糖心vlog破解版

Geographically located on ancestral syilx territory in south-central British Columbia, School 糖心vlog破解版 22 serves the communities of Vernon, Coldstream, Lavington, Lumby, and Cherryville, providing excellent educational services to a diverse group of students. The area is home to members of the Okanagan Indian Band (OKIB), Metis, Inuit, and O铿�-Reserve First Nations students. We welcome a growing immigrant and refugee population as part of the Rural and Northern Immigration Pilot (RNIP) program and host approximately 300 international students annually. We offer a wide variety of educational programs including but not limited to French Immersion, vLearn – 糖心vlog破解版 Online Learning (DOL), opportunities for Trades Training and Secondary Apprenticeships, school and district-based alternative programs, as well as numerous sports and specialty Academies. The district employs 1,317 staff and operates on a budget of $131 million. The mission of 糖心vlog破解版 is to inspire and nurture students to thrive in their learning, relationships, and community. Our motto is: Dream. Believe. Achieve.

We are a diverse community of learners including:

• 9200 students
• 1317 staff
• 19 schools – 14 elementary, 5 secondary, 1 糖心vlog破解版 Online Learning (DOL) school (vLearn), & 1 alternate program
• 7 Board of Education Trustees

Staff聽(as of Sept. 30, 2022):

• 619 teachers (Continuing Contract)
• 532 support sta铿�
• 69 senior sta铿�, principals and vice-principals, and exempt sta铿�

The School 糖心vlog破解版 22 Board of Education is accountable for the quality and equity of the educational programs in the district and expects all employees, in turn, to be accountable for the same. We are all responsible to ensure student achievement.

The Board of Education develops and maintains a Strategic Plan for the school district. The plan outlines guiding principles and goals for the school district and sets a clear vision for our education system.聽 School 糖心vlog破解版 22 (Vernon) aligns with the following:

• ;

the purpose of the British Columbia school system which is to: enable learners to develop their individual potential and to acquire the knowledge, skills, and attitudes needed to contribute to a healthy society and a prosperous and sustainable economy. To achieve this, we have a collective mandate to develop the 鈥渆ducated citizen鈥� through their intellectual, human, and social, and career development.

BC graduation program – gov (no date) gov.bc.ca. Available at: (Accessed: 11 May 2023).

In the creation of this Framework for Enhancing Student Learning (FESL) we collaborate throughout the year with many of the above and the following: Vernon Teachers鈥� Association (VTA), CUPE 5523, our Vernon Principals鈥� and Vice-Principals鈥� Association (VPVPA), our 糖心vlog破解版 Parent Advisory Council (DPAC), our school Parent Advisory Councils (PACs), and various members of our exempt staff.

We continue to engage Indigenous communities including, but not limited to members of the Okanagan Indian Band (OKIB), the North Okanagan Friendship Centre Society, the Vernon & 糖心vlog破解版 M茅tis Association, and other members of First Nations, M茅tis, and Inuit peoples.鈥�

Indigenous Education Program, 2022-2023

The Indigenous Education Department, in collaboration with other district departments and schools, provides programs and services for students who have self-identified as having Indigenous ancestry.

The shared work of supporting Indigenous learner success continues to be guided by collaboration between the Indigenous Education Department and Indigenous communities, including the representatives on the Indigenous Education Advisory Committee (IEAC).聽 The IEAC is composed of School 糖心vlog破解版 22 staff (the Superintendent, the Director of Indigenous Education, a Board Trustee, and a Vernon Teachers Association member), as well as representatives from local Indigenous communities including Okanagan Indian Band (OKIB), North Okanagan Friendship Center Society (NOFCS), and the Vernon & 糖心vlog破解版 M茅tis Association (VDMA).

Student Success (Personal and Academic) for Indigenous Learners

Our district continues to see disparities in educational achievement outcomes for Indigenous students. For students who identify as Indigenous, the five-year and six-year completion rates have increased to 66% and 71%. There continues to be inequities in provincial assessment performance at the Grade 4, Grade 7 and Grade 10 levels.聽 Our district has the strategic plan goal of improving the achievement outcomes for Indigenous students.

