Report
February 20, 2007
Supporting Student Success
Secondary Student/Director Conversations
HIGHLIGHTS FROM 11 SECONDARY SCHOOL VISITS
1. What contributes to students feeling that they belong at your school?
• Size seems to be a factor; students in smaller schools think that is a strong contributing factor to their sense of belonging and are willing to trade limited course options and extra curricular activities for this sense of community “It’s how you feel at the end of the day”
• A system of “houses” or “clans”
• A focus on supporting grade 9s; LINK Crew, Grade 9 Welcome Week, grade 9 BBQ
• Peer helpers huge factor in helping grade 9s belong; lots of peer helpers make positive comments to younger students
• Being a part of something that is made by students e.g. trailer for canoes
• Feeling welcomed by staff and students
• Teachers with a happy attitude towards teaching
• Open minded teachers; easy to talk one on one
• Teachers seems to be friends; they help students
• Teachers create a positive environment
• Teachers know you; they notice if you need help
• Staff are like a blanket; warm and comfortable
• Teachers say “hi” and have a good relationship with the students
• Teachers try to find a way to connect with all students
• Teachers who are passionate about their subject
• Teachers who have a heart for kids; not counting down the days to retirement
• Teachers who care for kids; who go further by coaching and supervising
• Teachers in shop classes make students feel comfortable; never discriminatory towards girls
• Most students have at least one adult they could go to with a personal issue
• People need a reason to come to school; class doesn’t do it all the time
• Students are at the same level; there isn’t an obvious hierarchy
• Pictures around the school of teams, clubs, framed articles about students and staff
• Wall of Fame which is updated regularly
• Assembly where students are recognized for being on the honour roll, regardless of pathway
• Awards are inclusionary
• Lockers are randomly assigned
• Awesome yearbook where everyone in the school has a candid picture
• Lots of activities, not just athletics
• Bluewater DSB is seen as backing students
• Staff using student washrooms makes students feel more secure
• “Skids” are the most inclusive, welcoming, friendly group in the school
2. When would students feel unsafe in your school?
• Lock down drills made students think about what could happen
• If you don’t have close friends or any group to belong to
• Grade 9 is the most difficult; natural intimidation for grade 9s
• Entitlement mentality amongst grade 12s; they want respect but they don’t give it
• Gay people would feel unsafe; school is a reflection of society
• It is more acceptable for a girl to be a lesbian that for a boy to be gay
• “Why do straight people get to decide what’s right?”
• Most teachers ignore gay comments; others respond
• Some racist comments would indicate students of different ethnicity might feel unsafe
• Rural areas are seen as less accepting towards people of non which ethnic groups; they have less exposure and a lack of understanding
• New students seem left out in some schools
• In certain halls, change rooms, in parking lots, in smoking areas
• At dances when students are drunk or stoned
• Parental pressure about marks; trying to please parents
• Students with disabilities; negative comments have been heard and some people laugh at them
• Having an IEP can focus attention on a student
• Going to the resource room can result in a person being called stupid or retard which impacts their reputation in a negative way
• Lots of students wouldn’t have at least one caring adult in the building (more that 10 but less than 100)
• Physical plant can be unsafe; falling ceiling tiles, loose doors, leaky roof
• Being seen in a waiting room waiting for public health nurse
• Response to bullying can depend on who the student is e.g. their role, past history, parental involvement, family demographics
3. How does your school promote wellness?
• |
Cafeterias vary from all healthy food, to a combination of healthy and unhealthy to just unhealthy |
• |
In cafeterias with a combination, often healthy food is more expensive and in more limited quantities |
• |
Students are aware of the importance of revenue generation and staff job security related to cafeteria operations |
• |
Revenue is being lost because of lack of options |
• |
Breakfast programs were seen as positive |
• |
Milk machines |
• |
Vegetarian options in some schools appreciated |
• |
In grade 9 students tend to “go nuts” with unhealthy choices but it tapers off |
• |
P.E. program; more than more mandatory credit is recommended |
• |
Grade 9 PE program needs to be more engaging |
• |
PE classes need some competition but could be less competitive |
• |
Ball sports are discouraging for some who would not take gym again |
• |
Personal fitness appraisals were seen as positive |
• |
Need to expand options for fitness e.g. aerobics, cycling, racquetball |
• |
Intramurals are great |
• |
Organized events at noon just for fun; not just competitive |
• |
People can go for a run and use the showers |
• |
Better chance of making school teams in small schools |
• |
Organized teams; practice times and cost can restrict involvement |
• |
Some students knew about “Stepping Out on the Bruce Trail” which influenced student attitudes about fitness; it was good to see staff involved. It made them seem more approachable because they were doing something |
• |
Imbalance of boys and girls in senior PE classes often influences program e.g. floor hockey vs dance |
• |
Lots of interest in dance classes |
• |
Varying degrees of access to gym and weight room facilities; in some schools only once per week; in others quite open access |
• |
“Fit for Life” P.D. program is a great way for students to develop a personal plan but some leave the course because of the need to put forth a real effort |
• |
Co-ed gym classes in grade 12 with real world athletic connections promotes wellness |
• |
