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Action Plan for Learning
Kumsheen Secondary School
2017-2018
Respect-Responsibility-Responsiveness-Resourcefulness
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School Community
Kumsheen Secondary School is set on the traditional territory of
the Nlaka’pamux people and is the hub of Secondary learning in
rural Lytton, BC. Situated at the confluence of the Fraser and
Thompson Rivers, Kumsheen Secondary serves 69 students from
Grades 8 through 12. The culture of Kumsheen is one of caring
and kindness while promoting high academic expectations and
social belonging.
Students of Kumsheen Secondary join us from the village of
Lytton and surrounding communities of Cook’s Ferry, Nicomen,
Lytton First Nation, Skuppah, Siska, and Kanaka Bar. Our region
is rural and socio-economically challenged, which impacts
attendance, engagement and readiness to learn.
Geographic and socio-economic challenges of the region
encourage our vigilance to strive for equitable access to
service and opportunities for children and families. It is our
hope to continue to inspire our students to take risks, be
adventurous, determined and welcoming of opportunities to
support the maintenance of long term relationships and
community connections.
The last six years have held witness to a significant intent of the staff to nurture a school culture
rooted in strong, caring relationships with students. Students have been encouraged to explore
their sense of belonging, and making the school a place they want to be.
Past priorities have been to support increased attendance for all students; student satisfaction
and engagement in their learning community as well as increase diversity of land and project
based experiential learning opportunities.
Valued school programming opportunities have included, but are not limited to:
Community Integration Week Projects
Outdoor Education Experience Programs
Bamfield Science Exploration Field Trip
College and University Visitation trips
Organized Athletic programs and
opportunities
Experiential visits to Career, Trade and
Technology Expos
Artists in Residence (carvers/ glass
blowers)
Project Based Learning opportunities
Traditional culture and harvesting
opportunities
Connections to communities and Elders
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It is important that there be opportunities
for Kumsheen students to learn in
alternative environments, and to honour
place-based learning pedagogy that
endorses the necessity of diverse learning
opportunities and connection building for
student growth.
Kumsheen’s diverse student population
has challenged the school community to
meet and engage with the needs of
individual learners in meaningful ways.
The staff continue to explore scheduling
options and alternative program delivery
within the school’s capacity to address
student retention concerns inclusive of
promoting social responsibility, emotional
health and belonging, and learner
engagement.
The school facility has the capacity to support opportunities to engage and challenge student
learning. Active participation in programs designed to promote careers in Trades, and the
successful implementation of an outdoor program has allowed for student retention while
allowing learning opportunities in an outdoor setting.
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Dream: Our Three Year Goal
Our dream is that all students graduate from Kumsheen Secondary School with the skills to be
self-motivated, resilient, and self-regulated learners. We hope to develop a reputation of a
school of excellence; empower our students to build a strong voice, community connections and
sense of engagement in their own learning. We plan to empower each learner to achieve
learning to high expectations.
We will delve deeper in to engagement of assessment of and for
learning and supporting students to build stronger connections with
what they are learning. With the support of BC’s new curriculum
and an emphasis on core competencies and big ideas, we would like
to focus on project-based and experiential learning opportunities to
support resourceful and resilient learner trait development.
It is our intension to engage in the authentic integration of the First People’s Principles of
Learning (www.fnesc.ca/learningfirstpeoples ) to guide the practice and planning of all
curricular subjects; to actively connect with the Indigenous culture and our communities. We
will access to technology to support the learning process for our students to find and share
knowledge.
We dream to support the learners in our school to success.
•Putting learners at the center
•Emphasize the social nature of learning
•Understand that emotions are central to learning
•Recognize individual differences
•Stretch all learners
•Use assessment for learning
•Build horizontal connections (OECD 2010)
What works for
LEARNERS
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Design
As we reflect on how we as a staff team can
support students who struggle with self-
motivation, resiliency, and self-regulation, we
continue to build expertise in engaging secondary
students in Project-based and experiential
Learning while also building connections for
students to find relevance in their learning.
Three Year Plan
This three-year plan will be revised each year as
informed by the teaching team’s reflection on the
progress each year.
This Year
Research and engagement in practices to support skills and strategies for Social Emotional
Learning.
Continue to reflect and discuss classroom attendance, student learning success and factors
effecting student engagement
Engage meaningfully with the Ministry of Educations’ Core Competencies for learner
agency utilizing learning maps and learning conversations with students and families
Continue to enhance our programming for Place-Based Outdoor Education learning
Reflect on results of student participation in response to the ‘4-Big Questions’.