Wellness, Belonging and Identity for Indigenous Learners

Indigenous learners in our district continue to report a sense of safety and belonging at a lesser rate than non-Indigenous peers. Data from the Student Learning Survey 2021-2022 indicates that Indigenous students report feeling safe 鈥淎ll the time or most of the time鈥� at a lesser rate than non-Indigenous peers: 78% in Grade 4, 70% in Grade 7, and 70% in Grade 10. The 2023 Enhancement Agreement Indigenous Secondary Student Survey indicated that of the 118 respondents, 42% of Indigenous students reported feeling safe in the school 鈥淎ll of the time,鈥� and 36% 鈥淢ost of the time.鈥�

Our district has the goal of ensuring Indigenous students see themselves reflected in their learning and learning environment, and increasing the number of Indigenous learners who feel like they are welcome and belong, and who feel their identity and strengths are celebrated.

Building relationships with Indigenous students, families, and communities

Building good relationships with Indigenous learners, families and communities will contribute to improving the academic outcomes for Indigenous students. Our district has the goal of making space for Indigenous voices, as this is essential in discovering how our district can remove barriers so that all Indigenous learners experience success.

Child and Youth In Care and Supporting Our Vulnerable Students

School 糖心vlog破解版 22 has developed key programs and strategies to support our youth in care and the population of students that would be considered vulnerable.

Students with Disabilities and Diverse Abilities

Successful inclusion supports the belief that all students should, wherever possible, receive their education in age-appropriate classrooms in their neighbourhood school. The school district, together with parents, determines the support(s) needed for successful inclusion. Inclusion is a continuum of options designed to foster the feelings of belonging, acceptance, independence, and community.

From School 糖心vlog破解版 22 staff this requires:

Collaboration between educators, medical professionals, social workers, and other community partners to best provide and implement an effective framework in supporting children and youth. The Inclusion Department utilizes a team approach of identification and support of students with disabilities and diverse abilities:

• Weekly School-Based Team Meetings scheduled at each school involving key partners.
• A 糖心vlog破解版-Based Team provides consultation and collaboration to school-based teams for complex student cases.
• 糖心vlog破解版 Staff hold review meetings two times a year for Secondary Schools and once a year for Elementary Schools providing wrap around services for vulnerable students.

Inclusivity for All Learners

All learners are welcomed and supported through compassionate, professional, and responsive learning environments. Our school and programs are safe, inclusive and welcoming, offering voice, choice, and flexibility for all learners.

The Ministry of Education provides provincial results annually as per the Framework for Enhanced Student Learning (FESL) policy. School 糖心vlog破解版 22 aligns all education decisions based on data. Data are gathered, analyzed, and reported publicly in both an aggregated and disaggregated manner.

Levels of Data[2] 聽(Safir & Dugan, 2021)

1. Satellite Data 鈥� encompasses broad-brush quantitative measures.聽 It helps show trends and points our attention toward underserved groups of students.
2. Map Data 鈥� provides a slightly richer picture by looking at locally developed assessments and surveys at the school level that help show student skill gaps.
3. Street Data 鈥� are the qualitative and experiential data that emerges at eye level.聽 These data are asset based, building on the tenets of culturally responsive education by helping educators look for what鈥檚 right with our students, schools and communities instead of seeking out what鈥檚 wrong.聽 They help us to understand student, staff, and parent experience as well specific misconceptions and mindsets.

[2] Safir, S., & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and School Transformation. SAGE PUBLICATIONS INC.

