Framework for Enhanced Student Learning – 2022


Framework for Enhanced Student Learning

Framework for Enhanced Student Learning


Annual Report on Learning – Submitted June 2022



District Context

Geographically located in south-central British Columbia, School District 22 (Vernon) 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 Off-Reserve First Nations students. We welcome a growing immigrant and refugee population as part of the Rural and Northern Immigration Pilot Program and host our own cadre of approximately 220 international students annually. We offer a wide variety of educational programs including but not limited to French Immersion, Distributed Learning Courses, opportunities for Trades Training and Secondary Apprenticeships, school and district-based alternative programs, as well as, numerous sports and specialty Academies. The district employs 1,212 staff and operates on a budget of $112 million. Our mission is to inspire and nurture students to thrive in their learning, relationships, and community.

We are a diverse community of learners, all of whom can attest, this is a “great place to learn”:

  • 8931 students
  • 19 schools – 14 elementary, 5 secondary, 1 online learning school (vLearn), & 1 alternate program
  • 7 Board of Education Trustees

Staff (as of Sept. 30, 2021):

  • 608 teachers (Continuing Contract)
  • 540 support staff
  • 64 senior staff, principals and vice-principals, and union-exempt staff

Coherence and Alignment


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.  School District 22 (Vernon) aligns with the following:

  • The BC Statement of Education Policy Order;
  • The BC Policy for Student Success; 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 “educated citizen” through their intellectual, human, and social, and career development.

All Provincial Legislation, priorities, and policy direction including, but not limited to:

The Board of Education at School District 22 (Vernon) is 100% committed to the:

With all other areas of the district supporting:

The School District 22 (Vernon) 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.

All School District 22 staff have a leadership role to play in improving student learning, including developing and implementing aligned Service Plans.

School Learning Plans, as per Section (2)8.3 of the School Act, with goals, data, strategies, structures, a professional learning plan, and a plan for reflective practice will be created and maintained at each school. All school plans are to maintain alignment between provincial, district, school, and classroom education goals and objectives.

All other departments within the school district will also create and maintain aligned Service Plans.

The School Learning Plans, and the various department Service Plans, will be used as the annual action plans within the Board Strategic Plan to enhance student learning.

The Board will make the School District 22 (Vernon) Strategic Plan, Framework for Enhanced Student Learning, Ministry of Education data, and aligned School Learning Plans available to all on the district website.


Strategic Engagement


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’ Association (VTA), CUPE 5523, our Vernon Principals’ and Vice-Principals’ Association (VPVPA), our District 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 & District Métis Association, and other members of First Nations, Métis, and Inuit peoples.​


School District 22 (Vernon) has developed 5 strategic goals and can be found in the District Strategic Plan – Vision 2022. The 5 strategic goals are as follows:

1. Provide access to personalized learning opportunities for each student.

  • Provide engaging, personalized learning opportunities to encourage academic excellence
  • Ensure the equitable use of available resources to meet the needs of each student
  • Identify and support students and families who face significant barriers
  • Provide developmentally appropriate ways for students to own their learning

2. Improve the physical, mental, and social well-being of all students.

  • Work with the community to help develop equitable and sustainable food programs
  • Support appropriate screening, referral, and transition processes
  • Enhance mental health and wellness services
  • Support the competent, safe, and ethical use of the internet and other technology
  • Co-ordinate and strengthen social and community supports for students and their families

3. Support the development of all School District 22 (Vernon) employees.

  • Provide professional development and collaborative opportunities for employees to work toward full implementation of the new curriculum
  • Provide more opportunities for employees to enhance their knowledge, skills, and understanding
  • Work toward hiring and retention practices that create more stability and consistency for employees
  • Create supportive, collegial, and professional working environments
  • Enhance mental health and wellness services for employees

4. Enhance communication and engagement among all members of the learning community.

  • Increase engagement with students, employees, and parents, at both the school and district levels
  • Increase the knowledge, respect, and understanding of the cultures and traditions of the Okanagan and all Aboriginal peoples, for all members of the learning community
  • Develop stronger connections with the broader community – volunteers, community mentors, employers, and other educational institutions and resources

5. Pursue best practices in governance, management, and service delivery throughout the organization.

  • Practice reasonable governance
  • Review and revise the Strategic Plan annually
  • Review and revise the Technology Plan and Facilities Plan annually
  • Make most effective use of the School District 22 (Vernon) resources through sound budgeting fiscal responsibility, innovative initiatives, and advocating for appropriate funding
  • Employ effective HR practices that enhance communication, trust, and respect

School District 22 (Vernon) is aware of the Ministry of Education’s desire for multi-year strategic plans with a specific focus on the success and outcomes for: our Aboriginal students, youth that require inclusion support, and our Children in Care, as well as improved Grad Completion rates.   The District is developing and implementing a new strategic plan in the coming year for 2022-2027 that will address these focuses, and align all departments across the district, with learning leading the way.

