SCHOOL PLAN North Island Secondary 2021-2022 - School District No. 85
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“Bringing Learning to Life”
North Island Secondary
SCHOOL PLAN
2021-2022
Principal: Jen Turner
Submitted: September 10, 2021
NISS 2021/2022
Introduction – School Context
School Mission Statement:
Our central focus is to enable ALL learners to fulfill their potential.
School Context:
At North Island Secondary School
North Island Secondary is a regional school and represents five separate communities-
Alert Bay, Port Alice, Port McNeill including Hyde Creek and Nimpkish Heights,
Sointula and Woss. Both staff and students are excited about opportunities to learn on the
traditional territories of the Kwakwaka’wakw and local lands. Our total student
population is 307, and the students from outside of Port McNeill travel by school bus or
ferry. Some spend as much as two hours per day travelling to and from school. Several
students from Port Hardy have chosen to commute daily to NISS for their education.
In order to make sure students are the center of learning at the school, NISS staff strive
to have inclusive and purposeful lessons. From creating thorough course outlines, to
planning high quality and engaging lessons, the staff works to meet the needs and
advance the learning of all students.
In conjunction with a full range of regular academic programming at the school, students
at North Island Secondary have access to Fine Arts courses including Guitar, Media Art,
Graphic and Studio Arts. Trades classes include: Woodworking, Carpentry and Joinery,
Auto Mechanics, and Metalwork.
For students with an interest in the sciences, our school provides senior level courses in
Anatomy & Physiology, Chemistry and Physics. In regard to the humanities, English is
offered as a hybrid with English and First Peoples English resources. B.C. First Nations
Studies 12, Social Justice 12, Law 12, Kwak’wala 9-12. and History 12 have been
choices for students.
Student involvement in Home Economics classes has led many to graduating students on
to careers and post-secondary education in the area of Food Services. The students in the
food courses also provide catering services for local meetings and events which support
school programs and creates a great sense of relevance for learners. Textiles is another
popular course and students can be seen knitting, sewing, making button blankets,
pillows and bags. Art and music classes are very popular as well. We have added silk
screening to the art program and numerous instruments to the music program.
Our newly renovated science rooms opened for student and teacher use. These rooms
have been updated to include a wash station, a green house, new bio and chem labs, a
highly secured and vented chemical storage and advanced digital technologies for
teacher presentations.
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NISS 2021/2022
We take pride in the diverse nature of the courses North Island Secondary School has to
offer students from grades 8-12 and in our growing community partnerships.
We believe in mentorship for staff and students and this in seen in staff actively seeking
out mentors and mentors willing to step in and work with others. The same goes for
students; many in the senior levels opt to mentor younger students by becoming Learning
Leaders and peer-tutoring in classes. They often choose a course that they enjoy and then
share that love of learning by assisting younger grades in those courses.
Wellness for all is now a huge focus in the educational setting, we have had wellness
workshops at staff meetings and during In-Service days. All the Learning Support
teachers, the Counsellors, and the Child and Youth Care Workers have put programs and
activities aside for students who need them when they need them. You can visibly see
the difference in students once they are reminded of some of these programs and
applications.
Aping Timeout C
Access and Opportunities:
Students have a variety of options during their 5 years at NISS. As early as the grade 8
rotation of Careers class, we find out what the educational and vocational goals and
aspirations are of the students.
We work closely with members from the Town of Port McNeill, Community Futures, the
Chamber of Commerce, the Namgis First Nation, and businesses around the North Island
to create connections and relationships among the student body and the locals. Many of
the businesses provide opportunities for the youth to gain experience, to gain more
information or to even work in their space.
For a rural high school, we offer as many opportunities for students as some of the larger
high schools in BC. This is due to the many talents of the teaching staff and many local
community members willing to work closely with the school. In addition to the
traditional course offerings, we are fortunate to be able to offer the following: artist in
residence in both the Shared Understandings Class (Indigenous art) and in the Art classes
(Pottery classes); an expanding music program (we even have our one NISS school
band), multiple languages in our Language Lab (Kwak’wala, Japanese, French, German,
Spanish); a shops program (Metal, Wood, and Auto), Foods and Textiles; Senior
Sciences as well as Lab Tech training, Outdoor education; Law and Social Justice, and
Computer Studies.
