Enhancement Agreement Annual Report 2014-15 · PDF fileCara Bowley (BRE) Joy McCullough Mary...

School District No. 48 (Sea to Sky)

Aboriginal Education Program

Eighth Annual Report September 2014 to June 2015

Submitted by

Susan Leslie

District Principal

Aboriginal Education

Enhancement Agreement

Annual Report

2014-15

“Our Journey Together”


Edition 1 – May 21, 2015 Enhancement Agreement Annual Report 2014-15

School District No. 48 (Sea to Sky) 2

TABLE OF CONTENTS

Introduction 3 Aboriginal Education Structures 5 Student Enrolment Information 9 Aboriginal Student Performance Information 10 Goal 1: Enhance understanding, respect and engagement in Aboriginal language, culture and history. Goal 2: Enhance a sense of belonging, connectedness and responsibility in the learning environment and community. Goal 3: Enhance academic skills and achievement for success in school, the community and life. Goal 4: Enhance awareness and use of healthy personal choices and an active lifestyle to increase physical well-being.

Cover Photograph: 24 Hour Drum Aboriginal Leadership presenting at HSS, May 1, 2015 Inside Cover Photograph: Spoken Word workshop with Urban Ink at DRS, March 4, 2015

“We believe in Community, District and School collaboration for students learning, growth, and success.” -Aboriginal Education Council and Committee, 2014




INTRODUCTION This is year one of our new Enhancement Agreement and we have many highlights to report from the 2014-15 school year. As this was a year of firsts, I will begin with Aboriginal Education’s response to Job action in September 2014. In order to support students and families at this difficult time Day Camps were organized for Aboriginal students K-12 in the North and the South. Our Aboriginal Support Workers ran cultural programs beginning the first week of school through September 19 at Ulus and Totem Hall. The programs were very successful on many fronts as staff were able to connect and engage with students and families building positive relationships prior to the start of the school year. School District No. 48 is honoured to be invited to partner with the Skwxwú7mesh Nation in creating the Cultural Journeys Program of Choice connecting Skwxwú7mesh language, land and culture in multi-generational learning. Learning from context in a bi-cultural world supports and develops learners’ self-efficacy honoring the importance of our connections to language, land and each other. The Skwxwú7mesh Uxwumixw language K-5 IRP was developed and is in the process of being vetted by Skwxwú7mesh Nation Elders. Language development units and kits have been created and will be used in the implementation of the Language Program in Cultural Journeys in September 2015. As this was a year of firsts, we experienced our first Audit in eight years with the Ministry of Education. This was an Aboriginal Education and/or Services Audit at Pemberton Secondary. Our Team of Aboriginal Support Workers demonstrated superb effort in preparing for and subsequently passing the audit. We also implemented our St’at’yemcets language program at Signal Hill Elementary School in Grades 5-7. The K-7 program is offered to all students twice per week led by Aboriginal Language teachers and mentoring elders. The next school year we will be implementing a Language and Culture course at Pemberton Secondary School for all students in Grades 8-12 in the second term.

The Pala7lhkalh Stélmexw Aboriginal Youth Council is comprised of 60 students from across the Sea to Sky corridor including Pemberton Secondary, Whistler Secondary, Xet’olacw Community School, Head of the Lake School, Howe Sound Secondary and Don Ross . Their work was guided by an inquiry into their school’s awareness of Aboriginal Issues that affect Aboriginal students in school and community. After surveys in their schools, the students chose two themes: Missing and Murdered Aboriginal Women and What It Is Like to Be Aboriginal Today. Left inspired and empowered by an Urban Ink slam poetry

workshop they participated in as preparation for the event, students prepared personal, impactful stories they shared through spoken word, poetry and art during the 24 Hour Drum. They presented their work to their school communities across the corridor, as well as at the Jag-Ex Policing conference held the same day at the Fairmont Chateau Whistler. The Aboriginal Youth Council also greeted and presented to delegates at the Canadian Association Principles Conference held in Whistler May 11-14. They represented our District in an exemplary fashion offering a spoken word piece to Wab Kinew. All funds raised throughout the presentation of the 24 Hour Drum have been allocated to the non-profit collective, Walking with Our Sisters. A commemorative art installation, Walking with Our Sisters aims to honour the lives of missing and murdered indigenous women of Canada and the United States. The installation also aims to acknowledge the grief and suffering that the families of these women continue to




experience. As Walking with Our Sisters tours North American communities, it works to allow art to create dialogue and awareness surrounding the issue.

