Staff Resources
Search
Clarence Fulton Secondary School was first known as Vernon High School and was located at the north end of Polson Park, beginning in 1937. The name was changed to Clarence Fulton High School in 1964 to honour long-time teacher, Clarence Fulton. In 1967, the school housed grades 8-10 and was then known as Clarence Fulton Junior Secondary. In 1984, the school was reorganized into a full secondary school with students from grades 8-12 and another name change ensued. The newly-organized school was known as Clarence Fulton Secondary School. In 1993, the students and staff moved into the newly-constructed school on Fulton Road. Clarence Fulton Secondary School is aesthetically nestled in 30 acres of parkland bordered by Vernon Creek to the north and Okanagan Avenue to the south. The school staff serves the needs of approximately 700 students, grades 7-12. The school population includes students in the Vernon Community school, 50 International students, and with the remainder of the students being in the regular program.
Our regular school programs are enhanced by several successful learning opportunities. Our Wetlands Centre for Excellence trains student guides who lead elementary school students on pond study tours. We have a full service cafeteria program which serves excellent meals each day at a very reasonable cost. Each year, we place students in apprenticeship programs earning both high school and college credits simultaneously through our Career Education Program. The Vernon Community School is an academy for students in grades 7-12 and is a place of mindful teaching and learning that is rooted in social justice. Our Resource Room is a special education program for students with profound physical and mental challenges. Our Vocations Program is for students in grades 8-12 with mild intellectual, social and behavioural challenges and equips students with the academic, job readiness, and life skills they will need for life after high school. We also have a very popular Aboriginal Education Program that includes an Aboriginal Welcome Room, Aboriginal courses, and two Aboriginal Support Workers who provide cultural support to over 120 Aboriginal students. Our success can be seen in our regular high Aboriginal graduation rate. All students have access to our Student Support Services Team which includes three learning assistance teachers, two counselors, a team of certified educational assistants, a North Okanagan Youth & Family Support Services worker, a district drug & alcohol counselor, a mental health worker, and an RCMP liaison officer.
Fulton is especially proud of the continued achievements of our students academically as well as in athletics, fine arts, and technology education. Our students continue to shine locally, provincially, and nationally in all of these areas. We pride ourselves on having strengths in all areas, ensuring that students may develop themselves as well-rounded citizens before leaving our school. Through scholarships, grants and bursaries, graduating classes regularly receive in excess of $150,000. As well, several of our art and applied skills students are recognized regionally for their work each year. Fulton also excels in a strong extracurricular athletics program that involves over 33% of our student population. It is common for our Maroon teams to qualify for their Okanagan Valley Championships as well as to qualify for the Provincial Championship each year.
Fulton proudly promotes individual achievement that allows students to pursue their passion with the support of a positive learning community.
The whole person is taken into account when defining student success at Clarence Fulton. It is our belief that when students are happy, confident, and kind they will have the capacity to explore, question, and engage in their learning. Success is realized when a student leaves our building equipped with the skills, knowledge, resiliency, and attitude to achieve the goals and dreams they have set for themselves.
Rich and meaningful relationships make our school work well. Our staff is collegial and supportive of one another. Our students take care of themselves, each other, and their community. Combined with ongoing support from parents and the broader community, this allows for staff and students to develop substantive, positive relationships. In turn, this strong foundation is manifested in the pursuit of academic excellence and athletic distinction and the continued development of empathetic, critical thinking, and service orientated citizens.
Clarence Fulton Secondary School was first known as Vernon High School and was located at the north end of Polson Park, beginning in 1937. The name was changed to Clarence Fulton High School in 1964 to honour long-time teacher, Clarence Fulton. In 1967, the school housed grades 8-10 and was then known as Clarence Fulton Junior Secondary. In 1984, the school was reorganized into a full secondary school with students from grades 8-12 and another name change ensued. The newly-organized school was known as Clarence Fulton Secondary School. In 1993, the students and staff moved into the newly-constructed school on Fulton Road. Clarence Fulton Secondary School is aesthetically nestled in 30 acres of parkland bordered by Vernon Creek to the north and Okanagan Avenue to the south. The school staff serves the needs of approximately 700 students, grades 7-12. The school population includes students in the Vernon Community school, 50 International students, and with the remainder of the students being in the regular program.