School 糖心vlog破解版 22 continues to use both provincial and locally developed measures to understand trends, growth, and areas of consideration in literacy and numeracy.聽 Gathering data from multiple sources and levels of data provides an opportunity to triangulate evidence and inform planning and actions.聽 Satellite data provided by the Ministry of Education and Child Care through Power BI is used alongside district and school map data.聽 With district implementation of the data analytics program, EdPlan Insight, all levels of the organization from teachers to Principals and Vice-Principals to senior leadership use satellite and map data to drill down and put faces on the data to inform classroom, school, and district level planning.

EdPlan Insight provides a deeper understanding on how data can inform practice and encourage responsive and personalized approaches to student learning.

Street-level data is gathered through Academic Reviews held two times at the high schools and once at the elementary schools to listen to school stories about their learners and how schools are putting structures and supports in place to support Indigenous students and students with Disabilities and Diverse Abilities.聽 This information alongside provincial and locally based assessments provide context and rich conversations in helping understand student engagement, social/emotional well-being and how students are growing in literacy and numeracy.

Student input is captured at various levels throughout the district through the Student Learning Surveys, MDI, YDI and Student Voice groups.聽 Feedback and survey responses are considered alongside other forms of data to garner a deeper understanding of how students feel about their engagement and learning in comparison with assessment results.

Literacy and Numeracy Success

Over the years various local and provincial assessments have been introduced and used at the classroom level and data shared with the district to understand trends and how students are growing in their literacy and numeracy proficiency.聽 糖心vlog破解版 and school planning has included literacy and numeracy goals based on this data with a focus on continuous improvement.聽 This past year, the focus on district literacy and numeracy achievement has aligned with the goal of the new strategic plan on closing the achievement gap that exists for Indigenous students and students with Disabilities and Diverse needs.聽 Indigenous students and students with Disabilities and Diverse Abilities are consistently 10-20% lower in both literacy and numeracy.聽 糖心vlog破解版 continues to focus on the goal to reduce that percentage and begin to see a trend year over year that closes that achievement gap while at the same time raising the rates of all student’s proficiency levels in literacy and numeracy in both local and provincial assessments.

Provincially, data coming out of the pandemic in both literacy and numeracy is trending downward and the gap between Indigenous students and students with Disabilities and Diverse Abilities is growing.聽 In 糖心vlog破解版 this trend is consistent in both literacy and numeracy proficiency levels decreasing from previous years and the achievement gap in some instances widening.

School 糖心vlog破解版 22 (Vernon) continues to have provincial assessment participation rates substantially above provincial averages.聽 This provides the district with data results that provide a strong representation of the district population.聽 This may also be a factor in why proficiency levels are lower in students with Disabilities and Diverse Needs when comparing results to the rest of the province.

When looking at the data trends in literacy and numeracy it is important to consider the street data from the work in each department and across schools.聽 Academic reviews at both elementary and secondary schools described some of the social/emotional and engagement challenges schools were responding to directly related to the years through the pandemic.聽 Attendance issues, mental health and physical health challenges have been described as significant factors that may be contributing to decreased levels of proficiency in literacy and numeracy. For this reason, over the past couple of years the district has implemented various mental health initiatives for both staff and students.

Literacy Trends

Grade 4

The 2022/23 糖心vlog破解版 Foundation Skills Assessment (FSA) Literacy results for grade 4 show a slight trend downward but are similar to provincial averages for students that are on-track or extending. Indigenous students’ literacy results at the grade 4 level are on par with overall district results and performing better than Indigenous students across the province. Students with Disabilities and Diverse Needs are performing lower. Similar results are present in the district MyEd June summary report data; however, the grade 4 PM Benchmark reading assessment shows a positive trend with an increase of over 10% growth in the proficiency level of students.

Grade 7

The 2022/23 糖心vlog破解版 Foundation Skills Assessment (FSA) Literacy results for grade 7 show a downward trend but are the same as provincial averages for students that are on-track or extending. Indigenous students’ literacy results at the grade 7 level are 10% lower than the overall district results but are performing better than Indigenous students across the province. Students with Disabilities and Diverse Needs are performing lower. Similar results are present in the district MyEd June summary report data.

