Framework for Enhancing Student Learning – 2023


Framework for Enhancing Student Learning

Framework for Enhancing Student Learning


Annual Report on Learning – Submitted June 2023




District Context

Geographically located on ancestral syilx territory in south-central British Columbia, School District 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 Off-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 – District 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 SD22 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 District Online Learning (DOL) school (vLearn), & 1 alternate program
  • 7 Board of Education Trustees

Staff (as of Sept. 30, 2022):

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

Coherence and Alignment


The School District 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.  School District 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 “educated citizen” through their intellectual, human, and social, and career development.


The Board of Education at School District 22 (Vernon) is 100% committed to the: All Provincial Legislation, priorities, and policy direction including, but not limited to:


With all other areas of the district supporting:


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


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.​


Indigenous Education

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).  The IEAC is composed of School District 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 & District Métis 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.  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 “All the time or most of the time” 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 “All of the time,” and 36% “Most of the time.”

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.

2022/23: Improving the Academic Achievement of Indigenous Learners
Student Success
  • Presented opportunities for principals, vice principals and school teams to examine school, district, and provincial data on literacy, numeracy, and graduation achievement data for Indigenous learners.
  • Continued to provide a Literacy Intervention Teacher to work with Indigenous learners needing enhanced literacy support at the intermediate level.
  • Offered K-3 Indigenous Student Literacy Initiative to offer books for Indigenous students.
  • Continued 3 Year Graduation Tracking Plan for Indigenous learners and all learners Grades 10-12 at all secondary schools.
  • Continued Academic Review meetings at all schools.
  • Allocated 7 blocks of FTE for an Indigenous Education Success Teacher to monitor and support Indigenous learners to achieve graduation credits at 5 secondary schools.
  • Provided Indigenous learners with quality enhanced learning opportunities including Indigenous STEAM Day, Indigenous Artist Mural program, Indigenous Entrepreneur Day, Indigenous Role Model Presentations, Indigenous Student Leadership group, and Indigenous Student Leadership Summit event.
  • Hired a total of 3 Indigenous Outreach Workers to work with Indigenous learners needing support in attendance and school engagement/re-engagement.
  • Celebrated Indigenous graduates at District Indigenous Graduation Celebration event and offered each Indigenous grad a bursary.
  • Offered Indigenous Education Summer Program that provides learning/wellness activities through Indigenous lens for Indigenous students Grades 2-4.
Leadership Excellence
  • Offered opportunities for staff to participate in Reconciliation for Education modules, and Anti-Racism and Hate Speech professional learning, as well as professional learning opportunities throughout the year to increase knowledge of Indigenous peoples, histories, and contemporary contexts for all staff.
  • Offered professional learning opportunities throughout the year for increasing knowledge of Indigenous peoples, histories and contemporary contexts for all staff.
  • Continued Human Resource practices that support the hiring of Indigenous staff; closed the gap by 1.67% from 11.90% to 10.23% in 2022, and a 96% retention of Indigenous staff.
  • Supported schools in creating learning spaces that reflect syilx peoples in collaboration with syilx artists.
Community Connections
  • Continued to support classroom learning about Indigenous peoples, cultures and ways of knowing in collaboration with local theatre to offer screenings of Indigenous films.
  • Reviewed and updated in June 2023 Local Education Agreement (LEA) with OKIB.
  • Provided school staff with information about school and district responsibilities under the LEA.
  • Currently developing an Indigenous Education Enhancement Agreement in collaboration with the IEAC.
  • Ongoing commitment of district and schools to implement the Equity Action Plan.
  • Formed a syilx curriculum working group with syilx educators and community members to move forward with developing nsyilxcen language and sqilxw culture curriculum.
  • Created an Indigenous Parent page on the Indigenous Education Department website to better communicate supports and opportunities available for Indigenous students and families.
  • Formed a district Indigenous Student Leadership Group to amplify the voice of Indigenous students at the secondary level.
2023/24: Future Strategies
Student Success
  • Allocate additional 10 blocks FTE for Indigenous Education Success teacher blocks to monitor and support Indigenous learners to achieve graduation credits at 5 secondary schools.
  • Hire additional Outreach Worker to support students with complex barriers to school engagement.
  • Provide additional quality enhanced learning opportunities, such as Indigenous Trades Day, Indigenous Artists Day and/or Indigenous Wellness Day.
Leadership Excellence
  • Continue to offer an Indigenous learning series for SD22 staff to increase understanding of cultural sensitivity, Truth and Reconciliation and the impact of colonialism.
  • Offer an Indigenous learning series for educators to support the Indigenous focused course graduation requirement.
  • Continue Indigenous Role Model poster and speaker series to feature OKIB, urban Indigenous, and Métis community members.
Community Connections
  • Continue to provide updated LEA information to all SD22 staff
  • Work with Indigenous community partners in the IEAC to create an Elder & Knowledge Keeper pilot program.
  • 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.
Inclusive Education



