Geographically located on ancestral syilx territory in south-central British Columbia, SD22 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 1,499 staff and operates on a budget of $140 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:
9386 students
1499 staff
19 schools – 14 elementary, 5 secondary, 1 District Online Learning (DOL) School (vLearn), & several alternate programs including; Crossroads, ALP, Take A Hike, and Connections Programs.
7 Board of Education Trustees
Staff (as of June, 2024):
424 teachers (Continuing Contract)
541 support staff
82 exempt staff including; principals, vice-principals, senior staff, Indigenous Outreach Workers, Executive Assistants, Mental Health Liaison, and others.
Coherence and Alignment
The SD22 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. SD22 aligns with the following:
“The purpose of the British Columbia school system 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 SD 22 is 100% committed to the:
All Provincial Legislation, priorities, and policy direction including, but not limited to:
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 Strategic Plan, Framework for Enhancing 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.
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:
Satellite Data – encompasses broad-brush quantitative measures. It helps show trends and points our attention toward underserved groups of students.
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.
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, student voice groups, student trustees and a new middle years grade 8 transition survey. . 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.
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 the Indigenous Education Council (IEC). The IEC is composed of representatives from local Indigenous communities including Okanagan Indian Band (OKIB), the Vernon & District Métis Association (VDMA), and the North Okanagan Friendship Center Society (NOFCS), as well as representatives from SD22. The IEC co-created the 2023-2028SD22 kʷu ck̓ʷul̓x Enhancement Agreement,which guides the Indigenous Education Department in providing enhanced supports for all Indigenous learners. The Indigenous Education program is also guided by our district's Local Education Agreement, 2022-2027,which was co-created with the Okanagan Indian Band to meet the unique learning and cultural needs of OKIB nominal roll learners.
Engagement with First Nations right-holders and Indigenous partners on the planned programming for Indigenous learners includes the regular meetings of the Indigenous Education Council (IEC), regular meetings of the Local Education Agreement (LEA) Management Team, meetings with OKIB Chief and Council and SD22 Board of Trustees, as well as ongoing meetings of school staff, OKIB Education staff, and Indigenous Education staff.
Data is shared with First Nations rights-holders and Indigenous partners through regular IEC meetings and LEA meetings. In addition to reviewing district and provincial data for Indigenous learners, school data and student voice is also gathered and shared. The discussions that emerge during meetings are used to inform the work of the Indigenous Education Department, the district, and the schools.
2023/24: Actions
Student Success
Improve the academic achievement of Indigenous and Inclusion learners
Develop and support high-quality enhanced learning opportunities for Indigenous and Inclusion learners
ACTIONS:
10 blocks FTE were allocated to support Indigenous students in Grades 10/11/12 to achieve graduation credits; Based on mid-year data from 3 secondary schools, these blocks supported 57 Indigenous students and 53 or 97% of Indigenous students completed needed graduation credits
Provided district-wide quality enhanced learning opportunities, such as Indigenous Artist mural projects, Indigenous STEM Day, Indigenous Entrepreneur Day (with a total of 132 Indigenous students participating)
Provided additional school-based quality enhanced cultural opportunities, including hide-tanning, drumming and singing, Indigenous art (with a total of 435 Indigenous students participating).
Enhance smooth transitions from elementary school to secondary school for Middle Years students
ACTIONS:
Provided additional transition activities for Indigenous Grade 7 students in Grade 7 to promote transition success; Up to 105 Indigenous Grade 7 students at each elementary school were offered at least 3-4 opportunities to connect with Indigenous Grade 7 peers within their family of schools and to visit secondary schools and meet secondary school staff. In 2023/24, the local nation Cultural Immersion school Grade 7 students were also provided the opportunity to participate in transition events.
Provide enhanced supports for vulnerable learners
Increase student understanding of personal health and wellness
ACTIONS:
Hired additional Indigenous Outreach Worker (total of 3 IOWs) to work with Indigenous learners needing support in attendance and school engagement/re-engagement; IOWs have supported over 90 students with complex barriers in 2023/24.
Offered Indigenous Outreach Worker wellness programming for Indigenous students identified as needing additional wellness supports throughout the summer; 2 IOWs supported approximately 40 priority Indigenous students in July/August 2023.
Leadership Excellence
Encourage a culturally responsive learning environment that values Indigenous peoples, cultures and ways of knowing (Culturally responsive- being respectful and responding to students’ cultural backgrounds).