We work closely with the Namgis nation to have elders and role models to come into all
of our classes. We have a a Language and Culture tutor who assists with the teaching of
the Kwak’wala language and the local culture. Students partake in traditional food
preparation, knot tying, drum making and much more. Our totem pole created, by
resident Kwakwaka’wakw artist, Don Svanvik, in 2018 is a symbol of the family
(Namiyut) feeling at NISS. It demonstrates the community connections and strength as
Indigenous and Non-Indigenous youth and families work and learn together. This pole
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NISS 2021/2022
project has a direct impact on our youth, their families and community and it inspires all
young artists and further enhances cultural understandings.
We also have a Learning Commons has become the central focal point of the school. It is
a place for teachers, the teacher librarian, and support staff to collaborate and experiment
with the curriculum, build inquiry learning, work on critical thinking skills, and integrate
technology for students. The physical design of space, the Learning Commons has
become a safe and comfortable place in which students can learn and socialize. In the
past couple of years, we have a computer lab so that students have more space to access
online resources. We also have two additional computer labs, as well as two portable
computer carts to help support the demand of digital technology use and integration
within the new curriculum. The computer carts house about 60 Google Chromebooks
that are used throughout each day.
Dual credit university courses have gained popularity with students. A partnership with
North Island College was renewed for this 2021/2022 school year. The partnership
includes office hours at NISS for NIC advisors and father dual credit options for
students. We have had many students enroll in a dual credit partnership with NIC, taking
a variety of first year university classes. It is our intention to continue to grow this
programming and relationship with NIC and VIU.
Also enriching access for students with employers is a priority at NISS. NISS continues
to monitor and place students in the Youth Work in Trades (YWIT) our Forestry
Program and work experience in partnership with local employers.
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NISS 2021/2022
NISS STUDENT CODE OF CONDUCT
(Established 1995/revised in September 2021 by School Community)
This code is designed to provide guidelines for appropriate student conduct while under
the jurisdiction of North Island Secondary School.
Our school Code of Conduct can be represented by three phrases:
TAKE CARE OF SELF
TAKE CARE OF OTHERS
TAKE CARE OF PLACE AND PROPERTY
SCHOOL STATEMENT OF PURPOSE: NISS is an educational institution.
Students who are attending this school are expected to learn in a safe, caring and orderly
school environment. To be successful, they are expected to take an active part in their
education. This means they are to attend regularly, punctually, actively participate in
class and regularly complete their assignments and be aware of and follow the student’s
code of conduct.
The lists of appropriate and inappropriate behaviours are not to be considered all-
inclusive.
EACH STUDENT IS EXPECTED TO:
Become knowledgeable about, and conduct himself/herself, according to this Code of
Behaviour.
Develop positive attitudes and behaviour by:
moving quietly in hallways and on grounds without causing distractions
caring for school property and equipment
using language free from profanity
following the student dress code
no offensive, demeaning or culturally insensitive messages or attire, and no
clothing that compromises safety in areas such as shops or the gymnasium
refraining from excessive displays of affection
allowing others to work without distraction or undue noise
obeying all reasonable instructions given by staff
Participate to the best of his/her ability in the school’s program by:
working to achieve the objectives set forth for each class
bringing appropriate equipment and materials to class
asking for assistance when material is not understood
completing any assignments missed due to absence
not using electronics such as cell phones and other electronic devices without
direct approval of a classroom teacher
students are expected to submit original work for assessment
refraining from cheating or plagiarizing
Attend school on a regular basis as demonstrated by:
attending each class regularly and punctually
being absent only for sufficient reason and with parental approval
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NISS 2021/2022
bringing a note or having a parent telephone or e-mail the school for each
absence, late arrival or early departure
realizing that unverified absence and/or constant tardiness will have
consequences
leaving class only with teacher’s permission
Respect the feelings of others by:
Being civil in word and actions of others
Treating all others with dignity and respect, the same way you would want to be
treated both in person and online
Respect the privacy of others:
Refraining from taking pictures, recording, or video of others without the direct
permission of the individual
Not posting images or pictures on social media
Respect the property of others by:
not taking the property of others
not damaging, defacing or hiding the property of this school or of others
Avoid conduct which interferes with an individual’s or the group’s health or safety by:
using spoken and written language including the use of such language on web
sites or through text messages that respects the races of all individuals and
displays courtesy towards everyone
refraining from physical violence, or aggressive behaviours such as, but not
limited to, verbal threats, bullying, intimidation or harassment in and around the
school, at school functions or on web sites or through text messages
bringing guests to the school only if pre-arranged with the school principal or
vice-principal, and only for acceptable reasons
obeying the law with regards to smoking and drug use and possession (including
alcohol) when in the school, on school district property and at school functions.