The Shared Learnings committee worked on creating a formative assessment tool based on the “Four Blankets of Resiliency” this year. Our work was spearheaded by a visit from Monique Gray-Smith and her book “The Ripple Effect of Resiliency”. The assessment tool is currently being vetted by members of the Shared Learning Committee and the District Assessment Team. This Assessment tool is for all students and aligns with the four Goals of the Enhancement Agreement and with SD48 Pathways to Learning. This was our second year offering funds to support Aboriginal Inquiry Projects. There were four successful applications with projects including: oral language, how to engage student learning in a natural outdoor setting, how to use art to explore your identity, and an Arts-Infused learning approach to engage student learning. Our graduation rate is a remarkable achievement for the School District and Aboriginal communities. Over the last 6 years our 6 year Dogwood Completion rate for Aboriginal students has increased from 35% to 81% (46% increase). The Aboriginal Education Council and Committee took a closer look at our non-completers information and the majority of our students have or will be completing school. We attribute our success to the exemplary work of all our staff, Aboriginal Support Workers, the building of relationships with our Aboriginal communities (i.e. SN/SD48 Protocol Agreement), tracking students (i.e. Aboriginal Advisor and Missing in Education), alternative programming (i.e. Northern SSAS), partnerships with other organizations (i.e. Communities that Care and Community Literacy), the development of local language curriculum, and some of our current initiatives (i.e. hiring exemptions and Aboriginal leadership courses). It has been a very productive year in School District No. 48 (Sea to Sky) as we continue to work together to strengthen our programs, services, relationships and communities.




ABORIGINAL EDUCATION STRUCTURES

A) Aboriginal Education Council Our Enhancement Agreement represents a commitment between the Sea to Sky School District and the Aboriginal communities to communicate and collaborate with the shared goal of improving the quality of education achieved by all Aboriginal students. The Aboriginal voice is further encouraged through the strong relationships that exist between the Aboriginal communities elected officials and elders and the School District’s trustees, senior staff, and teacher association president which is represented through the Aboriginal Education Council (ABED Council). They meet quarterly to make recommendations to the Sea to Sky Board of Education.

Aboriginal Education Council Membership: Elder, Squamish Nation, Gwen Harry Elder, Squamish Nation, Shirley Toman Councilor, Squamish Nation, Josh Joseph Squamish Nation Administrator, Squamish Valley, Paul Wick Elder, Lil’wat Nation, Veronica Bikadi Elder, Lil’wat Nation, Priscilla Ritchie Councilor, Lil’wat Nation, Nadine Pascal Councilor, Lil’wat Nation, Lois Joseph Councilor, N’Quatqua Band, Teresa Sampson Sea to Sky Teachers’ Association, President, Carl Walker School Board of Education, Sea to Sky School District, Rebecca Barley School Board of Education, Sea to Sky School District, Laura Godfrey Superintendent of Schools, Sea to Sky School District, Lisa McCullough District Principal, Aboriginal Education, Susan Leslie

B) Aboriginal Education Committee The Aboriginal Education Committee is the working group that implements the Enhancement Agreement. Its members are made up of Aboriginal staff personnel, community education representatives, principals/vice-principals, teachers, and the District Principal, Aboriginal Education. They meet monthly and make recommendations to the ABED Council.

Aboriginal Education Committee Membership: Education Coordinator, N’Quatqua Band, Julie Thevarge Administrator, Xet’olacw Band School, Verna Stager Mt. Currie Board of Education, Lil’wat Nation, Georgina Nelson Associate Education Director, Squamish Nation, Joy McCullough

Squamish Valley Administrator, Squamish Nation, Paul Wick Principal, Signal Hill Elementary, Sharon Broatch Principal, Brackendale Elementary, Angela Uren Principal, Whistler Secondary, Nolan Cox Principal, Pemberton Secondary, Ryan Massey Teacher, Signal Hill Elementary School, Carol Siblock Teacher, Howe Sound Secondary School, Steve Lloyd District Principal, Aboriginal Education, Susan Leslie Education Coordinator, Xa’xtsa, Ramona Linger




C) Shared Learnings Committee The Shared Learnings committee is made up of one teacher representative from each school in the District, elders and cultural resource people from the local First Nation communities. They work collaboratively to “weaving resources, curriculum practice and people together to change the education paradigm and to experience, embrace and value local Aboriginal culture.” They meet annually to develop their initiatives based on the Shared Learning rubric and school targets, then the members meet throughout the year on sub-committees to work on initiatives.

Shared Learnings Membership:

Teacher Contacts

Elders/Cultural Resource Members

Cara Bowley (BRE) Joy McCullough

Mary Elliot (DRS) Charlene Williams

Kelly Kislasko (GHE) Deanna Lewis

Heather Lafreniere (HSS) Joyce Williams

Cheryl Dawson (VCE) Diana Billy

Lee Edwards (SQE) Art Harry

Pam Bourdon (SWE) Linda Williams

Kirsten Sollid (MQE) Daryl McCullough

Larissa Parker (LCS) Shirley Toman

Linda McLagan (BWC) Gwen Harry

Shelley DesBrisay (MPE) Pricilla Richie

Sophie Babiuk Georgina Nelson

Tess Marining (SHE) Veronica Bikadi

Miriam Bride (PSS) Teresa Sampson

Brianne Aldcroft (WSS) Sylvia Shanoss

Jeanette Green (XCS) Chris Wells

Shawna Wagner (SCE) Heather Joseph

Eva Maria Joe

A variety of cultural related initiatives occurred this year:

1) “Every Child Matters” is part of the Orange Shirt project campaigning to have September 30th National Orange Shirt Day commemorating Indian Residential School Survivors. Pemberton Secondary, Howe Sound Secondary and Don Ross participated by decorating and wearing their own orange shirt to raise awareness about residential school survivors. 2) Community Welcome dinner and drum making gathering at WSS in October 2014 to connect with Aboriginal students and families.