Indigenous Education


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).  The IEAC is composed of School District 22 Vernon staff (the Superintendent, the Director of Indigenous Learning, 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 & District Metis Association (VDMA).

Personal and Academic Success 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 are 62%/64% compared to the non-Indigenous completion rates at 84%/86%. In addition, there continue to be inequities in performance on literacy and numeracy assessments at Grade 4, Grade 7, and Grade 10 levels.  Our district has the goal of improving the achievement outcomes for Indigenous students in all areas.

2021/22: Improving the Academic Achievement of Indigenous Learners


  1. Provide targeted support for Indigenous students needing literacy intervention supports at the elementary level.
  2. Provide targeted support for Indigenous students with complex barriers to attendance and achievement.
  3. Implement interventions for tracking, monitoring, and supporting Indigenous secondary students to achieve needed graduation credits
  4. Develop and support high-quality enhanced learning opportunities for Indigenous learners

Presented opportunities for administrators and school teams to examine school, district, and provincial data on literacy, numeracy, and graduation achievement data for Indigenous learners in order to identify areas of focus to better support Indigenous learners
Continued to provide a Literacy Intervention Teacher to work with Indigenous learners needing enhanced literacy support at the K-7 level
Allocated FTE for an Indigenous Education Success Teacher to monitor and support Indigenous learners to achieve graduation credits at two secondary schools
Implemented a 3 Year Grad Plan, including Academic Reviews, for Indigenous learners and all learners Grades 10-12 at all secondary schools
Provided Indigenous learners with quality enhanced learning opportunities including Indigenous STEM program, Indigenous Artists program, Indigenous Entrepreneur Day and Indigenous Role Model Presentation
Hired two Indigenous Outreach Workers to work with Indigenous learners needing support in attendance and school engagement/re-engagement
2022/23: Planned Initiatives
In addition to the above strategies, we will:

  • Allocate additional FTE for an Indigenous Education Success to monitor and support Indigenous learners to achieve graduation credits at secondary schools
  • Hire an additional Outreach Worker to support students with complex barriers to school engagement
  • Provide additional quality enhanced learning opportunities, such as Indigenous Trades Day and/or Indigenous Career Fair Day



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 2020-2021 indicates that only 73% of Indigenous students report feeling safe “All the time or many times.” That a significant number of Indigenous students struggle to feel a sense of safety and belonging in SD22 schools is also indicated in the SD22 Equity Scan Survey 2020-21, which reports that approximately 20% of Indigenous students surveyed have experienced racism, bias, or discrimination.

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


2021/22: Increasing Sense of Welcome, Belonging, and Identity for Indigenous Learners



  1. Support Indigenous student identity and wellness through collaboration with Indigenous families and communities
  2. Celebrate Indigenous students’ achievements, strengths and cultural identity
  3. Support schools in developing a culturally responsive learning environment that values Indigenous peoples, cultures and ways of knowing
  4. Create opportunities for Indigenous students to engage in learning and wellness activities through an Indigenous lens



Offered opportunities for staff to participate in a local Cultural Safety Program, Reconciliation for Education training modules, and Anti-Racism and Anti-Hate Speech training
Established Human Resource practices that support the hiring of Indigenous staff
Allocated FTE for an Indigenous Education Success Teacher to monitor and support Indigenous learners to achieve graduation credits at two secondary schools
Established a Truth and Reconciliation Ally teacher contact in each school
Supported classroom learning about Indigenous peoples, cultures and ways of knowing with Indigenous Learning Grant and purchasing current and appropriate Indigenous resources for the District Resource Centre and providing schools with Indigenous Learning Grant
Offered professional learning opportunities throughout the year for increasing knowledge of Indigenous peoples, histories and contemporary contexts for all staff
Celebrated Indigenous graduates at District Indigenous Graduation Celebration event and created district Indigenous Truth and Reconciliation Awards
Created Indigenous Education Summer Program that provides learning/wellness activities through Indigenous lens for  Indigenous students
2022/23: Planned Initiatives
In addition to the above strategies, we will:

  • Create a monthly Indigenous Learning series for SD22 staff to increase understanding of cultural sensitivity, Truth and Reconciliation and the impact of colonialism
  • Create a Community of Practice for teachers of Indigenous-focused courses
  • Offer system-wide the Reconciliation for Education training from First Nations University Canada
  • Increase community and inter-school activities and events to support student transitions


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.


2021/22: Strengthening relationships with Indigenous students, families, and communities



  1. Build formal and informal relationships with all Indigenous community partners and honouring the sovereignty and self-determination of Syilx nation
  2. Support Indigenous learner success through engagement and collaboration with Indigenous students, families, and communities


Engaged Indigenous Grade 12 students for input into the District Indigenous Graduation Celebration and Indigenous Youth Focus Group for Board of Education’s Strategic Plan
Renewed Local Education Agreement (LEA) with OKIB for implementation in September 2022-2025
Supported upcoming implementation of LEA by providing training for school administrators and teachers
Currently developing an Indigenous Education Enhancement Agreement in collaboration with the IEAC
Re-engaged with VDMA as organization has been recently re-chartered and continue to work with provincial Metis Nation BC at Early Years Table
Created an Indigenous Parent page on the Indigenous Education Department website to better communicate supports and opportunities available for Indigenous students and families
Ongoing commitment of district and schools to implement the Equity Action Plan
2022/23: Planned Initiatives
In addition to the above strategies, we will:

  • Finalize development of an Indigenous Education Enhancement Agreement in collaboration with the IEAC
  • Collaborate with OKIB community on further developing nsyilxcen language program in SD22
  • Create a district Indigenous Student Leadership Council to amplify the voice of Indigenous students at the secondary level
  • Develop Indigenous Family Voices Group to increase Indigenous parent/community voice and foster a culture of inclusion and belonging
  • Share a regular Indigenous Education newsletter with parents/guardians to improve communication and better inform families about education programs and services



Student Support Services – Inclusive Education



Child and Youth In Care and Supporting Our Vulnerable Students

School District 22 (Vernon) has developed key programs and strategies to support our youth in care and the population of students that would be considered vulnerable.


  • Expanding mental health education and services offered throughout the school community by utilizing specialized staff including our Mental Health liaison, Behaviour Specialists and School Counsellors to support School-Based Teams and vulnerable students and families.
  • Fostering a safe and inclusive environment to address the topic of SOGI in classroom by providing training and direction on best practices through our SOGI leads within each school.
  • Continued contracts with Interior Health and Child Youth Mental Health to work collaboratively with student referrals and supports.
  • Strengthening of relationships with mental health service providers to increase the capacity for School District staff to respond in a helpful way to support mental health and wellbeing.
  • Reduce re-traumatization of students by adopting trauma-informed practices that lead to healing and growth rather than punishment and exclusion. Starting with School District Administrators who have taken Restitution training.
  • Increased awareness and reducing stigma related to mental health through staff-based training and programs delivered in classrooms to all students. Examples: trauma-informed care, Open Parachute, and Character Strengths Programs.
  • Expansion of the Everyday Anxiety Strategies for Educators (EASE) Program, providing strategies for kindergarten to Grade 12 through a series of workshops facilitated by a District Behaviour Specialists and our Counselling team.
  • Expansion of our trained staff to utilize the Roots of Empathy program.
  • Development of Mental Health Safety plans to support vulnerable students.
  • Utilizing training opportunities through Safer School Together for Trauma-Informed Schools Initiatives and Technology Safety and Awareness.
  • Coordination of Substance Abuse Services by our School District 22 (Vernon) District Drug and Alcohol Counsellor. Including the delivery of the Preventure Program at intermediate levels to take a proactive and evidence-based approach in coping with anxiety, negative thinking, peer pressure, and substance usage.
  • Delivery of the Axis Program, an after-school substance-use program jointly developed by School District 22 (Vernon) and the AXIS intervention services. Collaboration with community-based intervention programs for struggling students requiring substance abuse support.
  • Utilization of Essential Elements (Substance Abuse Awareness using an Indigenous lens partnering with our Indigenous Education Department).
  • Expansion of our Safer Schools Crisis Response and Risk Assessment teams and the utilization of safety procedures outlined in our SD22 (Vernon) Risk and Response Safety Manual
  • Collaborative efforts with District staff and Counsellors to create a clear outline of what mental health services are being offered by counsellors in SD22 (Vernon) and to streamline these policies and procedures to best serve students. Continued development of School Mental Health Plans including scheduled services by tiers of intervention selected from the menu to best meet the identified needs of each school.
  • Training for our school Counsellors examples include Mental Health First Aid Training, Domestic Violence Workshops through Oak Centre
  • Collaboration on the development of a new Suicide Risk Assessment Tool

