Framework for Enhanced Student Learning
Framework for Enhanced Student Learning
Annual Report on Learning – Submitted June 2022 |
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”:
Staff (as of Sept. 30, 2021):
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:
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.
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.
2. Improve the physical, mental, and social well-being of all students.
3. Support the development of all School District 22 (Vernon) employees.
4. Enhance communication and engagement among all members of the learning community.
5. Pursue best practices in governance, management, and service delivery throughout the organization.
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 |
2021-2022
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 | |
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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:
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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 | |
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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:
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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 | |
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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:
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| 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.
Strategies
Future Strategies:
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:
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.
Strategies:
Other Measures to Support Vulnerable Learners – Utilization of Community LINKS Funding:
Future Strategies:
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.
2. Review and revise locally developed assessments to align with research, current pedagogy and curriculum
3. Personalized professional learning opportunities to encourage teacher engagement
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
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:
Strategies
In 2021-22 Career Programs focused on some key areas to show growth and improvement. Those focus areas are as follows:
– 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
Community Partners – build new relationships and nurture established relationships to provide diverse opportunities that are relevant and current to our local 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:
Building Bridges
Community Partners
Professional Learning
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:
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).
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.
Staff Resources