ABORIGINAL EDUCATION STRUCTURES (continued) 3) Skwxwú7mesh Days- Don Ross held their Annual event on May 20th involving the grade eight students. The students and teachers engaged in 6 learning activities ranging from a medicinal plant walk, bannock making, Skwxwú7mesh language and drumming to art with Art Harry. All celebrated with a salmon and salad feast at lunch and ended the day with closing ceremonies of thanks and gratitude. 4) Lahal Tournament- Signal Hill Elementary’s first school wide Lahal tournament is to be held on June 19th to celebrate National Aboriginal Day. All intermediate classrooms have been working together polishing their leadership skills, learning the game, drum songs and choosing their team names and mascots. Good Luck to all the teams! 5) Cultural Presentation-

Richard Wagamese visited the Sea to Sky School District and delivered 6 school presentations from Pemberton, to Whistler, ending in Squamish. K-12 students from 9 schools experienced inspiring, engaging stories from a “Master Storyteller” and the 2 communities of Mt Currie and the Squamish Nation hosted dinners accompanied with evening presentations. The feedback from students, teachers, parents and community was extremely positive and has inspired schools to invite him to return for future learning opportunities! 6) Parent Initiative- Aboriginal PALS (Parents as Literacy Supports) is a recommended program from our Enhancement Agreement. It’s a family literacy program that gives parents and caregivers strategies to encourage learning in their preschool and kindergarten-aged children. Working in partnership with School District No. 48, the local Aboriginal communities, and Sea to Sky Literacy Tables, Aboriginal PALS was implemented in Squamish, Lil’wat and N’Quatqua First Nations communities. 7) Aboriginal In-Service- Monique Gray-Smith from Little Drum Consulting Services came and spoke to the Shared Learning teachers about moving forward in reconciliation. Teachers were continuing their learning about the inter-generational effects of residential schools and the impact of government policies and laws that have effected Aboriginal peoples of Canada over the past 150 years. Our focus was to support “at promise” learners in building resilience. This workshop spearheaded our 4 Blankets Learner Engagement Rubric.

The focus is on improving Aboriginal cultural awareness to all students and staff in the District. The cultural performance selected this year was Richard Wagamese, Wabasseemoong First Nation author and journalist.




ABORIGINAL EDUCATION STRUCTURES (continued) 8) Aboriginal Inquiry- This is our second year offering teachers the opportunity to apply and receive funds for an Aboriginal Inquiry Project. The topics included: oral language, how to engage student learning in a natural outdoor setting, how to use art to explore your identity, and an Arts-Infused learning approach to engage student learning. 9) SD48 Aboriginal Education Website- http://sd48aboriginaleducation.org/

D) Aboriginal Youth Council Pala7lhkalh Stélmexw, Aboriginal Youth Council continued for a third year with the Head of the Lake School joining the team. It is made up of 60 students from Squamish (16), Don Ross (8), Pemberton (12), Mt. Currie (20) and Skatin (4). Pala7lhkalh is a St’at’yemcets word meaning ‘together as one’ and Stélmexw is a Skwxwú7mesh word meaning ‘human that we strive to become.’ The youth met quarterly to plan their We Day inspired 24 Hour Drum event held on Friday, May 1st, 2015. Last year the event was hosted in the south, so this year they selected Xet’olacw Community School in Mount Currie as the host school.




STUDENT ENROLMENT INFORMATION

In the 2014-15 school year there were 574 (13.1%) students who self-identified as Aboriginal. Students of Aboriginal ancestry have decreased from 2009-10 to 2014-15. The school-age structure in Sea to Sky School District is changing. We are seeing a decrease with our primary numbers and large secondary classes are graduating with smaller numbers moving upwards. This is causing a decline in Aboriginal population with the additional number of relocating families at all grade levels.

BUILDING ABORIGINAL STUDENT SUCCESS 2007 – 2015 The Sea to Sky School District is committed to ensuring that all Aboriginal students will be given the necessary programs and services leading to success. The intent of this agreement is to build strong, trusting and respectful relationships between schools and all Aboriginal communities. By working together to improve Aboriginal student success, parents, caregivers, Aboriginal communities, and schools will be accountable for providing effective support and resources to increase Aboriginal student opportunities for success. Our aim is to continuously improve Aboriginal student achievement by preserving the integrity and spirit on which this agreement was created. The 2014 – 2019 Aboriginal Education Enhancement Agreement recognizes the importance of having all students achieve success in the context of intellectual, physical, emotional and spiritual realms.

Goal 1: Enhance understanding, respect, and engagement in Aboriginal language, culture and History. Goal 2: Enhance a sense of belonging and responsibility in the learning environment and Community. Goal 3: Enhance academic skills and achievement for success in school, the community, and life.




Goal 4: Enhance awareness and use of healthy personal choices and an active lifestyle to increase physical well-being.

The goals of the Enhancement Agreement will be measured and reported on annually. The performance areas selected for enhancement are based on educational outcomes and where there is assurance that the data can be:

tracked with integrity tracked over time effectively used to support initiatives, design, coordinate and implement programs & services review and check effectiveness

Cohort data/evidence will be reviewed in addition to annual targets, in order to enhance our understanding of student performance. This will be monitored by the Aboriginal Education Advisory Committee. Goal 1: Enhance understanding, respect, and engagement in Aboriginal language, culture and History.