Build SD22 staff capacity for Indigenizing learning; particularly the Truth and Reconciliation Calls to Action #63
ACTIONS:
Offered Indigenous focused professional learning opportunities for SD22 staff to increase understanding of Indigenous peoples, with a total of 35 professional learning opportunities including:
District-wide Indigenous Focus Non-Instructional Day (almost 1000 employees engaged with this learning opportunity)
Sessions that supported professional learning on Truth and Reconciliation, Indigenous learning and culturally responsive practices included District-wide Indigenous Learning Series on Culturally Responsive Learning Environments and Decolonizing Practices, Truth and Reconciliation Ally Learning Series and the Indigenous Courses Community of Practice (394 registrants engaged with these learning opportunities)
Sessions focusing on syilx learning led by syilx community members included Syilx Wisdom Cohort Learning Series, Four Food Chiefs Core Competencies, and How to be an Ally from a Syilx Perspective and Syilx Storytelling (approximately 500 employees engaged with these learning opportunities)
Build capacity of students to self-advocate for supports that will help them to be successful
ACTIONS:
Did not move forward with additional Indigenous Role Model poster series due to budget priorities
Continued to grow the district Indigenous Student Leadership Group to amplify the voice of Indigenous students at the secondary level; in 2022/23, 9 Indigenous students were in the Indigenous Student Leadership Group, and has grown to 19 students actively involved in 2023/24
Community Connections
Commit to the Truth and Reconciliation Calls to Action
Fulfil our public responsibility to Indigenous communities: First Nations, Inuit and Metis
Increase collaboration between community partners and SD22
ACTIONS:
Reviewed and amended in May 2024 Local Education Agreement (LEA) in collaboration with OKIB
Collaboratively wrote the 2023-2028SD22 kʷu ck̓ʷul̓x Enhancement Agreement with IEC, as informed by engagement surveys for Indigenous students and families
Co-developed the draft of the SD22 Indigenous Aunties and Uncles program with IEC to provide students and staff with learning opportunities facilitated by Indigenous community members
Co-created the locally developed BAA course Syilx Foundations 11, which was developed by the syilx curriculum working group (made up of syilx educators, OKIB community members and SD22 Indigenous Education staff).
Created survey for Indigenous parents/guardians for input on the development and direction of Indigenous Parent/Guardian group for 2024/25
Created Indigenous Education Department video to share information regarding services and supports with Indigenous families and communities
Shared first Indigenous Education newsletter for parents to increase communication with parents/guardians regarding Indigenous Education opportunities, services and supports.
2024/25: Future Actions
Student Success
Improve the academic achievement of Indigenous and Inclusion learners
Develop and support high-quality enhanced learning opportunities for Indigenous and Inclusion learners
Enhance smooth transitions from elementary school to secondary school for Middle Years students
Provide enhanced supports for vulnerable learners
Increase student understanding of personal health and wellness
ACTIONS:
Allocate reduced number of FTE blocks with a focus on secondary schools with greatest percentage of Indigenous students to adjust to reduced budget
Continue with existing quality enhanced learning and cultural opportunities such as Indigenous Entrepreneur Day, Indigenous STEM Day, Indigenous Arts Day, Indigenous artist mural projects, as well as hide-tanning and land-based days
Continue Indigenous Outreach Worker program; IOWs to additionally provide targeted programming for Indigenous girls in middle years in response to data on early school leaving rates and alternate program referral rates
Implement further culturally-responsive transition supports for middle years Indigenous students moving from elementary to secondary, including transition events offered by IOWs during summer month for priority Indigenous learners.
MONITORING FOR EFFECTIVENESS:
Number of Indigenous students in Grades 10/11/12 who achieve needed graduation credits through the credit support blocks
Number of Indigenous students who engage with enhanced learning and cultural opportunities
Number of Indigenous girls who engage with the girls group programming provided by IOWs and qualitative survey data
Number of Indigenous Grade 7 students who engage with enhanced transition opportunities
Increased Indigenous student attendance rates and qualitative survey data regarding IOW supports and programs
Leadership Excellence
Encourage a culturally responsive learning environment that values Indigenous peoples, cultures and ways of knowing
Build SD22 staff capacity for Indigenizing learning; particularly the Truth and Reconciliation Calls to Action #63
Students understand the history and legacy or Indian Residential schools and Indigenous history
ACTIONS:
Continue to offer Indigenous focused professional learning opportunities for all SD22 staff to increase understanding of Indigenous peoples, cultures, histories and contemporary contexts
Offer additional learning opportunities to deepen understanding of syilx history, culture, and language for all SD22 staff
Continue to offer Indigenous Courses Community of Practice and Truth and Reconciliation Ally Learning Series for teaching staff
Implement a residency program for teachers to work collaboratively with Indigenous Education Lead Teachers to work toward culturally-responsive and decolonizing practices
Implement Indigenous Aunties & Uncles Program in collaboration with IEC
MONITORING FOR EFFECTIVENESS:
Number of staff engaging with professional learning opportunities supporting greater understanding of Truth and Reconciliation, culturally-responsive practices, and local syilx learning
Number of staff engaging in residency learning with Indigenous Education teachers
Number of schools, staff and students accessing Indigenous Aunties & Uncles program
Student responses in Student Learning Survey to question “At school, are you being taught about Indigenous peoples in Canada?”
Community Connections
Commit to the Truth and Reconciliation Calls to Action
Fulfil our public responsibility to Indigenous communities: First Nations, Inuit and Metis
Increase collaboration between community partners and SD22
ACTIONS:
Ensure SD22 staff receive education and information regarding staff responsibilities for the Local Education Agreement and the new 2023-2028SD22 kʷu ck̓ʷul̓x Enhancement Agreement
Implement Indigenous Aunties & Uncles Program in collaboration with IEC
Co-create materials with local nation to support new BAA Syilx Foundations 11
Use Indigenous parents/guardians survey results to guide work of amplifying Indigenous family voice at school and district levels
Continue to grow the voice of students in the District Indigenous Student Leadership group
Share seasonal Indigenous Education newsletter for Indigenous parents/guardians to improve communication regarding Indigenous Education events and supports
Examine Indigenous student attendance data and co-develop with IEC partners future actions to improve Indigenous student attendance and engagement
MONITORING FOR EFFECTIVENESS:
2023-2028SD22 kʷu ck̓ʷul̓x Enhancement Agreement and Local Education Agreement shared at staff meeting for each school and department
Number of schools, staff, students accessing Indigenous Aunties & Uncles program
Creation of a Syilx Foundations 11 resource guide
Development of Indigenous parent/guardian group
Increased participation of secondary Indigenous students in District Indigenous Student Leadership Group
Co-development of attendance strategy with Indigenous rights-holders
Inclusive Education
SD22 has developed key programs and strategies to support our youth in care and the population of students that would be considered vulnerable. Children and youth in care may have needs that affect their ability to learn resulting from stressful events in their lives, including separation from family members and other trauma. Decisions on educational supports and services are made with the needs and interests of the student at the center, in consultation with parents/guardians, the student where appropriate, and other members of the school-based team. Strategies developed by SD22 take into consideration student centered strategies that are driven by family and School Based Team decisions.