This includes the use of e-cigarettes and vaping devices
obeying the law with regards to the possession of fireworks, weapons and
imitation weapons, and the use of fire alarms when in the school, on school
district property or at school functions
Use procedures of due process when necessary, by:
discussing a problem with a teacher, counsellor, or administrator
appealing to the Vice-Principal, accompanied by a parent if necessary
appealing to the Principal, accompanied by a parent if necessary
SERIOUS OFFENSES
A school must provide a safe and comfortable environment for students to learn effectively.
Consequently, certain actions must be dealt with severely by the school, the school board,
or the law. These include:
the use of foul, offensive or racist language towards staff or other students, including
the directing of such language through internet sites and/or via text messages
the use of aggressive behaviours, physical violence or verbal threats towards staff or
students including the use of internet sites or via text messaging to convey such
threats
the possession at school of weapons or imitation weapons
the causing of a false fire alarm or false 911 calls
the use or sale of fireworks
6NISS 2021/2022
being under the influence of, or in possession of alcohol or drugs while at school, on
school property or at a school function
chronic truancy
theft of school or personal property while at school, on school property or at a school
function
Rising expectations - As students move from grade to grade, they will assume increasing
personal responsibility for behaving in a safe and appropriate manner while on NISS
property, attending NISS functions and while being involved in school-related activities.
Consequences - The consequences for non-compliance with the school code of conduct will
reflect the level of the offense and the age and maturity level of the student. Those in
authority (adult supervisors, teachers and administrators) will consider the severity and
frequency of unacceptable conduct in determining disciplinary action.
Consequences include, but are not limited to:
Meeting with the student, teacher, counsellor, parent/guardian and/or school
administration
Referral to the school-based team
Administrative intervention including suspension to the Board of Trustees and
withdrawal from school
Involvement of the RCMP and/or other community agencies
Special consideration may apply to students with special needs if those students are unable
to comply with a code of conduct due to having an intellectual, physical, sensory, emotional
or behavioural disability.
Notification - School staff may, depending on the severity and frequency of unacceptable
conduct:
contact and inform parents directly about a student’s unacceptable conduct
inform the parents of student who have been the victims of unacceptable conduct
inform school district officials as required by district policies
contact police and other agencies as required by law
alert school staff and school community as deemed appropriate by school and/or
district administration
RETALIATION
The Board will take all reasonable steps to prevent retaliation by a person against a
student who has made a complaint of a breach of a code of conduct.
HUMAN RIGHTS IN BC
In conjunction with the NISS Code of Student Conduct, the BC Human Rights Code
applies to all businesses, agencies and services regulated by the province, including
NISS. It prohibits discrimination on the basis of an individual’s or a group’s race,
colour, ancestry, place of origin, religion, marital status, family status, physical or mental
disability, sex, or sexual orientation. Students who are lesbian, gay, bisexual,
transgender, or questioning (referred to in this part as ‘LGBTQ+’), or are perceived to be
LGBTQ+, or who associate with LGBTQ+ people, have rights to equal protection,
privacy and free expression. LGBTQ+ students and same-gender parented families have
a right to be recognized and affirmed.
