[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596538-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-596538-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","social-justice-in-schools-a-case-of-conflicting-values","SOCIAL JUSTICE IN SCHOOLS - A CASE OF CONFLICTING VALUES","","A rural secondary school implements a School Improvement Plan grounded in social justice, aiming to define success for each student and track progress case by case. Despite strong achievement metrics, the principal observes non-graduation linked to students turning to drugs for income. By reallocating resources toward the most at-risk students, the school confronts conflicting values between conventional performance targets and individualized support, requiring multi-year commitment from leadership and educators.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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this case?","Question",{"text":62,"@type":63},"The plan focuses on Student Success on a Case-by-Case Basis, determining each student’s definition of success, the supports needed, and how progress is monitored collaboratively.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why did the principal change priorities despite strong achievement data?",{"text":67,"@type":63},"Even with high pass rates and graduation indicators, the principal noticed a disturbing trend among students who did not graduate, including increased involvement with drugs to make money.",{"name":69,"@type":60,"acceptedAnswer":70},"What programs were introduced to help students experience success?",{"text":71,"@type":63},"Over the first two years, the principal introduced a revamped Student Council, Peer Mentoring, Peer Tutoring, and Intermural Sports to expand opportunities for students’ 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Friesen, Principal  \nCherryvale Secondary School is located in a small, rural city. Mike Randall  \nhas been the principal there for three years. Each year principals are required  \nby the school district to devise a School Improvement Plan. In Mike’s first year, he chose a social justice goal, focusing on Student Success on a Case-byCase Basis. Mike and Cherryvale’s teachers have since worked to track what each student defines as success, plan what each student needs to be successful, and monitor progress. This case highlights challenges that arise when Mike  \ndecides to reallocate resources to further support this goal by focusing on the  \nmost at-risk students.  \nCherryvale Secondary School  \nCherryvale Secondary School has about 600 students and is part ofan English public school board. It is situated in the downtown core of a small, rural city, but is part of a school district that has one large urban centre and many considerably smaller rural components. Cherryvale draws an almost even mix of students from the city and students who are bussed in from the surrounding county. There is a very small group of visible minorities in the school, no English as second language (ESL) students, and two classes of developmentally challenged (DC) students totalling no more than 20. Close to 20% of students are on either a formal or informal Individual Education Plan (IEP) . The average income of the students’ households is approximately $68,000 and 23% of the families have a post-secondary education; both of these statistics are comparable to the other schools in the city.  \nWhen Mike Randall arrived at Cherryvale Secondary, he very quickly realized that he had inherited a “gifted class”; teacher motivation was high and student achievement data was  \nstrong. Cherryvale’s high level of student achievement is reflected in course pass rates, credit accumulation, graduation rates, and provincial standardized tests in numeracy and literacy. In spite of the positive data, Mike noticed a disturbing trend amongst those who did not graduate. Through Mike’s on-going efforts to know his most at-risk students (those most at risk of not graduating or dropping out), he noticed trends among many of them; many of these students would turn to dealing drugs as a way to make money. Mike saw this as not only a safety issue for the other students in his school, but was also deeply concerned for the wellbeing and future of these young adults, many of whom ended up with criminal records, and the community at large whose resources have dwindled dealing with the social problems of unemployment and crime.  \nMike Randall’s path to becoming a principal was paved with personal experiences that cemented in him a deep commitment to social justice. To Mike, social justice is an umbrella term that means providing each person with the assistance and support they require to thrive in society. Mike’s commitment to social justice began when he and his wife became first foster, and soon after adoptive, parents to three school-aged children who had been identified by the Children’s Aid Society (CAS) as high needs children. Through Mike’s own experiences with his adopted children as they moved through the education system, he grew to understand that social justice could be achieved in schools with the support of committed and compassionate educators. Each of Mike’s own children was successful in school because caring educators took the time to recognize what each of them needed as individuals, and then tracked and monitored their progress. When Mike became a principal, he set a goal that the needs for success for all students in his school must be found, supported, monitored, and achieved. This was exactly what Mike was finally working towards with Student Success on a Case-by-Case Basis.  \nCase Narrative  \nWhen every principal was instructed by the board to c","cbCaifuBc42XPn72","https://ap.wps.com/l/cbCaifuBc42XPn72","pdf",353250,14,"English","# School context\n## Student achievement and risk factors\n# Principal’s commitment to social justice\n## Definition of social justice in schools\n# Case narrative\n## School Improvement Plan and case-by-case success\n## New programs to support student success\n## Shifting focus to the most at-risk students","[{\"question\":\"What is the core goal of the school’s improvement plan in this case?\",\"answer\":\"The plan focuses on Student Success on a Case-by-Case Basis, determining each student’s definition of success, the supports needed, and how progress is monitored collaboratively.\"},{\"question\":\"Why did the principal change priorities despite strong achievement data?\",\"answer\":\"Even with high pass rates and graduation indicators, the principal noticed a disturbing trend among students who did not graduate, including increased involvement with drugs to make money.\"},{\"question\":\"What programs were introduced to help students experience success?\",\"answer\":\"Over the first two years, the principal introduced a revamped Student Council, Peer Mentoring, Peer Tutoring, and Intermural Sports to expand opportunities for students’ success.\"}]","SOCIAL JUSTICE IN SCHOOLS - A CASE OF CONFLICTING VALUES | PDF",35]