I. General Information
School Name: Charles Hays Secondary School
School District: SD#52 Prince Rupert
Inquiry Team Members: Carla Rourke: carla.rourke@sd52.bc.ca, Aja Lihou: aja.lihou@sd52.bc.ca, Coretta O’Brien: coretta.o’brien@sd52.bc.ca, Raegan Sawka: raegan.sawka@sd52.bc.ca, Karina Anderson: karina.anderson@sd52.bc.ca
Inquiry Team Contact Email: carla.rourke@sd52.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Transitions Study
Grade Levels Addressed Through Inquiry: Secondary (8-12)
Curricular Areas Addressed: Career Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Mathematics / Numeracy, Science, Social Studies
Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Community-based learning, Core competencies (for example, critical thinking, communication, problem solving), Experiential learning, First Peoples Principles of Learning, Inclusion and inclusive instructional strategies, Indigenous pedagogy, Land, Nature or Place-based learning, Social and emotional learning, Transitions, Universal design for learning
In one sentence, what was your focus for the year? We explored using a multi-year, academically focused cohort model to see if we could establish a greater sense of belonging and connection to impact transition rates positively.
III. Spirals of Inquiry Details
Scanning: During our scanning process, we recognized groups of learners in their grade 9 year who were not feeling connected to the school community. They were not able to identify two adults who believed in them; many of these learners were not attending consistently, and when at school, were not engaged in their learning. The school team (administration, Indigenous mentor, educational assistants, teachers, and counsellors) flagged these students as requiring a more intentional focus on building relationships and a sense of belonging.
Focus: We hoped that through relationship building, positive connections, and a greater focus on Indigenous pedagogy, students might develop a more positive view of themselves as learners and take more ownership over their learning. Two years into this cohort, the learners’ grade 12 year, our scan suggested that we focus on transitioning into adulthood, post-secondary, entering the workforce, and community connections.
Hunch: We had a hunch that if learners could develop a relationship with this educational team, they would feel a greater sense of belonging and, in turn, academic success. The educational team would be able to understand their learning and social-emotional needs better and teach more effectively with that knowledge.
New Professional Learning: This year our team spent professional learning time focused on social-emotional learning (SEL) with clinicians, academics, educational leaders, and Indigenous authors. A continuous practice in our professional learning is exploring and sharing our experiences and philosophies. We learn from regular professional conversations and working with community leaders/knowledge holders.
Taking Action: Our transitions inquiry project focused on a multi-year cohort model from grades 10-12.
CHSS established two groups of students to take four academic courses each year with two teachers and an Indigenous mentor. (Grade 10: EFP 10, Careers 10, Science 10, Social Studies 10. Grade 11: EFP 11, Film and Television 11, Environmental Science 11, Contemporary Indigenous Studies 12. Grade 12: EFP 12, Apprenticeship Math 12, BC First Peoples 12, Career Life-Connections 12).
These core academic courses were regularly taught through cross-curricular, project-based learning rooted in place with a strong foundation of Indigenous First Peoples Principles of Learning woven into each area of study. Whenever possible, we’d learn on the land and involve our local community.
We relied on Universal Design to ensure every student had an entry point into the curriculum. From there, we learned how to support students with the learning activities. Due to our strong relationships, we understood who needed encouragement and some pushing to bring out their best. Over time students felt comfortable advocating for themselves because of an established trust.
Checking: We were very surprised and satisfied by our results. The evidence speaks for itself. The depth and thoughtfulness of our learners’ responses over the three years overwhelmed us. We had expected some positive outcomes because we had trialled a shorter-term cohort before this with good results. The three-year, academically focused cohort yielded results beyond our imaginations. All learners reported a range of personal achievements, increased feelings of connection, and deeper appreciation for our courses’ place-based, Indigenous cultural focus. By listening to our students’ collective responses, we identified further benefits and reasons for the effectiveness of a cohort model we hadn’t originally identified, such as the incredible value of strengthening peer-to-peer relationships and building a sense of safety at secondary school.
See this link for additional student voice data: https://noiie.ca/wp-content/uploads/2024/06/CHSS-Additional-Transitions-Data-.pdf
Reflections/Advice: Advice: A cohort model needs to grow organically from established professional relationships at the school. For example, if a group of educators wishes to work together for the first time, opt for a mini-cohort experience over one semester to ensure they work well together. It helps to have similar philosophies, clear expectations, trust, and a shared vision for the group’s goals. The same is true for identifying students for the cohort experience. We often developed a set of criteria for the school-based teams or classroom teachers to refer a student for the opportunity. The student(s) and their families need to be provided with information about what the cohort format and experience will look like.