Differing views about how to address mental health issues; in some schools guidance was seen as a place to go. Other schools suggested guidance was for academics and not personal issues. Some students would go to another adult on staff. Some felt a “social work” type position in schools would assist. Others thought additional time for the health nurse. The needs were clearly identified; no consensus on how this need could be address |
• |
There is a need for more individual counselling re depression, eating disorders, family crises |
• |
Mandatory counselling appointment for all students; often students need support but don’t take the initiative to make an appointment |
• |
Important role all staff (not just teachers) play in supporting students |
• |
Students don’t think teenagers are any more depressed now than they have ever been; when students are just sad which is part of the ups and downs of life, if gets categorized as depression |
• |
“Blue cards” with contact names for students |
• |
Health nurses are great but too busy |
• |
Peer mentors are a good source of support for students in crisis and seem aware of how to refer serious matters through guidance |
• |
Sexual health clinic seen as positive and students very comfortable with the person who comes to run that clinic |
• |
Some teachers really care but the issues that students face are outside their area of expertise e.g. 3 students were considering suicide because they felt they had no purpose in life |
• |
Resource teachers approachable and will sit and work on solutions with students |
• |
Open communication about switching deadlines/expectations depending on personal situations |
• |
Two dates given for assignments; provides flexibility |
• |
Smoking still a concern; people may do it to be accepted in a group |
• |
Anti-smoking message using pig’s lung doesn’t have the desired impact because students are desensitized |
• |
Actual case studies about the impact of negative health choices would be most effective e.g. “Death by Jib” was really powerful |
• |
OSAID, SAVE |
4. What ideas do you have to make all students feel valued at your school?
• |
Teachers set up groups so that people don’t get left out if they choose their own groups |
• |
Blended classes permit people to associate with new people |
• |
Events that are welcoming for all e.g. Weststock |
• |
Different kinds of clubs that anyone could join e.g. Simpsons Watching Club, Best Cheese in Ottawa Club, Get 16 People and you have a club |
• |
Find something for students to be part of |
• |
Be flexible about how and when students can be involved |
• |
Don’t have structure limit who can help out |
• |
Clubs are basically music and sports; need more diversity |
• |
SPEAK addresses a lot of issues and involves a lot of people |
• |
Anti-bullying week was seen as positive |
• |
When no teacher says the academic stream is best |
• |
Structures make it difficult for some people e.g. time limits on exams and tests which cause stress |
• |
Trend to thrift stores will help all students feel valued |
• |
COOP pictures show a variety of careers |
• |
DL students could be more involved |
• |
“Women’s Class” was seen as a positive environment |
• |
Stars at front of school with everyone’s name |
• |
Wall of Fame |
• |
Assemblies where all kinds of accomplishments are recognized e.g. best title page in computer |
• |
Ensure not only athletics get a high profile in the school |
• |
Recognize Skills Canada more |
• |
Yearbook with everyone in it |
• |
Roles for DL students; they do their work with a smile, DL students aren’t teased |
• |
Vegetarian week |
• |
If every student could meet one person outside their social circle to develop a greater understanding of others it could help |
• |
Some teachers don’t like some kinds of kids |
• |
Teachers could become more involved; when involved teachers retire it is hard to find help or teacher supervisors |
• |
A perception that teachers come down harder on students who aren’t planning to attend college or university |
• |
Certain staff members tend to favour certain students based on involvement in a particular club which doesn’t value all students |
• |
Stop the favouritism that seems to exist towards people who participate |
• |
There is a perceived difference in how less academically able students are treated |
• |
Students who fit the “ideal image” of the student get treated better |
• |
Teachers who provide e-mail addresses and support outside of school contribute to students feeling valued and shows caring towards students |
• |
Need to accept differences with students which starts with administration |
• |
Talk to students who aren’t participating and try to find activities to suit some of them |
• |
“Skids” don’t feel valued; they are outsiders |
• |
Inclusive Schools Committee had an impact when it was operational |
• |
Leadership class plans to bring in a facilitator to deal with issues |
• |
LINK Crew has made grade 9 students feel more comfortable |
• |
Getting all senior students involved or more knowledgeable about LINK Crew would help respect between junior and senior students |
• |
Pride and Prejudice announcements |
• |
Grown up gay/lesbian people to tell coming out stories to gay/lesbian students, their friends and open minded people |
• |
Make sure all grade 9s see “Confronting Homophobia” |
• |
Invite people to talk about their culture e.g. Afghani people |
• |
Have drama club do a production about different cultures |
• |
If their opinion mattered |
• |
Place for people to write down ideas; student council mailbox |
• |
Accomplishments recognized e.g. framed art |
• |
Students like to be able to look around the school and say “I did that!” |
• |
Transportation to support before and after school involvement |
• |
Love credit recovery room; teachers are amazing to help |
• |
The use of Kurzwell and Dragon Dictate is seen as supportive |
• |
Giving choices about how to present your knowledge |
• |
Presenting the program in a way that addresses different learning styles |
• |
When classes just read a book, do questions and take it up…some students feel less valued because it doesn’t reflect their preferred style of learning |