Grades 10 & 12

The 2021/22 Graduation Literacy Assessments (GLA) at the grades 10 and 12 level is slightly lower than the provincial average.聽 Indigenous students and students with Disabilities and Diverse Needs are 10-20% lower.聽 2021/22 was the first year for data collection for the GLA 12. Results for 2022/23 will not be available until July 2023 to look at trends moving forward.

Numeracy Trends

Grade 4

The 2022/23 糖心vlog破解版 Foundation Skills Assessment (FSA) numeracy results for grade 4 are similar to the provincial averages for students that are on-track or extending.聽 However, results are trending downward, but this is also the case for provincial results. Indigenous students’ numeracy results are approximately 10% lower but are performing better than Indigenous students across the province in numeracy. Students with Disabilities and Diverse Needs are performing lower. Similar results are present in the district MyEd June summary report data.

Grade 7

The 2022/23 糖心vlog破解版 Foundation Skills Assessment (FSA) numeracy results at grade 7 are slightly lower than provincial averages for students that are on-track or extending.聽 However, results are trending downward, but this is also the case for provincial results. Indigenous students’ numeracy results are approximately 10% lower but are performing better than Indigenous students across the province in numeracy. Students with Disabilities and Diverse Needs are performing lower. Similar results are present in the district MyEd June summary report data.

Grades 10

The 2021/22 grade 10 Graduation Numeracy Assessments (GNA) is similar to the provincial average.聽 Indigenous students are 10-20% lower and students with Disabilities and Diverse Needs are significantly lower. Results for 2022/23 will not be available until July 2023 to look at trends moving forward.

Reversing Trends

School 糖心vlog破解版 22 continues to explore ways to focus and improve literacy and numeracy across the grades with support from the various district departments.聽 Ongoing and varied professional learning focused on current research and strong pedagogy have been provided for teachers and principals and vice-principals to explore, share ideas and collaborate to continue to grow in their understanding and approaches in being responsive to the diverse needs of students. 聽Continued monitoring of Indigenous students and students with Disabilities and Diverse needs, along with a renewed focus on both early and middle years and the implementation of an Early and Middle Years Literacy and Numeracy Responsive Framework, will support reversing downward trends in literacy and numeracy.

A Focus on Middle Years (Gr. 6-9)

Building systemic coherence centered around an understanding of middle years philosophy and pedagogy is important for sustainability in closing the achievement gap year over year. In response, the district had Dr. Leyton Schnellert facilitate six learning sessions on Middle Years philosophy, pedagogy and structural innovation to begin refocusing on responsive approaches to learning and assessment at these grades. Teachers, PVP, and district level staff all came together to consider instructional moves and learning environments that are personalized and support our adolescent learners for success as they transition to grade 8 at the secondary school and from grade 9 to the 10-12 graduation program.

Completion Rates

Although we are still approximately 5% below provincial completion rates, School 糖心vlog破解版 22 is now seeing both 5-year and 6-year completion rates trending upward.聽 This includes trends for both Indigenous students and students with Disabilities and Diverse Needs. 聽Indigenous Student completion rates are still 10-20% lower than non-Indigenous and students with Disabilities and Diverse Needs are behind by 20-30%.

5-Year Completion rates for all students in 2021/22 was at 82% while 6-year completion rates were 86%.

Post-Secondary Transitions

The most recent data provide by the Ministry of Education and Child Care (MoECC) on post-secondary transitions shows that on average approximately 40% of students in 糖心vlog破解版 go on to post-secondary institutions in British Columbia.聽 This is 10% lower than the provincial average.聽 Indigenous Students and student with Disabilities and Diverse needs are approximately 30% lower than the provincial average.聽 However, through conversations with secondary school-based teams, it must be noted that there is a contingent of graduates in 糖心vlog破解版 that pursue post-secondary institutions outside of British Columbia.聽 Most recent data from the government of Canada (2018/19) indicates that about 4.5% of 糖心vlog破解版 graduates attend an institution outside of British Columbia elsewhere in Canada.聽 There is no data that indicates what percentage of students pursue post-secondary institutions outside of Canada.