Child and Youth In Care and Supporting Our Vulnerable Students

School District 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 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. 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 District-Based Team provides consultation and collaboration to school-based teams for complex student cases.
  • District 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.

2022/23: Strategies
Student Success Increase student understanding of personal health and wellness

  • Expanding mental health education and services offered throughout the school community by utilizing specialized staff to support School-Based Teams and vulnerable students and families.
  • Increased awareness and reducing stigma related to mental health through staff-based training and Tier 1 programs delivered in classrooms to all students. Examples: 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 District Behaviour Specialists and our Counselling team.
  • Adopting trauma-informed practices that lead to healing and growth rather than punishment and exclusion. Offer ongoing restitution training with School District principals and vice principals (Level 1, 2, and Control Theory).
  • Fostering a safe and inclusive environment to address the topic of SOGI in classrooms by providing training and direction on best practices through our SOGI leads within each school.
  • Continued development of visuals within schools supporting our SOGI community.

Inclusivity for All Learners

  • School psychologist staffing supporting assessment and wrap-around support to teams working with students and families to provide multi-specialist expertise.
  • Utilization of a district-wide system supporting Ministry of Education and Child Care Special Education Designations and English Language Learners (ELL), utilizing a team approach to meet reporting guidelines.
  • 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 interventions with consistent and regular implementation.
  • Connections programs within secondary schools providing support to vulnerable learners. 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 support around our vulnerable youth to support transitions, attachment to a caring adult, increased graduation and attendance.
Leadership Excellence
  • Expansion of our trained staff to utilize the Roots of Empathy program.
  • Training opportunities through Safer Schools Together for trauma-informed schools initiatives and technology safety and awareness.
  • Expansion of our Safer Schools crisis response and risk assessment teams and the utilization of safety procedures outlined in our SD22 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 and to streamline these 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.
  • Use of an updated Suicide Risk Assessment tool to support safety measures.
  • Training for school counsellors (examples include Mental Health First Aid training, domestic violence workshops through Oak Centre, and grief and loss training).
  • 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).
Community Connections Expanded partnerships for health and mental health services

  • 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. Example: participation in the local action team.
  • Continued contracts with Interior Health, NOYFSS, Whitevalley, and Child Youth Mental Health to work collaboratively with student and family referrals and supports.
  • Coordination of substance abuse services by our School District 22 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 and the AXIS intervention services.
  • Collaboration with community-based intervention programs for students requiring substance abuse support.
  • Implementing personalized district programs and community-based activities to support inclusion in school and community. Examples: therapeutic services – horseback riding/swimming/community field trips.
  • 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 Coldstream) and Whitevalley (Lumby and Cherryville Schools).
  • The Affordability funds were allocated for food services and support for vulnerable families.
2023/24: Future Strategies
Student Success
  • Collaboration with our mental Health Team and Anti-racism Team.
  • Build capacity of students to self-advocate for supports that will help them to be successful.
  • Provide safe physical spaces.
  • Increased focus on developing student’s self-determination and access to individualized learning programs.
  • Use of differentiated instruction and the response to intervention model of support in collaboration with the Learning and Indigenous Education Departments.
  • Continue development of the number of Connections Programs within each secondary school supporting individualized learning opportunities and connections to the community.
  • Restructuring of our Alternate Programs to provide a high level of response to student needs.
  • Increased support and utilization of technology to facilitate student independence (Example: Google Read and Write).
  • Increased number of inclusive community field trips and learning opportunities.
  • Development of strong transition plans to support students as they enter new learning environments.
Leadership Excellence
  • Incorporate a team approach to supporting initiatives
  • Further implementation of the Counsellors Manual of Policies and Procedures.
  • District-wide implementation of mental health school plans and Suicide Risk Assessment including clearly developed procedures for implementation.
  • Ongoing professional learning opportunities for mental health programs.
  • Additional steps towards district wide restitution professional learning.
  • Continue to update our Inclusion Policies and Procedures Manual.
Community Connections
  • Roll out of the Handle with Care initiative to increase communication between the school district and outside agencies.
  • Development of a scope and sequence to roll out the next steps in the delivery of restitution, trauma informed care and mental health literacy.
  • Further roll out of a mental health Team and expansion to include mental health leads within each school.
  • Development of a district wide foods programs with staffing to support initiatives to feed 20% of all students.