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Section 1 – Student Achievement Profile 2020-2021
DART Results
70
62
60
48
50
40
30 24
19
20 14 14
10 10
10
0
Comprehension Analysis
Comprehension
Comprehension Analysis Analysis %
%
Not yet meeting 2 3 10 14
Approaching expectation 10 13 48 62
Meeting expectation 5 3 24 14
Exceeding Expectation 4 2 19 10
Total 21 21
8NISS 2021/2022
DMA Results by Grade
40
35
34 33
35
30
25 23
20
20
14
15 12
10 8
5
0
Not yet meeting Approaching expectation Meeting expectation Exceeding Expectation
Grade 8 Grade 9
DMA 8 DMA 9
DMA8 DMA9
50 48 Total
% %
17 16 Not yet meeting 34 33
6 4 Approaching expectation 12 8
10 11 Meeting expectation 20 23
7 17 Exceeding Expectation 14 35
NISS SCHOOL PLAN 2021 DATA
Sources: Ministry of Education Learning Survey 2020 and the McCreary Centre Society
2020 report.
Student Learning Survey 2021 Data:
Highlights and Successes:
Students feel welcomed and that they belong
Students accept diversity
Students feel cared about
Students feel safe
Students feel supported moving to next grade level
Students feel they are learning good social and communication skills
Students feel they are improving their reading and writing
9NISS 2021/2022
10NISS 2021/2022
Areas that need more focus and support due to students answering “sometimes” or
“neither agree or disagree”:
Students participation in Aboriginal activities
Students preparedness for careers and the future
Students receiving information about caring for mental health
Students feeling stressed about school
11NISS 2021/2022
The McCreary Report 2020 on the Health and Well-Being of Our Youth Data:
Areas that should be celebrated:
“Local youth 12-17 are more likely to meet Canadian guidelines for their age group
(21% vs. 18%).
“Compared to five years earlier, students were more likely to turn to a family member for
help (72% vs. 65%)” and the majority found this experience helpful (97%).
“Local students were more likely to feel safe in washrooms (89% vs. 86%), outside on
the school grounds (90% vs. 86%) and getting to and from school (92% vs. 89%)
“There was an increase from 2013 in the percentage of youth who felt connected to their
community (45% vs. 37%)
“Most local youth felt there was an adult in their neighbourhood or community who
really cared about them (73%).
“The use of most substances was lower locally than a decade earlier.”
“North Vancouver Island Youth usually or always felt safe at school.”
Areas to focus on and find supports:
12NISS 2021/2022
“Across the province, there was a decline in the percentage of students who reported
excellent mental health.” “Youth are more likely to report having a mental health
condition, including Anxiety Disorder.”
“The most common topic North Vancouver Island youth identifies wanting to learn more
about was mental health.”
North Island Youth were more likely than youth across the province to have tried
tobacco (27% vs. 18%), (alcohol 54% vs. 44%), and marijuana (37% vs. 25%) and vaped
13NISS 2021/2022
(29% vs. 21%). This was similar to the rate five and ten years earlier. The percentage of
youth who engaged in heavy drinking was comparable to 2013 and lower than a decade
ago. The percentage of youth who had ever used marijuana was similar to five and ten
years ago.
Some local students have been bullied at school or on the way to and from school. 16%
of youth had been cyber-bullied in the last year.
Section 2 – Professional Inquiry
School Inquiry Project Application (2021/2022)
1. School: North Island Secondary School
Inquiry Question
In what ways will improving the understanding of SEL (Social Emotional Learning) of
our staff improve the social emotional well-being and academic outcomes of our students
at NISS?
2. Scanning:
- What’s going on for your learners? How do you know?
- What are we seeing working in our school?
- What is your baseline data?
NISS will be embarking on a new inquiry project this year. In general, we hope to cast a
wide net on the issues regarding social emotional learning and wellbeing for both staff
and students. In March 2020, Canada with the rest of the world was met with
overwhelming news of a pandemic. As BC transformed education from in class to
online, teachers had little choice but to teach from home and students had little choice
but to learn from home. However, the primary concern for many educators was not just
learning, but also the mental health of our students. Daily conversations took place
concerning our most vulnerable youth. These concerns eventually spread to the overall
student body. As a staff, we became increasingly aware of the high rates at which
students were not showing up for online education, despite problem solving many issues
regarding the accessibility of technology. With increasing concerns regarding tracking all
students, we noticed attendance rates decreasing and the effects of isolation became
increasingly clear. Stress, domestic violence, and mental health are on the rise and this
was no different among our students. Our already isolated community became further
isolated and the effects, although not entirely immediate, would begin to expose a deeper
need for greater mental health and wellness awareness. Humans are wired within their
genetic code to be social, to form attachment to family, community and beyond.