The number of K-7 students enrolled in the St’at’yemcets Language Program at Signal

Hill Elementary School is 435. All students received language classes twice per week

during the 2014-15 school year. Blackwater Creek St’at’yemcets language classes were

provided once per week for a longer time frame to 15 students.

School results from the Satisfaction Survey below indicate that on average 45% of

Aboriginal students felt they were being taught about Aboriginal peoples in Canada and

38.5% of non- Aboriginal students felt they were being taught about Aboriginal peoples

in Canada.

At school, are you being taught about Aboriginal peoples in Canada?

2013/14 Aboriginal All others

Respondents

All of the time or many times Respondents

All of the time or many times

# # % # # %

Grade 4 27 13 48 243 131 54

Grade 7 44 16 36 206 62 30

Grade 10 30 11 37 129 44 34

Grade 12 31 18 58 138 49 36




Goal 1 (continued)

In the north, our cultural Aboriginal Support Worker provides cultural programs to

Whistler Secondary and Signal Hill Elementary.

Whistler Secondary

o In school hand drum-making workshops were provided in art classes and 27

drums were made.

o After school hand drum-making workshops.

o Community dinner and hand drum-making

workshops.

o Wood burning in French Immersion classes.

Signal Hill Elementary

o Intermediate student Lahal Tournament

o Lahal teams learning drum songs.

o Medicine pouches

o Medicine Wheel teachings

o Traditional Wool Weaving

o Traditional Cedar Bark Weaving

o Traditional Story-telling

o Traditional Singing & Dancing

o Traditional Beading

Pemberton Secondary

o Creation story play presented by Aboriginal leadership students

Myrtle Phillip

o Inquiry into the First Peoples of Whistler – Grade ¾ classes

o Completed cultural maps showing fishing sites, berry picking, hunting, Ishkins,

pictographs

o Comparing/contrasting Lil’wat and Skwxwú7mesh cultures (Shared Territories)

o Learned Skwxwú7mesh drum songs/language visited SLCC

o Residential school learning, government perspectives, family impacts




Goal 1 (continued) Spring Creek

o Alice Gus visiting primary classes, language, singing, drumming

o SLCC trip, shared history

o Indigenous food plants in our local environment

In the south, culture and language are provided to Brackendale, Garibaldi Highlands,

Squamish, Mamquam, Valleycliffe & Stawamus Elementaries, Don Ross Secondary,

Howe Sound Secondary and Sea to Sky Alternative School.

o Medicinal and Edible Plant Walks

o Pictograph Rock Painting

o Story-telling/Legends/Art

o Drumming and Singing

o Sharing Circles

o Potlatches/Feasts

o Cedar harvesting

o Coast Salish drawing and weaving

o Skwxwú7mesh language drumming and singing

o Traditional Skwxwú7mesh weaving

o Residential School History/Indian Act

Howe Sound Secondary/Don Ross Secondary

o Pit Cook at Alice Lake

o Local harvesting of fiddle heads, nettles, edible plants

o harvesting cedar

o mushroom picking

o Skwxwú7mesh language signage distributed around the school

Howe Sound Secondary

o Teachers and ASW Team Created a Cultural Presentation handbook

integrating Aboriginal content, culture and values across the across the content

areas of: English, Social Studies, Science, Math, Art, Drama, Dance and Music.




Cultural Journeys Program of Choice

o Theme based Inquiry learning at Skwxwú7mesh land sites

o Project-based experiences tied to learning from the land, language and Culture

o Learning is personally relevant, multi-aged, flexible and competency driven

o Relational: honoring connections to each other, our community, language and

the land

o Promotes equitable, collaborative learning that is multi-generational and cross-

curricular

o Nurturing student engagement and ownership of learning though the

competencies of thinking critically, contributing, collaborating, creating and

innovating

o Learning, nurturing and supporting self-regulation: ownership of choices,

actions and responsibilities in Literacy, Numeracy, Communication and Oral

Language skills




Goal 2: Enhance a sense of belonging and responsibility in the learning environment and Community.




Goal 2 (continued) Each school was given an “Our Territories” acknowledging territory fact sheet to assist staff members in acknowledging territory at the commencement of all school assemblies and events.

Aboriginal Leadership courses were offered at both Howe Sound and Pemberton Secondary with 60 students involved in the Youth leadership Council including students from Don Ross, Xet’olacw and Head of the lakes schools.




