‐‐‐EXCELLENCE THROUGH ACTION‐‐‐ Integrity, Respect, Compassion, and Commitment PENTICTON SECONDARY SCHOOL A Strategic Plan for Penticton Secondary School 2012-2016
OUR PRIMARY GOAL:
To engage students in a learning community that fosters a culture of kindness, gratitude, connection, and belonging. To strengthen our ability to produce a Penticton Secondary School learning community that promotes a culture of engagement, achievement, kindness, connection, and belonging. Message from the Principal and the Penticton
Surrounded by world class recreational opportunities and sensational scenery in British Columbia’s Southern Okanagan, Penticton Secondary School students embrace its motto: Excellence through Action for over a hundred years. Students at Pen High have an advantage, for some it is because of its commitment to learning and achievement and for others it’s an extracurricular edge. In both instances Pen High stands apart; boasting first class, state of the art facilities and a record of academic excellence. Pen High is an institution steeped in a tradition of pride and a culture of community building. It offers students variety, comprehensive course offerings, a reputation of teaching excellence and innovation, and a challenging, vibrant, and safe learning environment. For further information about what we offer check out our website at penhigh.com Secondary School 2015-2016 Planning Council
We are fortunate. Pen High’s School Planning Council has been composed of a dedicated group of five parents (two of which sit on the PAC executive), a teacher, and a student who made a three year commitment to provide input into this process. The current group of parents agreed to commit to a three year cycle which mirrors the three planning cycle. The process begins early in the New Year. The School Planning Council agrees to meet an average of five to six times over the next three months. Using a myriad of measurement tools from school wide teacher and student surveys, parent surveys, BC Ministry of Education Satisfactions surveys, attendance data, and report card data the School Planning council looks for trends in the data. This combined with an extensive school‐wide and school community consultation process. Setting the Context Founded in 1913, Penticton Secondary School is located in the heart of Penticton’s downtown area. Referred to affectionately as Pen Hi, our school has a student population of 1235 housed in a building that was newly built and renovated in 2008. Penticton Secondary School offers students a wide variety of opportunities in the areas of academics, arts, athletics, and employment training. Not surprisingly, this large student body, guided by a committed staff of teachers, coaches and mentors, consistently wins numerous provincial and national awards every year. Visitors to Pen High are often impressed by the student involvement and leadership in the community. Pen High is committed to promoting a learning culture that fosters a sense of personal and global responsibility and citizenship through teaching and promoting our core values of: integrity, respect, compassion, and commitment. Penticton Secondary School: 
strives to develop students who are well‐rounded and equipped to succeed following high school 
values open and timely communication with parents through a variety of methods 
values and encourages parental support and involvement at the school 
is dedicated to the preparation of caring and responsible learners 
values traditions and legacy, while embracing the innovations in education and technology 
is supported by an active Parent Advisory Council and School Planning Council Who we are: DNA, Mission, and Vision DNA: WE…believe in Excellence Through Action WE WILL…develop happy, confident, well‐rounded individuals inspired to fulfill their potential IN ORDER TO…create citizens who shape positive futures for themselves, their families, and the global community BY PROVIDING…the South Okanagan with a centre for learning that embodies 21st century learning principles that inspires excellence through action As part of the strategic planning process our DNA statement expresses the essence and intention of who we are and where we believe we are heading. Much like DNA contains the genetic code for all living things, this statement summarizes who we are, our singular goal, and our fundamental purpose as a community of learners. Mission & Core Values: Integrity, Respect, Compassion, Commitment To create the very best learning environment, members of our school community will consistently strive to conduct themselves with integrity, respect, compassion, and commitment. Vision: A centre for learning excellence in the South Okanagan Our Vision is to ensure that we are providing a meaningful learning experience for all of our students, one that will prepare them with the skills and resiliency to meet the expectations of a complex and rapidly changing world. To become global citizens. To extend and embrace our core values by affording our students the opportunity to aspire toward investing in a culture of gratitude and kindness, to achieve their personal potential, and to strive for excellence in everything they do. Thisisacriticaltimeinour
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What we believe: Guiding Educational Principles Our conduct is driven by adherence to the following core values: 
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Integrity: Students are always encouraged to practice exemplary behaviour and to take responsibility for everything they say and do. Respect: Students must respect all others regardless of differences. Compassion: Students will have the opportunity to demonstrate kindness and patience with others, and gratitude when receiving assistance. Commitment: Students will have the opportunity to engage in meaningful learning and teaching that contributes to the development of self and others. Wearecommittedto
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Strategic Priorities Priority A: Attendance (2012‐2013) If we create a school-wide focus on attendance, will this emphasis have a positive impact on