Initiatives such as social distancing would disrupt a natural biological construct within
our own human nature, thus causing stress or trauma; this biological construct was
intensified by the age of our students. This was not the only issue brought about by
Covid but it was the foundational problem that many people struggled with. Although
14NISS 2021/2022
the messaging of social distancing spanned throughout the province, educators soon had
the difficult task of bridging elements of the health and safety of Covid within the school
and the mental health factors that were impacted due to the changes. As time continued,
we also became aware that many of our students had the extraordinary task of being the
essential workers within our community (working at the grocery store, food delivery and
caretaking for family members with weakened immune systems). It became clear the
effects of the pandemic were more than just social and additional stress was being placed
on many youth everywhere. Students required additional support to handle the stress and
trauma that the pandemic had caused. Exposing students to SEL would be a powerful
tool against the social emotional implications of Covid.
3. Focusing:
- Where does your focus need to be? Why is this important?
- Where would you concentrate your focus to change the results and the experience
of your learners?
- What will have the biggest impact?
The 2020-21 school year began with a strategy for building a compassionate system of
leadership and promoting mental health and well-being awareness. We attempted to
target the topic of mental health with our students through zoom workshops, presenters
such as Kerri Isham, Learning Through Loss, individual mental health counsellors, and
group sessions to help students’ mental health and wellbeing. However, after a quick
survey with a small group of students regarding the importance of mental health and
wellness within an educational setting, it was acknowledged that students do not fully
understand the reason or value in holding such knowledge. Students saw mental health
and awareness as something that was required by those experiencing a mental health
crisis. The group found this interesting; how did students gain such a misconception
about mental health and wellbeing? Looking back at all those initiatives, we had
promoted mental health or SEL but had somehow failed to engage students in its
importance. This was supported from data collected by our own school survey as shown:
The focus then demanded a shift in perspective. That shift began by looking inwards
towards the educators first and their understanding of SEL and where it might fit into the
15NISS 2021/2022
curriculum. Thus, a new focus began to emerge for next year, strengthening the
understanding of health and wellness among staff through different psychoeducational
opportunities. Our new guiding principle then became leadership begins with modeling.
Primary Focus Areas
The primary focus areas come from the Ministry of BC’s Mental Health in Schools
(MHiS) Strategy and the role educators and schools play in implementing the plan.
Strengthening a compassionate system of Leadership:
The primary focus will begin on strengthening a compassionate system of leadership
among all staff members at our school. We will concentrate on growing the opportunity
for creating and understanding empathy through psychoeducational opportunities and
SEL with the goal that growing staff’s knowledge on topics such as stress and self-care
will increase wellness for all.
Social-emotional learning is a process that helps us to:
● Feel and show empathy for others
● Develop healthy identities
● Manage emotions
● Set and achieve goals
● Build relationships
● Make responsible and caring decisions
● Process or remember information
● Communication
● Mental Health Promotion
An additional focus of this project will be promoting mental health by extending
psychoeducational opportunities to include a holistic approach to mental health and well-
being. Topics such as trauma-informed practice and incorporating beliefs from local First
Nations, Kwak’wala speaking people, will also provide additional perspectives to the
practice of mental health,” Learning is holistic, reflexive, reflective, experiential, and
relational (focused on connectedness, on reciprocal relationships, and a sense of place).”
It is with purpose that the effects of the inquiry project will be measured slowly, starting
first by measuring the impact on educators and then students. Starting with educators
will allow for information to reach a wide range of classes and students. Breaking the
hidden stigma within our own building will begin to create an even safer environment for
all students within the school. Change must happen with us first.
