Superintendent’s Public Response to the Secondary Schedule Engagement
During the 2024/25 school year, district leaders fulfilled the district’s commitment to engage in a comprehensive and transparent process to explore secondary schedules across our district. I want to thank the working group and the school-based teams for designing and implementing a thorough engagement process that centred the voices of students, staff, and families. The consultation framework, criteria, and engagement activities were shared publicly from the outset, ensuring an open and informed process for our community.
The What We Heard report provides rich school-level data. While the working group brought forward two formal recommendations for schedule changes, the findings make clear that every secondary school and alternate program has important work ahead. The data reflect the strengths within each school community, as well as areas for improvement related to student learning, well-being, workload, program structures, and connection.
District Direction
Each secondary school and alternate program will now:
- Review its school/program-specific consultation data;
- Examine existing instructional and structural practices; and
- Identify how it will respond to the needs expressed by students, families, and staff.
By the end of the school year, each school/program will share with its community (staff, students, and families):
- What it heard and learned from the engagement;
- How the school will respond to the findings for the 2026/27 school year; and
- How progress will be monitored and assessed to ensure improvements in student learning and student experience.
This next phase of work is essential. Regardless of schedule model, each school has a responsibility to respond thoughtfully to the voices of its community and the needs identified in the data.
School-Specific Decisions
Maple Ridge Secondary, Pitt Meadows Secondary, Samuel Robertson Technical
After careful review of the working group recommendations and consultation data from students, staff, and families at Maple Ridge Secondary, Pitt Meadows Secondary, and Samuel Robertson Technical, I am supporting the working group recommendations that these schools retain the linear schedule.
The survey results showed that, at each of these schools, the linear model was preferred for the majority of the five key criteria: manageable student workload, manageable staff workload, support for student success, support for positive connections, and responsiveness to diverse learning needs. While feedback differed somewhat across schools, the consistent pattern supported the linear approach.
Thomas Haney Secondary School
At this time, I am not supporting the recommendation to transition Thomas Haney Secondary School to a semester model.
The school’s self-directed learning community is built on the flexibility of the linear model as a way to foster student independence. I recognize that a shift to a semester model could negatively impact programs and opportunities that are central to the school’s culture.
However, the engagement findings demonstrate that there is a student preference for a semester model; as a result, Thomas Haney Secondary School staff are expected to engage in rigorous reflection and planning to respond directly to the voices of students, families, and staff. This includes exploring refinements or revisions to the existing model that maintain flexibility and independence while strengthening support for learners.
Westview Secondary School
I am supporting the working group’s recommendation that Westview Secondary School transition to a semester model, with implementation beginning in the 2027/28 school year.
A shift of this magnitude requires careful and thoughtful planning. To support a smooth transition and implementation, Westview Secondary School will establish an implementation working group responsible for:
- Developing a clear timeline for planning and communication;
- Supporting staff, students, and families in understanding the shift; and
- Designing a semester schedule that includes consideration of courses or programs that may require a year-long or linear-like structure.
This work will ensure the school is prepared to successfully launch a semester schedule in September 2027. Moving implementation to the 2027/28 school year will ensure readiness for a thoughtful transition.
Conclusion
I want to again thank the working group for their comprehensive and thoughtful work in guiding this process from beginning to end. I also want to extend my appreciation to the many students, families, and staff who participated in the engagement. Your voices matter, and your insights have shaped the decisions outlined.
As a district, we are committed to responding to the areas for growth identified through this consultation. Thank you to each school community for the work that now begins, to reflect on what was heard, to consider what must change, and to act in ways that strengthen student learning and well-being.
Teresa Downs
Superintendent of Schools