Our working group includes representatives from secondary school administration, human resources, Indigenous education, learning services, safe and caring schools, and communications.
The Maple Ridge – Pitt Meadows School District (SD42) is exploring potential changes to secondary school schedules, informed by input from staff, students, and families.
Currently, all SD42 secondary schools follow a linear schedule, where students take up to eight classes across the full school year. The district is now considering whether some schools may transition to a semester schedule, where students take up to four classes per semester, with two semesters per year. Some schools may remain on the linear model.
Any approved changes to secondary school schedules would be implemented in the 2026/27 school year.
Note: Garibaldi Secondary School must continue on a linear schedule to support its Middle Years and International Baccalaureate programs. As a result, Garibaldi has a separate survey focused on schedule-related supports rather than schedule options.
Consultation and Implementation Timeline
April 14 – May 2, 2025: Surveys to students, families, and staff are live
Pop-up booths at lunch where students can vote:
April 15: Pitt Meadows Secondary
April 17:Maple Ridge Secondary
April 22: Samuel Robertson Technical Secondary
April 24: Westview Secondary
April 29: Thomas Haney Secondary
May 1:Garibaldi Secondary
Spring – Fall 2025: Working group reviews consultation input and develops recommendations
Fall 2025:What We Heard report published and shared with school communities
Fall 2025: Superintendent reviews working group recommendations and makes decisions
Fall 2025: Report recommendations and final decisions shared with school communities
September 2026: Approved changes (if any) to secondary school schedules implemented at individual schools, based on the superintendent’s decision informed by consultation results and working group recommendations
Linear and Semester: Schedule Comparisons
The potential benefits and challenges listed below are meant to help families, students, and staff better understand how each schedule model may impact different aspects of school life.
This is not a definitive or one-size-fits-all list—every student and staff member is unique, and what works well for one person may not work as well for another.
Our goal is to support a thoughtful, informed conversation about which schedule model best fits the needs of each school community.
For students, staff, and families connected to Maple Ridge Secondary, Pitt Meadows Secondary, Samuel Robertson, Thomas Haney, Westview Secondary, Connex, and District Alternate.
Garibaldi Secondary School (GSS) must continue with a linear schedule to support its Middle Years and International Baccalaureate (IB) programs.
As a result, Garibaldi Secondary has a separate survey that focuses not on choosing between schedule models, but on identifying the supports and structures that will continue to strengthen student success within the existing linear model.
Values, principles, goal, objectives, and decision making
About the Engagement Framework
This framework outlines the values, principles, goals, objectives, and decision-making approach that guide the public engagement process on potential secondary school schedule changes. It reflects our commitment to a process that is inclusive, transparent, and centered on student success.
SD42 Values
Responsibility to all learners
We believe that all individuals in our school district community have the capacity to learn and that we are responsible for supporting their learning.
Uniqueness of each individual
We value the uniqueness of each learner and embrace diverse ways of learning. We foster a variety of instructional methods and provide support to all learners so that they can realize their potential.
Diverse learning opportunities
We value choices for all learners, equity of access to all programs, and a holistic approach to learning. We encourage learning opportunities beyond the classroom. We support life-long learning.
Culture and community
We celebrate our many cultures and seek was to appreciate and embrace diversity. We encourage interdependence and collaboration within the school district community. We value community partnerships.
Personal and Social Responsibility
We believe that a sense of belonging is at the heart of our school district community and is fundamental to the success of all learners. We are committed to acting as responsible stewards within our community. We cultivate a culture of care within our school district community, and seek to develop the leadership and citizenship capacity of all learners.
High expectations for success
We value the ability of all learners to set high expectations for themselves and to describe personal success. We believe success is measured through credible evidence of learning and rigorous self-assessment. We are committed to supporting all learners in achieving personal success.
Key Engagement Principles
The following principles will guide the working group’s recommendations and the superintendent’s decision-making regarding potential schedule changes at each secondary school.
Ensure transparent and accountable communication and engagement with students, families, and staff to support the integration of input into decision-making processes—or, if integration is not possible, to clearly communicate why.
Communicate clear, concise, balanced, and objective information about the two proposed schedule models for secondary schools.
Facilitate an inclusive and accessible engagement process that is easy, accessible and limits barriers to participation, in order to support learners now and into the future.
Engagement Goal
The goal of the engagement process is to share objective information on the two secondary schedule options and obtain input from staff, students, and families on the school schedule option that best supports well-being, student learning and achievement.
Engagement Objectives
Provide relevant information to staff, students, and families to build awareness and ensure a minimum level of understanding about the features of the two school schedule models.
Communicate the process for evaluating the input data and how that informed the recommendations developed by the working group to support confidence in the engagement process.
Encourage a high degree of participation from staff, students, and families to generate meaningful data and understand the schedule model that best supports 21st century learners
Minimize jargon and technical language in communication messages, making information easy to understand and act upon.
Support accessibility by providing translation capabilities in a variety of languages with the survey posted to the district website to support accessibility and inclusion. And provide materials to settlement workers in schools to support students and families whose first language is not English.
Report what we heard and how the data gathered informed the recommendations developed by the working group.
Decision Making
A district working group — made up of representatives from secondary school administration, human resources, Indigenous education, learning services, safe and caring schools, and communications — will review the survey results and other relevant input to develop school-by-school recommendations. These recommendations will be based on both the data and the following criteria:
Manageable student workload
Manageable staff workload
Support for student success
Support for positive connections
Responsiveness to diverse learning needs
The superintendent will consider the working group recommendations before making a final decision for each school.
Understanding the History of Scheduling in SD42
In the Maple Ridge – Pitt Meadows School District (SD42), secondary schools currently follow a linear schedule, where students take up to eight classes throughout the full school year.
During the 2020/21, 2021/22, and 2022/23 school years, the district temporarily used a quarter system and then a semester model to provide greater flexibility during the pandemic. In 2023/24, schools returned to a linear model, with a commitment to gathering input on the preferred schedule model moving forward.
Garibaldi Secondary School (GSS) must continue with a linear schedule to support its Middle Years and International Baccalaureate (IB) programs.
The Maple Ridge – Pitt Meadows School District (SD42) is exploring potential changes to secondary school schedules, informed by input from staff, students, and families.