Our regular school programs are enhanced by several successful learning opportunities. Our Wetlands Centre for Excellence trains student guides who lead elementary school students on pond study tours. We have a full service cafeteria program which serves excellent meals each day at a very reasonable cost. Each year, we place students in apprenticeship programs earning both high school and college credits simultaneously through our Career Education Program. The Vernon Community School is an academy for students in grades 7-12 and is a place of mindful teaching and learning that is rooted in social justice. Our Resource Room is a special education program for students with profound physical and mental challenges. Our Vocations Program is for students in grades 8-12 with mild intellectual, social and behavioural challenges and equips students with the academic, job readiness, and life skills they will need for life after high school. We also have a very popular Aboriginal Education Program that includes an Aboriginal Welcome Room, Aboriginal courses, and two Aboriginal Support Workers who provide cultural support to over 120 Aboriginal students. Our success can be seen in our regular high Aboriginal graduation rate. All students have access to our Student Support Services Team which includes three learning assistance teachers, two counselors, a team of certified educational assistants, a North Okanagan Youth & Family Support Services worker, a district drug & alcohol counselor, a mental health worker, and an RCMP liaison officer.
Fulton is especially proud of the continued achievements of our students academically as well as in athletics, fine arts, and technology education. Our students continue to shine locally, provincially, and nationally in all of these areas. We pride ourselves on having strengths in all areas, ensuring that students may develop themselves as well-rounded citizens before leaving our school. Through scholarships, grants and bursaries, graduating classes regularly receive in excess of $150,000. As well, several of our art and applied skills students are recognized regionally for their work each year. Fulton also excels in a strong extracurricular athletics program that involves over 33% of our student population. It is common for our Maroon teams to qualify for their Okanagan Valley Championships as well as to qualify for the Provincial Championship each year.
Fulton proudly promotes individual achievement that allows students to pursue their passion with the support of a positive learning community.
The whole person is taken into account when defining student success at Clarence Fulton. It is our belief that when students are happy, confident, and kind they will have the capacity to explore, question, and engage in their learning. Success is realized when a student leaves our building equipped with the skills, knowledge, resiliency, and attitude to achieve the goals and dreams they have set for themselves.
Rich and meaningful relationships make our school work well. Our staff is collegial and supportive of one another. Our students take care of themselves, each other, and their community. Combined with ongoing support from parents and the broader community, this allows for staff and students to develop substantive, positive relationships. In turn, this strong foundation is manifested in the pursuit of academic excellence and athletic distinction and the continued development of empathetic, critical thinking, and service orientated citizens.
Checking
School Satisfaction Survey Results
Graduation Rates and Grade to Grade Transitions
Checking
School Satisfaction Survey Results
Survey Results – Column A is Clarence Fulton and Column B is SD22
Graduation Rates and Grade to Grade Transitions
Scanning
POW (Power of Women Class) and Indigenous Curriculum
Scanning
POW (Power of Women Class) and Indigenous Curriculum
A core group of junior female ABORIGINAL students are in need of special programming because of their at risk behaviours and academic performance. Attendance has also been a huge concern. On average 66 blocks were missed each semester. Some ranged to 200 blocks while others were 40 blocks. This group of students have many discipline issues resulting from drama occurring both in and out of the school. . The majority of these girls have failed 1 or more classes. Two of these students are coded (Q and K)
Indigenous Curriculum
Lessons in classrooms did not contain a sufficient amount of Indigenous learning.
More commitment/time needed to incorporate First Peoples Principles of learning to increase student engagement and to be inclusive of Indigenous learners and their families.
Focusing
Focusing at Fulton
Focusing
Focusing at Fulton
While recognizing there is always room for growth in all aspects of education, there are five areas Clarence Fulton will address in order to increase student success.
