January 2025

An examination of data from the Student Learning Survey, student achievement data and input from the school staff has led Burnsview to the following inquiry question.

“How can school be made accessible such that it leads to learner success?”

During the 2024-25 school year, Burnsview is in the process of creating a 3-year growth plan that focuses on Learner Success for the 2025-2028 school years. This process started with students completing two surveys in order to establish baseline data. The first survey asked students to respond to the question, “How many adults at school believe you will be successful in life?”

The second survey asked students to self-report on the following:

● students’ peer connections

● learner self-confidence

● supportive and caring adults at school

● attendance and punctuality patterns

● mental wellness

● study habits

● engagement in student learning by a trusted adult

● access to technology

● Involvement in extracurricular activities

In consultation with school staff, Burnsview’s Delta Youth Advisory Council students and the Burnsview Parent Advisory Committee, further analysis of the data from this survey is required in order to determine specific areas of growth while paying particular attention to supporting the learning of students from priority learning groups (learners with diverse abilities, learners of Indigenous Ancestry, English Language Learners).

Growth Plan Update – June 2025

A further analysis of school data has revealed the following:

• Over 90% of students from priority learner groups report identified a supportive, caring school adult who believes they will be successful.
• Students from priority learner groups indicate lower levels of confidence in themselves as learners relative to all learners at school.
• Students from Grades 8-12 indicate that they would benefit from support in managing their mental wellness
• A strong correlation between chronic non-attendance and students who are not on track for graduation

In response to these findings, the school staff has:

• Engaged in professional learning about inclusive teaching and learning practices
• Attempted to strengthen relationships with students who did not identify a supportive, caring school adult
• Initiated student focus groups composed of students from priority learner groups in order to better understand their learning journeys and the challenges they have faced at school