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 SD22 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 involves an interdisciplinary team approach to provide 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 schools and programs are safe, inclusive and welcoming, offering voice, choice, and flexibility for all learners.
2023/24: Actions
Student Success
Increase student understanding of personal health and wellness
ACTIONS:
Expanding and building capacity within our school teams for mental health education and services offered throughout the school community. Also, utilizing specialized staff to support School-Based Teams and vulnerable students and families.
Monitoring student engagement and academic success of our Children and Youth in care using Academic Review meetings and District Screening meetings.
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.
Utilization 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 principals and vice principals (Level 1, 2, and Control Theory). 153 staff members were trained in Restitution this year.
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
ACTIONS:
School psychologist staffing and mentorship of interns 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.
Ongoing use of 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.
Partnership between the therapy team and inclusion specialists to implement regulation programs within classrooms and learning centers.
Utilization of 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. 35 of 38 Grade 12 Connections students graduated in 2023/24 resulting in a 92% graduation rate in this program.
Development of strong transition plans to support students as they enter new learning environments. Monitoring the progress and implementation of the transition planning through academic review and district screening meetings.
Our Alternate Programs were restructured to provide more direct instructional time and increased physical activity and wellness activities. This was restructured to increase student engagement and respond to student needs mental health needs.
Leadership Excellence
Increase organizational efficiency and effectiveness of programs and procedures
ACTIONS:
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.
Utilization of our Safer Schools crisis response and risk assessment teams and careful support and monitoring 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 and use 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. 42 workshops were offered this year.
Community Connections
Expanded partnerships for health and mental health services
ACTIONS:
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 and Immigration services to work collaboratively with student and family referrals and supports.
Coordination of substance abuse services by our SD22 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 SD22 and the AXIS intervention services.
Collaboration with community-based intervention programs through Interior Health 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 Feeding Futures funds were allocated to schools for food services and support for vulnerable families.
2024/25: Future Actions
Student Success
ACTIONS:
Collaboration with our Mental Health Team and Anti-racism Team through the expansion of training opportunities with our Character Strengths Program. This focuses on student's strengths and building resiliency and advocacy.
Continued working with Kelty Mental Health to develop stage 2 of a district wide Mental Health strategic plan. These will tie into the strategies used in our School Based Mental Health plans.
Provide safe physical spaces by completing an Accessibility Focus Group that looks at safe locations within schools that students feel supported by.
Increased focus on developing student’s self-determination and access to individualized learning programs.
Continued focus on differentiated instruction and the response to intervention model of support in collaboration with the Learning and Indigenous Education Departments.
Continue to strengthen self-advocacy skills for students through our School Based Resource Teachers and classroom teachers.
Continue with training opportunities to mentor SBRTs throughout the school year.
Development of additional specialty programs ex. Vocations, Connections, Summits Programs.
Continue to take steps towards expansion of a second Take a Hike Program – involving a Middle School Focus.
Increased support and utilization of technology to facilitate student independence (Example: Google Read and Write). Continue the use of course offerings through Technology and E-Dynamic.
Increased opportunities for school staff through our partnership between the therapy team and inclusion specialists to implement regulation programs within classrooms and learning centers.
Increased number of inclusive community field trips for specialized inclusion programs.
We plan to provide our SOGI leads and building administrators with a master SOGI class next year. This course will be facilitated by Mischa Oak and financed through the Inclusion department.
Mental Health First Aid training was completed with district staff and administrators in May 2024. We will move this to a yearly strategy where training is available each year.
In collaboration with the community, a multi-agency parenting session was offered in May 2024. We continue to offer parenting workshops at various schools in our community.
Development and implementation of supportive district wide Integrated Case Managment meetings to support our Children and Youth in care and vulnerable students.
MONITORING FOR EFFECTIVENESS:
Number of Inclusion students in Grade 10/11/12 who achieve graduation credits through our specialized programs.
Number of students who engage in our land-based learning opportunities through -Take a Hike, Connections, Vocations, Summit or Community Based field trips.
The number of staff engaging in learning opportunities to support student wellness, and student voice and choice.
The number of students successfully utilizing accessible technology supports.
Monitoring statistics in our Accessibility survey to indicate that school's accessibility has increased, and students are finding safe places at school.
Increased student voice and choice.
Professional learning participation and feedback data.
Leadership Excellence
ACTIONS:
Incorporate a team approach to supporting initiatives. Example: partnership between our therapy team and Inclusion Specialists.
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. Three learning opportunities will be offered next year.
Restructuring our referral process for Inclusion services to streamline this process.
MONITORING FOR EFFECTIVENESS:
Number of staff participating in mental health and trauma informed practice learning opportunities.