Healthy Lifestyles
Working with vapers/smokers
Meet the physical, social and emotional needs of our students through the combined efforts of teacher engagement and parental support
Mental health assemblies and classroom discussions
Getting outdoors and being active
Introduce healthy eating through the First Foods and positive relationship building
School Culture
Campaign to keep school clean both inside and outside
Connect with community more (engage students with a variety of activities: elementary schools, senior citizens)
Student to student connectedness
Parent involvement
Positive communication between parents and teachers
Continue to connect with students
Involve Aboriginal families and students/staff in ways that First Peoples gather and socialize to develop relationships (Welcome Room/Culinary Partership
Communication
Standard expectations for all classes
Clear and effective communication between administration, teachers, parents and students
Supporting teachers to support and work with diversity in the classroom
Supporting teachers to support and work with diversity in the classroom
Be respectful of the traditional territory and First Peoples
Collaboration
Enhance collaborative structures amongst staff
Ensuring equitable access to resources to enhance learning and the learning environment
Work collaboratively with Welcome Room to enhance learning and sense of belonging for all student
Motivating Learners/Engagement
Support critical thinking in a digital world
Helping kids find their passion, interest and motivation – provide choice
Maintaining a standard of excellence in all areas of student growth
Enhance precision of expression; orally, written and reasoning
Honor and respect our diversity of learners
Focus on learning that is place based and respects First Peoples and the First Peoples Principles of Learning
Developing a Hunch
Ensure that Indigenous Learning is at the forefront
Developing a Hunch
Ensure that Indigenous Learning is at the forefront
Ensure that Indigenous Learning is at the forefront
Rationale: Currently the BC curriculum is completely linked to indigenous learning and the First Peoples Principles of Learning. We need to make Clarence Fulton a more inclusive school and promote the Indigenous culture. Our first steps in making our school a more welcoming place for our indigenous learners will include more recognition of the Indigenous Culture in our hallways and classrooms. It is important that all students see themselves and their culture in their learning environment. We need to see this reflected in our classrooms and our curriculum. Our Aboriginal Support Workers are currently working on adding a book case in our cafeteria area to showcase Aboriginal culture and make that area welcoming for families when we have gatherings. We currently have a hand crafted canoe there.
We are also working collaboratively with our cafeteria program to showcase Indigenous food and also provide a safe space/learning environment to work collaboratively on building relationships and place based learning practices.
We are also offering English First Peoples 11 and 12 for the 2021-2022 school year.
Learning
Numeracy and Literacy Results
Learning
Numeracy and Literacy Results
Our Educational Leaders are working together with our staff to determine skills that we can work on with our students to improve our literacy and numeracy results. These skills are cross-curricular and will help students in all subjects.
2021 Literacy and Numeracy Grade 10 Results
2019 Literacy and Numeracy Grade 10 Results
Taking Action
Taking Action
Taking Action
Taking Action
POW (Power of Woman Class)
We are offering a grade 9/10 split class each semester this year for our at- risk aboriginal students. Our purpose is to have a space that allows these girls to learn how to deal with stress whether it is at home or school. We are teaching them basic life skills and providing opportunity for them to practice improving their communication skills and problem solving skills. The teacher works closely with our aboriginal support worker to incorporate First People’s Principals into the curriculum. It supports student and life success using a Rites of Passage model found in First Nations ways of being which is anchored in the development of strong individuals through the connections they as Aboriginal students need to ensure a healthy and prosperous future.
Indigenous Curriculum
ASW worked along with textiles teacher to introduce traditional hand sewing with a select group of Indigenous students. No machine sewing was involved. Students learned about the materials being used and how the materials are made. Students were made aware that these materials are still being used today by Indigenous people, along the way of learning students realized the difference between the traditional materials versus modern material i.e. sewing thread vs sinew, cotton fabric vs buckskin. Students were introduced to modern material begin used by Indigenous people and the reason behind the move to modern material ie bone beads traditionally came from buffalo bones. Today Indigenous people tend to use cow bone in replace of buffalo.
A partnership between the Welcome Room and the Culinary Arts Program will showcase Indigenous food and also provide a safe space/learning environment to work collaboratively on building relationships and place based learning practices.
Inquiry Group
“Ways to engage and empower learners to be able to talk about and demonstrate their learning”
Our educational leaders formed this group to teach the skills as well as explore ways to use technology to enhance practice.
Community of Innovators
Looking at how to integrate the Four Food Chiefs and the values they represent into our curriculum and core competencies. This is being enhanced with technology.
Technology
Learning to make technology more accessible to all
additional chrome books provided to all departments and our i center
Wi-fi available to all students
Teacher workshops on using different forms of technology in the classroom
Portfolio Residency
Teachers formed a group to explore how to use portfolios and artifact collections in a more meaningful way that incorporates core competencies and self reflection