Goal 3: Enhance academic skills and achievement for success in school, the community, and life. Improving Areas Literacy:

Kindergarten oral language results (for meeting or exceeding expectations) from Report Card information are up significantly from 67% in 2012 to 83% in 2013

SD48 All students’ and Aboriginal students’ grade 4 and 7 FSA reading and writing year to year results trend above the Provincial averages

SD48 All students’ and Aboriginal students’ grade 4 and 7 FSA reading and writing participation trends are much higher than the Provincial averages

SD48 All students’ and Aboriginal students’ cohorts improve their writing results (FSA) between grade 4 and grade 7

SD48 All students’ and Aboriginal students’ grades 10 to 12 (English) Report Card results for percentage achieving C+ to A indicate an improving trend

SD48 All students’ grade 10 and 12 English Provincial Exam results for percentage achieving a C+ to A are improving over time

SD48 Aboriginal students’ grade 10 English and grade 12 Communications Provincial Exam results for percentage achieving a C+ to A are generally improving over time

SD48 All students’, Aboriginal students’ and All Boys’ grade 12 English Provincial Exam results are higher than the provincial results Numeracy:

SD48 All student’s and Aboriginal students’ grade 4 and 7 FSA numeracy year to year results are higher than the Provincial averages

SD48 All students’ and Aboriginal students’ grade 4 and 7 FSA numeracy participation trends are higher than the Provincial averages

SD48 All students’ grade 10 Provincial Exam results for Foundations of Math are the same as the Provincial average

SD48 Aboriginal students’ grade 10 Provincial Exam results for Foundations of Math are significantly higher than Provincial results




SOURCE

OF

EVIDENCE

INDICATOR OF IMPROVEMENT 2010 2011 2012 2013 2014

PRIMARY

PROGRAM

BOTTOM LINE:

TRIANGULATE INFORMATION FROM MULTIPLE

SOURCES FOR LITERACY (VULNERABILITY,

READING, AND WRITING)

Kindergarten

Report Card

Reduction of vulnerable students.

90% of all students will be meeting or exceeding expectations in

key areas of learning by the end of Kindergarten.

Reading and Viewing Writing and Representing

Oral Language 90% of Aboriginal students will be meeting or exceeding

expectations in key areas of learning by the end of Kindergarten.

Reading and Viewing

Writing and Representing

Oral Language

87%

86%

90%

80%

76%

65%

83%

83%

84%

80%

79%

77%

87%

87%

86%

71%

68%

67%

86%

86%

87%

82%

79%

83%

86%

87%

86%

65%

69%

61%

Kindergarten EDI

Results

Reduction of vulnerable students.

80% of all students in Kindergarten will be assessed as ready for

school.

Wave 2

2007 to

2009

70.3%

Wave 3

2009 to

2011

75%

Wave 4

2010 to

2012

70%

Wave 5

2011 to

2013

70%

Grades 1 to 3

Report Cards

(Reading and

Viewing)

Reduction of all at-risk students in Reading.

90% of all students will be meeting or exceeding expectations by the end of Grade 3.

Grade 1

Grade 2 Grade 3

90% of Aboriginal students will be meeting or exceeding

expectations by the end of Grade 3. Grade 1

Grade 2

Grade 3

70%

70%

78%

62%

41%

38%

77%

73%

80%

65%

52%

50%

75%

78%

77%

76%

55%

48%

75%

74%

75%

46%

64%

47%

79%

75%

82%

65%

48%

57%

Grades 1 to 3

Report Cards

(Writing)

Reduction of all at-risk students in Writing.

90% of students will be meeting or exceeding expectations by the end of Grade 3.

Grade 1

Grade 2 Grade 3

90% of Aboriginal students will be meeting or exceeding

expectations by the end of Grade 3. Grade 1

Grade 2

Grade 3

71%

70%

78%

62%

47%

38%

75%

73%

77%

58%

48%

42%

79%

77%

75%

71%

48%

52%

69%

66%

76%

46%

50%

50%

79%

70%

79%

55%

34%

46%




Challenging areas

Literacy: SD48 Aboriginal students’ Kindergarten Report Cards indicate lower results than SD48

All students’ results for ‘Reading and Viewing’, ‘Writing and Representing’, ‘Oral Language’

SD48 All primary students’ Report Card data indicate that 20 to 30% are not meeting expectations for ‘Reading and Viewing’ and ‘Writing’

SD48 primary Aboriginal students’ Report Card data indicate that 40 to 50% are not meeting expectations for ‘Reading and Viewing’ and ‘Writing’

SD48 All intermediate students’ Report Card data indicate that 15 to 25% are not meeting expectations for Language Arts

SD48 intermediate Aboriginal students’ Report Card data indicate that 35 to 65% are not meeting expectations for Language Arts

SD48 grade 4 and 7 boys’ FSA reading and writing year to year results are generally lower than SD48 girls’ results

SOURCE OF EVIDENCE INDICATOR OF IMPROVEMENT 2010 2011 2012 2013 2014

INTERMEDIATE PROGRAM

(GRADES 4 TO 9)

BOTTOM LINE: TRIANGULATE INFORMATION FROM MULTIPLE SOURCES FOR

READING AND WRITING.

Intermediate Report Card

(Language Arts)

Increase all intermediate students Meeting to Exceeding Expectations in Language Arts. 90% of all students will achieve a C+ to A by the end of:

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

90% of Aboriginal students will achieve a C+ to A by the end of: Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

81% 83% 79% 77% 73% 69%

54% 68% 61% 46% 37% 41%

79% 80% 83% 84% 72% 85%

45% 58% 68% 67% 21% 36%

84% 81% 79% 90% 78% 74%

50% 71% 50% 70% 50% 27%

81% 80% 77% 84% 80% 75%

65% 68% 41% 59% 50% 59%

82% 84% 84% 84% 74% 71%

56% 63% 67% 63% 48% 32%

Intermediate FSA

(Reading)

Increase intermediate students Meeting to Exceeding Expectations in Reading. 90% of all students will meet or exceed expectations in Reading.

