGSS Math
Department wishes to optimize math learning resources in electronic form and create
shared resources and assessment banks. In other words, we wish to spend time in the
Math folder of the S Drive organizing, purging, updating resources and tests. Then, we
would like to develop a system of sharing tests electronically and provide technological
and organizational support to team members requiring support.
c) Math Enhancement: PGSS participates with the Learning Innovations Department
where a District Math Resource teacher works with a math specialist from PGSS and our
feeder schools. Their role is to work in classrooms, teach lessons, meet with teachers,
collaborate with staff, and do whatever it takes to improve the chances for each child
to be successful in mathematics.
d) A focus of our students who are graduating from PGSS on a School Leaving Certificate
is to support students to achieve credit in the Apprenticeship and Mathematics 10 course,
and in turn, increase their chances of life success, being employable, and possibly, to
purse an Adult Dogwood.
Assessment
and
Evaluation:
PGSS is able to utilitze numeracy data collected from the grade 10 required provincial
examination results, school marks, and blended final marks to examine student
progress in numeracy after three years in the secondary school mathematics program.

January 2014 Provincial Exam Results
June 2014 Provincial Exam Results
MATHEMATICS 10, FOUNDATIONS OF AND PRECALCULUS - Blended Final Marks
School
Year
Blended All Students

Final
Marks
Students
Total
Assigned
Gr 10
Blended Final
Students*
Mark
#
#
C- (pass) or Better
C+ (good) or Better
School
School
2008/09
2009/10
2010/11
2011/12
2012/13
212
197
314
293
259
167
153
150
150
137
140
90
90
93
90
82
82
54
54
55
Fem ale
2008/09
2009/10
2010/11
2011/12
2012/13
98
97
127
123
124
75
67
82
69
58
77
92
87
94
40
33
46
53
49
56
Male
2008/09
2009/10
2010/11
2011/12
2012/13
114
100
187
170
135
92
86
68
81
79
63
88
92
93
50
49
36
54
57
53
Aboriginal
2008/09
2009/10
2010/11
2011/12
2012/13
64
67
100
102
76
30
39
18
24
35
16
80
90
89
15
20
5
50
51
28
January 2014 Provincial Exam Results

June 2014 Provincial Exam Results
MATHEMATICS 10, APPRENTICESHIP AND WORKPLACE - Blended Final Marks
School
Year
Blended All Students

Final
Marks
Students
Total
Assigned
Gr 10
Blended Final
Students*
Mark
#
#
C- (pass) or Better
C+ (good) or Better
School
School
2008/09
2009/10
2010/11
2011/12
2012/13
212
197
314
293
259
105
100
101
93
87
89
89
87
88
50
50
38
48
50
38
Fem ale
2008/09
2009/10
2010/11
2011/12
2012/13
98
97
127
123
124
40
44
43
34
36
36
85
82
84
22
21
13
55
48
30
Male
2008/09
2009/10
2010/11
2011/12
2012/13
114
100
187
170
135
65
56
58
59
51
53
91
91
91
28
29
25
43
52
43
Aboriginal
2008/09
2009/10
2010/11
2011/12
2012/13
64
67
100
102
76
36
34
46
30
26
39
83
76
85
16
17
16
44
50
35
Respond and Provincial exam data is accessible for the PGSS mathematics department after each
Adjust:
exam release date for review. This summative data provides information for staff to

collaborate on best teaching practice, assessments, and learning materials/resources,
and to adjust to the learning needs of our students. Furthermore, the mathematics
department meets on a monthly basis to collaborate on best practice. Student progress
is monitored throughout the year (by teachers, counsellors, and/or administration) on
formative and summative assessments (along with interims, report cards, and anecdotal
feedback) and interventions are put in place for students who are not meeting learning
expectations for grade level. Students who are struggling can access extra support in a
variety of ways, some unique to PGSS: Learning Assistance, Math 8 Core, Learning
Tutorials each Wednesday for one hour with a math teacher, Learning Support Program
(LSP) at lunch by teacher referral, and math help rooms offered by math teachers. Our
Eagle Centre (hosted by Aboriginal Education Workers) is open as a homework center
before school, at lunch, and after school as well.
2.2
OBJECTIVE 2:
TO IMPROVE ACHIEVEMENT FOR ABORIGINAL LEARNERS
Increase the number of Aboriginal students transitioning between grades.