Evidence Informed

The Ministry of Education provides provincial results annually as per the Framework for Enhanced Student Learning (FESL) policy. School District 22 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:


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

  1. Satellite Data – encompasses broad-brush quantitative measures.  It helps show trends and points our attention toward underserved groups of students.
  2. Map Data – 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 – are the qualitative and experiential data that emerges at eye level.  These data are asset based, building on the tenets of culturally responsive education by helping educators look for what’s right with our students, schools and communities instead of seeking out what’s wrong.  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 District 22 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 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.  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.  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 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.  District and school planning has included literacy and numeracy goals based on this data with a focus on continuous improvement.  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.  Indigenous students and students with Disabilities and Diverse Abilities are consistently 10-20% lower in both literacy and numeracy.  SD22 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.  In SD22 this trend is consistent in both literacy and numeracy proficiency levels decreasing from previous years and the achievement gap in some instances widening.

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.  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.  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.  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 SD22 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 SD22 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.  Indigenous students and students with Disabilities and Diverse Needs are 10-20% lower.  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 SD22 Foundation Skills Assessment (FSA) numeracy results for grade 4 are similar to the provincial averages for students that are on-track or extending.  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 SD22 Foundation Skills Assessment (FSA) numeracy results at grade 7 are slightly lower than provincial averages for students that are on-track or extending.  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.  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 District 22 continues to explore ways to focus and improve literacy and numeracy across the grades with support from the various district departments.  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.  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.

2022/23: Strategies
Student Success Build district understanding of Response to Intervention with a focus on Tier 1 classroom strategies to support inclusive practices in literacy and numeracy

  • Created a district Responsive Literacy and Numeracy Framework guides, tools and actions for responsive teaching and assessment.
  • Residencies and Communities of Practice focused on literacy and numeracy in both English and French Immersion.
  • Continue to improve data analytics for teachers and schools by providing enhanced features on EDPlan Insight.

Build systemic coherence in the Middle Years

  • Six Middle Years Sessions facilitated by the Learning Team and Dr. Leyton Schnellert on middle years philosophy, pedagogy and structural innovation – attendance for these sessions was over 400 participants.
  • Implementation of Seesaw and Spaces for capturing and communicating student learning through digital portfolios.
  • Implement a Middle Years Student Voice Day.
  • Academic review meetings at secondary and elementary schools.
Leadership Excellence Provide professional learning and resources that support responsive instruction and assessment practices in literacy and numeracy

  • Over 50 teachers participated in a 6-8 week residency with a member from the Learning Department to explore responsive practice using a planning tool that aligns with the responsive framework.
  • Communities of practice:
    o Assessment and reporting
    o Responsive model in Numeracy
    o French Immersion Literacy
    o Library Learning Commons
    o Story workshop
    o Digital Portfolios
  • Over 200 teachers participated in professional learning offerings on literacy and numeracy throughout the year.

Strengthen district understanding of assessment practices focused on personalization, formative assessment, and student agency

  • Participated in the final year of the Ministry of Education and Child Care K-9 Student Reporting Policy Pilot.
  • Communicating Student Learning (CSL) committee preparation and communication of SD22 Assessment and Communicating Student Learning Guidelines for Sept. 2023.
  • FSA scoring professional learning.
  • Numeracy Screeners, PM Benchmark/F&P professional learning.
  • Professional learning on the data analytics program Edplan Insight was provided to schools and individual teachers throughout the year.
  • Over 400 teachers participated in professional learning offerings related to assessment and capturing and communicating student learning through digital portfolios.