Professional learning feedback data.
Data from our Inclusion team about the efficiency and effectiveness of our updated inclusion procedures.
Community Connections
ACTIONS:
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.
Stage 2 of development of a district wide foods programs with staffing to support initiatives to feed 20% of all students.
School Champions continue to provide feedback on the positive benefits of having the Tower Gardens in their schools. The benefits include providing opportunities for children to learn about fresh food and produce, engagement with community partners around healthy living. Further, the students exhibit a sense of pride from growing their produce.
Development and implementation of classroom-based instruction for life skills cooking programs.
MONITORING FOR EFFECTIVENESS:
Increased number of community connections and partnerships related to mental health and food security initiatives.
Feedback from P/VP around increased numbers of communication from community service providers around vulnerable students in response to the Handle with Care Initiative.
Increased number of students and families who can utilize our food programs in a stigma free manner.
Teacher and student participation in cooking programs.
Learning Department
The Learning Department facilitates and supports a variety of professional learning formats across the district and is focused on working alongside teachers to explore pedagogy that is responsive to the needs of all learners within a classroom. Department staff collaborate alongside the Early Learning, Innovation and Technology, Inclusion and Indigenous Education Departments to help in building literacy and numeracy success through culturally responsive and inclusive learning environments that are equitable for all students.
Professional Learning
The professional learning provided by the Learning Department supports provincial curriculum and assessment initiatives, current literacy and numeracy pedagogy and is responsive to both academic and social emotional learning. Using student-centered approaches and evidence-informed measures, professional learning opportunities are provided for educators to inquire, collaborate and co-create innovative and responsive approaches to build capacity and systemic coherence across the district for both literacy and numeracy.
Build district understanding of Response to Intervention with a focus on Tier 1 classroom strategies to support inclusive practices in literacy and numeracy
Provide professional learning and resources that support responsive instruction and assessment practices in literacy and numeracy
Strengthen district understanding of assessment practices focused on personalization, formative assessment, and student agency
ACTIONS:
Continued revisions and implementation of the SD22 Early and Middle Years Responsive Literacy and Numeracy Framework guides, tools and actions for responsive teaching and assessment. Responsive Pedagogy professional learning provided for teachers
Continued enhancement of the SD22 Student-centered coaching residency program utilizing a UDL approach and the responsive framework to support and build capacity in K-12 teachers – over 70 teachers participated - https://www.sd22learns.ca/residencies
9 Communities of Practice were established including two directly focused on responsive pedagogy in grades 4-5 (7 teachers) and numeracy specific for grades 4-8 (12 teachers) - https://www.sd22learns.ca/communities-of-practice
School-based Professional Learning opportunities were provided to over 300 participants in sessions specifically focused on improving literacy and numeracy https://www.sd22learns.ca/learning-options
FSA scoring professional learning – 30 participants
Professional learning was provided on numeracy screeners, PM Benchmark/F&P at both the district and school-based levels
Professional learning on the data analytics program Edplan Insight was provided to schools and individual teachers throughout the year and embedded into most professional learning
Implementation of myBlueprint at all secondary schools to support the New K-12 Student Reporting Policy guidelines for Core Competency reflections, goal setting and 3-Year grad plans.
Continued support for Seesaw/Spaces as a digital portfolio tool to capture and communicate student learning. Seesaw K-7 - Over 150 teachers and over 2400 student active accounts; Spaces 8-12 - Over 20 teachers and 1100 student active accounts
Professional learning opportunities focused on culturally responsive learning environments/assessment practices and student agency
Increased use of digital tools to support inclusive practices with numeracy and literacy. Exploring and creating resources for teachers that highlight how digital tools can be used to evaluate skill proficiency and improve accessibility.
Collaborations across departments such as promoting “Your Voice is Power” and incorporating the “Four Food Chiefs” activities from Indigenous Education into SeeSaw.
Improve middle grade success and transitions to secondary
Support student wellness and improve student voice and choice
Build systemic coherence in the Middle Years
Support and facilitate professional learning on Middle Years philosophy and pedagogy
Increase Student Voice and Choice
ACTIONS:
Creation of a three-year middle year's program to build district systemic coherence, smooth transitions, and opportunities for elementary and secondary teacher collaboration on instruction and assessment – over 30 grades 6-9 teachers in the Fulton and Seaton family of schools participated - https://www.sd22learns.ca/middle-programming
Collaborated with Dr. Leyton Schnellert to support teacher professional learning in the Seaton and Fulton families of schools
Continued development and growth of the middle years student voice day by including students in the development and planning of this year's event and making it a part of a school's participation in the middle years program – 34 students and 14 teachers participated https://www.sd22learns.ca/middle-years-day -
During academic reviews more time was focused discussing middle years at both the elementary and secondary schools on student success, transitions, and challenges
4 secondary schools piloted linear gr. 8 mathematics course in a semester system to provide more opportunities for students to work on the Learning standards
Conducted virtual sessions on myBlueprint and workshops to provide professional learning opportunities including organizing and hosting the Innovate-ED conference that focuses on local innovations responsive to the needs of teachers, helping to build systemic coherence in the Middle Years.
Hosted Digital Wellness Sessions to promote healthy digital habits for students, staff, and parents.
