糖心Swag

Board Chair Heather Grieve

At the Regular Public Board Meeting on September 9, 2024, the Kamloops-Thompson Board of Education was pleased to review the 2023-2024 District Learning Plan Results. As a Board, we acknowledge that we have many areas to celebrate while also recognizing a need to continue a focus on improving life chances for learners who have historically not achieved as well as all students in literacy, numeracy, human and social development, and career development.

Literacy

Our investment in early reading instruction and responsive teaching practices based on information from the local reading assessment (Primary Reading Assessment) continues to improve all learners’ achievement in reading. Grade 1 students improved from 62% to 73% in Grade 3 in achieving proficiency or better in reading. Aboriginal students improved the most (30% of Grade 1 students achieved proficiency + and by Grade 3, 64% achieved proficiency +). Primary students with diverse needs also improved (+6%) over 3 years.

Intermediate students continue to read and write better than peers provincially, but by Grade 10 and 12, not all students sustain the gains made. While these are positive outcomes, we recognize that Aboriginal students and students with diverse needs underperformed compared to all students in our District. Therefore, we need to continue to focus on erasing barriers that prevent the success of historically marginalized learners.

Numeracy

Because of our success working closely with teachers to develop the Primary Reading Assessment, our District staff have developed and piloted a Primary Numeracy Assessment, which is now in place District-wide. The goal is to teach and assess math and numeracy skills early and frequently to adapt teaching to the needs of learners. Even though Aboriginal learners in Grades 4, 7, and 10 improved (+1% to +5%) over three years, Grades 4, 7 and 10 underperformed provincial peers. We need to focus on innovative and differentiated strategies to meet all learners’ needs in numeracy.

Human and Social Development (Feeling Safe, Welcome, Connected, and a Sense of Belonging)

The Provincial Student Learning Survey assessments of feeling safe, feeling welcome, being connected to two or more adults who care, and having a sense of belonging are implemented in Grades 4, 7, 10, and 12. All students in our District have improved (+2%) in feeling safe, welcome, connected, and a sense of belonging over the last three years. Aboriginal students increased (+2%) compared to provincial peers who declined (-5%) in sense of belonging. Children and youth in care increased more than provincial peers in all measures in our District.

While we need to celebrate this continuous growth of students in Human and Social Development, they were less likely (-4%) than peers provincially to have a sense of belonging in school. Aboriginal students, students who have diverse needs, and students in care had a greater gap in feeling like they belonged compared to all students. There has been a focus on mental health supports, differentiated learning, and inclusive supports and services in schools, although we recognize that the complexity of needs in classrooms continues to increase. Our focus will be on collecting students’ feedback on what they need, especially those who may not have always had a voice.

Graduation Rates

All Grade 12 students graduated at the same rate over 5 years as peers provincially over 3 years. Aboriginal students increased (+5%) in completion rates from 2022-2023 and (+2%) over 3 years compared to students provincially. Students with diverse needs improved from (-4%) in 2022 to be the same (=) in 2023 as peers provincially. 糖心Swag has the highest graduation rates over 6 years than has ever been achieved in the District.

We are still seeing a gap in 5-year graduation rates for Children and Youth in Care, who declined (-5%) from 2022 to 2023 compared to provincial peers; Aboriginal students, who underperformed (-16%) compared to non-Aboriginal students in our District over the last 3 years; and Aboriginal students living on reserve, who are still below (-7%) off reserve Aboriginal students in our District over the last 3 years.

We have continued to survey students to explore programming that they most value. Last year, secondary students requested a Health Academy, which is starting for the first year this year at Brocklehurst Secondary School. Sa-Hali students initiated an Outdoor Education Academy. At NorKam, students supported an expansion of the International Baccalaureate program to younger grades (Middle years IB Programme).

Overall, we have seen growth in literacy, numeracy, human and social development, and career development for students in our District. Importantly, this growth has been notable for students who have historically not performed as well as all students. We recognize that there are still differences between outcomes for Aboriginal students, students who have diverse needs, and those in care, and these differences can only be addressed by asking students what they need, listening, and changing our practices. Such a focus on student voice has been and will continue to be important to understand what it means to create equitable learning opportunities and inclusive, caring learning spaces for all students.

To explore the full 2023-2024 District Learning Plan, read more here.