Future Strategies:

  • Continued development of existing strategies
  • Continued implementation of the Counsellors Manual of Policies and Procedures
  • District-wide implementation of Mental Health School Plans
  • Ongoing training opportunities for Mental Health programs
  • Additional steps towards Restitution training across the district, including Level 2
  • Implementation of our updated Suicide Risk Assessment Tool and updated VTRA screener

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 District 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. Student Support Services 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 stakeholders.
  • A District-Based Team provides consultation and collaboration to school-based teams for complex student cases.
  • District Staff hold review meetings three times a year for Secondary Schools and once a year for Elementary Schools. Discussions of plans and supports for students at risk of failure.

Inclusivity for All Learners

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


  • Significant contributions to professional learning opportunities to ensure that staff have a current pedagogy for working with our students with diverse needs in inclusive settings. (Examples include –Inclusive Education with Shelley Moore) and (Positive Behaviour Intervention Support systems – proactive strategies for defining, teaching, and supporting appropriate student behaviours to create positive school environments).
  • Increased School Psychologist Staffing supporting assessment and wrap-around support to teams working with students and families to provide multi-specialist expertise in supporting students.
  • Utilization of a District-Wide system supporting Ministry of Education Special Education Designations and English Language Learners (ELL), and a team approach to meet the Ministry of Education reporting order.
  • Implementing personalized district programs and community-based activities to support inclusion in school and community. Examples include therapeutic services – horseback riding/swimming/inclusive field trips.
  • Self-regulation tools and strategies to better support students’ emotional needs. The Levels of Intervention support model is delivered by our Occupational and Physio-Therapy Team. It is an inclusive approach that highlights the proper teaching of interventions with consistent and regular implementation.
  • Addition of district-wide Connections Programs within secondary schools providing support to vulnerable learners who are at risk of failure or drop out.  Connections Programs capitalize on the value of taking students out into the community to embrace learning in an alternate way.  Our goal is to wrap supports around our vulnerable youth to support transitions, attachment to a caring adult, increased graduation and attendance.

Other Measures to Support Vulnerable Learners – Utilization of Community LINKS Funding:

  • The School-Based Outreach Program is a support program for students and their families where home and community are impacting the student’s ability to be successful in school. The organizations that are under contract include: NOYFSS (Vernon and area schools) and Whitevalley (Lumby and Cherryville Schools)
  • Food Equity funds are allocated for food services for vulnerable families.
  • Increased food support to schools throughout COVID—19 to provide support for families facing food insecurity

Future Strategies:

  • Continue to build upon our current key strategies that have been developed over the past two years
  • Increased focus on developing student’s self-determination and access to individualized learning programs
  • Increased number of inclusive community field trips and learning opportunities.
  • Development of strong transition plans to support students as they enter new learning environments
  • Continue to update our Student Support Services Policies and Procedures Manual.
  • Professional development and focused learning sessions on Differentiated Instruction and utilize the Response to Intervention Model of support in collaboration with the Learning and Indigenous Education Departments
  • Increasing the number of Connections Programs within each secondary school supporting individualized learning opportunities and connections to the community
  • Increased support and training for our School-Based Teams around best practices to support our vulnerable students and students with diverse needs
  • Increased training and utilization of technology to support student’s independence Example: District-wide training access to Google Read and Write


Evidence Informed


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

Provincial education measures:

Multiple sources of evidence include relevant locally developed measures:

School District 22 (Vernon) continues to use both provincial and locally developed measures to understand trends, growth, and areas of consideration in literacy and numeracy.  Gathering data from multiple sources and levels of data provides an opportunity to triangulate evidence and inform planning and actions.  Satellite data provided by the Ministry of Education and Child Care through Power BI is used alongside district and school map data.  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 can use satellite and map data to drill down and put faces on the data to inform classroom, school, and district level planning.