school culture and student success? Rationale: This, in effect, is a story that starts at the beginning of September 2012. As a new principal to Penticton Secondary School, it was incumbent on me to spend my first year connecting with staff, building networks and relationships, and observing systems and processes specific to this school. It was difficult to come to any immediate conclusions relating to any apparent concerns that might influence student achievement and learning. From the onset, it was evident that Penticton Secondary School has a long‐standing tradition of excellence and a commitment to learning. Evidence of this culture can be found in provincial exam scores, teacher competencies, extra‐curricular spirit, and in an inherent sense of school community and pride. It also became clear to me that a school wide plan at Penticton Secondary School would not be about a radical shift in practice or curriculum, but about efficiencies. So I continued to observe, without any expectation about what, if any efficiencies I would see. Penticton Secondary School is a high functioning, forward moving institution. However, by the end of the second semester a tangent issue began to emerge. Beginning in September 2012, one of my first school wide “systems” requests was for teachers to submit period by period, daily attendance. Until my arrival, this had not been a formal expectation. A full fifty percent of teachers during any given period of the day were not submitting this information to the office. The implications of this negation of professional responsibility create concerns related to student safety and teacher liability. Furthermore, it impacts th
the reliability and contiguity of the data that is collected related to lates, absences, and truancies. On October 19 , 2012, during a school wide professional development day staff completed a school planning survey where they were asked to provide feedback on a number of issues related to school culture and learning. (Please refer to summary staff results attached). A summary in brief of the anecdotal feedback from the staff brought attention to several key themes: 1. 57% of teachers believed that the single most significant factor impacting student learning is behaviour. 2. Students at Penticton Secondary are very safe. 3. Bullying does occur. 4. Professional collaboration time is needed. 5. Increased communication with parents is needed. 6. Student attendance impacts learning and achievement. th
Another school planning exercise involving the staff occurred at the April 8 Staff Meeting. At that time, the staff was asked to read a chapter from Charles Duhigg’s The Power of Habit, and then respond, in small groups. We were interested in collecting feedback on what the staff believed were habits at Penticton Secondary School that are impacting student achievement. Among the many and varied responses, nine out of the twelve teacher groups consistently identified attendance as being a significant factor impacting learning and achievement at Penticton Secondary School. Duhigg cited a case study involving Alcoa Aluminum. When CEO, Paul O’Neill identified the company’s primary goal as safety, over the next five years he managed to increase revenues and connectivity among his employees. It is our (*PSS Planning Council) assertion that by addressing the attendance issues at Penticton Secondary School that we will be able to impact student success. In subsequent meetings with the Penticton Secondary School Planning Council the members unilaterally wanted to stress four key factors linked to what was perceived as being key to the successful implementation of the school plan 2013 goal (Inquiry Question) and accompanying strategies identified below. They are as follows: Implementation Strategies: 1.
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This plan is not prescriptive and is intended as a guide. Teachers and administrators are encouraged to use their discretion while progressing through the strategies/steps. The strategies /steps identified below are designed to foster increased connectivity between PSS personnel, students, and parents in the interest of supporting the learning culture. Best practice recognizes the critical role that relationships play in learning. No one group identified in the plan takes sole responsibility for following through the steps. The emphasis embedded in these strategies is on creating a shared, collaborative team response to the issues associated with student attendance. In the interest of generating a sense of connectivity and belonging between PSS personnel, students, and parents, the PSS staff is encouraged to reach out (phone calls, e‐mails, voice mail, Jupiter Grades, notes home, etc.) to parents at every opportunity to promote communication concerning student attendance and performance. Priority B: Belonging (2013‐2014) If we continue to focus on attendance, will additional attention on student belonging and
connectivity further impact learning and achievement at PSS? Rationale: Two years into a three year mandate, the PSS School Planning Council returned to the theme of school wide achievement. Three of the five parents joining the Council were new to Pen High with sons or daughters entering Grade 9. The remaining parents had children already in grade 10‐12. The teacher representative, Mr. Andy Botero, also returned to the 2014 Council. A new grade 11 student representative also joined the team for the first time. The vast majority of the meetings were spent reviewing last year’s plan and this year’s survey responses from both the 2014 PSS school‐wide culture survey and the 2014 BC Ministry of Education Satisfaction Survey responses. Last year the 2013‐2014 PSS School Planning Council recognized the link between achievement and attendance and recommended strategies in the School Action Plan that enable teachers to address ongoing late, truancy, and chronic absenteeism. Teachers were encouraged to use these strategies to respond to students whose achievement was affected by attendance issues. The council posited that achievement is impacted by attendance. Although the issue of attendance management is a chronic maintenance issue for any secondary school the Council advocated for a school‐wide refocusing on the issue of attendance in an attempt to impact achievement. This sustained focus on achievement for the 2013‐2014 school year brought about several conclusions/reflections: 1. That teachers throughout the year were systematically and successfully following through with conversations related to a contact protocol that begins first with students, followed by parents, counselors, and then school administration. 2. That communication between students, parents, and teachers about student progress has improved as a direct result of the implementation of a web based marks management system called Jupiter Grades used almost exclusively by ninety percent of all PSS teachers. 3. That teacher collaboration time was implemented in the 2013‐2014 school year after a lengthy consultation process to assist with developing professional dialogue and a learning environment that supports achievement, rigor and connectivity through community. 4.