4. Developing a Hunch:
- What’s leading to this situation? (Focus on the areas over which educators have
control- not parents, the system or the learner)
Much of what is leading the inquiry process this year has been Covid. However, we also
believe that much of what we are seeing with the mental health and well-being of our
students has been there the entire time. Covid was just the spark that began to expose the
16NISS 2021/2022
true nature of mental health of our students. We see students wanting more messaging,
more information, demanding more accessibility to mental health topics and
professionals in an already overwhelmingly overloaded system. However, as educators
we have no control over the above areas. Where we do have control is within our own
ability to act as leaders and how we discuss, model and promote mental health and well-
being in our classroom. Educators have the power to offer knowledge and guidance. We
hope that these changes will begin to connect youth, increase attendance, engagement,
better marks and more confident and connected learners. In addition, we can gain a better
baseline from scales such as the professional quality of life scale (PROQOL).
5. Professional Learning: What do the professionals in your building need to learn?
How will this learning occur? What resources can you access? How will you build in
multiple opportunities for learning?
Professionals within the building will need to learn the practice of self-reflection and
how SEL will positively impact their own life and their professional work. The resources
we have include our baseline data from the professional quality of life scale which
professionals will use as a starting off point in their own reflection. Additionally, the
largest resource we have is each other. As much as stress can be contagious, so too can
promoting social emotional health and well-being.
As the school motto states, "Our central focus is to enable all learners to fulfill their
potential." We strive to foster a strengths-based approach, utilizing the surrounding
environment and support from our learning partners to build confidence and a positive
sense of identity. We believe that continued professional growth focused on embedded
SEL across subject areas will help address our focus.
6. Taking Action:
- What are you doing about it?
- What will staff do differently? How will you know if it’s working? (Incorporate
the 3 levels of Response To Intervention)
- What are the roles of Teachers, Support Staff, Principals and Vice-Principals in
the inquiry?
• Staff are partnering up with students to learn specific skills and knowledge.
• We host monthly SEL meetings (First Monday of each Month)
where we invite, staff, students and community members to
establish plans, goals and actions
• Teachers will continue to look for opportunities for SEL learning to
occur. This may include but is not limited to: guided lessons on
topics of SEL; community presentations, and promotion of self-care
through outdoor based education.
17NISS 2021/2022
• We will publish through newsletter, blog, and other social media
platforms useful Social emotional tools and SEL tips.
• Teachers will identify and promote connections to First Peoples Principles of
Learning.
• We will develop staff and student initiatives such as setting goals,
…
• Teachers and the Vice-Principal and Principal, with the support of
the First Nation Connection and Support Workers, will involve
classes in SEL.
• Classes such as foods, outdoors, PE, could rotate through sponsoring a
wellness activity (such as a meditation in the garden, yoga, stretching,
healthy snacks) for each “Wellness Wednesday”. Teachers will brainstorm
more ideas.
7. Checking: Have you made enough of a difference? What evidence will you be
seeking to know you are making a difference?
· When will you check in and how often?
· How can you do it in a way that allows for immediate adjustment?
We will use a variety of ways to assess if we are
making a difference. We will be looking for the
following evidence:
• #s of staff and students involved in decision making in regards to SEL
• Positive change in the Professional Quality of Life Scale
• More diverse groups meeting together for a common purpose (Basketball,
LART, Foods, Careers, Outdoor Ed. Shops, Languages)
• More students taking on individual roles
• More civic engagement by hosting a special event to showcase what was
learned
• Students take more ownership and responsibility for their surroundings
• Elders involved in learning experiences which build community
18NISS 2021/2022
• Student attendance records indicate less absences {MCFD interview)
8. Itemize Your Budget Request:
$1000 TTOC expenses
$3000 Staff workshops, food, materials supplies
$500 - professional learning resources
$250 gifts for community volunteers who lead learning activities
$2000 Wellness materials
Total requested $6750
Principal: Jen Turner
VINTA: Char Purdey
CUPE: Teresa Mackenzie
19SCHOOL PLAN 2021-2022
NORTH ISLAND SECONDARY SCHOOL
Section 3- Focus on Learning