As more data is made available in EdPlan and confidence using the program continues to grow throughout the district, there will be a deeper understanding on how data can inform practice and encourage responsive and personalized approaches to student learning.  Currently, all Principals and Vice-Principals and elementary teachers have had training on EdPlan and there are also several high school teachers who use the program to gather and analyze localized data.

Street-level data is gathered through Academic Reviews held three 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.  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 group.  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.


Learning Department – Literacy and Numeracy


School District 22 (Vernon) has continued to explore ways to focus and improve literacy and numeracy across the grades with support from the District Learning Department.  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.

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.  District and school planning has included literacy and numeracy goals based on this data with a focus on continuous improvement.  District literacy and numeracy goals for the past two years have been focused on incremental growth for all students.


2020-22 District Literacy Goal: For students to increase their reading proficiency by 2% or greater.

2020-22 District Numeracy Goal: For students to increase their numeracy proficiency by 2% or greater.

School District 22 (Vernon) continues to have provincial assessment participation rates substantially above provincial averages.  This provides the district with data results that provide a strong representation of the district population.

Over the past two years, some literacy and numeracy data has been limited and inconsistent because of COVID 19 challenges.  For example, changes to the FSA literacy portion of the assessment do not align with past years’ Reading and Writing sections, and comparisons to the 2020-21 results in both literacy and numeracy are not congruent due to provincial participation rates.  It is anticipated that next year more assessment data will be available for year-over-year comparisons to get a deeper understanding of student growth in literacy and numeracy.

Nevertheless, in looking at the most recent data from various provincial and locally-based assessments that we do have data for, students performed slightly below 2019/20 and previous years beyond that with the most obvious indicator being the achievement gap in literacy and numeracy for both Indigenous students and students with Disabilities and Diverse Abilities.  In most cases, there is a 10-20% discrepancy.

The 2021/22 Student Learning Survey suggests that as students get older, they do not feel they are getting better at literacy and numeracy to the same degree.   For example, the survey indicates that 83% of Grade 4 students feel they are getting better at reading, but every grade thereafter indicates a downward trend ending at 58% of grade 12’s.   This is similar for numeracy except the %’s are lower starting at 72% for Grade 4 and ending at 49% for Grade 12 students.


Taking Action

In response to the data along with the challenges and restrictions of the COVID 19 guidelines, current research and varied approaches to professional learning were used to support student growth in literacy and numeracy.  Three main strategies were implemented by the Learning Department to build capacity in teachers and Principals and Vice-Principals and deepen understanding in supporting continuous improvements in literacy and numeracy pedagogy.

  1. Introduction of new professional resources to support classroom instruction and assessment in literacy and numeracy:
    • Introduction of a workshop model approach to literacy instruction in K-3
    • Heggerty Phonemic Awareness lessons in kindergarten and Grade 1 classrooms
    • Fountas & Pinnell Shared Reading and Poetry early literacy resources, Interactive Read Aloud early literacy resources, Reading Minilessons K-3 in support of literacy workshop model, Reading Benchmark Assessment for intermediate grades
    • Rime Magic phonics resource in K-3
    • A focus on small-group instruction using Jan Richardson resources
    • Mathology Activity Kits in Grades 1, 2, & 3, Mathology little books in Grades K-3, Introduction of in Grades 1 to 6
    • Open Questions resource for numeracy instruction K-9
    • Intermediate and Secondary numeracy focus on formative assessment and curricular competencies
    • Introduction of EdPlan Insight data analytics software


2. Review and revise locally developed assessments to align with research, current pedagogy and curriculum

    • Begin development of responsive K-9 literacy and numeracy frameworks to guide instruction
    • Realign the elementary numeracy screener to be spread out across Grades 1,2,3,5,6
    • Review and update the Whole Class Writes assessment to include strength-based language and Indigenous ways of knowing
    • Provide the Kamloops Non-fiction Reading Assessment for grades 4-9
    • Realign and update PM Benchmarks resources for schools
    • Provide the F&P Reading Benchmark Assessment for grades 6-9


3. Personalized professional learning opportunities to encourage teacher engagement

    • Participate in the Ministry of Education and Childcare K-12 District Benchmark Trialing
    • Participate in the Ministry of Education K-9 Student Reporting Policy Pilot
    • Establish Communities of Practice and support professional inquiry
    • Peer coaching and mentorship provided through residencies
    • Learning menu provided to encourage and support school-based professional learning
    • Establish elementary and secondary VP Learning Series
    • Shift the Literacy Intervention focus from Tier 3 to Tier 1
    • Varied professional learning options provided through virtual, 1:1, small group and large group sessions.