Support and facilitate professional learning on Middle Years philosophy and pedagogy

  • Middle years sessions with Dr. Leyton Schnellert.
  • Meetings and discussions with principals and vice principals focused on opportunities for middle years structural innovation.
  • Middle years learning team facilitated by the Learning Coordinators to bring grades 6-9 teachers together to collaborate and discuss middle years initiatives.
Community Connections
  • Hosted a Middle Years Student Voice Day.
  • Collaborative District/VTA May ProD day.
  • Grade 12 District Project Scholarship community showcase.
  • Regional edtech meetings with districts throughout Okanagan.
  • Participation in the BC Association of Math Teachers (BCAMT) and both Interior and BC numeracy networks.
  • Participation in southern interior language group.
  • Participation in Network of Secondary Teachers (NEST).
  • Participation in Provincial Secondary Assessment group (PSAG).
  • Participation in VTA teacher mentorship program.
2023/24: Future Strategies
Student Success
  • Develop and focus on the early and middle years literacy and numeracy responsive framework to support tier 1 response to intervention.
  • Focus on strengthening the understanding of provincial curriculum, curricular connections, and proficiency through the Implementation of the NEW Ministry of Education and Child Care (MoECC) BC Learning Pathways resources.
  • Review and revise locally based assessment guidelines.
  • Establish a middle years student voice group and continued development and growth of the middle years student voice day.
  • Implementation of myBlueprint at secondary schools to support Communicating Student Learning Guidelines and 3-Year grad plans.
  • Continued support for Seesaw/Spaces as a digital portfolio tool to capture and communicate student learning.
  • Targeted professional learning focused on supporting teacher pedagogy and student agency in grades 8 and 9.
Leadership Excellence
  • Expansion of residencies and communities of practice for teacher professional learning focused on targeted literacy and numeracy professional learning to enhance instructional routines and deepen understanding at the early, middle and graduation years.
  • Expand professional learning with teachers and PVP in utilizing the EdPlan Insight tool.
  • Professional learning using locally based and provincial assessment to support literacy and numeracy.
  • Enhance teacher mentorship program.
  • Develop a literacy and numeracy learning series for new teachers.
Community Connections
  • Further collaboration and exploration with the Inclusive and Indigenous Education Departments on Tier 1 response to intervention.
  • Continued collaboration with Dr. Leyton Schnellert to support middle years teachers through in situ learning.
  • Collaboration with local community organizations and district teacher-led groups focused on climate action to continue to grow the climate action symposium.
  • Host the regional Innovate ED conference.
  • Plan a Middle Years student symposium in partnership with other districts.


Completion Rates

Although we are still approximately 5% below provincial completion rates, School District 22 is now seeing both 5-year and 6-year completion rates trending upward.  This includes trends for both Indigenous students and students with Disabilities and Diverse Needs.  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 SD22 go on to post-secondary institutions in British Columbia.  This is 10% lower than the provincial average.  Indigenous Students and student with Disabilities and Diverse needs are approximately 30% lower than the provincial average.  However, through conversations with secondary school-based teams, it must be noted that there is a contingent of graduates in SD22 that pursue post-secondary institutions outside of British Columbia.  Most recent data from the government of Canada (2018/19) indicates that about 4.5% of SD22 graduates attend an institution outside of British Columbia elsewhere in Canada.  There is no data that indicates what percentage of students pursue post-secondary institutions outside of Canada.


Early Learning & Child Care


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.  The B.C. Early Learning Framework vision and principles underpin the priorities and planning for Early Learning in School District 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 SD22.

SD22 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.

SD22 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.


2022/23: Strategies
Student Success Build Systemic Coherence in early literacy instruction, support, and assessment.

  • Supported and facilitated professional learning to support the implementation of the Early Learning Profile (ELP) assessment at K-3 with Dr. Donna Kozak.
  • Continued to build capacity of classroom teachers K-3 through Early Learning Success Teacher residency support.
Leadership Excellence Develop an Early Learning & Child Care Learning Centre

  • Focused on Early Learning programming and Child Care opportunities that support the BC Early Learning Framework.
  • Provided opportunities for adult learning about Early Years, child development and parenting strategies.
  • Built principal and vice principal capacity in understanding and implementing Early Learning and Child Care programs.
Community Connections Increase smooth transitions into Kindergarten

  • Expanded Seamless Day Kindergarten to include Okanagan Landing and Beairsto Elementary.
  • Provided continued learning opportunities and collaboration amongst Early Childhood Educators and Kindergarten teachers.
  • Completed the building and contractual partnership for 4 new Child Care Centres with BGC Okanagan.
  • System coherence with Welcome to Kindergarten events at each school and streamlined the district gradual entry to kindergarten programs.
  • Provided professional learning opportunities for educators to collaborate – SEY2KT (Strengthening Early Years to Kindergarten Transitions) and CP4YC (Changing Possibilities for Young Children).