Grade 4 Grade 7

90% of Aboriginal students will meet or exceed expectations in Reading.

Grade 4 Grade 7

78% 78%

52% 46%

78% 79%

62% 71%

78% 75%

60% 44%

77% 77%

67% 50%

76% 79%

55% 64%

Intermediate FSA

(Writing)

Increase all intermediate students Meeting to Exceeding Expectations in Writing. 90% of all students will meet or exceed expectations in Writing.

Grade 4 Grade 7

90% of Aboriginal students will meet or exceed expectations in Writing.

Grade 4 Grade 7

73% 83%

50% 61%

79% 92%

55% 88%

78% 84%

65% 72%

78% 85%

64% 67%

83% 91%

63% 85%




Challenging areas (continued)

SD48 grade 4 and 7 Aboriginal students’ FSA reading and writing year to year results are much lower than SD48 All students’ results

SD48 Aboriginal students’ Report Card results for grades 10, 11 and 12 (English) indicate 30 to 50% are achieving below a C+

SD48 Aboriginal students’ Report Card results for grades 11 and 12 (Communications) indicate 55 and 70% are achieving below a C+

SD48 All students’ grade 10 and 12 English Provincial Exam results indicate that approximately 40% are achieving below a C+

SD48 Aboriginal students’ grade 10 and 12 English Provincial Exam results indicate that approximately 50% are achieving below C+

SD48 All students’ and Aboriginal students’ grade 10 English Provincial Exam results are lower than the province

Numeracy:

While above provincial averages, SD48 grade 4 and grade 7 All students’ FSA numeracy results still indicate that approximately 30% of students are not meeting expectations

While above provincial averages, SD48 grade 4 and grade 7 Aboriginal students’ FSA numeracy results indicate that approximately 50% or more students are not meeting expectations

While SD48 All students’ and Aboriginal students’ Foundations Math 10 results for C- or better exceed Provincial averages, the same groups’ results for C or better significantly decline and are lower than Provincial averages




COURSE OPTIONS LEADING TO GRADUATION

Aboriginal Non-Aboriginal

Students Assigned

Final Mark

Students Assigned

Final Mark

C- (Pass) or Better

C+ (Good) or Better

C- (Pass) or Better

C+ (Good) or Better

# # % # % # # % # %

English 10 45 44 98 27 60 272 260 96 196 72

English 10: First Peoples - - - - - - - - - -

Foundations of Math 10 28 24 86 14 50 194 185 95 127 65

Apprenticeship Math 10 28 25 89 11 39 81 78 96 50 62

Science 10 43 40 93 23 53 258 249 97 175 68

Civic Studies 11 - - - - - - - - - -

Social Studies 11 21 21 100 12 57 254 245 96 195 77

BC First Nations Studies 12 20 19 95 14 70 Msk Msk Msk Msk Msk

English 12: First Peoples Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk

English 12 21 21 100 13 62 252 250 99 180 71

Communications 12 14 13 93 6 43 27 26 96 16 59

0

10

20

30

40

50

60

70

80

90

100

Perc

ent

Required Exams Overview: Aboriginal Results 2013/14

C- (Pass) or Better C+ (Good) or Better




SOURCE OF EVIDENCE INDICATOR OF IMPROVEMENT 2010 2011 2012 2013 2014

GRAD PROGRAM YEARS

BOTTOM LINE: TRIANGULATE INFORMATION FROM MULTIPLE SOURCES FOR

LITERACY AND READINESS.

Report Card Results (English)

Increase all secondary students Meeting to Exceeding expectations in English. 75% of all students will achieve C+ to A on report card. Grade 10 English Grade 11 English Grade 12 English Grade 11 Communications Grade 12 Communications 75% of Aboriginal students will achieve C+ to A on report card. Grade 10 English Grade 11 English Grade 12 English Grade 11 Communications Grade 12 Communications

60% 63% 72% 21% 50%

20% 39% 61% 22% 45%

68% 64% 75% 40% 47%

34% 35% 65% 41% 48%

74% 72% 75% 26% 42%

49% 55% 32% 18% 50%

65% 69% 81% 56% 63%

31% 75% 58% 67% 61%

72% 65% 75% 42% 56%

60% 48% 67% 29% 43%

Provincial Exam Results

(English and Communications)

Increase all Secondary students Meeting to Exceeding Expectations in English or Communications. 75% of all students will achieve a C+ to A on Provincial Exams. Grade 10 English Grade 12 English Grade 12 Communications 75% of Aboriginal students will achieve a C+ to A on Provincial Exams. Grade 10 English Grade 12 English Grade 12 Communications