Increase the first-time graduation rates for Aboriginal learners.
Rationale:
Engage and
Act:
Our school has watched our First-Time Grade 12 Graduation Rate for Aboriginal learners
climb from 67% to 79% over the past six years. While the trend is moving up, we note
that the graduation rate for All is 87%. The gap between Aboriginal learners and all
learners needs to continue to close; our work to continue to improve results is critical.
PGSS is fortunate to have many supports, staff and programs that focus on ensuring the
success of aboriginal youth in the school. An area of focus for this school year is work
with classroom teachers to continue to develop and increase their understanding of
aboriginal culture and beliefs, and to incorporate these teachings into the curriculum
subject areas. This work is supported by three teachers (1.2 fte) working to enhance
aboriginal culture and curriculum through our Learning Support Centre (LSC) and all
classrooms, three full-time Aboriginal Education Workers in our Eagle Centre, a
Community Skills Coordinator, and a learning FOCI of Elders and Indigenous Knowledge.
Another area of focus for this school year will be to explore programs and supports to
encourage and support our Aboriginal youth becoming involved in Skills, Innovation, and
Trades Programs in Prince George. This work will be explored throughout the year with a
goal of its inclusion in the school plan for the 2015/2016 school year.
Population of Aboriginal Learners at PGSS 2014/2015 = 338
Staff at PGSS supporting the enhancement of Aboriginal Culture and Curriculum:
Aboriginal Education Workers: Paige French, Ivy Chelsea, Kelsey Abraham, Dave Davidson
Aboriginal Social Worker: Daphne Laboucan
Learning Foci: Elders and Indigenous Knowledge, Michael Gomes and Cheryl Webster
Learning Support Centre (LSC 8-10): Kyla Adams (teacher), Ryan Mcindoe (teacher,
aboriginal culture/curriculum), Steve Bordeleau (teacher, aboriginal culture/curriculum),
Dave Davidson (community skills coordinator/transition, Nicole Hamel (teacher, Nus

DehYoh to PGSS transition, Laura Stauble (educational assistant), Else Crooks
(educational assistant)
PGSS Learning Commons: Heather Marren-Reitsma, Roxanne Solmundson, Arlene
Ackerman
Prince George Secondary School Aboriginal Education Plan

One Focus Question Linked to our Schools Learning Foci:
How can we incorporate a greater understanding and deeper connection to the
traditional cultural beliefs associated with Mother Earth and all living beings?
Overview of Aboriginal Education Plan 2014-2015:
Continue to celebrate/showcase our aboriginal youth and our traditions at

special events at PGSS: Remembrance Day, Christmas Feast, Traditional Feast,
Graduation Feast, and more.
Elders are wanting to come to PGSS and are excited. We need to do more
classroom presentations to deepen learning within the classroom curriculum and
bring awareness into class rooms. We can do this by accessing and sharing our
peoples knowledge.
We would like to continue with many of the same cultural programming that we
have done over the years with some add on; new program additions. Plus work
with our learning foci: Elders knowledge in the building.
We would like to continue Drum Group and will continue to need supplies to
start-up and maintain this group. The Drumming Group is growing and we have
all ages and a variety of students from different First Nations backgrounds
involved, Metis, Tsimshian, Nisgaa, and Carrier. Furthermore, we have been
invited to several schools to perform our songs. It is an inspirational initiative
with emphasis on positive role modeling for PGSS youth and school district
youth. Our PGSS students the drummers of our group engage with their identitywho they are. This builds their confidence and pride plus we all have fun! We
always get great feedback.
We would like to continue to offer cultural activities: Beading, Dream catchers,
Bone necklaces, Eagle feather and rattles crafts. This group would also allow
students to create potential fundraising opportunities and gifts for presenters
and Elders.
Homework club will run on an on-call basis and supporting students to learn by
reading to develop their literacy skills.
We have a cultural food day once per week and also assist students with
accessing the Meals Program at PGSS. We would like for both of these
program/initiatives to continue because this has become a great opportunity to
engage our student and build relationships.
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We would like to continue to have field trips this year that our cultural relevant
within our community. Field trips usually are planned well in advance and one
staff person will stay on site to keep open Eagle Centre and provide support as
needed.
Staff would like to continue to conduct home visits and provide flexible and
culturally relevant support and services.
We would like to have more cultural resources in the Eagle Centre for the
students and for professional development purposes.
We would like to continue having guest speakers, presenters and Elders in for
special events and celebration dates, as well as get them involved in the
classrooms curriculum with teachers and students. Students enjoy spending
quality time with Elders during visits.
Assessment
and
Evaluation:
First Time Grade 12 Aboriginal Graduates