Created a Middle Years Grade 8 Transition survey with over 460 responses
Empower students to support climate action and have a positive impact on the environment
Develop and implement district wide programing to build environmental literacy
ACTIONS:
Board approved the addition of a 1.0 FTE Learning Coordinator to support Learning Dept. initiatives including supporting teachers and students with climate action learning
Supported secondary teachers and students' participation in the Climate Action Ripple Effect (CARE) program by coordinating and organizing SD22 related involvement in the pitch party, kick-off and symposium events – 14 teachers, approx. 400 students supported 122 projects.
Climate Action Community of Practice was established with 4 teacher participants
Support SD22 related climate action initiatives directly related to student learning ex. composting programs
Curated and created climate action resource kits for Early, Middle, and Graduation years available for teachers to sign-out of the DRC.
Created a webpage on SD22Learns providing information to support teachers on ways to incorporate climate action into curriculum and learning - https://www.sd22learns.ca/climate-action
Empowered student trustees to participate in the CARE program by partnering with LiveIT Earth and with a community organization to support the Bike/Walk to Work Week across SD22 DeepDive-GoByBike on Vimeo
Supported residencies using Climate Action Kits empowering students to take climate action using coding and robotics.
Leadership Excellence
Cultivate positive staff experiences, supporting professional growth and wellness supporting professional growth and wellness
Continued developed of an SD22 teacher mentorship program that empowers colleagues to support, coach and collaborate with one another - https://www.sd22learns.ca/teacher-mentorship
Provided professional learning experiences and growth opportunities for Learning and Technology Innovation Coordinators to build coaching skills, middle years connections and a deeper understanding of pedagogy of voice and student agency – Learning Coordinators presented at the Spring BCSSA conference on student agency
Worked with student trustees to develop their understanding of governance and student voice. Provided opportunity for them to take action and be involved with climate and anti-racism initiatives and SD22 committees
Engaging in how AI can be integrated into the learning environment to enhance teaching and learning experiences. This includes professional development sessions on AI, its implications for education, facilitating communities of practice, participating in provincial think tanks, and exploring practical applications in the classroom.
Community Connections
Commit to the BC Human Rights Code – an environment free of racism, biases, and all forms of discrimination
Establishing a culture that rejects racism (including Indigenous specific racism) and SOGI-biases in all forms (including anti-hate speech)
ACTIONS:
Board approved addition of a 1.0 FTE Learning Coordinator to support Learning Dept. initiatives including supporting teachers and students with anti-racism learning
Established and SD22 Anti-Racism Committee to provide recommendations on policy, procedures and actions that support the MoECC K-12 Anti-Racism Action Plan leading to the Adoption of a NEW SD22 Anti-racism and Discrimination Policy
Created a webpage on SD22Learns providing information to support teachers in their understanding and ways to incorporate anti-racism into curriculum and learning - https://www.sd22learns.ca/anti-racism
Monthly emails were sent to teachers with resources on anti-racism and the cultural heritage month
Student trustees created an Anti-Racism presentation and presented to over 350 grade 7 students at 7 elementary schools
Anti-racism presentations were provided to over 700 students across 8 schools and a parent presentation at 1 school
Participation of approximately 300 students in the Voices of Vernon Community symposium
Participation in the First Nations Education Steering Committee Applied Design, Skills and Technologies curriculum pilot
Increase collaboration between community, regional, provincial, national, and global partners
ACTIONS:
Collaborative District/VTA May ProD day.
Collaborative professional learning with SD73
Grade 12 District Project Scholarship community showcase
Regional edtech meetings with districts throughout Okanagan
Collaborate with Fresh Outlook Foundation for Climate Action Ripple Effect (CARE)
Participation in Service Agents Grounded in Equity Committee (SAGE)
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 Association for Middle Level Education (AMLE)
Presentation at BC School Superintendents Association (BCSSA) spring conference
Participation in the provincial think tank on AI in Education and Digital Literacy
Organize and build a multiple district collaboration creating the Innovate-ED Conference hosted in Vernon
2024/25: Future Actions
Student Success
ACTIONS:
Review and revision of the Early and Middle Years Literacy and Numeracy Responsive Framework
Extend the SD22 student-centered coaching residency program to support programming across multiple grades and classrooms. Build collaborative opportunities with other departments to support school learning plans through this model
Continued development and refinement of the SD22 3-Year Middle Years Program and expand to more families of schools
Review and revise the SD22 Numeracy Screener assessment and extend to grades 8 and 9 to support numeracy coherence for grade 7 elementary students moving on to grade 8 at secondary schools
Continued exploration in scheduling grade 8 and 9 linear numeracy and/or literacy courses within the semester system
Focus on strengthening the understanding of provincial curriculum, curricular connections, and proficiency through the Implementation of the Ministry of Education and Child Care (MoECC) BC Learning Pathways resources
Increased professional learning involving data trends to support and enhance literacy/numeracy teacher pedagogy and student success
Further professional learning on assessment practices and proficiency language to support the New K-12 Student Reporting Policy
Further professional learning on culturally responsive learning environments/assessment and student agency
Continue to build teacher and student involvement in climate related learning and community activities including CARE
Further professional learning on AI and Digital Literacy to support the rapidly changing landscape of educational technology
MONITORING FOR EFFECTIVENESS:
Literacy and numeracy proficiency rates on both provincial and local assessments
Completion rates
Qualitative data from teachers/PVP/itinerant support on pedagogical shifts
Professional Learning participation data
Family of school participation in middle years program
Student Learning Survey, MY Grade 8 transition survey