(Kaser & Halbert 2013)
How is it going
with your learning?
What are you learning and
why is it important?
Can you name two people in
this setting who beleive that you will be a success
in life?
What are your next
steps?
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Create a time table to reflect collaborative planning, teaching, and learning. Provide
freedom within the time table for students to work on multiple curricula in each session.
Provide professional development opportunities for staff around growth mindset and
trauma-informed practice.
Plan and deliver small scale maker-space projects (across two subject areas).
Collaborative planning and peer mentoring
Engage in community based projects; authentic engagement with indigenous learnings.
Support students to successful engagement in activities to support Careers in Trades
Revisit and reflect on goals a minimum of 3 times per school year. Revise as needed.
Year Two:
Provide Opportunities for student led learning and inquiry
Continue with musical and artistic projects begun the year before
Implement revisions from first year reflection
Continue to provide professional development opportunities for project and land based
activities.
Enhance Outdoor Education Program to include new and ‘next level’ learnings and
connections.
Effectively plan for intention health and mental wellness activities in the school
Make community connections to bring knowledge about projects into the classes
Students engage in projects across multiple subject areas (more than three)
Staff continue to plan collaboratively and reflect on practice
Students advocating for community issues and opportunities/ partnerships
Three exhibitions where students will share their final work with families and the
community.
End of year two reflection and revision planning for year three
Year Three:
Implement revisions from year two reflections
Envision a new Destiny.
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the
knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel
and show empathy for others, establish and maintain positive relationships, and make responsible decisions
(casel.org/social-emotional-learning)
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Destiny
How will you measure growth and success?
Reflection on Monthly Attendance and failure to attend classes when in the building
Student responses to the ‘4’ Questions supporting insight to learning agency
Student learning maps shared during parent and family Learning Conversation
reporting that follow their exploration into the Core Competencies over the school year.
Comparing course completion rates from the 2016-2017 school year.
The ability for a student to identify ways that they feel they have agency and a sense of
belonging in their Kumsheen learning community.
Action Plan targets as outlined in the Year 1 Plan
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Baseline Data:
Each graph shows data of responses from the student satisfaction survey. The response of
students is shown as a percent of all students.
Student Satisfaction Survey Data – May 2017
0
5
10
15
20
25
30
35
40
45
50
Not at all True Somewhat True Very True
PE
RC
EN
T O
F S
TU
DE
NT
S
I feel what I am learning is relevant to me
Oct-16 May-17
0
10
20
30
40
50
60
Not at all True Somewhat True Very True
PE
RC
EN
T O
F S
TU
DE
NT
S
I feel the skills I am learning at school will
help me succeed in the future
Oct-16 May-17
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0
5
10
15
20
25
30
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45
Not at all True Somewhat True Very True
PE
RC
EN
T O
F S
TU
DE
NT
SI am proud of my school work
Oct-16 May-17
0
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Not at all True Somewhat True Very True
PE
RC
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TD
UE
NT
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I know where to get help if the teacher is
not available
Oct-16 May-17
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Student Response to 4 Key Questions for Learners
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Not at all True Somewhat True Very True
PE
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SI am encouraged to share ideas with others
Oct-16 May-17
0123456789
10111213
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Can you name 2 people in this setting who believe that
you will be a success in life?
Students that participated in the survey
Students able to identify two people
Students that were able to identify one person
Students that could not name anyone
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“I’m learning about baking and cooking. I’m glad because it’s a stress reliever.” – Grade 12
“I plan on going to BCIT to take up their 3D Art Program. Then I will try to work at an anime
company.” – Grade 12
“My next steps are managing my time better, then attend post-secondary.” – Grade 12
0123456789
1011
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
What are you learning, and why is it important?
Students that were able to clearly identify something they're learning
Students that were unable to articulate what they're learning
Students that were able to state a connection to why it was important
Students that were not able to state the connection to why it was important
0
1
2
3
4
5
6
7
8
9
10
11
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
How are you doing with your learning?
Able to express where they are as a learner Unable to express where they are as a learner
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“I’m learning how to write an essay. It’s important because everyone should know how to write
an essay. In school we learn everything because we need too.” – Grade 10
“I’m learning to not worry about what people think about me and to just be myself. It’s
important because of many reasons.” –Grade 9
“I’m learning how to pay attention in class more. It’s important because then I’ll know what to
do.” –Grade 9
0
1
2
3
4
5
6
7
8
9
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
What are your next steps?
Able to identify goals Unable to identify goals