Total Gr 12
Graduates
#
2008/09
82
55
67
2009/10
92
56
61
2010/11
77
57
74
2011/12
86
68
79
2012/13
73
58
79
Percent of Students Making Successful Transitions to a Higher

Grade
All
Students
Aboriginal
School
Year
Grade 6
Student
s
(%)
Grade 7
Student
s
(%)
Grade 8
Student
s
(%)
Grade 9
Student
s
(%)
Grade
10
Student
s
(%)
Grade
11
Student
s
(%)
2007/08
96
96
91
87
2008/09
2009/10
2010/11
2011/12
97
97
98
98
97
93
96
96
91
94
94
92
89
86
92
91
2007/08
2008/09
2009/10
2010/11
2011/12
93
97
96
97
97
91
95
93
96
93
85
86
85
90
91
77
83
78
89
91
11

Respond
and Adjust:
We will continue to monitor the grade-to-grade transition rates and first-time graduation
rates of our Aboriginal learners at PGSS. We will continue to examine what areas in our
Aboriginal Education Plan and school we are being successful so we can replicate/share
our good work and be responsive to areas of need. Our school will deliver both timely
interventions and engaging programs/supports to retain and work with our Aboriginal
students.
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3 GOAL 2: IMPROVE CONDITIONS FOR LEARNING

3.1 OBJECTIVE 1: EMBED THE ESSENTIAL EIGHT THROUGHOUT OUR SYSTEM
Rationale:
Engage and
Act:
Despite strong instructional practice and successes, many of our learners continue to struggle
academically. To best meet the needs of our learners, all PGSS staff must work closely together
to identify those practices and interventions that provide the most likely pathway to improve
the life chances of each child. Together, we can focus our work at PGSS in administrative
meetings, staff meetings, professional development opportunities, Learning Team Grants, and
staff learning through the lens of the big ideas of the Essential Eight.
PGSS has several programs, initiatives, and practices that support the work of the Essential 8.
This work is outlined and framed below:
1. Assessment for Learning: formative assessment serves the purpose of tracking and
promoting learning throughout the learning process in relation to the established learning
outcomes. Assessment for learning offers the greatest promise of helping all students to
succeed. Educators must be assessment literate, understanding the principles of sound
classroom assessment practice.
a) The PGSS English Department will continue work with the district team on the DART
(District Assessment of Reading Team) as a formative and summative assessment practice
to help support literacy instruction.
b) Our focus has been to embed formative assessment strategies in every classroom such that
students own their own learning. Previous work on assessment has included SALTS teams,
assessment book studies, and numerous Learning Team Grants. Our work last year focused
on learning teams of teachers reviewing fair assessment practices within the school and/or
a book study/assessment network with Tom Shimmer. Our work for this year will be to
honour the positive work that has been done in our school and seek out learning
opportunities for all staff in the school to improve our assessment literacy and support the
use of best teaching practice and formative assessment strategies in every classrooms.
2. Data-driven Evidence for Learning: offers evidence for the ongoing cycle of instructional
improvement as it provides the use of data to inform instruction. The use of student profiles and
formative assessment to provide evidence of learning.
c) Canadian Achievement Test (CAT): all grade 7 students entering PGSS in grade 8 within our
family of schools will be scheduled a CAT assessment for teachers and school staff to have
access to learning profiles and to best place student in an educational program entering
PGSS. CAT assessment data will be accessible for school staff.
d) Grade 8 Learning Profiles: PGSS administration and counselling will meet with the
teacher(s) and administration of incoming grade 8 students to develop learning profiles and
to assist in the appropriate program placement for each student.
e) Courses with Requires Provincial Exams: Exam, School Mark, and Blended Final Mark data
will be reviewed (from the previous school year) on a yearly basis with staff.
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3. Cultural Competencies: an understanding of Cultural Competencies allows individuals

