Fall 2021-2022

Introduction 

In the Spring and Fall of 2021 we comprehensively reviewed data from the Provincial Learning Survey (student, parent, staff), the Middle Years Developmental Instrument (MDI), Student Focus Groups and informal staff, student, and parent conversations to better understand and enhance learning and engagement at Burnett Secondary.  Knowledge and understanding gained from this ongoing work informed the writing of Our Story and Our Focus Sections of The Burnett School Story for 2021-2022.  We continue to be committed to our broader focus which is to develop educated and socially responsible citizens who feel connected to the school, respect themselves and others, and participate as responsible members of the larger community. The data reflected many areas of progress, growth, and strength representative of our School Focus. In particular, students feel connected to and cared for at Burnett by staff.  They feel that the school is working on being an inclusive, equitable and caring place (Strategic Priority 2: Equity and Inclusion; Goal 1). There is a high level of learning and achievement across all curricular areas.  In addition, the evidence is clear that we are making good progress implementing BC’s redesigned curriculum as a staff.  The work is ongoing and remains a key focus as staff re-design course previews and re-shape learning activities continuously. Learners at Burnett continue to increase their capacity to adapt and thrive in an ever-changing world (Strategic Priority 1: Inspired Learners; Goal 1).  The data also demonstrated areas in which our school community can work to improve student learning and engagement in alignment with the goals of our School Story and the Richmond School District’s Strategic Plan.  Although it is not possible to reflect the breadth of data reviewed, this evidence blog highlights several key areas that we will focus on in the coming school year.

Two Growth Areas identified to improve Student Learning and Engagement in alignment with BC’s Redesigned Curriculum and Richmond’s Strategic Plan for the 2021-2022 school year

Growth Area One 

Strategic Priority 1: Inspired Learners; Goal 2: The district fosters resilient and healthy life-long learners

One of the identified goals in Our Focus is that of a healthy and well-developed respect for self and personal well-being.  It is evident from the data that students across all grades experience a high level of anxiety, and struggle to manage their mental health.  Although results are similar across all grades, we have presented three representative examples of the data: (see data gallery below) 

Improving student learning and engagement through improving student well-being is part of our action plan for 2021-2022. Specifically, through specific actions we are hoping to see improvement in student measures and data related to personal well-being and mental health. 

(Key Actions: Burnett Learning Time, in class learning and support including development of Trauma Informed Classrooms, Conference Day 3: Mental Health and Wellness)

Growth Area Two

Strategic Priority 1: Inspired Learners; Goal 3: Indigenous Peoples’ history, perspectives, and learning approaches are embedded within district planning and practices.

One key area of growth identified was that of incorporating Indigenous curriculum, activities, and First Peoples Principles of Learning into our school activities and learning.  Although results are similar across all grades, here have presented two representative examples of the data: (see data gallery below) 

This is our second identified specific action area for the 2021-2022 School Year and beyond.  As learning community, we are committed to the objectives outlined in the Strategic Plan:

1. Honour and implement the Truth and Reconciliation Commission calls to action related to education
2. Deepen understanding of and embed the First Peoples’ Principles of Learning 
3. Increase access to authentic learning opportunities and resources to enhance understanding of Indigenous Peoples’ culture and history

Specifically, through specific actions we are hoping to see improvement in student measures and data related to their experience, knowledge, and understanding of Indigenous activities,  story, and perspective in Canada. 

(Key Focus: Provide multiple school-wide opportunities for Indigenous activities and learning, support individual teachers in implementing Indigenous and First Peoples’ ways of knowing and learning into their course curriculum and continue to focus on Indigenous learning and ways of knowing at staff meetings and professional development opportunities.