58% 54% 57%

24% 50% 52%

56% 53% 48%

26% 47% 44%

69% 61% 35%

46% 32% 38%

64% 64% 47%

45% 58% 52%

58% 60% 51%

49% 43% 57%

Grad Readiness Information

Increase all Secondary students ‘Ready’ for school completion each year according to Grad Program requirements: 90% of all students will be ready for Grade completion after Grades 10 and 11. Gr10: En10 SS10 Ma10 Sc10 PE10 Readiness of 5 Readiness of 4 Readiness of 3 or less Missing in Education (MIE) Gr11: En11 SS11 Ma11 Sc11 Planning10 Readiness of 5 Readiness of 4 Readiness of 3 or less Missing in Education (MIE) 90% of Aboriginal students will be ready for Grade completion after Grades 10 and 11. Gr10: En10 SS10 Ma10 Sc10 PE10 Readiness of 5 Readiness of 4 Readiness of 3 or less Missing in Education (MIE) Gr11: En11 SS11 Ma11 Sc11 Planning10 Readiness of 5 Readiness of 4 Readiness of 3 or less Missing in Education (MIE)

21% 63% 34%

Mask

52% 22% 25%

Mask

0% 27% 71%

Mask

6% 22% 72%

Mask

58% 20% 15% Mask 51% 21% 26% Mask 26% 19% 54% Mask 15%

19% 68%

Mask

74% 12% 14%

Mask

60% 14% 26%

Mask

45% 15% 40%

Mask

17% 22% 61%

Mask

73% 17% 9%

Mask

62% 13% 25%

Mask

67% 26% 7%

Mask

26% 20% 54%

Mask

74% 12% 14%

Mask

64% 11% 25%

Mask

56% 19% 25%

Mask

34% 17% 49%

Mask




University Readiness Increase all Secondary students ‘Ready’ for University each year: 70% of all students will be ready for University after Grades 10, 11 and 12. Gr10: En10 SS10 Ma10 Sc10 WH:G’s Readiness of 5 Readiness of 4 Readiness of 3 or less Gr11: En11 SS11 Ma11 Sc11 WH:G’s Readiness of 5 Readiness of 4 Readiness of 3 or less Gr12: En12 SS12 Ma12 Sc12 WH:G’s Sc12 Lang11 SS12 Readiness of 5 Readiness of 4 Readiness of 3 or less 70% of Aboriginal students will be ready for University after Grades 10, 11 and 12. Gr10: En10 SS10 Ma10 Sc10 WH:G’s Readiness of 5 Readiness of 4 Readiness of 3 or less Gr11: En11 SS11 Ma11 Sc11 WH:G’s Readiness of 5 Readiness of 4 Readiness of 3 or less Gr12: En12 SS12 Ma12 Sc12 WH:G’s Sc12 Lang11 SS12 Readiness of 5 Readiness of 4 Readiness of 3 or less

Data not available

at this time.

(2014)

40% 16% 43%

37% 9%

53%

Not able to provide gr 12 yet.

23% 9%

68%

10% 3%

87%

Not able to provide gr 12 yet.

Grade to Grade Transitions

Increase all Secondary students successfully moving from one grade to the next. 95% of all students will successfully transition from Grade to Grade. Grade 9 to 10 Grade 10 to 11 Grade 11 to 12 95% of Aboriginal students will successfully transition from Grade to Grade. Grade 9 to 10 Grade 10 to 11 Grade 11 to 12

98% 95% 82%

93% 92% 68%

94% 89% 85%

90% 85% 82%

96% 88% 86%

98% 87%

95%

97% 88% 82%

94% 96% 90%

95% 94% 93%

98% 94% 89%

Student 6 Year Graduation Rate

Increase the 6 year Graduation Rate for all students. 90% of all students will successfully Graduate within 6 years of beginning Grade 8. 90% of Aboriginal students will successfully Graduate within 6 years of beginning Grade 8.

73%

39%

80%

56%

79%

61%

82%

73%

82%

81%




Summary

The 2013/14 six year completion rate of 81% is the highest six year completion rate for SD48 Aboriginal students and is 19% higher than the currently known provincial rate of completion for Aboriginal students.

During the 2013/14 school year there was a 66% first time graduation rate for Aboriginal students (4% higher than 5 year average)

FSA results for grade 4 (Reading) have improved over the last four years but decreased last year by 11% from 2012/13

FSA results for grade 7 (Reading) have improved from 49% (2012/13) to 64% last year

English 10 completion rates during the 2013/14 school year are the highest in 6 years at 98%

English 12 completion rates have ranged from 88-100% over the past 5 years with a 100% completion rate in 2013/14




Goal 4: Enhance awareness and use of healthy personal choices and an active lifestyle to increase physical well-being.

As this was our first year reporting using Physical Education and participation marks as performance indicators, I have gathered first term marks for Pemberton and Howe Sound Secondary’s Grade 8-12 students as the second term grades are not available. 56% of the students achieved a c+ or better in their first term.

Student Survey - Health

# % # % # % # %

At school, are you learning about how to stay healthy?

2009/10 161 61 147 53 113 40 65 28

2010/11 185 68 182 65 118 38 101 36

2011/12 44 66 23 48 - - - -

2012/13 166 58 146 52 98 41 76 34

2013/14 172 60 129 51 71 44 50 28

Do the teachers and staff at your school support healthy behaviour?

2009/10 203 81 171 67 138 50 130 58

2010/11 211 81 203 77 166 55 149 54

2011/12 53 82 29 63 - - - -

2012/13 217 79 193 73 137 59 133 60

2013/14 206 77 173 69 101 64 107 61

At school, do you get exercise (for example, physical activity or sports)?