(students and staff) to interact and communicate effectively with people of different cultures
and socio-economic backgrounds.
a) Learning Team Grant (LTG) focus: The Learning Support Centre at PGSS addresses a myriad
of needs for students in grade 8, 9 and 10 students who are considered at risk
academically and socially. Our students come from various backgrounds, many being First
Nations, and some face dire challenges associated with living in poverty. Many LSC
students are working well below grade level and struggle with attention and behavioural
issues. The team is looking to increase academic success rates for these learners through
the integration of FNESC learning outcomes. To increase the Aboriginal / LSC retention
rates as well as school success, the team plans on further incorporating Aboriginal content,
culture and curriculum into the LSC program. Question: How do we improve supports for
Aboriginal learners by incorporating best practices developed by FNESC? Participants will
meet approximately 10 times throughout the course of the 2014-2015 school year.
Meetings will consist of conducting critical reviews of existing documents and collaborative
work designed to create usable units, activities and practices within the LSC program.
b) PGSS Aboriginal Learning Foci Elders and Indigenous Knowledge ( with Cheryl Webster
and Michael Gomes)
A focus is to have a selection of activities that will be available to PGSS staff and students. All
material is presented in a respectful manner and efforts are made to embrace the First Peoples
Principles of Learning as outlined by the FNESC. Elders will accompany each activity when
available.
Grade 8 & 9:
Tobacco Tie Activity: Students will be provided with information regarding traditional
North American tobacco use contrasted with contemporary abuse of tobacco products
including cigarettes and chew. Students will create tobacco ties and engage in positive
thinking and active gratitude.
Creative Writing Club: Offered to a group of up to 6 students with a strong interest in
creating literature, poetry, comic art, or game writing. Students will be provided with
information regarding careers in writing, creating a writing plan, experience in public
speaking, and receiving critiques. Examples from various genres will be discussed.
Focus is on First Nations writers and philosophies regarding storytelling.
Grade 10, 11, 12:
Storytelling: Past Meets the Present: This presentation uses modern and accessible
media to open discussion about storytelling before moving into traditional methods and
purposes of story. First Nations perspectives and examples are utilized to explain the
educational and moral elements of traditional story. Presentation concludes with oral
storytelling and analysis.
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Indigenous Knowledge Matters in Schools: This presentation outlines what is

considered Indigenous Knowledge, differences between material and other forms of
culture, and presents five reasons why Indigenous Knowledge is relevant and applicable
in contemporary academic settings. Looks at UN Declaration on Rights of Indigenous
People, increasing acceptance of IK, and connecting Indigenous Knowledge to climate
change and current ways of societal organization. This presentation will hopefully
increase student interest in First Nations studies and is meant to be a primer for
Canadas Relationship with Indigenous Peoples discussion series.
Canadas Relationship with Indigenous Peoples: This series of discussions covers key
historical legislation and moments that have defined the relationship between Canada
and its First Nations population. These discussions are intended to open dialogue about
controversial topics and further thinking about current society. Each discussion will also
address issues of Indigenous Knowledge. Topics currently include the Indian Act with
plans to develop material pertaining to the Oka Crisis, Clayoquot Protests, INM
Movement, and potential others.
Month by month focus on activities that may be offered throughout the year at PGSS:
September to November
Initial meeting of introductory of Elders & Indigenous Knowledge foci at family