Strategies Moving Forward

It is evident through our data that on an average year-over-year basis, 2/3 to 3/4 of students demonstrate proficiency in literacy and numeracy across all grades and hover slightly below or above provincial averages.  However, Indigenous students and students with Disabilities and Diverse Abilities are consistently 10-20% lower in both literacy and numeracy.  Moving forward there will be a focus on equity and building systemic coherence in order to close the achievement gap for Indigenous students and students with Disabilities and Diverse Abilities.

Building systemic coherence in the early years will focus on early and ongoing intervention with the introduction of the Early Learning Profile at the K/1 level along with continued professional learning on instruction and assessment practices that target foundational early literacy skills.  Dr. Donna Kozak will be supporting and facilitating professional learning sessions with elementary school teams.  The objective is to build a systemic approach to increase responsiveness at the tier 1 level for all learners to be engaged in meaningful and personalized learning.

In meeting with school teams directly through Academic Reviews, for students who struggle with literacy and numeracy in the intermediate and secondary grades, school becomes increasingly more difficult and less engaging if the learning is not personalized and differentiated. Building systemic coherence centered around an understanding of middle years philosophy and pedagogy will be the primary action for sustainability in closing the achievement gap. Dr. Leyton Schnellert will be supporting opportunities for Principals and Vice-Principals and teachers to come together and consider instructional moves and learning environments that are personalized and support our adolescent learners for success as they transition to secondary school and the 10-12 graduation program.

Throughout all grades personalization of learning and differentiated approaches are fundamental in supporting inclusive practices and responding to the diverse needs within the classroom. Further collaboration and shared responsibility between the Learning, Inclusion, and Indigenous Education Departments will help in supporting district initiatives and deepen understanding of equity, inclusion and response to intervention.  Shelley Moore will be supporting school-based team inquiry into a deeper understanding of inclusion which in turn will help build systemic coherence in programming and responsive practice for all students.



Completion Rates and Grade-to-Grade Transitions

Completion Rates

Although School District 22 (Vernon) has maintained a stable 6-year completion rate over the years, our most recent data shows a downward trend of 5% below the provincial average.  Indigenous rates and students with designations continue to be approximately 20% less than non-Indigenous rates and below provincial averages.

Grade-to-Grade Transitions (Grade 10 into 11 and Grade 11 into Grade 12)

2020/21 Grade-to-grade transitions for ‘Grade 10 into Grade 11’ are consistent with previous years at or above 90% for all students, Indigenous students, and students with Disabilities and Diverse Abilities.  This is on par with provincial averages.  However, grade-to-grade transition for ‘Grade 11 into Grade 12’ has dropped 5% from the previous year to 88% and Indigenous students are significantly below at 69% and students with Disabilities and Diverse Abilities at 71%.

Post-Secondary Transitions

Ministry data only includes British Columbia post-secondary institutions and terminates in 2016/17 so is not current.  According to this data SD22 Vernon PSI immediate transition rate is below provincial averages across the 5-year period.  The 3-year transition rate has trended upwards and is very close to provincial averages as of the 2016/17 school year.


More recent data is required to better understand both trends and percentages that reflect the diverse opportunities both within and outside the province that students from School District 22 (Vernon) access.  We would like to see a more immediate and comprehensive tracking of students to post-secondary institutions, especially with respect to students who transfer to out-of-province post-secondary Institutions.


Early Learning & Childcare


Early Learning & Child Care includes StrongStart BC programs, Seamless Day Kindergarten, Changing Results for Young Children, Welcome to Kindergarten, Ready, Set, Learn, and a partnership with BGC Okanagan.  The B.C. Early Learning Framework vision and principles underpin the priorities and planning for Early Learning in School District 22 (Vernon).