That administration continues to deal with chronic attendance issues. In all of these instances the Council requested context for instances of excessive student absenteeism. There were two significant factors related to attendance of students who fell into this category. The larger group of students, where those students who were at serious academic risk due to a troubled personal life and or substance abuse issues. The second smaller group was composed of students excused from instruction by their parents for any variety of often minor scheduling issues. Significant discussion occurred with the Council surrounding this item. In the final analysis it was agreed that parents needed to be informed about the achievement implications these absences have on their children’s performance. Implementation Strategies: 1.
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Leadership Pep Rallies: Expand the number of leadership class led pep rally assemblies at key points in the year recognizing athletic and extracurricular achievement. LINK/Leadership “Buddy Up” project: Provide opportunities for senior students to pair up with incoming students for the first semester to ensure that incoming students connect. Recognition/Showcase Assemblies: Expand the number of assemblies where students are recognized for their effort inside and outside of instructional time. Provide a fall and a spring assembly designed around this theme. Celebrate achievements and student talent. PE and Intramurals for non‐athletic students: offer alternatives. Creating a club sign‐up day for students to become informed of activities in the school that might interest them e.g. Reach for the Top, Debating, Global Awareness Club, Choir, Me to We, Environmental Club, Drama: Improv Club, etc. PSS Survey question suggestion: Add a question pertaining to students’ interest in clubs. e.g. “What kind(s) of club(s) would you like see at PSS?” Transition planning for incoming Grade 8 students: Ensure that incoming grade 8 students connect with senior students in the spring before they enter the high school. Create opportunities to reduce anxiety and stress associated with entering a new much larger school. Demystifying the process. Collaboration Time Student Study Groups: Establish Student mentor groups that use collaboration time to connect with incoming grade 9 students by working in small groups of 4 or 5 throughout the year to review study habits and offer support. Year Long Teacher Pairing with at Risk Students: Teachers identify a student or two and ensure that they check‐in with them weekly throughout the year. Monitor – Daily Recognition/Validation Reminders: encourage students to connect with another student from another grade. PAC Parent Connect program: PAC Parents agree to reach out to a minimum of two parents and invite them to participate at a regularly scheduled PAC Meeting. Student mentoring Program: new students to PSS are linked up with a PSS student mentor for the few weeks of their introduction to PSS. Strengthen the commitment to the PSS Big Brothers & Big Sisters Program and our partner schools: Visit KVR Middle School and McNicoll Park Middle School once a month to connect with future grade 9 students to work at improving attendance and their sense of belonging and connectivity with their school. Priority C: Communication (2014‐2015) Will a continued focus on attendance, with additional attention to student belonging, connectivity, and communication processes further impact learning and achievement at PSS? Themes: Kindness, Caring, Gratitude, Compassion, Empathy, Sincerity. Rationale: This is the last year of a three year strategic plan. This priority and these strategies are borne out of the belief that they represent an extension of the first two priorities: Attendance and Belonging. Communication belongs to a process of consultation and informed understanding. The better we get at communicating decisions and sharing information the better we are at connecting with our community. The key to community is the value of providing opportunities for people in the community to connect. Networking and accountability go up as does involvement and engagement in the decision making process. Finally, the belief is that all three priorities and strategies are interconnected and interdependent. By reinforcing these connections we reinforce the sense of community and attendance in that community. Furthermore, we believe that by returning to the themes identified above, engagement will be a natural byproduct of reinforcing our partnerships and affording our members the opportunity to invest and be involved in the communication exchange. Improved attendance will positively impact learning and achievement for every student. Implementation: 1.
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Transitions to High School: Student Orientations and LINK crew Newsletter Daily Bulletin PSS Website Synervoice Social Media: Facebook, Twitter Recognition & Academic and Athletic Award Ceremonies Student led theme days & pep rallies Leadership Opportunities Assemblies, grade‐wide meetings, and cultural events (guest speakers) Lunch time guest speaker series (once Weekly) Yearbook Strategies to reduce the effects of exam stressors and anxieties (e.g. Cocoa & Cram, Kool‐Aid & Cram) PAC meetings & Grad meetings Jupiter Grades & Report Cards Parent Information Nights & Parent Teacher Meetings Strategies: *Please note the Priorities and Strategies identified above were compiled by the PSS School Planning Council after a series of meetings using data derived from Satisfaction Surveys, student, teacher, and support staff surveys, attendance information, and report card data. All of this information, although not attached is available upon request.