school to meet admin and staff , Setting up an Elders Tea, picking and drying
berries, drying fish and meat
December to Febraruy
Storytelling, songs and games, sewing, beading, dream catchers, drum and
rattle making, Icing fishing, mending clothing, and tools
Lahal Tournament schedule of practice, learning, and building a team/s
throughout the district.
March to May
Fishing , collecting cambium pine, birch, balsam, spruce, harvesting birch bark
and spruce roots, bear grease, field trips to Ferguson Lake or Esker Park, Grad
celebrations
June to August
Medicines pitch, roots, leaves, berries - collecting plants samples - Year end
celebrations Feasts
4. Social and Emotional Learning (SEL): SEL programming is an effective tool in developing
citizenship, academic improvement and social engagement in students. It also improves the
effectiveness of classroom instruction and student engagement. Social and emotional learning
enhances academic achievement, helps students develop self-management and self-control,
improves relationships, reduces conflict, improves classroom management, and helps young
peoples health and success at school and in life.
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a) The Learning Support Center (LSC) staff will continue to utilize talking circles and restorative
practice as a means of helping youth in regulating their behavior and having healthy peer
and adult relationships in the school.
b) Administration in conjunction with our Connections Room (staffed by a Youth Care Worker)
will begin to implement self-regulation kits and interventions (breathing and relaxing
strategies) to assist students in self-regulating their behaviours.
c) We will seek out learning opportunities and professional resources for all adults in the
school to deepen our learning in this area.
5. Poverty and Student Learning: students who live in poverty may require specific
interventions, particularly in the primary grades. Our work is to better understand poverty and
assess vulnerability. We need to equip staff with interventions that are helpful in raising
achievement for disadvantaged students.
a) PGSS will continue to offer nutritional programs to support our vulnerable and at-risk
students to ensure this basic needs are being met and that nutrition is not a barrier to their
success while at PGSS. Our Meals Program is available for breakfast and lunch and our Fruit
and Vegetable Program offers nutritious snacks throughout the day. Also, we offer
Christmas hampers to our most vulnerable students prior to the holiday students.
17
b) PGSS, in striving to help all learners have the best chance of being successful in school, has
developed the a systemic approach to student intervention and support:
PGSS Pyramid of Interventions
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6. Differentiation and Universal Designs for Learning: Differentiation is the development of

flexible learning environments that can accommodate individual learning differences. It can
increase learning by reducing physical, cognitive, intellectual, and organizational barriers to
learning because it creates a classroom of inclusion.
PGSS will continue to offer programs that allow students a flexible and personalized learning
pathway towards graduation:
a) The Montessori Program at PGSS is an enriching alternative and effectively bridges the
transition from elementary to high school. Students spend their mornings in the Montessori
classroom studying their core courses (English, Math, Science and Social Studies), while in
the afternoon they join mainstream classes for their chosen electives. The program
includes: A three year age span, offering an early high school entry option and continues
through grade nine.
b) The Project-Based Learning is a program for students who thrive in both a collaborative
and independent learning setting, where most of the learning is completed through
integrated projects that combine themes and questions from Social Studies 10 and 11,
English 10 and 11, Science 10, Science & Technology, Leadership, Peer Tutoring and
Planning 10. PBL is entering its second year as an alternative to mainstream academic
classes, for students in grades 10 and 11. Students receive 4 graduation-credit courses each
year through PBL. Students spend their mornings in PBL and join other mainstream classes
and chosen electives in the afternoons.
c) Learning Team Grant Focus (Monte and PBL):
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d) The Polar Performing Arts Program is a flexible curricular option for students who are
currently dedicated to achievement in the Performing Arts and maintaining academic
success. It offers performing artists flexibility with completing graduation while remaining
dedicated and involved in the performing arts community. Via IDS courses Performing Arts
Focus students will create, initiate, perform, involve, educate and inspire younger students
as well as their peers.
e) The Polar Hockey Program offer both a high performance and beginner pathway for
students in grade 8-12.
f)
The Canadian Sport School Northern BC is grade 10-12 blended learning program that
allows elite athletes the opportunity to take academic courses at PGSS in the morning and
then spend the afternoon training and learning at the UNBC sport centre in a high
performance athlete program. Students receive 4 graduation credit courses each year in
the program.
g) Staff at PGSS will explore programs that can be implemented and supported at PGSS to
enhance the transition and interest of our students into Trades and Innovation
opportunities. The goal of this work is to be included in our school planning for the
2015/2016 school year.
7. Enhanced Learning through Technology:

a) PGSS will transition its current website to a new district platform.
b) PGSS will ensure our Learning Commons will provide students and staff with meaningful
access to technology and the development of its use and applications in the learning
process.
c) Learning Team Grant (LTG) focus: PGSS is currently transitioning to a Learning Commons
Model with a focus on supporting differentiated instruction by building resources, tools,
technologies and learning spaces that address the needs of different learning styles, needs
and abilities. In an effort to design a virtual learning commons for all learners, the team will
use collaboration time to build a PGSS Learning Commons website, learn how to develop
Library Guides, and utilize the Baker&Taylor system.
d) PGSS will encourage the use of the BYOD (Bring Your Own Device) and support student
access to its public wireless access.
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e) We will work together to ensure staff receive mentorship, in-service and/or professional
development have opportunities to be learners and users of technology.
October 24, 2014 Professional Development Event for Educational Assistants
from the district to learn skills to assist them with working with students when
working on computer based tasks. Topics to be covered:
-finding appropriate software for a task
-saving projects, naming and location
-retrieving documents and projects
-working with Microsoft Word, PowerPoint,
-working with Adobe Premiere, Photoshop
-learning skills as requested by staff
8. Growing as Adult Learners: Supervision of Instruction and Mentorship / Training

f)
PGSS administration will commit to participation/mentorship within the districts Learning

Leaders Program in 2014/2015.
g) PGSS staff will continue its connection with the University of Northern BC through
partnering with teacher candidates and providing mentorship.
h) PGSS administration will provide orientation and ongoing mentorship for new and incoming
teachers.
i)
One PGSS administrator will attend a Mental Health Symposium.
j)
The PGSS principal will oversee the work of components of the Essential 8 as 0.5 FTE
Administrator in this role.
k) Learning Team Grant (LTG) focus: How will a mentorship program focused on new and
beginning teachers at PGSS (collaborating with Essential 8 district staff/teachers and school
administrators) that incorporates the practices of the Essential 8 improve student learning
in the classroom and further develop best teaching practice, and ultimately, improve the
chances of students at PGSS being successful in school (transitioning to the next grade and
graduating). Beginning October 30, 2014, the team meet every two weeks over the
course of the first semester to work through our five sessions of professional
learning and mentorship. The Pre-Meeting and Post-Meeting sessions will be an
opportunity to frame and focus our work and provide an opportunity to reflect and
debrief upon our study. Each participant will take away practical ideas that can be
implemented in their teaching practice and have the opportunity to dialogue with
member(s) of the Essential 8 team.

l)
21
Professional Development Planning: PGSS will support its staff in ongoing professional
development and planning.
Prince George Secondary School Pro D Plan 2014-15
DATE
Topic/Activities
Participants
Resources/Support needed
Sep 2
School
Planning
October 24
Provincial
Day
Strike
Cultural
Competencies
All staff
Mike Gomez
Aboriginal Focus
Elders
Elders and
Indigenous
Knowledge
Sessions on:
November
28 School
Based
Cheryl Webster
Ab team
All staff
E8 team Anne Saar
SEL
Michelle McElroy
Wellness staff and

students
Yoga mats, food, teaching resources
Learning Commons
Sessions on:
February 6
All staff
Teaching/Learning
AFL
E8 team Jennifer Moroz & Shannon