Highlights from 2021-2022

    • StrongStart locations returned to 5-day per week drop-in programming
    • Seamless Day Kindergarten Before & After School Child Care program opened in March 2022, providing continuity in learning and care as well as collaboration between ECEs and kindergarten teachers
    • Kindergarten teacher/ECE team for CR4YC Inquiry into how to use collaborative dialogue, pedagogy of listening, pedagogical documentation, and critical reflection to improve outcomes in social and emotional well-being for children in CR4YC
    • Planning for new child care spaces, in partnership with BGC Okanagan, on four elementary school sites offering: 3- to 5-year-old child care, 3- to 4-year-old preschool and school-age after school child care
    • ECE professional development opportunities focused on literacy development in the early years
    • First-year of participation in the CHEQ (Childhood Experiences Questionnaire) to gather valuable information from families about children’s early years’ experiences
    • ECE and Kindergarten joint professional learning and collaboration opportunities focused on literacy and social and emotional learning
    • Partnership established with The Learning Partnership to implement district-wide Welcome to Kindergarten events focused on a Talk, Read, Create & Play everyday model
    • Partnership with BGC Okanagan to offer Ready, Set, Learn early learning opportunities at all elementary schools to establish relationships with families and support smooth transitions into kindergarten

Strategies Moving Forward

Strategies moving forward in 2022-2023 will be to develop pathways to offer enhanced early learning and child care experiences. These pathways will support transitions into kindergarten by partnering with families during the early years.


We will re-locate an afternoon StrongStart program to a morning program located in a community with many young families.  In this StrongStart classroom, we will pilot JustB4, so that 4-year-olds can learn in a positive and nurturing early learning environment based in a local school context.


We will expand SDK by continuing to grow the existing child care program at Okanagan Landing Elementary and we will be adding another Seamless Day Kindergarten site. Continued collaboration amongst ECEs and kindergarten teachers will be a focus through collaborative planning, a focus on loose parts play, and the creation of a kindergarten network of practice.


Through the ChildCareBC New Spaces Fund, we are opening 4 new Early Learning Centres with BGC Okanagan.  With the goal of increasing smooth transitions into kindergarten, and creating strong connections with the ECEs, primary teachers and Principals & Vice-Principals, we will develop professional learning opportunities that bring educators together.

Starting in Fall 2022, Alexis Park Elementary will become Alexis Park Elementary Early Learning & Child Care Hub and will focus on programming that supports the B.C. Early Learning Framework by providing additional opportunities for children and families in the early years.

Through SEY2K and our partnership with BGC Okanagan, we will use compassionate systems leadership to build capacity and strengthen our relationship with families in the early years.


Career Education


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 Post-Secondary and Career Preparation 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 2021-22 Career Programs focused on some key areas to show growth and improvement. Those focus areas are as follows:

  • Opportunities – working with our post-secondary partners and community to increase our options for students to pursue their career paths

– Early Childhood Education Dual Credit Pilot Project

– Information Technology User Support Micro-credential

– Female Firefighter for a day experience

– BC Wildfire Service – Jr. Firefighter Program extended to 10 students getting basic firefighting training

– More Trades Sampler Program opportunities

– PVSS Hairstylist Program

  • Building Bridges – work to build resources to help all learners have opportunities to succeed in our programs. Create different entry points to accommodate different types of learners
    • Keep track of priority learners and how many access Career Programs
    • Have Career Coordinators reach out to Connections blocks at schools to help students see themselves in Career Programs
    • Develop programs that build specific skills and competencies needed to be successful in dual credit opportunities

Community Partners – build new relationships and nurture established relationships to provide diverse opportunities that are relevant and current to our local community

    • Develop more diverse opportunities through new agreements with post-secondary institutions
    • BX Ranchlands Project
    • ECE Dual Credit Community of Practice
    • Participate in community expo, job fairs, site tours, post-secondary tours including students to help them visualize their career paths within our community

Professional Learning – Career Coordinators support our educators with opportunities to team teach, lead professional learning, and keep on top of the latest by continuously learning through provincial partnerships.


Futures Strategies are:

More Opportunities

  • Build our Apprenticeship program and connect more students to employers looking to take on apprenticeships by building our database through Community Partners: Expression of Interest.
  • Develop more options for students to further explore health and human services careers.