Strengthen Relationships with families in the Early Years

  • Provided opportunities for adult learning about Early Years, child development and parenting strategies (hosted at Alexis Park) in partnership with BGC.
  • Parent information nights.
  • Community Early Years Events.
2023/24: Future Strategies
Student Success
  • Continue with the roll out of the Early Learning Profile Assessment across the District.
  • Continue to build capacity of classroom teachers k-3 through Early Learning Success Teacher residency support.
  • Build capacity and coherence in instruction in established and emerging Early Years programs (StrongStart/Just Be 4/ prekindergarten).
  • Focus summer learning on emergent and inclusion students at the end of grade one.
Leadership Excellence
  • Continue to support collaboration amongst Early Childhood Educators and teachers in Seamless Day programs.
  • Moving the Early Learning & Child Care Learning Centre to the Harwood Elementary School Community.
  • Develop the concept of support within the school and community and expanding it to the District Early Learning Programs for 0 – 8 years of age.
  • Hire an ECE to work alongside educators in the hub.
  • Hire a District Secretary of Early Learning and Child-Care to manage the complexities of an expanding Early Learning portfolio.
  • Hire an Indigenous Early Years consultant to support welcoming and inclusive programming for all families, including Indigenous families.
  • Develop a pre-kindergarten curriculum based on the Early Learning Framework.
  • Strengthen the capacity of all staff who work in early learning, including, teachers, EA’s, ECE’s, ECE-a’s, and Responsible Adults.
  • Review and assess the coherence and effectiveness of Welcome to Kindergarten and Kindergarten Gradual Entry processes.
Community Connections
  • Continue to participate in SEY2TK, and CP4YC at the District, Regional, and Provincial levels.
  • Continue to strengthen collaborative relationships with Community partners, including BGC Okanagan through our childcare on school grounds partnership.
  • Add Early Learning programs (Prekindergarten) to support vulnerable families.
  • Add JB4 to Alexis Park to support vulnerable families.
  • Move StrongStart programs to new spaces at Alexis Park, Harwood, Mission Hill, and Ellison (moved from previous OKL site).
  • Transfer preschool program at Lavington to District (previously run by BGC) and open to multiple communities.
  • Support the partnership with BGC in offering 3–5-year-old childcare and after school programs at 4 New Spaces sites (Alexis Park, Harwood, Mission Hill, and Ellison).
  • Support SD22 and BGC partnership programs with inclusion staff as needed.
  • Open after school child-care at BX Elementary.


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


2022/23: Strategies
Student Success
  • Early Childhood Education Dual Credit Pilot Project.
  • NVIT Indigenous Early Childhood Education Micro-Credential.
  • 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.
  • 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.
Leadership Excellence
  • Develop programs that build specific skills and competencies needed to be successful in dual credit opportunities.
  • 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.
  • Build opportunities for students to partner with facilities to offer Work Experience and Apprenticeship opportunities.
Community Connections
  • Have Career Coordinators reach out to Connections blocks at schools to help students see themselves in Career Programs.
  • WL Seaton hosted a WorkBC Career Fair for all secondary schools to promote local job opportunities.
  • Develop programs that build specific skills and competencies needed to be successful in dual credit opportunities.
  • Build new relationships and nurture established relationships to provide diverse opportunities that are relevant and current to our local community.
  • Opportunities – working with our post-secondary partners and community to increase our options for students to pursue their career paths.
2023/24: Future Strategies
Student Success
  • Expand options for students to further explore health and human services careers.
  • Facilitate ‘Find your Fit’ Career Fairs for Grades 6-8.
  • Support Career Exploration opportunities for Indigenous Students.
  • Develop dual credit experiences designed for Indigenous students, female students, students in care, and students with designations.
Leadership Excellence
Community Connections
  • Increase Apprenticeship opportunities for students in our community by connecting more students to employers through the development of our database Community Partners: Expression of Interest.
  • Establish community partnerships to offer a District-Wide Career Fair for Secondary Students.
  • Build relationships within the community to provide career experiences for our Connection students.


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

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.

Public Assurance

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.

Public Assurance FESL

School District 22 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’s 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 SD22 Motto: Dream. Believe. Achieve.

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

“That the 2022/2023 School District No. 22 (Vernon) Framework for Enhancing Student Learning (FESL) report be approved as presented for submission to the Ministry of Education and Child Care.”