Summary of Priorities based on selected data
1. Student Target Interventions/ Professional Monitoring Plan Roles and Resources
Centered Actions Learning/Supports Responsibilities
Learning
A. Create student -Alignment of -Teachers will -In-service -Ministry Student -All departments -Classroom
success with strategies implement activities for Learning Survey presenters
high standards throughout common teaching teaching and -Principal and
while using departments strategies support staff -Use of school Vice Principal -Professional
the new - Teachers design wide writes in will provide teaching and
curriculum -Higher assignments and -Tom Schimmer grade 8 support learning materials
and best achievement data rubrics with books- assess based
practices in on Literacy and students on level of -Do DMA with -Teachers to share -TTOCs to allow
assessment Numeracy sophistication grade 9s assessment for teacher
assessments -Continued templates and mentoring
development of -Do reading rubrics
-Higher formative assessment with -Tom Schimmer
Aboriginal assessment grade 9s -SBT supporting and Wiliam Dylan
achievement practices video series
-Check to see that -Lead teachers
-More Aboriginal/ -Cross curricular an Aboriginal share ideas at staff -Elder and Role
First Nations opportunities event is on the meetings Model Program
Celebrations and calendar and
Activities -Monthly occurred every -Pearl, Ida and -Namgis supports
Aboriginal month Rosalind to book through Jamie
Hunt, RenaNISS 2021/2022
celebration events activities with Hanuse,Mariam
and activities teachers Windsor, and
-Kwaka’wala Irene Isaac
Language board Principal, Vice
and Maya’xala Principal and
board Rosalind and
Shared
Understandings
teacher to do
language and
Maya’xala board
2. Effective Target Interventions/ Professional Monitoring Plan Roles and Resources
Learning Actions Learning/Supports Responsibilities
Environment
A. Safe with a -Students happier -Credit recovery Teacher and -Ongoing -All staff listening -UBC’s Mental
sense of joy, support -staff monitoring of to what a student Health Mooc
well-being by -More students -Teacher use of training in teen student marks in needs
outlining have a sense of workbook mental health the academic -LARTs offering -Teaching
expectations at well-being strategies for areas supports resources
beginning of coping with youth -In-service days -Teachers use of
each new class -Fewer students -Grade 12 success exemplars -LART team files
and advocating repeating courses -Use of saltidas rate data
for academic space -CYCWs offering -
and -Less students -Use SD85 data supports Teenmentalhealth.
SEL/mental vaping -Check-ins with tool to monitor at org website
health needs support staff risk -ELL teacher
-More down time No/Limit non- offering supports -Learning
for all when “off” educational -Review at each Through Loss
from school (not cellphone use in reporting period -Counsellor workshops
constantly classes student offering supports
available through achievement -Safer Schools
text etc. 24/7) -Anti-vape -Classroom workshops
campaign, -Use of MyEdBC teachers creating
data reports engaging
21NISS 2021/2022
challenges, and and fun learning -Kerri Isham
workshops -Teachers/admin activities in which worskhops
monitor cellphone we are all in the
-Celebrate uses in class “zone”
students who -Monthly
choose a healthy challenges in -Principal/Vice
lifestyle place for no Principal will
vaping offer workshops
3. Access and Target Interventions/ Professional Monitoring Plan Roles and Resources
Opportunities Actions Learning/Supports Responsibilities
A. Focus on -More student -Share goal -Time to -Record -Principal and -Professional
student goals, using goal setting setting template collaborate community Vice Principal Book club/shelf
inclusion and frameworks visitors to NISS and teachers
healthy -Connect with -District tech team involved in -MyBlueprint
partnerships in -More students community and -Record of connections software
order to connected to local businesses -Professional learning program
provide life/career mentor development to opportunities -In-Service
students with -Use of digital obtain knowledge outside of the -Principal and
better learning -Growth technologies for about local school academic advisor Inquiry funding
opportunities in YWIT program access and to resources meet with NIC
(future options explore -Have regular
and opportunities -Staff Inquiry Post-Secondary
preparedness, Project
22NISS 2021/2022
choice, -More students -Set up meetings Partnership -Teacher and
learning in using Read and with NIC about -First Peoples meetings support staff
passion areas, Write dual-credit Principles of collaborations
use of Learning -BC Learning
technology) -Set up more real Survey data -Mentors in and
life learning out of the building
scenarios
-Garden
Committee
working with
students and
community
organizations
23School Name: North Island Secondary School Year: 2021-2022 Staff: Nina Mitchell Date of Plan: August 2021 Signature of Principal: Jen Turner
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