Human & Social Development

Goal: Student will feel welcome, safe and connected to their school.

 

 

Here's What

Click HERE for relevant data (Student Learning Survey – Grades 4,7,10,12; Middle Years Development Instrument (MDI) – Grades 5,6 and 8; Grade to Grade Transitions – Grades 9-10, 10-11, 11-12).

Other District and Provincial Performance Indicators:

  • Tell Them from Me Survey (Grades 8 @ secondary, 9 and 11)
  • Attendance Rates

The District has been using three surveys with various grades over the past few years (Tell Them from Me, the Student Learning Survey, and the Middle Years Instrument). This year the decision was made to use the various surveys consistently at the same grade level moving forward to allow for a comparison of results year to year.

Find out what the data means, both for our District and for our students.

So What?

Notices

  • We continue to see consistent results from year to year on the Student Learning survey questions around feeling welcome, safe and a sense of belonging.
  • These results are consistently at or slightly above provincial averages.
  • Results for Aboriginal, CYIC and students with diverse abilities are in line with the provincial average, however, they continue to be lower than other groups of students within our District. We have work to do specifically with these multi-barriered students.
  • In terms of transitions from grade 10 to 11 and grade 11 to 12, results are consistent from year to year and closely resemble the provincial averages. This trend is seen for all the different groups of students monitored.

Wonders

  • Will our District’s continued focus on Ensouling our Schools and building compassionate classroom communities eventually lead to an increase in student belonging results?
  • Will the District wide implementation of Ukeru Training around trauma informed practice also help contribute to an increase in student’s feelings of belonging and safety?
  • How can we continue to improve student and staff engagement with these survey methods to ensure that our results are an accurate reflection of our District?

What steps is the District taking to reach our goal? What are we doing to better serve our students?

Now What?

A. Social Emotional Learning

  • Continue to provide professional learning for educational staff around Social Emotional Learning through a four-part dinner series with Dr. Jody Carrington.

B. Trauma Informed Practice

  • Year one of a two-year plan to have all educational staff certified in Ukeru Trauma Informed Practice by the end of the 2023-2024 school year.
  • Priority schools to receive enhanced support from Complex Trauma Resources.

C. Aboriginal

  • District to engage in process to revise and update the Aboriginal Enhancement Agreement in 2022-2023.

D. Anti-Racism

  • Bakau Consultants to work with District staff to engage in a process with all rights holders and partner groups to establish a Vision and Action Plan focusing on anti-racism
  • Continue to provide staff development and resources supporting our focus on anti-racism and anti-racism curriculum. (see appendix for more details)

E. Youth Engagement Project (YEP)

  • Following the guidance of student’s involved in the YEP, the District is actively engaging community partners to provide open doors for youth seeking support.
  • District Vice Principal Children in Care working out of Foundry three days a week.

F.  Children in Care

  • District Vice Principal Children Youth In Care (CYIC) responsible for the following:
    • Supporting transitions throughout the educational system and into adulthood.
    • Reviewing data from District created CYIC dashboard to further inform District interventions and strategies for CYIC success.

G. Review/Evaluate Mental Health in Schools strategy in Langley

  • District Healthy Schools, Healthy Staff Advisory Committee to undertake a comprehensive review of the MHIS Strategy to determine which areas our district is already meeting the strategy and which areas our district requires to implement further supports.
  • Train the District Leadership Team in Compassionate Systems Leadership over the next 3-5 years.

 

H. Review School Action Plans to ensure alignment of specific goals and actions in relation to our continued focus on Ensouling our Schools and supporting our commitment to Social Emotional Learning, Truth and Reconciliation, the Aboriginal Enhancement Agreement, anti-racism and inclusion with a focus on the success of Aboriginal learners, Children and Youth in Care and students with diverse abilities.

District Goal: Promote the Mental Health in Schools Strategy, through embedding positive mental health in all aspects of the education system, including culture, leadership, curriculum and learning environments.