Early Learning & Child Care includes StrongStart BC programs, Seamless Day Kindergarten, Changing Results for Young Children, Welcome to Kindergarten, Ready, Set, Learn, and a childcare on school grounds partnership with BGC Okanagan.聽 The B.C. Early Learning Framework vision and principles underpin the priorities and planning for Early Learning in School 糖心vlog破解版 22.

There is a strong correlation between children who are developmentally on track leaving kindergarten and success at grade 3. Grade 3 success is a strong indicator of high school graduation and success beyond high school. Ensuring success in early years carries both urgency and priority at 糖心vlog破解版.

糖心vlog破解版 planning for success includes strengthening and increasing existing staff and programs. Building an Early Learning & Child Care Learning Centre is an important component as we expand early learning opportunities for children and families.

糖心vlog破解版 prioritizes the relationships we have with families as the first educators. We continue to expand both the relationship and opportunities provided to all families. We will extend opportunities for engagement, inclusion, and support/early intervention for our youngest learners as we respond to the needs in our school communities.

Career Programs include the K-12 curriculum for Career Education and Applied Design Skills and Technologies (ADST) K-12. Through the Career Education curriculum, the Career Programs team helps support experiential learning, connections to career-life possibilities, and post-graduation opportunities giving students the tools they need to succeed in personal, educational, and workplace contexts throughout life. Through the ADST curriculum, students develop the skills and knowledge that will support them in developing practical, creative, and innovative responses to everyday needs and challenges.

In September 2021 the Career Programs department worked together to create a departmental goal that connected to our strategic plan:

• To provide authentic opportunities and experiences for all students to build confidence and develop skills relevant to their chosen career path and community.
• Through the student learning survey results for 2021 around we learned that student satisfaction in school preparation for post-secondary education and jobs in the future is an area we would like to improve upon. Post-surveys have shown that when students participate in Career Programs opportunities, they are more prepared for post-secondary and their future jobs.

In 2022-23 Career Programs focused on some key areas in the Strategic Plan. Those focus areas were as follows:

The strategic plan was implemented in Fall 2022. All schools use this strategic plan to guide their school growth plans.

Our Board of Education will receive the latest version of the Framework for Enhancing Student Learning (FESL), through a public meeting of the Board of Education on June 21, 2023.

All reporting of results must be consistent with the Freedom of Information and Protection of Privacy Act (FOIPPA) requirements.

The strategic plan focuses on reducing the achievement gap that exists for Indigenous students and students with Disabilities and Diverse Abilities.

Cycle of Improvement

The following is a summary of the local and provincial-based assessments and reports used to inform planning at all levels throughout the district.

The Framework for Enhancing Student Learning (FESL) includes the district inquiry and planning processes and comments on how the school-level process both informs and is informed by district planning.

School 糖心vlog破解版 22聽is in the first year of a five-year Strategic Plan 2022-2027. The Strategic Plan sets out a clear vision for our public education system and identifies actions needed to turn the vision into reality. The Strategic Plan is both a map and compass for our school district, guiding our priorities and allocation of resources. The Strategic Plan holds the Board of Education鈥檚 three priorities: Student Success, Leadership Excellence, and Community Connections supporting the district vision to become a community where all are respected, and each person is encouraged to develop their potential while bringing to fruition the 糖心vlog破解版 Motto: Dream. Believe. Achieve.

This report has been written in compliance with the BC Ministry of Education鈥檚 Framework for Enhancing Student Learning (FESL). At the June 21, 2023 regular meeting of the Board of Education, the following motion was approved:

鈥淭hat the 2022/2023 School 糖心vlog破解版 No. 22 (Vernon) Framework for Enhancing Student Learning (FESL) report be approved as presented for submission to the Ministry of Education and Child Care.鈥