I. General Information
School Name: École Salish Secondary School
School District: SD#36 Surrey
Inquiry Team Members: haffner_m@surreyschools.ca, scott_lorne@surreyschools.ca, dhillon_jasmink@surreyschools.ca
Inquiry Team Contact Email: compton_l@surreyschools.ca
II. Inquiry Project Information
Type of Inquiry: Indigenous Education Impact Initiative
Grade Levels Addressed Through Inquiry: Secondary (8-12)
Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Land, Nature or Place-based learning, Other: Decolonized learning opportunities
In one sentence, what was your focus for the year? Our inquiry centres on identifying strategies that cultivate a safe and supportive classroom community, emphasizing teacher collaboration, continuous learning growth, and the implementation of decolonized learning opportunities through the LEAP program.
III. Spirals of Inquiry Details
Scanning: During our scanning process, we selected a male and female Indigenous student from each grade (8 – 12) who are in the LEAP program. We created a survey of the four key questions and had each student answer the questions. We collected the data and discussed the student responses as a team. From the scanning process we learned that many of the students have felt connected to their teachers, but not to what they are learning about and how they are learning.
These students were given an additional survey directly connected to questions about LEAP – an interdisciplinary learning program focused on the diverse needs of all learners.
Focus: We are focusing on the success rates of students in the LEAP program, with particular attention to the elements that support learners and foster growth. We believe that by incorporating decolonized learning opportunities, we can enhance student engagement and increase overall success.
Hunch: Student engagement in learning is on the decline. With instant access to information at their fingertips, students are becoming less inclined to engage deeply with traditional instructional methods. As a result, teachers face increasing pressure to make lessons more dynamic and relevant. Today’s students are natural multitaskers who thrive when given opportunities for hands-on, experiential learning. These interactive approaches not only pull students away from their devices but also promote deeper involvement with the material and stronger skill development.
Reflections for Year 1: This year, we’ve discovered that students are eager for meaningful and engaging learning experiences. They respond enthusiastically to place-based learning and often welcome the chance to step outside the traditional classroom setting. Many of the hands-on, place-based opportunities offered through LEAP challenge conventional educational models and reflect more decolonized approaches to learning. When students are able to demonstrate growth through these experiences, it reinforces the value of continuing to create and expand such opportunities. We’ve also seen that strong relationships—between students and their peers, as well as with their teachers—are the foundation of a positive and thriving learning environment.
Photo Description: 1) Cultural snowshoe at Grouse Mountain, 2) Visit to Vancouver Aquarium wet lab for Science, and 3) Heppell Potato Farm – students harvested potatoes then took them back to the plant for processing and packaging. Click to enlarge images.
Plans for Year 2: Next year, we will continue to follow the students who remain in the LEAP program, while welcoming two new Grade 8 students to replace the graduating Grade 12s. Our data collection will span a two-year period and include attendance records from both LEAP and other classes, survey results, academic reports, and anecdotal insights gathered from student interviews and conversations. The LEAP team will also continue to offer engaging, place-based learning experiences to explore how these opportunities contribute to increased student success.