Building Bridges

    • Provide resources for students using Skillplan and to build specific skills and competencies needed to be successful in Trades programs.
    • Build relationships within the community to provide career experiences for our Connection students.
    • Develop Trades focused experiences designed for our Indigenous students, female students, students in care, and students with designations.

Community Partners

    • Support Career Fairs for Indigenous Students
    • Facilitate ‘Find your Fit’ Career Fairs for Grades 6-8.
    • District-Wide Career Fair for Secondary Students.

Professional Learning

    • Work with FNESC to develop ADST curriculum teacher resource guide.



The 2021-22 school year was the final year of the Vision 2022 five-year Strategic Plan. A new strategic plan is currently under construction and will be ready for implementation come Fall 2022. All schools will use this new strategic plan to guide their school growth plans.

Our Board of Education will receive the latest version of the Framework for Enhancing Student Learning, through a general public meeting of the Board of Education on June 15, 2022.

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

The various departments in School District 22 (Vernon) will be supporting the new district strategic plan with a focus on reducing the achievement gap that exists for Indigenous students and students with Disabilities and Diverse Abilities.


Literacy and Numeracy Goal:

To close the achievement gap that exists for Indigenous students and students with Disabilities and Diverse Abilities in both literacy and numeracy.

The following assessment tools will be used alongside other data to measure and understand progress on closing the achievement gap:

    1. K-Grade 1 Early Literacy Essential Skills Profile (ELP)
    2. Grade 2-5 PM Benchmarks
    3. Grade 4 and 7 Foundation Skills Assessment (Literacy and Numeracy)
    4. Grade 10 & 12 Graduation Literacy Assessment
    5. Grade 10 Graduation Numeracy Assessment
    6. Grade 1-9 MyEd Summary Reports


Cycle of Improvement


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.


Assessment Title Type Administration / Duration
EDI K Provincial Feb/Mar
CHEQ K Provincial Sept
MDI 5 Provincial Jan/Feb
YDI 11 Provincial Jan/Feb
Student Learning Survey Provincial Feb/Mar/Apr
FSA 4 & 7 Provincial Oct/Nov
GNA 10 Provincial Nov/Jan/Apr/Jun
GLA 10 & 12 Provincial Nov/Jan/Apr/Jun
Early Literacy Essential Skills Profile (ELP)/Kindergarten Screener Local Sep – Jun
PM Benchmarks 1-5 Local Nov/Mar/Jun
Numeracy Screener 1,2,3,5,6 Local Sep – Jun
MyEd K-7 Mid-Year Summary Report Local Dec
MyEd K-7 Year-End Summary Report Local Jun
K-9 CSL Points of Progress Local Sep – Jun
MyEd 8-12 Mid-Course Summary Report Local Nov/Apr
MyEd 8-12 Course-End Summary Report Local Feb/Jun
Fall Student Conferences Local Oct
Spring Student Conferences Local Apr
1701 – Special Education Designations and ELL and Indigenous Education Capture Provincial Prior to Sep 30th
Special Education Designations Capture Provincial Prior to Feb 28th
B and C Level Assessments Standardized Assessments Sep – Jun
IPT Assessment for ELL Local Prior to Sep 30th
Individualized Education Plans updates Local Mid Nov., Mid-March, Mid-June



The Framework for Enhancing Student Leaning includes the district inquiry and planning processes and comments on how the school-level process both informs and, is informed by district planning. Through our Education Leadership team, which includes our senior Indigenous Director, we have begun the process of collaborating on a unified learning engagement, planning, and review process going forward.

For this report, the Indigenous Education Advisory Committee has provided input throughout the year. Throughout the year, each education department presents at a public Board of Education meeting. Education department leads also have opportunities throughout the year to present to the District Parent Advisory Council (DPAC).

Public Assurance

Public Assurance FESL

School District 22 (Vernon) is in the final year of a five-year Strategic Plan. 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’s Vision 2022, Motto, Mission, Values, Guiding Principles: Excellence, Trust & Respect, Equity, Relationships, and Collaboration, followed by the Statement of Guiding Principles, and five Strategic Goals.

This report has been written in compliance with the BC Ministry of Education’s Framework for Enhancing Student Learning. On June 15, 2022, at a public meeting of the Board of Education approved the following motion: That the Board of Education approves the 2021/2022 School District 22 (Vernon) Framework for Enhancing Student Learning Report for submission to the Ministry of Education.