Teacher and student participation in CARE
Increased awareness and involvement in climate action learning across grades and schools
Increased community connections and partnerships related to environmental and climate action initiatives
Continue to refine and build the SD22 teacher mentorship program that empowers colleagues to support, coach and collaborate with one another - https://www.sd22learns.ca/teacher-mentorship
Provide professional learning experiences and growth opportunities for Learning and Technology Innovation Coordinators on coaching skills, AI, Digital Literacy, mental health first aid, curriculum and learning
Continue to develop student trustees to deepen their understanding of governance and student voice. Provide them with opportunities to act and be involved with district initiatives and committees
Continue to empower and provide professional learning to principals/vice-principals on instructional leadership to build and support school learning plans
Continue to find ways to celebrate teacher professional learning ex. June Professional Learning Celebration
MONITORING FOR EFFECTIVENESS:
Development and increased reliability on the professional learning system
Quantitative professional learning data
Participation in the teacher mentorship program
Qualitative data from itinerant teachers in the application of their professional learning
Continued participation and actions taken by student trustees
School Learning Plans
Community Connections
ACTIONS:
Continue with the SD22 Anti-Racism Committee to provide recommendations on policy, procedures and actions that support the MoECC K-12 Anti-Racism Action Plan
Find ways to connect, listen and learn from IBPOC students, staff, community members
Continue to develop and build anti-racism resources to support curriculum and learning
Continue to raise awareness of anti-racism through monthly communication and opportunities for professional learning
Continue student trustee anti-racism presentations to elementary schools across the district
Continued participation in Voices of Vernon
Continue to establish connections and positive relationships with community, regional, provincial and global partners
MONITORING FOR EFFECTIVENESS:
Reduced incidents of racism in schools
Increased awareness of anti-racism in schools indicated through the Student Learning Survey, and Student Trustee presentations
Carried forward recommendations by the Anti-Racism Committee
Regional meetings and provincial network involvement
Learning and leading collaboratively with other districts/organizations
Early Learning & Child Care
The Early Learning & Child Care Department supports children, families, and educators in programs from birth through Grade 3 and is focused on the integration of child care into the K-12 system. Department staff support the following programs and initiatives throughout SD22: StrongStart BC programs, Ready, Set, Learn, Changing Results for Young Children, Strengthening Early Years to Kindergarten Transitions, Seamless Day Kindergarten, Just B4 Preschool, Preschool Programs and School-Age Child Care on School Grounds Programs created via the Integrated Inquiry Project, third-party child care partnerships, and Kindergarten to Grade 3 instruction, assessment, and professional learning.
The B.C. Early Learning Framework vision and principles underpin the priorities and planning for Early Learning in SD22. Ensuring success for children and supporting families in the early years is a priority in SD22. 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.
SD22 planning for success includes strengthening and increasing existing staff and programs. Building an Early Learning & Child Care team is an important component as we expand early learning opportunities for children and families. We continue to expand child care to meet the needs of families and communities. Where we have space, we open licensed childcare for school age children and continue to find innovative ways to utilize existing spaces. Where we do not have available space within existing structures, we have applied for capital funding projects for new spaces on school grounds within the ChildCareBC New Spaces Fund.
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 the youngest learners as we respond to the early learning and child care needs in our school communities.
2023/24: Strategies
Student Success
Improve literacy and numeracy
Implement Early Learning Essential Skills Profile (ELP) at the at the Kindergarten and Grade 1 level.
Provide professional learning sessions targeted on local literacy and numeracy assessments for kindergarten to Grade 3.
Build capacity of kindergarten to Grade 3 classroom teachers with responsive numeracy and literacy assessment and instruction.
Build capacity of Preschool Early Childhood Educators to support emergent literacy and numeracy skills.
Enhance early learning experiences
Build capacity and coherence in instruction in established and emerging ELCC programs: StrongStart, JB4, Preschools, and school-age child care programs.
Focus summer learning program on priority students at the end of Grade one.
Add 3 & 4 year old Preschool programs to build strong foundations for children to transition into kindergarten.
Move StrongStart programs into new early learning centres at Alexis Park, Harwood, Mission Hill, and Ellison.
Focus on smooth transitions into kindergarten for children and families.
Grow school-age child care on school grounds programs.
ACTIONS:
Provided professional learning sessions for all Kindergarten and Grade one teachers to implement Early Learning Essential Skills Profile (ELP).
Early Learning Success Teachers worked in classrooms alongside Kindergarten and Grade 1 teachers in residencies to support implementation of the ELP and responsive instruction in phonological awareness, alphabet knowledge, phonics, reading and writing.
Community of Practice for kindergarten to Grade 3 teachers and ECEs established to strengthen understanding of story workshop, documentation and responsive pedagogy.
Professional learning opportunities provided monthly for all ECE staff on inclusion, observation, and pedagogical documentation.
Offered summer learning program for students who completed grade one with emerging literacy skills.
Created 84 licensed preschool spaces to provide high-quality early learning opportunities at Alexis Park (JB4 program), Mission Hill, Ellison, Harwood, and Lavington.
Supported StrongStart programs with a focus on early intervention, community connections, and supporting families.
Created two new school-age child care programs with 54 licensed spaces.
Reviewed and assess the coherence and effectiveness of Welcome to Kindergarten and Kindergarten Gradual Entry processes.
Leadership Excellence
Improve organizational efficiency and effectiveness
Strengthen district understanding of child care operations.