Daines
Food, staff
Differentiation
March 20
School
Based
Sessions on:
All staff
E8 team Corrine Larue-Madill
Poverty & Learning
Food, staff
Technology
Maja Tusek
Mobile labs, Surface lap tops
April 17
Zone Day
Potential to
specialize for CUPE
Some workshops
planned throughout
year
All staff not

involved in
zone day
22
Space PGSS is zone sight
Assessment An important measure that will be useful as we continue the work of the Essential Eight is our
and
Grade 12 Graduation Rates* and our Satisfaction Survey Results. If we meet the conditions for
Evaluation: learning, with the Essential Eight, we are confident that PGSS can meet and satisfy the
academic needs of our students and ensure our students are graduating. (*The Six-Year Completion
Rate data are only available at district and province level. Six-Year Completion Rates are not calculated at the school level as
adjustments to account for students leaving the province are not estimated. Six-Year completion rates are used on the District
Achievement Contract; however, this data cannot be analyzed at the school planning level.)
Satisfaction Survey - 2013/14
23
http://www.bced.gov.bc.ca/reporting/school.php?report-schooldistrict=Prince+George+SD%23057&report-school=05757036&report-schoolname=Prince+George+Secondary
Respond
and Adjust:
We will continue to explore opportunities to expand our knowledge and practice in each area
of the Essential 8, and in turn, improve the conditions for learning in our school. We can closely
watch our grade-to-grade transition rates and our Satisfaction Survey results to ensure we are
retaining our students and helping them get to graduation.
4 SUMMARY
Our school will continue to be innovative and forward-thinking as we work as a staff, with our
district and with our family of schools in moving towards improving numeracy skills for all students,
retaining, supporting, and providing interventions for our at risk and aboriginal youth, and ensuring
we are continually deepening our learning within the areas of the Essential 8. Building off the
successes of many personalized learning initiatives in our school (such as the Learning Support
Centre, Project Based Learning, Montessori, Polar Performing Arts, and the Canadian Sport School),
we must continue to find ways to engage the diverse and vulnerable learners within our school.
There is more work to be done around innovative program development in our school, and PGSS
should be on the forefront and be leader with this valuable work. Through focused professional
development and working together as a staff to focus on the right-work we can make a difference
in ensuring our students are acquiring the skills to be 21st century learners and that are six year
school completion rates are improving on a yearly basis.

School Plan 14 15

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Prince George

"Students will learn to own their own learning".

School Plan for Student Success (Prince George Secondary School)

School Plan for Student Success:

Goal 1: Improve Student Achievement ................................................................................................. 4

Objective 1: To improve numeracy for all learners ..................................................................... 4

Objective 2: To improve achievement for aboriginal learners ..................................................... 9

Goal 2: Improve Conditions for Learning ............................................................................................ 13

Objective 1: Embed the Essential Eight throughout our system ............................................. 13

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

PRINCE GEORGE SECONDARY VULNERABILITY PROFILE 2014-2015

2 GOAL 1: IMPROVE STUDENT ACHIEVEMENT

Mathematics is an area of concentrated effort for PGSS. Compared to provincial levels,

PGSS will act to improve numeracy for all students:

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

June 2014 Provincial Exam Results

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

MATHEMATICS 10, FOUNDATIONS OF AND PRECALCULUS - Blended Final Marks

Blended All Students

January 2014 Provincial Exam Results

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

MATHEMATICS 10, APPRENTICESHIP AND WORKPLACE - Blended Final Marks

Blended All Students

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

TO IMPROVE ACHIEVEMENT FOR ABORIGINAL LEARNERS

Increase the number of Aboriginal students transitioning between grades.

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

Prince George Secondary School Aboriginal Education Plan

Continue to celebrate/showcase our aboriginal youth and our traditions at

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

First Time Grade 12 Aboriginal Graduates

Percent of Students Making Successful Transitions to a Higher

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

3 GOAL 2: IMPROVE CONDITIONS FOR LEARNING

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

3. Cultural Competencies: an understanding of Cultural Competencies allows individuals

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

Indigenous Knowledge Matters in Schools: This presentation outlines what is

Initial meeting of introductory of Elders & Indigenous Knowledge foci at family

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)

PGSS Pyramid of Interventions

School District No.57 (Prince George)

School Plan for Student Success (Prince George Secondary School)