2009/10 225 84 234 85 151 53 79 34

2010/11 240 89 233 84 181 57 86 31

2011/12 64 96 40 87 - - - -

2012/13 252 88 221 79 132 55 66 29

2013/14 254 88 193 76 87 53 50 28

Students Reporting "Many Times" or "All of the Time"

School

Year

Grade 3/4 Students Grade 7 Students Grade 10 Students Grade 12 Students




# % # % # % # %

2009/10 115 43 124 44 Not asked Not asked Not asked Not asked





2009/10 Not asked Not asked Not asked Not asked 133 47 116 50


2011/12 Not asked Not asked Not asked Not asked - - - -



In the last five school days, how many days did you exercise or participate in physical activities for at least 30 minutes

during school hours that made you sweat and breathe hard, such as soccer, running, dancing, swimming, bicycling

or similar aerobic activities? (Grades 3/4, 7 - percentage reported as 5 days)

In the past week (seven days) how many total minutes did you exercise or participate in physical activities that made

you sweat and breathe hard, such as soccer, running, dancing, swimming, bicycling or similar aerobic activities?

(Grades 10, 12 - percentage reported as 121 minutes and over)

Student Responses

School

Year


# % # % # % # %

Where did you usually do your physical activity? (within school)¹

2009/10 522 54 564 55 439 48 228 34

2010/11 509 59 590 57 369 42 185 28

2011/12 101 64 69 65 - - - -

2012/13 561 60 477 55 261 40 173 31

2013/14 531 61 458 59 177 39 138 31

¹

Where did you usually do your physical activity? (outside of school)²

2009/10 448 46 463 45 467 52 440 66

2010/11 360 41 441 43 508 58 481 72

2011/12 57 36 37 35 - - - -

2012/13 378 40 390 45 392 60 386 69

2013/14 339 39 319 41 274 61 303 69

²

Grade 12 Students

Multiple responses to this question are allow ed. "Within school" responses include: in my regular classroom, in my PE

classes, in school teams or clubs, at class trips to recreation centres, and in other activities at school. This question can

have multiple responses per survey; the percentage expresses the percentage of locations chosen that w ere "w ithin

school" out of all locations chosen.

Multiple responses to this question are allow ed. "Outside of school" responses include: w ith clubs or sports teams in the

community, at recreation centres, w ith other groups or organizations, and on my ow n. This question can have multiple

responses per survey; the percentage expresses the percentage of locations chosen that w ere "outside of school" out

of all locations chosen.

Student Responses

School

Year

Grade 3/4 Students Grade 7 Students Grade 10 Students




# % # % # % # %

At school, do you eat or drink less healthy food choices (for example, pop, candy, deep-fried foods)?

2009/10 15 6 34 13 69 25 47 21

2010/11 13 5 26 10 55 18 56 21

2011/12 3 5 4 8 - - - -

2012/13 27 9 24 9 44 18 40 18

2013/14 17 6 13 5 30 19 34 19

# % # % # % # %

Where did these foods/beverages come from: At school¹

2009/10 96 27 94 25 124 26 81 23

2010/11 84 25 94 25 153 30 90 22

2011/12 15 19 18 28 - - - -

2012/13 103 27 94 27 97 27 94 26

2013/14 83 24 88 28 55 21 65 24

¹

Where did these foods/beverages come from: Outside of school²

2009/10 257 73 280 75 353 74 272 77

2010/11 255 75 286 75 364 70 325 78

2011/12 65 81 46 72 - - - -

2012/13 285 73 255 73 266 73 264 74

2013/14 264 76 226 72 202 79 205 76

²

Student Responses

School

Year


More than one response to this question is allow ed. "Outside of school" responses include: from home, and bought at

nearby store. This question can have multiple responses per survey; the percentage expresses the percentage of

locations chosen that w ere "outside of school" out of all locations chosen.

More than one response to this question is allow ed. "At school" responses include: bought at school, and at a class

celebration or school event. This question can have multiple responses per survey; the percentage expresses the

percentage of locations chosen that w ere "at school" out of all locations chosen.

Students Reporting "Many Times" or "All of the Time"

School

Year





# % # % # % # %

In the past 24 hours, how many servings of fruits and vegetables have you eaten (for example, one serving is equal to

½ cup fresh, frozen or canned fruit or vegetables, ½ cup fruit or vegetable juice, or one medium piece of fruit or vegetable)?

(percentage is 5 servings or more)

2009/10 152 57 145 52 110 38 87 37

2010/11 159 60 130 46 142 45 130 47

2011/12 38 57 13 27 - - - -

2012/13 147 52 138 50 123 50 113 49

2013/14 147 51 139 54 76 46 76 43

At the present time, do you smoke cigarettes every day, occasionally, or not at all? ¹ (Grades 7, 10, 12)

(percentage reported as Not At All)

2009/10 Not asked Not asked 270 97 209 73 174 75


2011/12 Not asked Not asked 47 98 - - - -



¹ For this question, a high percentage of students reporting "Not At All" is desired.

Student Responses

School

Year





NOTES:

Enhancement Agreement Annual Report 2014-15 · PDF fileCara Bowley (BRE) Joy McCullough Mary...

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