Implement child care software to support program operations.
Develop Child Care Standards of Practice, Child Care Quality Standards, and Child Care Inclusive Practices Guide.
ACTIONS:
Moved the Early Learning & Child Care Department to the Harwood Elementary School Community.
Led sessions for Principals and Vice-Pricipals to build understanding of child care program operations on school grounds.
Implemented Lillio software in all SD22 operated licensed child care programs to support registration, enrollment, ongoing communication, licensing standards and billing and payments.
Collaborated with Indigenous, Inclusion and Learning department staff to increase understanding of child care programs, integration of systems, and to improve program quality.
Hired a District Secretary of Early Learning & Child Care to support the successful operations of child care programs and support the integration of child care with K-12 system.
Cultivate positive staff experiences, supporting professional growth and wellness
Support collaboration amongst Early Childhood Educators and teachers in Seamless Day programs.
Strengthen the capacity of all staff who work in early learning, including, teachers, EAs, ECEs, ECE-As, and Child Care Educators.
ACTIONS:
Built collaboration time into schedule for teachers and ECEs in Seamless Day.
Completed Early Learning & Child Care Department facility to provide space for professional learning, staff meetings, community connections.
Increased capacity of educators work in child care programs through professional learning sessions, collaborative time, staff meetings, learning series events.
Facilitated wellness staff events utilizing SD22 Wellness Grant and provided ongoing recognition of positive practices in child care programs.
Community Connections
Increase collaboration between community, regional, provincial, national, and global partners
Participate in Changing Results or Young Children project (CR4YC).
Participate in Strengthening Early Years to Kindergarten Transitions (SEY2KT) project.
Collaborate with community partners to host Ready, Set, Learn event calendar.
Build relationship with BGC Okanagan as child care program partner.
Participate in local North Okanagan Early Years Table, Early Literacy Network, Early Learning Action Team.
Strengthen relationships with thrid-party child care operators.
ACTIONS:
Participated in CR4YC project collaboratively with SD83 and included from SD22: 3 kindergarten teachers, 1 Early Learning Success Teacher, and 2 Early Childhood Educators. From community, 2 Early Childhood Educators.
Co-led SEY2KT project to collaboratively develop early years family guide with 29 community members from various early years organizations and participated in Compassionate Systems Leadership provincial sessions.
Ready, Set, Learn events were hosted alongside community partner organizations and all elementary school communities were invited to four events for 3-5 year old children and their families.
Completed operating agreements for third party child care providers (BGCO and Whitevalley Community Resource) to operate child care programs on school grounds.
Strengthened or established community connections with:
Interior Health
NONA (supported child development)
Autism Services
Friendship Centre
Metis Nation BC – Early Years Professional Learning Resources
Okanagan Regional Library
Private Behavioural Interventionists
2023/24: Future Actions
Student Success
ACTIONS:
Continue with the implementation of the Early Learning Essential Skills Profile (ELP) Assessment at the Grade two and three level.
Continue to build capacity of classroom teachers kindergarten to Grade 3 through Early Learning Success Teacher residency support.
Continue to build capacity and coherence in quality programming in all ELCC programs (StrongStart/JB4/ preschool and school age care on school grounds).
Implement Quality Standards in all SD22 licensed child care programs.
Explore full-time 3 to 5 year old child care program at one elementary school site.
Expand licensed spaces in all SD22 licensed school-age child care programs.
Hire ECE-Assistants into all SD22 licensed Preschool programs to support increased enrollment.
Create 3 new school-age child care programs at three elementary school sites.
MONITORING FOR EFFECTIVENESS:
Increased grade levels in early years using ELP.
Teacher confidence in using the ELP to make evidence-informed instuctional decisions.
Use of the Program Administration Scale (PAS) to assess child care program quality standards.
Collaborate with Interior Health Child Care Licensing Officer to obtain 30 month to school age child care program license.
Increased registrations in all school-age child care programs and qualitative feedback from families.
Increased registrations in all Preschool programs.
Leadership Excellence
ACTIONS:
Continue to support collaboration among ECEs and teachers in Seamless Day program.
Hire an ECE to support Indigenous education in early childhood programs to support welcoming and inclusive programming for all.
Hire a Child Care Manager to support year round child care operations.
Provide professional learning opportunities focused on Indigenous education and Inclusive practices with for all staff working in licensed child care programs.
Provide professional learning opportunities for school-based Educational Assistants who wish to work in licensed child care programs as Child Care Educators (CCEs).
Assess the effectiveness in meeting the needs of children and families through the welcome to kindergarten program and gradual entry to kindergarten process.
MONITORING FOR EFFECTIVENESS:
Participants in professional learning sessions.
Collaboration opportunties among ECEs and teachers.
Visibility of Indigenous Education in all ELCC programs.
Community Connections
ACTIONS:
Continue to build family connections and inclusion support into StrongStart Centre programming.
Continue to strengthen collaborative relationships with Community partners, including BGC Okanagan through our child care on school grounds partnership.
Continue to develop community partnerships as appropriate in future New Spaces/Child Care on School Grounds with the mandate that third party operators prioritize community and inclusion children first in the child care on school grounds spaces agreements.
MONITORING FOR EFFECTIVENESS:
Relationship and collaboration opportunities with community organizations and local Indigenous nation.