• |
Rubrics and examples of student work assist students |
• |
Relating class work to student interest |
• |
Demonstrating the benefit of the trades |
5. How can parents get involved in your school?
• |
“I wish they wouldn’t…rather they didn’t know”; “I hate when my parents get involved” “it can be embarrassing” |
• |
School is a place to be on our own, to develop independence |
• |
Parents can’t hold your hand; we’re preparing to be on our own |
• |
They’re busy, no one takes the time |
• |
Don’t give them more information |
• |
If you’re doing well, parents elevate the expectations and then future issues are more of a problem |
• |
Could serve as extra curricular coaches e.g. sports night run by parent |
• |
Donate money to sports teams |
• |
It’s great when parents come to be in the audience for music, sports or drama events |
• |
Parents can be advocates for their children in academic and behaviour issues |
• |
If there was an issue, students are open to having their parents involved |
• |
Appreciation for teacher’s flexibility in accommodating parent schedules was shared |
• |
Most teachers try to keep in contact with parents |
• |
Some parents feel bullied by teachers |
• |
Can’t win with a teacher; administration always takes staff side |
• |
Parents need more information about signs of depression in their children; a parent hand out with key look fors was recommended |
• |
SCCs produced a variety of comments; many didn’t see the link to students. “SCC very involved, do a good job but not connection with others or influencing beyond the group” “SCC talks about ‘what could we do’…many hypothetical conversations. “SCC is seen as a puppet to the Board, saying what the Board wants them to say.” “Many people are on it but students don’t know exactly what they do” “Some parents got fed up in elementary schools with the focus on fundraising”. Not the same support from parents being on the SCC used to be a status position but not anymore |
• |
Class trips |
• |
Parent teacher interviews: varying views about why parents go or not |
• |
Parents who most need to come to interviews don’t come |
• |
Some parents would rather talk with teachers than read a report card |
• |
Report cards seem a little too much sometime e.g. interim report is based on a short timeframe |
• |
Report cards are of great interest to parents |
• |
What teachers say is often more valued by the parent than what the student says; this is a source of frustration |
• |
Parents more interested in marks than work habits; pressure from parents about marks |
• |
Newsletters don’t get home |
• |
Parents could support with an off site prom |
• |
Parents could assist with tryouts to provide a neutral perspective |
• |
Parent volunteers |
• |
Parents should support anti-bullying |
• |
Radio show “Behind the Scenes” are article in local papers helps to keep parents informed |
• |
Unfortunately the community often hears about bad things kids do which doesn’t give a realistic view of a school |
• |
Food drives |
• |
Synervoice (Parents get irritated but it is a good way to inform them) |
• |
Flyers in report cards |
• |
Driving students |
RANDOM THOUGHTS:
• |
Civics/Career Studies; some aspects not presented at the right time i.e. would be more relevant in grade 12 than grade 10. |
• |
Resume in course useful in grade 10 |
• |
Teachers who conduct their classes with “work place” expectations are respected and make students want to be good |
• |
Opportunities for correspondence or on-line courses |
• |
More hands on learning is seem as more engaging than learning from textbooks |
• |
Course options are impacted by staff changes |
• |
Some classes are taught by teachers without expertise in their area |
• |
Important to have teachers who have a passion for their subject area but more important to have teachers who have a passion for helping students learn |
• |
Easier to talk to a teacher who really cares about your learning |
• |
Gear programs towards student interest e.g. horticulture, agri-business |
• |
First Time/Full Time conference was a great program where students got needed certification |
• |
The power of drama programs to include students, authentically engage them in their learning and to shape attitudes was a recurring theme |
• |
Math needs more links to the real world |
• |
ISUs would be a better demonstration of understanding than exams which are limiting and stressful and often only measure memory |
• |
Extra help from teachers show teachers are really committed to the success of students |
• |
Guidance focus is more on college and university; apprenticeships and work pathways are more promoted through the technology department |
• |
Textbook images should depict diverse families and not just mom, dad, 2 kid stereotype |
• |
College level classes tend to have a more pessimistic atmosphere |
• |
Some U/M classes are segregated initially; the U students can give the M students a hard time; the quality of the relationship between the student and teacher can be impacted by where you’re headed |
• |
Some teachers make you feel stupid if you ask certain questions; sometimes you get a chuckle and a quick response that isn’t helpful |
• |
Appreciation for more use of media in school program |
• |
“High school defines you...it makes you who you are” |
| 
Home 
Home
Board Meetings