Career Education
The Career Programs department supports student learning through the K-12 curriculum for Career Education and Applied Design Skills and Technologies. The Career Programs team helps support experiential learning, connecting students to career-life possibilities and post-graduation opportunities preparing them with the tools they need to succeed in personal, educational, and workplace contexts. Through the ADST (Applied Design Skills and Technologies) curriculum, students develop the skills and knowledge that will support them in developing practical, creative, and innovative responses to everyday needs and challenges.
The Career Programs department directly supports the district 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 our relationships with post-secondary institutions, we can provide students with opportunities in a variety of dual credit pathways leading to certification in trades, health care services, technology, early childhood education, and credit for a variety of first year post-secondary courses. We also provide hands-on experiences in forestry, firefighting, RCMP and career exploration days. We continually seek to grow our Career Program offerings to students with a focus to support the StrongerBC Future Ready Action Plan.
In 2023-24 Career Programs focused on some key areas in the Strategic Plan. Those focus areas were as follows:
2023/24: Strategies
Student Success
Increase the percentage of post-secondary transitions.
Support student wellness and improve student voice and choice.
Ensure all students have a three-year graduation plan.
Close the achievement gap.
Improve middle grade success and transitions to secondary.
ACTIONS:
Expanded options for students to further explore health and human services careers. (SD22 was a successful recipient of a grant to support growth in health careers. Dual credit program expansions were added in Practical Nursing, Pharmacy Technician, Dental Office Administrative Assistant, and Medical Lab assistant.)
Supported Career Exploration opportunities for Indigenous Students (7 Indigenous grade 10-12 students completed 3 Early Childhood Education courses towards ECE certification, 9 Indigenous students completed the Trades Sampler Program.)
Cultivated dual credit experiences to include Indigenous students, female students, students in care, and students with designations. (12 students with designations successfully completed dual credit programs this school year. 8 students with designations, 9 Indigenous students and 5 female students completed the Trades Sampler program in partnership with Okanagan College.)
Leadership Excellence
Improve organizational efficiency and effectiveness.
Cultivate positive staff experiences, supporting professional growth and wellness.
Increase strategic engagement with internal and external partners.
ACTIONS:
Expanded Health Career dual credit options to support BC’s Health Human Resources Strategy. (Dual credit programs expansions were added in Practical Nursing, Pharmacy Technician, Dental Office Administrative Assistant, and Medical Lab assistant.)
Developed career program experiences to support the Stronger BC Future Ready Action Plan. (Expanded Dual credit programming partnerships with Okanagan College, Thompson Rivers University, Northern Lights College & Nicola Valley Institute of Technology)
Supported Career Program staff professional development (4 Career Programs staff members attended the Career Education Symposium)
Community Connections
Commit to the Truth and Reconciliation Calls to Action
Fulfil our public responsibility to Indigenous communities: First Nation, Metis, Inuit.
Increase collaboration between community, regional, provincial, national, and global partners.
ACTIONS:
Increased Apprenticeship opportunities for students in our community by connecting more students to employers through the development of our database Community Partners: Expression of Interest. (15 students enrolled in the SkilledTradesBC Work in Trades Apprenticeship program.)
Established community partnerships to offer a District-Wide Career Fair for Secondary Students. (Partnered with WorkBC to host a Career Fair for grade 10-12 students. WorkBC had to cancel the event due to lack of staffing.)
Increased opportunities and participation of Indigenous students in career program offerings (85 Indigenous students participated in a Career Programs offering.)
2024/25: Future Actions
Student Success
ACTIONS:
Continue to grow health and human services dual credit options including Indigenous Support Worker, medical device reprocessing technician and a Health Care Sector Sampler (gr 11/12) course (20 students)
Facilitate a Health Care Career Exploration Day for grades 7-9 in partnership with Interior Health
Increase dual credit opportunities for Indigenous students, students in care, and students with designations.
Expand Career Exploration sampler programs in partnership with Okanagan College
Increase success rate of priority learners and the number of students accessing Career Programs.
MONITORING FOR EFFECTIVENESS:
Number of students to successfully complete Health Care Sector dual credit programs
Health Care Exploration Day participation data
Sampler Course participation data
Dual credit completion rate data
Priority Learner data
Leadership Excellence
ACTIONS:
Create opportunities for Career Coordinators to support our SD22 educators through team-teaching, leading professional learning, and keeping on top of the latest career developments through provincial and regional partnerships and communities of practice.
Support implementation of Okanagan Career Education Regional Consortium in partnership with SD83, SD23, SD67, SD53, & SD58 to collectively expand dual credit opportunities
Support the professional growth of Career Education Staff by attending & presenting at annual CES conference
MONITORING FOR EFFECTIVENESS:
Professional Learning participation data
Dual Credit completion rate data
Okanagan Career Education Regional Consortium participation data
Community Connections
ACTIONS:
Host an SD22 Career Program Information evenings to share career explorations and dual credit opportunities for parents and students in partnership with post-secondary institutions, Interior Health & SkilledTradesBC
Increase Apprenticeship opportunities for students in our community
Support growth of the Okanagan Career Education Regional Consortium
MONITORING FOR EFFECTIVENESS:
Career Program Information Night participation data
Apprenticeship participation data
Okanagan Career Education Regional Consortium participation data
Implementation
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 19, 2024.
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.
SD22 is in the third 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 19, 2024 regular meeting of the Board of Education, the following motion was approved:
“That the 2024/2025 SD22 Framework for Enhancing Student Learning (FESL) report be approved as presented for submission to the Ministry of Education and Child Care.”
